Belief and values: Beauty (work in progress)

Task: Discuss what beauty is for you with your classmates.

Put your ideas about what it is in poem form. Share. 

An example by me:

From dawn to sunset

Beauty is what beauty does

Lends a helping hand

© Erika

Lines of inquiry

How are social constructs of beauty and gender created and communicated? (factual)

To what degree does one's cultural perspective shape one's understanding of gender and beauty? (conceptual) 

To what degree do media platforms have a responsibility to communicate healthy constructs of beauty? (debatable)

Beauty standards through history: https://www.scienceofpeople.com/beauty-standards/ (3:09)

Is beauty in the average? (read this and some related texts from the same site): 

https://www.psychologicalscience.org/publications/observer/obsonline/is-beauty-in-the-average-or-the-individual.html

Techniques in advertising: 

https://yourbusiness.azcentral.com/techniques-word-shapes-advertising-26060.html

Ugly = the new pretty: https://www.thecrimson.com/article/2006/7/21/ugly-is-the-new-pretty-bologna/

Vocabulary to talk about beauty: NB! Not every word is formal enough for using in IB assignments

https://boompositive.com/blogs/positivethesaurus/words-to-describe-beauty-synonyms

https://www.words-to-use.com/words/beauty/ (Discuss the quotes :) )

TED talks about beauty: https://www.youtube.com/results?search_query=TED+beauty

Task (portfolio and presentation and blog): Choose one TED talk on beauty (not to same as any of your classmates), watch it and make a short presentation to class (including presenter, specific topic, main points they make and ideas they put forth + examples, specialist terms, your own opinion of the issue, anything else you deem worthwhile).

See the document (on Tera) on summarising to help you with language choices. 

In addition, make a blog post on it (incl. link to where it can be watched, main idea, GI). It could be in the same blog post with your explanation of what beauty is.

To complement PhilpotNew Unit 2.3

Discuss it in detail, make sure you know all the vocabulary and key concepts.

Treat every text as a possibility to practice for Paper 1, i.e. detailed annotation and thinking of a possible guiding question to go with it (if the book has not suggested one). After annotating on your own, discuss with some classmates to pool your ideas. Balance-wise, pay a bit more attention to non-literary texts than literary ones. Save annotations in your portfolio.

Every time you go off the book to read / research something online (as directed by a task in the book, or me, or because of your own interests), share useful / interesting findings on the blog.

Set yourself homework at the end of each discussion lesson (unless the teacher has given you something specific to do). Each time include something that could and should be presented to the whole class the next time.

See which parts of PhilpotNew U2.3 Beauty the following might go together with:

* Same topic, different ways of presenting. What are the advantages and disadvantages of presenting an issue in such ways? Who might be the intended audience? 

How would you word a global issue here?

https://deeply.thenewhumanitarian.org/malnutrition/articles/2018/04/12/in-mauritania-force-feeding-leaves-young-girls-with-long-term-problems

Fed to Wed (documentary): https://www.youtube.com/watch?v=J8YJm6w2IvU

Objectifying men:

https://www.mainstreethost.com/blog/sex-sells-sexy-men-objectification-men-advertising/

Could this be the beginning of a BOW?
https://www.buzzfeed.com/crystalro/this-artist-re-created-sexist-vintage-ads-with-the-roles

(http://www.elirezkallah.com/photography)

Why is it so hard to see black and blue (Task 3.10 / Text 2.25): 

https://vulcanpost.com/188081/hard-see-black-blue-salvation-army-puts-thedress-new-light/

Task: Create a BOW :)

Task 3.11: Add catcalling to the list of problems.

Make Your Move!: http://www.makeyourmovemissoula.org/

The Bystander Campaign: http://www.makeyourmovemissoula.org/bystander (BOW!) (read about consent and bystander tips, etc., too)

PhilpotNew Task 3.12 rewritten for small groups (do NOT go there unless instructed to do so)

* Read the intro and point a (PhilpotNew p 135 Towards assessment).

* Go to Chapter 8 and read / discuss pp 321-322 (up till the end of Task 8.1).

* Refresh your memory of what is available on the blog in connection with the IO (and where exactly).

* Back to p 135. Read Texts 2.27 and 2.28 quickly, discuss point b, and pick a global issue to concentrate on.

* Annotate both texts, and do point c on your own.

* Instead of point d, share your outlines in your small groups.

* Do points e-j using feedback from your small group members.

* Save everything in your portfolio.

NB! You are not allowed to use the same texts for your real IO that you have used for this kind of practice.

Do NOT go past this line yet!

Analysis of The Diet by Carol Ann Duffy (only to be consulted after you have done PhilpotNew Task 3.12 as fully as possible): https://poemanalysis.com/carol-ann-duffy/the-diet/

Task: consult the online analysis, and add another layer to your annotation of the poem.

A student's analysis of Text 2.28: 

https://sites.psu.edu/rclvandevelde/2013/10/17/unit-two-paper-draft-two/

Beauty and fitness adverts: 

https://flashbak.com/beauty-and-fitness-adverts-the-fine-art-of-preying-on-a-bad-self-image-5469/

Portfolio task: Use Text 2.28 as the text for practice for Paper 1, with this guiding question:

How does this advertisement use written and visual language to ‘speak’ to its reader?

Beliefs and values: Gender, Femininity, Masculinity, Beauty

 To complement PhilpotNew Unit 2

Discuss it in detail, make sure you know all the vocabulary and key concepts.

Treat every text as a possibility to practice for Paper 1, i.e. detailed annotation and thinking of a possible guiding question to go with it (if the book has not suggested one). After annotating on your own, discuss with some classmates to pool your ideas. Balance-wise, pay a bit more attention to non-literary texts than literary ones. Save annotations in your portfolio.

Every time you go off the book to read / research something online (as directed by a task in the book, or me, or because of your own interests), share useful / interesting findings on the blog.

Set yourself homework at the end of each discussion lesson. If you have not done this, follow the teacher's guidelines (but for becoming a self-directed learner, setting your own is more useful).

Rosie the Riveter: https://en.wikipedia.org/wiki/Rosie_the_Riveter

Gender equity (article): https://hbr.org/2020/05/gender-equity-starts-in-the-home

BOW: ArtActivistBarbie: 

https://www.theguardian.com/artanddesign/2020/apr/16/art-activist-barbie-protester-feminist-agenda

On Twitter: https://twitter.com/barbiereports?lang=en

Think of poems from "The World's Wife" by Carol Ann Duffy: which of them would you connect to the general topics of this unit, or, more specifically, to a sub-topic or a text.

BOW: The Gender Code (Gender & Sexuality Documentary): 

https://www.youtube.com/watch?v=Zph7H-O0d5w (1:57:56)

https://en.wikipedia.org/wiki/Non-binary_gender

The movie "The Danish Girl" (try Netflix?)

https://people.com/movies/the-real-life-danish-girl-the-story-of-1920s-transgender-artist-lili-elbe/

Masculinity and hypermasculinity: 

Task: watch each, and summarise the ideas expressed in them in a paragraph of max 10 sentences (for your portfolio)

https://www.youtube.com/watch?v=Pw0wt_tbdCI (8:28)

https://www.youtube.com/watch?v=RbX76n6A160 (6:44)

https://www.youtube.com/watch?v=Gha3kEECqUk (toxic masculinity, 6:38)

TED talks:

Why I'm done trying to be "man enough" | Justin Baldoni

https://www.youtube.com/watch?v=Cetg4gu0oQQ

Another BOW: https://www.huffpost.com/entry/men-ups_b_999124

Beauty in a poem

 

From dawn to sunset

Beauty is what beauty does

Lends a helping hand

© Erika