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Body Image

Body Image. By: Shannen Pelletier EDC:448 Due: September 27,2012 Grade: 8/9 th Grade. Guiding Questions. Do you feel as though anyone truly feels 100 percent confident in themselves? Why? If you know someone who you believe is harming their bodies how can you help?

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Body Image

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  1. Body Image By: Shannen Pelletier EDC:448 Due: September 27,2012 Grade: 8/9th Grade

  2. Guiding Questions • Do you feel as though anyone truly feels 100 percent confident in themselves? Why? • If you know someone who you believe is harming their bodies how can you help? • What do you think influences individuals the most about their body image?

  3. Offline Texts

  4. Feldman, Robert S. Understanding Psychology. Boston: McGraw-Hill Higher Education, 2008. Print. Text Book Quantitative Going through texts to try and grasp information that would be useful to teach in a Physical Education classroom was a lot more difficult then I presumed. However Module 30 in Understanding Psychology touched upon the topic of body image, and the types of pathways an individual can take to having an unhealthy body; and it immediately caught my interest. With the information given in this book about types of sicknesses one can develop such as anorexia for example, I decided I wanted to teach my students about body image and hopefully give and teach them enough that being healthy is what's beautiful and what they should be focusing their attention on. The genre of this text book would be non-fiction because it is all real information. This book is a college level text, however I would only be using some arias from it. The text as a whole is 618 pages however I am only using one module. After completing the readability formula, it was stated that my text would be a grade level of 12, saying that it is a “difficult read” ; and it would be issued to students ages 17-18 years old (12th grade level). However I believe I would be able to teach this material to a 9th grader. This would be appropriate information for the students to understand even if I have to explain it in an easier way.

  5. Qualitative Data for Understanding Psychology The qualitative analysis for this text when it comes to levels of meaning and purpose was scored at a level 1 when it came to purpose; yes the read was scored highly quantitatively, but the layout was easy and it clearly stated what was trying to be said throughout the text. The structure, of this text book was organized and there where clear signals and transitions so that the reader was able to follow along (score 1). Language Conventionality and Clarity I believe would be scored at about a 2. Many of the readers I personally believe would be able to comprehend this material; however there may be some words that may need further explaining. When it comes to the student and the Knowledge demands for Understanding Psychology I believe prior knowledge would play a big role. Many students at this age have heard or maybe even experienced issues with body image, however may not know specific facts or details about given information(score 2.)

  6. Shannon, David. A Bad Case of Stripes. New York: Blue Sky, 1998. Print. A Bad Case of Stripes by David Shannon would be a wonderful children's book to start off a lesson with my 9th grade class. Even though they may not understand the concept in the beginning, after reading they will have a better understanding of what our lesson will be about. A Bad Case of Stripes talks about a young girl who isn't eating the one food she loves, lima beans. Camilla is doing this because she wants to “fit in” and if she ate lima beans all the kids would think she’s weird. Throughout the book Camilla's skin changes dramatically to patterns she is seeing, hearing, and even eating. At the end of the story when Camilla is fed the lima beans that she loves but wouldn’t eat to fit in, she returns back to her normal self. My 9th grade class will have to really think about the meaning of this book and understand that its not about Camilla not eating lima beans and changing colors; its about Camilla not wanting to be who she really is because she’s scared of not fitting in. After she realized that its ok to be your own individual that’s what made her most happy. She no longer was being what everyone else wanted her to be, she was being herself. This text would be considered considerate and appropriate given the lesson that I plan on teaching. This fiction children's book is 30 pages long with wonderful pictures to better the readers understanding. This book would be well below average for my 9th grade class, but my students will be digging deeper into the meaning of body image and fitting in; they could then use this book to compare when using more complex texts.

  7. Qualitative Data for “A Bad Case of Stripes” Meaning and Purpose, in regards to “A Bad Case of Stripes” I would give density and complexity a 2, because there is a deeper meaning to the story. However I would score it a 1 when it talks about figurative language. You can make literal interpretations, however, if you would like to distinguish the deeper meanings with older children then you may do so. Because this was a children's book, the structure was very organized and in chronological order making it more considerate for the reader(1). What my favorite part of this book was, were the graphics; without these pictures the story would not have been understood as well to youngsters and without the pictures the book wouldn’t be as fun to read(1). Language Conventionality and Clarity I would score a 1, the story was clear and the students at even a young age are able to register the reading. Knowledge demands was also scored a 1 in my eyes; I believe the vocabulary was common and that prior knowledge helped out the readers.

  8. Zeckhausen, Dina, and Brian Boyd. Full Mouse, Empty Mouse: A Tale of Food and Feelings. Washington, DC: Magination, 2008. Print. Full Mouse Empty House is about “A mouse family (the Squeaks)[who] live quietly in a house inhabited by humans. But when the mice children, Billy Blue and Sally Rose, are discovered by the humans, their lives become filled with daily upset. Not wanting to bother their parents, Billy Blue eats to push down his distress, while Sally Rose is so anxious she can't nibble a thing. Eventually they realize the importance of talking about feelings and learn to find comfort in healthy ways. This is a good first book to help children understand different feelings, learn to talk about them, and use means other than food to express them.” I believe this children's book, like A Bad Case of Stripes would be a wonderful book to start off a lesson relating to body image and how to handle issues by talking them out rather then eating to much or to little. This would be a very considerate text seeing as though it was written for a much younger group of children, however this story would be a great stepping stone to build off a conversation regarding food intake and trying to fit in. This fiction children's book is 40 pages set for a reader age 6 and up. Even though the reading level is low, we could branch off of this story and refer back to the text book.

  9. Qualitative-Full Mouse Empty House Levels of Meaning and Purpose in Full Mouse Empty House ; the purpose of this book is clear and straight to the point. Younger children during and after the reading may need some further explaining but if I were to read this to 9th graders they would understand the meaning of this book(1). The structure of this book is organized and has information in place to guide the reader(1). Language Conventionality and Clarity in regards to register for the 9th grade class would find what the author is talking about very familiar(1). Knowledge demands (1); the vocabulary for this book is at a very low level for 9th grade but that’s not the reason for it being used, its to take the prior knowledge that they have already obtained and to then learn more in the textbook Understanding Psychology about body issues.

  10. Mean Girls. Dir. Mark Waters. Perf. Lindsay Lohan, Rachel McAdams. THEVID Technicolor Distribution Services, 2004. DVD. Once Dr. Kern mentioned movies were allowed to be seen to help teach a lesson, the Movie Mean Girls immediately popped into my mind. This film is about fitting it, body image, and what can happen if you try and be someone who your not. This would be a film I would either show mid way through my lesson or towards the end. This movie is extremely considerate and appropriate for the 9th grade age group. Mean Girls is 97 minutes long; with that being said, even though it may seem not like an educational video, it is when it comes to my topic of body image. This film is a comedy-drama, and would be considered grade level.

  11. Qualitative- Mean Girls • When it comes to Levels of Meaning and Purpose in regards to Mean Girls, I would rate the video a 1; because the purpose of the video is cut and dry, however I would score figurative language a 2 because there is some symbolism throughout the film. the meaning of the video is pretty literal. The structure is very organized and self explanatory. The movie is told in a clear way in which even children at around age 12-13 would start to understand the true meaning of the film(1). Language Conventionality and Clarity and comparing the film and the students I also believe would be scored a 1. The reader can understand the language being used and it is also familiar to them. Knowledge demands for Mean Girls I would score about a 2. I believe this text

  12. Super Size Me. Dir. Morgan Spurlock. Perf. Morgan Spurlock. 2004. DVD. Super Size me is a movie that I believe would be a great starting off point when the lesson turns from not eating enough to way to much. I would show this video in class that way everyone can access it. “While examining the influence of the fast food industry, Morgan Spurlock personally explores the consequences on his health of a diet of solely McDonald's food for one month.” During High school I personally watched this movie and found it very coherent , considerate, and appropriate the way my teacher used it in her lesson. This documentary/comedy/drama is, 100 minutes long and is PG13 making it okay to view in school. 9th graders would be a perfect age(grade level) to watch this because this age is at high risk for body disorders.

  13. Qualitative-Super Size Me Levels of Meaning and Purpose, this film I believe would be taken at “face value” there is not much information that you need to figure out; the facts are stated and it is clear what the main characters purpose of the film is(2). The structure of Super Size me is in chronological order, Morgan Spurlock wanted to see how much fast food could effect you within a months span and after watching you can see the dramatic changes happening to him. The Language Conventionality and Clarity, I believe is at the correct grade level for students to have an understanding of the subject matter; therefore I would score this as a 2. Knowledge demands lastly, I would score a 2. Children at this age know what's good and what's not good to eat with prior background knowledge. However, it is my job to teach them about body image and what can happen to your body if you don’t take care of it.

  14. Dodson, Marti. "Imperfection." Saving Jane. N.d. MP3. This specific song I found on body image I found quite interesting. There are many different ways students can learn; some may like to see visuals, have lectures, or maybe even listen to their lesson. So with this being said, I decided to bring in the idea of music. Some individuals may be able to connect better with a song rather then a text book. Yes, it is not filled with facts etc. however it still ties in with my lesson. I would play this song at the end of my lesson (they would not need to find this) because in my eyes the singer has overcome being an “outsider” and is finally proud to be the person she was born to be; and that’s what I want my students to do, it to feel comfortable in their own skin. This song is considerate and grade level appropriate.. It is very self explanatory but you can always find a deeper meaning. This song is 3 minutes and 58 seconds long. So even though it will not take a long time to show my students, it may help one student understand the reasoning behind my lesson that much more. http://www.azlyrics.com/lyrics/savingjane/imperfection.html "Imperfection“-Saving JaneMy hair's a wreckMascara runsMy feet get dirtyAnd my skin burns in the sun.My lips they bleedBut I still sing my songs.Takes me a minuteTo admit it when I'm wrong.Pretty is as pretty does,But pretty's not my thing.This is what you get.This is who I am.Take me now or leave meAny way you can.Sometimes I trip and fallBut I know where I stand.And if you're thinking about changing my direction,Don't mess with imperfection.hMy hair's a wreck,No I'm not perfectBut I'm not the only one.

  15. Qualitative: Saving Jane • This specific songs Levels of Meaning and Purpose, is directly stated therefore I wound sore it a 1. The structure of this song is simple and to the point in an organized fashion. Language Conventionality and Clarity of “Imperfection” is “casual and familiar” to the reader making this song easy to interpret. Knowledge demands; the students will have a discussion before the song trying to figure out what the title of this song has to do with the lesson we have learned on body image; then after reading the lyrics and listening to the song they will have even more knowledge about this song and how it had to do with our lesson and have a class discussion.

  16. ONLINETexts

  17. IrishOfCourse52. "11 Facts about Body Image." YouTube. YouTube, 01 June 2010. Web. 27 Sept. 2012. <http://www.youtube.com/watch?v=31Ajvix6DXs>. http://www.youtube.com/watch?v=31Ajvix6DXs This video talks about magazines, TV programs and even models and how this is causing individuals to not feel comfortable in their own skin. Everyone now a days is trying to get the “perfect body” but is there really such thing as perfect? This considerate YouTube video is appropriate and a good tool to teach the students more about influences on body image. This video is 3:58 seconds long and has some good facts and reasons why girls and boys view themselves today as not looking the “right” way. In terms of all my readers this would be a wonderful video to show during class. Paragraph 2: Present qualitative analysis. Using the following four categories: (1) Levels of Meaning and Purpose, (2) Structure, (3) Language Conventionality and Clarity, and (4) Knowledge demands.

  18. Qualitative- YouTube Video Levels of Meaning and Purpose;(1) this video it straight forward and teaches to the viewer what he or she should learn in an easy manner. I enjoyed the structure (1) of this video, it was short, organized, and had a wide variety of pictures and information. Language Conventionality and Clarity, I would also fall under the 1 point level due to its familiar language and because it is easy to follow along. Lastly the group on knowledge demands; I would score a 1. This video is very self explanatory however it is teaching the students why individuals gradually being to think their bodies are not perfect which I find important to inform them that what they see isn't always the truth. Example: airbrushing

  19. Wiseman, Eva. "Uncomfortable in Our Skin: The Body-image Report." The Guardian. Guardian News and Media, 09 June 2012. Web. 27 Sept. 2012. <http://www.guardian.co.uk/lifeandstyle/2012/jun/10/body-image-anxiety-eva-wiseman>. http://www.guardian.co.uk/lifeandstyle/2012/jun/10/body-image-anxiety-eva-wiseman EAT HEALTHY This Body image report would be a helpful text to use side by side with the textbook. It has to do with how individuals are no longer feeling comfortable in their body's and how this needs to change. This text is much more difficult then my other texts to read, however, with guidance; this would be a great piece to expand their minds and I as a teacher would need to help them comprehend the information. This Report/ Article is 23 page long and is a narrative. This write up is a difficult read that makes you think. So with this being said I would have the students work on this article towards the end of my lesson on body image.

  20. Qualitative- YouTube Video Levels of Meaning and Purpose: This article/report is one of the most difficult pieces of text I chose. I would score this a 3 when it comes to figurative language and density and complexity however; as for purpose I would score that a 2. Structure in this article I found much more complex and it was much harder to follow as readying (3). The graphics were not very helpful however, after learning what the piece is about it does hold very important information. Language Conventionality and Clarity; in this article I scored a 3, there was some English that would be unfamiliar to the reader. Knowledge demands for this article would score a 2, vocabulary is more difficult then other articles. Also, some prior knowledge that the learner has already obtained may help out the reader, but some may need some assistance in learning the subject matter in more depth.

  21. "Girls and Body Image Tips." Reviews and Ratings for Family Movies, TV Shows, Websites, Video Games, Books and Music. N.p., n.d. Web. 27 Sept. 2012. <http://www.commonsensemedia.org/advice-for-parents/girls-and-body-image-tips>. http://www.commonsensemedia.org/advice-for-parents/girls-and-body-image-tips This material I find very helpful that the students could learn from, however this would be a handout I would give to bring home and read. Even though it tips for parents. These tips could also help teens help others to keep their body's healthy . This text is a pretty considerate read depending on the child's prior knowledge on body image and eating disorders. This article is 4 pages long and should be printed off and handed out to students to read for homework. In general this read would be okay for the ninth grade readers to read; some info or words they may just need to look up. .

  22. Qualitative- Girls and Body Image Tips • Levels of Meaning and Purpose; I would score this article a level 1; it is simply just tips given to help stop or prevent eating disorders from occurring, but could be very useful one day. The structure, I found very organized and even though there were not many graphics I still found it an interesting read(2). Language Conventionality and Clarity; I would score as a 1 because the reading will be familiar to them. Lastly, Knowledge demands I gave a 2. Some children or adults may have already known these tips but others may have not. With this being said prior knowledge had a lot to do with this.

  23. "Eating Disorders." NIMH ·. N.p., n.d. Web. 27 Sept. 2012. <http://www.nimh.nih.gov/health/publications/eating-disorders/complete-index.shtml>. http://www.nimh.nih.gov/health/publications/eating-disorders/complete-index.shtml This website is very good for my students to look over the first day that we talk about the new lesson. It talks about the kinds of eating disorders exist and how to be aware of them. This reading is very organized and considerate. There are 11 pages of information, however it is very useful information. This reading would be ok for 9th graders however the students who usually need more help could probably use some extra guidence. Paragraph 2: Present qualitative analysis. Using the following four categories: (1) Levels of Meaning and Purpose, (2) Structure, (3) Language Conventionality and Clarity, and (4) Knowledge demands.

  24. Qualitative for Eating Disorders Levels of Meaning and Purpose, for this website I scored a level (2). The material is very informational, and very useful full of purpose. The structure, for this article is extremely organized with headers and with bold print however I would have liked to see more photos being used (2). Language Conventionality and Clarity, I scored a level 2 because the language is clear however is a bit complex in some arias. Knowledge demands; if you do not have prior knowledge on this subject it is okay because all of the information is listed in an organized manor with good vocabulary.

  25. Thank You!

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