HEIDI

WOLFENDEN S001968

Year 8 Semester 1: The impact of media messages on body image.

Essential Question: What is beauty?

EDAR516 TASK 3 /CURRICULUM PLANNER

Time Allocation: 8 weeks (16 x 40 minute sessions)

Level 8 Visual Communication Achievement Standard

By the end of Level 8, students identify and describe how designers use visual communication practices to respond to briefs in different historical, social and cultural
contexts. They apply this knowledge in the development of their own visual communication practices. Students select and use appropriate drawing conventions, methods,
materials, media, design elements and design principles to create effective visual communications. Students evaluate how they and others are affected and influenced by
visual communications from different cultures, times and places. They identify and describe practices of visual communication designers in visual communications from
different cultures, times and places.

Content Descriptions:

Explore and apply methods, materials, media, design elements and design principles to create and present visual communications (VCAVCDE001)
Use manual and digital drawing methods and conventions to create a range of visual communications (VCAVCDV002)
Develop and present visual communications for different purposes, audiences and in response to specific needs (VCAVCDP003)
Identify and describe the purpose, intended audience and context in a range of visual communications from different historical, social and cultural
contexts (VCAVCDR004)
Identify and describe the use of methods, media, materials, design elements and design principles in visual communications from different historical,
social and cultural contexts (VCAVCDR005)
Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when
creating original proposals and artefacts (VCCCTQ034)
Consider a range of strategies to represent ideas and explain and justify thinking processes to others (VCCCTM040)
Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)

Lesson sequence: Body Image & the media

Session
(40 mins)

Focus

Week 1:
Double
Session
(80 mins)

Understand what
is meant by the
term body image
& the impact of
media messages

What will students know

and be able to do?

What are the main learning

activities?

Brainstorm students pre-existing

ideas about body image.
term 'Body Image'.
What is 'Body Image'? What is
Define the factors that
contribute to positive and negative positive and negative body image?
Class brainstorming & discussion.
Explain what is meant by the

What are the

assessment tasks?

Check the level of prior knowledge.

Evaluate whether the students the
students can define the factors that
contribute to positive and negative

HEIDI WOLFENDEN S001968

on body image
perception.











Play video and
discuss.

body image.

Identify and describe the underlying

messages, techniques and visual
conventions used in advertising to sell
products.












Describe the impact media
messages can have on body image.

Evaluate a series of media
messages as a group.

Identify and describe the purpose of
the ads, the intended audience and
the main message.

Present their views to the rest of the
class in the form of a verbal
presentation

Evaluate how they, and others are
affected and influenced by advertising

EDAR516 TASK 3 /CURRICULUM PLANNER

See: Teachers notes body image

Engage students in the topic of Body
Image by showing a video which
illustrates how an ordinary woman
can be made to look perfect in Visual
communication materials by using a
series of tricks to manipulate the
image, such as lighting, make up,
Photo Shop retouching etc.

Play video: Dove Campaign For
Real Beauty 'Evolution' 1.16 minutes
https://www.youtube.com/watch?v=
Q5qZedMTkkE

Teacher is to facilitate a class
discussion in relation to students
views about the video.

Students are to get into small groups
and review a series of print
advertisements relating to the body
image theme. See: Body image ads
The students will evaluate the
advertising and answer these key
questions: Identify and describe the
purpose of the ad. Who is the
intended audience? What do you
think is the main underlying message?
How does this ad make you feel?
Consider the advertising from an
ethical standpoint.

body image.















Gauge students ability to evaluate
how they and others are affected and
influenced by advertising images










Gauge students ability to identify and
describe the underlying messages
using in advertising to sell products.

HEIDI WOLFENDEN S001968

EDAR516 TASK 3 /CURRICULUM PLANNER

Each group will formulate a response
and make a short informal
presentation to the rest of the class.

Homework- Task One. (20% of overall
grade) Must be submitted at the start
of class in Week 3.
Hand out Task One- Evaluating media
messages.

Clarify that students understand what
they are required to do for Task One.
Respond to students questions about
the task.

HEIDI WOLFENDEN S001968

Week 2:
Double
Session
(80 mins)

The portrayal of
beauty in art.




Exploring the
inquiry question.
What is beauty?

Respond and interpret the artwork, in
terms of historical, social and cultural
context.



Reflect on their own perception of
beauty and consider and respect the
viewpoints of their fellow peers.

EDAR516 TASK 3 /CURRICULUM PLANNER

Concept of beauty in Art History.
Respond to the images and engage in
a class discussion around the idea that
the perception of beauty varies and is
influenced by different cultures, times
and places.
See: Art History- The Perception of
Beauty in Art.


Explore the theme- What is beauty?
See: Inquiry Question- What is
Beauty?
Students are work in groups and
reflect on the question what is
beauty? Write their ideas on post it
notes and stick them to the wall.
Class discussion facilitated by the
teacher on what constitutes beauty,
beyond just a narrow set of attributes
prescribed by the media.

Monitor the students ability to grasp
the idea that societies perceptions of
beauty are varied, rather than fixed
and are dependant on historical, social
and cultural context.








The teacher is to use questioning
techniques to help prompt students to
think in increasing complex ways.

HEIDI WOLFENDEN S001968

Explaining
Assessment Task
Two.

Define the various components
required in Task 2.

EDAR516 TASK 3 /CURRICULUM PLANNER

Explain Task Two- Poster Design
(80% of the overall grade)

Create a poster for The Reach
Foundation Charity Organisation.
Target Audience: Teenagers.
Main purpose: Help suggest a way or
ways teenagers can develop a more
positive body image.

Posters must include:
Headline/Typography
Original drawing/illustration in the
medium of your choice
Reach Foundation logo
Reach web address

Clarify that students understand what
they are required to do for Task Two.

Respond to students questions about
the task.

HEIDI WOLFENDEN S001968

Week 3:
Double
Session
(80 mins)

Engage in the
research process.











Explore and
experiment with
initial design ideas

Research and examine the
information on the internet and
evaluate the materials relevance to
the topic of body image.









Develop a series of rough sketches
and record your initial thoughts and
ideas that are relevant to Task 2.

EDAR516 TASK 3 /CURRICULUM PLANNER

Students are required to submit Task
One.

Begin research for Task Two.

Summative Assessment
Assess Task One and provide written
feedback to students.



Conduct online research for Task Two
Check students are conducting
research that is relevant to the topic.
Suggested websites:



http://seeme.org.au/



http://reach.org.au





Students are to brainstorm and sketch Circulate the room and review each
students progress. Pose questions and
rough ideas for their poster design.
make suggestions, if students do not
to know where to begin.

HEIDI WOLFENDEN S001968

Week 4:
Double
Session
(80 mins)

The Principles of
Design.

















Exploring and
experimenting with
ideas and visual
representations.

Identify and describe the Principles of
Design.

















Explore and apply methods,
materials, media, design elements
and design principles to create a
poster design.

EDAR516 TASK 3 /CURRICULUM PLANNER

Show students an image of the
Design Principles and discuss
how they can apply the
principles in their own work.


Design Principles
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nciples%20Overview.jpg




Students will begin to
experiment, explore and apply a
range of methods, materials,
media, design elements and
design principles to create their
poster design. They are to keep
a photographic record as
evidence of their process.
Materials may include paint,
graphite charcoal and ink and/or
relevant computer program.

Check for understanding.



















Circulate the room and review each
students progress. Provide the scaffolding
to guide the students through the design
process.

HEIDI WOLFENDEN S001968

EDAR516 TASK 3 /CURRICULUM PLANNER

Week 5:
Double
Session
(80 mins)

Design Principles
and Elements

Exploring and
experimenting with
ideas and visual
representations.




Informal class
critique of
students work.






Reflect on class
feedback.



Introduce the role
of typography in
Visual
Communication

Re-iterate the Design Principles and

Design Elements.
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pg


Present their ideas to others and
explain and justify their thinking
processes.


Provide constructive feedback on the
work of their peers.







Show students a 5 min video, which
introduces them to a brief history of
typography.

The students are to reflect upon

how they may apply the visual
conventions in their own work.

Students will continue to explore
and apply methods, materials,
media, design elements and
design principles to create their
poster. They are to keep a
photographic record of the
Design process at every stage.

Informal class critique of
students work so far. Students
are to show their work to the
group and discuss what could be
done to enhance the piece of
Visual Communication.

After reflecting on the class
feedback they are to make
adjustments and amendments
to their designs.



Students are to explore and
experiment with typography for
their poster.

Check for understanding of the Design

Elements and Principles


Circulate the room and review each
students progress. Provide the scaffolding
to guide the students through the design
process.




Ascertain whether the students can
present their ideas to others and explain
and justify their thinking processes.











Circulate the room and review the
students progress

HEIDI WOLFENDEN S001968

EDAR516 TASK 3 /CURRICULUM PLANNER

Week 6: Develop final
Double artwork
Session

(80 mins)


Create PowerPoint
presentation

Design a poster, using manual or
digital drawing methods and
conventions



Prepare a short PowerPoint
presentation that demonstrates your
own design process.

Students are to use manual or
digital drawing methods and
conventions to create their final
artwork.


Students begin putting together
a short PowerPoint presentation
with photos of their design
process.

Circulate the room and review each
students progress. Provide the scaffolding
to guide the students through the design
process.


Check the students level of ability and skill
in using PowerPoint.

Week 7:
Double
Session
(80 mins)

Finalise the poster design, using
manual or digital drawing methods
and conventions.

Finalise a short PowerPoint
presentation that demonstrates your
own design process.

Finalise and refine their
Poster Design.

Students are to finalise their
PowerPoint presentation and
consider what they would like to
talk about in their 5-minute class
presentation next week.

Ensure that the students are nearing
completion of Task 2.

Clarify what students need to cover in their
5-minute presentation.

Refine final artwork

Finalise PowerPoint
presentation

HEIDI WOLFENDEN S001968

Week 8:
Double
Session
(80 mins)

Present
PowerPoint
presentation and
final poster










Students are to
respond to one
anothers work

Peer to peer
question time.

Class discussion
and final reflection
on the topic of
Body image and
the media.

Present the Poster Design.

Explain how your visual
communication answers the Design
brief.
Explain why this message would
appeal to a teenage target audience.

Explain the main purpose of your
poster.

Define the way/ways your poster
promotes positive body image.

Respond to the work of your peers.



Pose questions to your peers in order
to clarify your understanding.



Reflect and evaluate what you have
learnt about the topic Body image
and the media.

EDAR516 TASK 3 /CURRICULUM PLANNER

Students are to make a 5-minute
presentation to the class. They
are to show the other students
their short PowerPoint
presentation and explain the
process they went through to
arrive at the final artwork, then
they are to present their final
poster to the group.




Students are to respond to one
anothers presentations and ask
questions in order to clarify their
understanding of each students
individual response to the brief.




Final Reflection and class
discussion considering what they
had learnt throughout the
Unit of work.

Summative Assessment
Assess Task Two and provide written
feedback to students.










Check the students comprehension of one
anothers verbal presentations.








Evaluate the students depth of
understanding on the topic of Body image
and the media.

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