1. Body Image, Art and Math Erin Timm & Carolyn Walker Education 200 Curriculum Project April 2004

2. Overall Goal: We hope to give our 6 th grade class a healthy perception of body image during a period of time when body image is very influential on one’s self- esteem. We hope to give our 6 th grade class a healthy perception of body image during a period of time when body image is very influential on one’s self- esteem.

3. Objectives Students will think critically about where they get body image perceptions from Students will think critically about where they get body image perceptions from Students will challenge existing beauty standards Students will challenge existing beauty standards Students will form connections between body image and math using proportion and ratios Students will form connections between body image and math using proportion and ratios Students will form connections between body image and art work Students will form connections between body image and art work Students will improve self- esteem during vulnerable middle school years Students will improve self- esteem during vulnerable middle school years

4. Justification The Connecticut State Department of Education Division of Teaching and Learning – the Health section states that schools should promote evaluation of health issues in order to create healthy, responsible citizens. The Connecticut State Department of Education Division of Teaching and Learning – the Health section states that schools should promote evaluation of health issues in order to create healthy, responsible citizens. As well as learn to make decisions and set goals to implement a healthy life style. As well as learn to make decisions and set goals to implement a healthy life style. It also explains that 6 th graders should learn the impact of media and culture on eating behaviors. It also explains that 6 th graders should learn the impact of media and culture on eating behaviors. The mathematics section states that students should learn to develop, apply and explain methods of using ratios and proportions in a variety of situations. The mathematics section states that students should learn to develop, apply and explain methods of using ratios and proportions in a variety of situations.

5. Weekly- Planner MondayTuesdayWednesdayThursdayFriday 1. Have students brainstorm as a class the words, images and actions associated with an ideal man and woman. 2. In groups have students brainstorm about where we learn these gender roles. 3. Journal entry where students will have to respond to the following question: “Have you ever experienced a situation where you flet you had to look a certain way?” 1. Students were asked to bring in pictures from magazines that represent to them both beauty and “ugliness”. 2. Have students as a class rate the beauty of the pictures found by students on a scale of 1-10. 3. Have students discuss as a class “How each person conforms or defies beauty standards based on yesterdays brainstorming session.” 4. Journal entry- “How do you think these images in the media influence people’s beauty standards?” 1. In groups students discuss what “unique” means. 2. Students create a totally unique person with a head drawn by one student, a torso by another and lower body by another. 3. Have each group of students define the positive qualities of their person. 4. Students will tape their “new friend” in their journal. 5. Journal entry- “Write about why this person is one of your new friends. Then write about what makes you unique.” 1. Teachers bring in Barbie and G.I. Joe dolls. Students split up into all male and female groups. 2. Tell students to find a way to compare Barbie/GI Joes proportions (bust, waist and height) to their own (human) proportions. 3. Have students write down their strategies and then present to the class how they came to their results. 4. Have students discuss as a class how Barbie/GI Joe effect the way they think about beauty. 5. Journal entry- “How is Barbie/GI Joe different from your new friend.” 1. Have students discuss as a class their new ideas about beauty. How have their ideals changed? 2. Journal entry (to be completed during class)- “What have you learned this week that surprised you?” “Write down ideas you have about how society can change the way they think about ‘ideal beauty.”

6. Barbies & G.I. Joes Using Math to Discuss Body Image Split students up into all male and female groups- giving each group a Barbie/G.I. Joe doll. Split students up into all male and female groups- giving each group a Barbie/G.I. Joe doll. Tell students we will be comparing (using our knowledge of proportions and ratios) Barbie/GI Joe to our own measurements. Tell students we will be comparing (using our knowledge of proportions and ratios) Barbie/GI Joe to our own measurements. Students will be specifically measuring Barbie/GI Joes bust, waist and height (using inches). Students will be specifically measuring Barbie/GI Joes bust, waist and height (using inches). Students will be asked to come up with a strategy as a group to find and make these comparisons between the Barbie/GI Joe and themselves. Students will be asked to come up with a strategy as a group to find and make these comparisons between the Barbie/GI Joe and themselves. Students will then present their strategy and findings to the class. Students will then present their strategy and findings to the class. Students will discuss as a class how Barbie/GI Joe effect the way they think about beauty. Students will discuss as a class how Barbie/GI Joe effect the way they think about beauty. Journal entry Journal entry

7. Evaluation Students will be keeping a journal throughout the week. Students will be keeping a journal throughout the week. Students will write thoughts during discussions in class. Students will write thoughts during discussions in class. As well as do entries every night answering specific questions and using pictures to help answer and illustrate their feelings. As well as do entries every night answering specific questions and using pictures to help answer and illustrate their feelings. Journals will show students “evolution” regarding beauty standards and allow the teacher to gauge the level they have challenged and analyzed beauty ideals. Journals will show students “evolution” regarding beauty standards and allow the teacher to gauge the level they have challenged and analyzed beauty ideals.

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