Active learning ideas
In an era of filters and influencers, second-year students are constantly bombarded with curated images that can distort their sense of self. This topic addresses SPHE Learning Outcomes 1.3 and 1.4, encouraging students to critically analyze media messages and appreciate body diversity. The goal is to move students from being passive consumers of media to active, critical thinkers who can recognize the commercial motives behind 'perfect' imagery.
Activity 01
Groups are given a variety of ads (print and digital) for beauty or fitness products. They must identify the 'hidden message' (e.g., 'You aren't enough without this') and the techniques used to sell it (lighting, editing, celebrity endorsement).
How does social media affect how we see ourselves?
Activity 02
Students bring in or find images of people who represent 'real' beauty and body diversity (different ages, abilities, sizes, ethnicities). They create a collage wall and write one thing they admire about each person that isn't related to their weight or looks.
What are unrealistic beauty standards?
Activity 03
Students discuss in pairs why people use filters and how it feels to see 'perfect' versions of their friends online. They brainstorm three ways to make their own social media feeds more 'body positive' (e.g., unfollowing certain accounts).
How can we promote body positivity?
A few notes on teaching this unit
Watch Out for These Misconceptions
Images in magazines and on social media are what people actually look like.
Students often forget about professional lighting, makeup, and digital editing. Active 'spot the edit' games help students realize that many of these images are physically impossible to achieve, reducing the pressure to compare themselves.
Body positivity is only for people who are unhappy with their weight.
Body positivity and diversity are for everyone. Through peer discussion, students can learn that everyone, regardless of their size, faces pressure to conform and that respecting all bodies is a universal value.
Methods used in this brief
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