Level(s): Grades 11 - 12
Overview
| This lesson and all associated documents (handouts, overheads, backgrounders) is available in an easy-print, pdf kit version. To open the lesson kit for printing, click here. To print only this page, use the "printable version" link at the top of the page.
|
To introduce the issue of pornography for classroom discussion. To help students understand the difficulty in determining the sometimes very fine lines between erotica, freedom of expression, and sexual exploitation and to familiarize them with guidelines for making these distinctions.
Learning Outcomes
Students will demonstrate: - an understanding of what constitutes pornography
- knowledge of the guidelines that have been established to regulate pornography in the advertising industry
- an appreciation of the difficulties in enforcing these guidelines
Preparation and Materials
The Lesson
Ask your students
- What is pornography? (After they have brainstormed definitions, place the Definition of Pornography transparency onto the projector.)
- What is the difference between an erotic response and an aesthetic or emotional response?
- How do you decide whether or not an image is pornographic?
This last question is not a simple one to answer. Each society has different standards in determining what is, or isn't pornographic. For example, European countries tend to be more permissive regarding explicit material than are Canada and the United States. In Canada and the U.S., definitions of what is and isn't pornographic are included in our criminal codes, as well as in film and advertising industry guidelines and regulations. Yet despite these parameters, courts are still challenged in determining the fine line between erotica and sexual exploitation. Advertising Standards Canada has established Gender Portrayal Guidelines, which include guidelines that relate to sexual exploitation of men and women. The following commentary may prove useful to you in approaching the Guidelines:
1. Authority
While advertisers have made noticeable progress in providing equal representation of men and women in roles of authority, some disparity still exists. In particular, individual advertisers should give equal consideration to women in the area of voice-overs.
2. Decision-making
Both women and men are active decision-makers for all categories of personal and household purchases as well as in the workforce. Advertising should reflect this reality.
3. Sexuality
Exploiting is interpreted as a presentation in which sexuality is on display merely for the gratification of others. When sexuality is relevant to the product being advertised or is part of the creative scenario, it should be treated with sensitivity and respect for the individual(s).
4. Violence
Men and women should be portrayed equally as in control of their person and their surroundings. Images and texts which imply domination, aggression, or violence, or enjoyment of the same, should not be used.
5. Diversity
Today in Canadian society there is no single contemporary family structure. Men and women take part in a broad variety of responsibilities, occupations, lifestyles and activities. This diversity should be portrayed in advertising.
Further, women and men of various ages, appearances and backgrounds should be considered when creating advertising.
6. Language
The equality of the sexes should be reflected through the use of gender neutral language, e.g. fire fighter instead of fireman and synthetic instead of man-made. Language should also reflect the equal dignity of both genders e.g. men and women instead of men and girls, and must not include pejorative or inappropriate terms.
Distribute Advertising Standards Canada's Gender Portrayal Guidelines and carefully review it with your students.
Activity One
Group Assignment
- Divide class into small groups
- Using the Guidelines sheets, have students find examples for each point from magazines in the school library, or from fashion, sports, video game or teen magazines they have brought to class.
- In presenting their images to class, students should identify
- the title and type of magazine that the ad came from
- it's target audience
- how their images relate to each guideline
- the underlying message of each ad
- After each presentation, ask the rest of the class whether or not they agree with the images selected by the group.
Activity Two
Case Study Assignment
A particular concern in recent years has been the increasing sexualization of young people in advertising. Models are beginning to work at younger and younger ages - in fact, it's not unusual to have thirteen-year-old girls on the runways of Paris and Milan. Society's focus on youth as an important part of beauty, and the use of younger models to sell fashion, has led to the disturbing trend of posing very young models in sexually provocative poses. The Criminal Code of Canada defines "Child Pornography" in terms of sexualization of images of children, (distribute Canadian Advertising Foundation's Guidelines Relating to Pornography) but there is still debate among the courts, publishers and special interest groups as to what constitutes pornography.
Distribute Calvin Klein - A Case Study and Case Study Assignment to students.
Evaluation
- Group presentation
- Expository essay
Extension
An additional activity that is relevant to this topic is the CITY-TV re Fashion Television Case Study
from the unit Broadcast Codes. In this assignment, students assume the role of the Board of Directors of the Canadian Broadcast Standards Council, (CBSC) in responding to a complaint received by a broadcaster (in this case, CITY-TV) regarding its programming. Using a copy of the Canadian Association of Broadcaster's Sex Role Portrayal Code as a reference, students are to determine what decision the CBSC will reach regarding a viewer's complaint about a segment from Fashion Television.
In order to complete this assignment, students will need copies of the following handouts from the Broadcast Codes lesson.
