Annette Bochenek

Dr. Brooks

ED398

4 Dec. 2010

Critical Literacy Invitations:

Body Image

Overview

During adolescence, teenagers go through many changes. These changes range

from the physical and emotional, but are also affected by the social influences. With the

growth and changes of the self that accompany adolescence, teenagers constantly seek

acceptance, approval, and identity. However, it is easy to fall victim to peer pressure, low

self-esteem, and feelings of inadequacy due to the unrealistic expectations of society.

Having a healthy body image is a critical part of adolescence, since an adolescent

needs to build confidence and high self-esteem through this critical time. As adolescents

grow in independence, it is important that they become comfortable with who they are,

and begin to shape a positive and promising identity. The most basic step to this

achievement is to appreciate yourself, celebrate your individuality, and embrace what

defines you.

Body image gets manipulated the most within society, because it becomes so

superficial. Alluring advertisements and manipulated models define beauty as rigid and

unattainable, because the media redefines beauty into something that is more unnatural.

In a world where nobody is perfect, the media seeks to point out and correct every

“imperfection.” However, imperfections, too, become superficial, for they make people

unique.

Every single model is airbrushed, edited, and enhanced into a uniform image of

perfection, in order to suit society’s unrealistic expectations. Each person comes from a

different background and has different physical features from the next person. There is no

set definition of beauty in a physical sense, because it is measured by being genuine,

comfortable, and happy. Society defines beauty as physical, and nothing more.

My invitations are meant to supplement reading activities in a seventh grade

classroom. As a fun and thoughtful unit on body image, I will have students read the

graphic novel, Smile, by Raina Telgemeier.

The story is about Raina Telgemeir, who is a sixth grade girl from San Francisco

and just wants to fit in. This desire is heightened when she trips and falls, and

consequently injures her two front teeth. The story describes her long and frustrating

journey with dental procedures, surgery, ridiculous headgear, and a retainer with fake

teeth attached to it. As if this were not enough, she also details her experiences with a

major earthquake, boy drama, puberty, terrible friends who are left for new ones, and a

search for personal happiness and fulfillment.

This book is a true story and is based upon the life of the author. It is a graphic

novel, and tells the story of missing teeth through vivid and humorous pictures. The story

is set in the 1989, and several pop-culture references to the year are made throughout the

story. One important event includes the earthquake that occurred in San Francisco in

1989, and the devastating effect it had on parents, children, and educators. Another event

is the premiere of Disney’s The Little Mermaid, which Raina views and is inspired to

become an animator. Since we are reading her graphic novel, we know that she has

achieved her goal and dream of becoming an animator, and can definitely be an

inspiration to aspiring artists in the classroom.

Telgemeier’s book is about overcoming obstacles, and can certainly be utilized in

other content areas. I think that an art teacher would enjoy teaching this book, since it is

relevant to middle school students, and could probably recommend a list of other

worthwhile graphic novels. The pop-culture references could be utilized in a social

studies class or history class, and students could use the historical and cultural events in

this book to form a timeline about 1989, according to Raina’s experiences.

This book could is appropriate for students in grades 6 through 8. Although

teaching graphic novels is still a bit unconventional, I believe that there is a lot of

untapped worth in them. Most of the issues are highly relevant to this age group, and the

illustrations could definitely please and engage reluctant readers. The story is comical,

heartfelt, and could definitely cheer up any middle school student—particularly one who

has to wear braces, or one who is looking for a new group of friends as a support system.

The “Inspiration from India” invitation reflects McLaughlin’s components of

critical pedagogy in several ways. It focuses on issues of power within who controls the

definition of beauty through her lack and gain in self-confidence. This leads to her

transformation, and encourages listeners to take action and define beauty in their own

way. This also embraces multiple perspectives, because women from other cultural

backgrounds are also seen and appreciated in the video. Diversity is critical to this

invitation, because it shows that beauty is not a uniform concept; it is broadly determined

through a new world of difference.

My “High School’s Not Forever” invitation also questions power structures in

terms of who is responsible for what. A girl is destroying her body because of a poor

body image created by society, which makes her feel inadequate. She becomes a slave to

society and needs a figure that will support her. Her transformation is her downfall into

illnesses, but she redefines herself again when she decides to be open and honest about

what has been happening. This genuine honesty is her first step to beauty and a good

body image, and encourages others to be true to themselves and to never jeopardize who

they are in order to please superficial expectations. This invitation allows for multiple

perspectives, because it gives students a chance to discuss their own backgrounds,

beliefs, and experiences with a friend and how they may relate to one another. The simple

bond of conversation allows for thought-provoking questions and exposure to new beliefs

and ideas.

My final invitation is the “Campaign for Real Beauty,” which heavily criticizes

the manipulation performed by the media in order to suit societal standards of beauty.

Trick photography, make-up, and digital enhancements take over a person and recreate an

individual according to superficial ideals of beauty. As McLaughlin recommends, I have

juxtaposed videos in this invitation so that students may compare and contrast between

the importance of each. Multiple perspectives are embraced in this invitation in terms of

sex, because both men and women are targeted by the media as being imperfect.

Although women are targeted more often, they are not alone in this superficial definition

of beauty. Men, too, are digitally redefined to highlight masculine features, similar to

how female features tend to be enhanced and exaggerated.

Conclusively, these invitations are meant to define and criticize the norm of

beauty as being a superficial item. Participants are exposed to a wide variety of messages

regarding body image and beauty, and are encouraged to redefine the societal

interpretation of beauty and to replace it by an appreciation for the genuine and natural.

Each invitation offers a new perspective and idea to be evaluated and embraced, while

challenging participants to seek truth in the falseness of the media.

Content Standards Addressed:7.2 Students read and understand grade-level-appropriate material. The selections in the www.doe.in.gov/standards/readinglist.html illustrate the quality and complexity of the materials to be read by students. At Grade 7, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, magazines, newspapers, reference and technical materials, and online information.7.2.3 Analyze text that uses the cause-and-effect organizational pattern.7.2.7 Draw conclusions and make reasonable statements about a text, supporting the conclusions and statements with evidence from the text.7.5.2 Write responses to literature that:

• develop interpretations that show careful reading, understanding, and insight.

• organize interpretations around several clear ideas, premises, or images from the literary work.

• support statements with evidence from the text.7.7 Deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.

Campaign for Real Beauty

1. Watch the following video clips with a partner:a. http://www.youtube.com/watch?v=-_I17cK1ltY b. http://www.youtube.com/watch?v=iYhCn0jf46U&feature=related

2. Discuss the following items with a partner:a. Why are we watching these clips?b. What is the difference between the two clips?c. What view of the world are these videos presenting?d. How do you feel about the videos?e. How many interpretations of the videos are possible?

3. Society constantly redefines beauty, and makes most people feel inadequate. With your partner, discuss what society views as beautiful. Then, come up with your own definitions of “real” beauty. On a sheet of construction paper, visually compare society’s definition of beauty to yours in a collage. Feel free to paste pictures from magazines, quotes, poems, lyrics, etc.

4. Present your collage with your partner, and listen to the other presentations. How do they differ from yours? Are there any similarities? On a separate sheet of paper, reflect on the following:

a. How do the presentations connect to what you see in your school and community?

b. What kinds of social realities do the videos and presentations portray?c. How are you beautiful?

This will be your exit slip for the day.

High School’s Not Forever

1. Read Arianna’s story aloud with a partner and switch off between paragraphs. Note how her feelings grow and change as the story continues. The excerpt is attached to this page.

2. Discuss the following items with your partner:a. Why are we reading this text?b. What view of the world is this text presenting?c. How is this text positioning me as a reader?d. How do I feel about the text?

3. We do not know Arianna, but how would you feel if she were your best friend? How would you feel if you were in her situation? Do you know of anyone struggling with similar issues? Discuss with your partner.

4. How does Arianna view herself? How do others view her?5. On your own, write a letter to Arianna. Pretend that you are a friend of hers and

offer your support. Relate to your personal experiences and views about body image. Be sure to consider how her story connects to what you see in your school and community.

© 2005, 2008, Jane Bluestein, Ph.D. and Eric Katz, M.S.A.C., High School’s Not Forever. Last updated on February 23, 2009 10:44 AM

Ariana’s StoryMy first encounter with Anorexia came way

before high school. The first time I restricted (stopped eating), I was 13. I was a chubby kid in elementary school and I was taller than everyone in my class was, so I was totally self-conscious about being “fat.” When I started junior high school it was a culture shock—I went from this tiny little school to this huge place where I didn’t know anyone and I felt like a complete dork. I had never smoked a cigarette, kissed a boy, had a drink, gone to a concert or watched R-rated movies. And those things were fine with me. But in junior high, if you haven’t done those things, you don’t really want to tell people that. So I threw myself into the very daunting task of fitting in. First on the list—lose weight, get a haircut, get contact lenses.

Pretty simple, except that didn’t help me feel like I fit in. But I realized that I liked the compliments that came with losing weight. People started telling me that I looked good. Even my family gave me compliments. So I just kept going with it. I liked how it made me feel—and it gave me something to focus on outside of how much I felt like I didn’t fit in at school. It made me feel like I was good at something.

By the time I started high school I thought I was pretty normal. I did well in school so I ended up in honors and AP classes, so I didn’t feel out of place in class because there were always people who were bigger nerds than I was. I didn’t have to feel guilty

for knowing the answers or looking like a brown-noser. At the time, I was dealing with some other pretty stressful things. There was a guy from school who was stalking me, my parents were at each others throats, I was starting to think about college, and after years of not being true to who I was it was catching up to me—I was miserable. I started bingeing and purging as a way to block out how much I was hurting. When I was in the middle of a binge, nothing else mattered. I was totally focused on the food—how it tasted, how much I just wanted to be full. I wasn’t thinking about anything else.

I eventually stopped bingeing, and I got to the point where I was throwing up everything that I ate. After a couple of months I had lost a lot of weight and I was having chronic strep throat.

I kept getting sick. My doctor knew that something was up, and told me that I had to come see her for weekly visits so that she could monitor me until they could figure out what was going on. Whenever I went to see her she would ask me if I was ok, if there was something else going on that I hadn’t told her about. But I kept insisting that nothing was wrong. She started sending me for bloodwork. One afternoon she called my mom and told her to bring me in immediately. While we were in the office, she told me that I had an electrolyte imbalance and I could have a heart attack. She wanted to admit me to the hospital that afternoon. Then she begged me to tell her what was going on.

I finally told her everything. That I couldn’t stop because it was too hard to stop now. That I was scared and I hated feeling sick. It didn’t feel good

anymore. I was exhausted, physically and emotionally. —Arianna, 22

Inspiration from India

1. Watch the music video for India Arie’s “Video.” It can be accessed at http://www.youtube.com/watch?v=Mq86e4Fhja0. On a separate sheet of paper, note her attitude at different parts of the video. How is she different from the other women in the video? What causes her to be uncomfortable? What causes her to be happy?

2. Share your findings with a partner and make a Venn diagram comparing India to the other women in the video. When you are done, discuss the following items:

a. How does this song apply to me?b. How do I feel about the song?c. What kinds of social realities does this song portray?d. How does this text connect to what I see in my school and community?

3. With your partner, find a line in the song that is particularly meaningful to the two of you. The lyrics are attached to this sheet. Discuss why you find that particular line important.

4. Once you have discussed the importance of your line, make a poster! Write down your line on it, and some reasons why the two of you chose it. Make it colorful and creative, as it will be displayed in the classroom.

5. Present your poster with your partner, and listen to other presentations. Did someone else find your line important? Did you learn of the importance of some of the other lines? Discuss as a class.

“Video,” by India ArieSometimes I shave my legs and sometimes I don'tSometimes I comb my hair and sometimes I won'tDepend on how the wind blows I might even paint my toesIt really just depends on whatever feels good in my soul

I'm not the average girl from your videoand I ain't built like a supermodel But, I learned to love myself unconditionallyBecause I am a queenI'm not the average girl from your videoMy worth is not determined by the price of my clothesNo matter what I'm wearing I will always be the india arie

When I look in the mirror and the only one there is meEvery freckle on my face is where it's supposed to beAnd I know our creator didn't make no mistakes on meMy feet, my thighs, my lips, my eyes; I'm lovin' what I see

I'm not the average girl from your videoand I ain't built like a supermodel But, I learned to love myself unconditionallyBecause I am a queenI'm not the average girl from your videoMy worth is not determined by the price of my clothesNo matter what I'm wearing I will always be the india arie

Am I less of a lady if I don't wear pantyhose?My mama said a lady ain't what she wears but, what she knowsBut, I've drawn a conclusion, it's all an illusion, confusion's the name of the gameA misconception, a vast deceptionSomething's gotta change but,Don't be offended this is all my opinion ain't nothing that I'm sayin lawThis is a true confession of a life learned lesson I was sent here to share with y'allSo get in where you fit in go on and shineClear your mind, now's the timePut your salt on the shelfGo on and love yourself'Cuz everything's gonna be all right

I'm not the average girl from your videoand I ain't built like a supermodel But, I Learned to love myself unconditionallyBecause I am a queenI'm not the average girl from your videoMy worth is not determined by the price of my clothesNo matter what I'm wearing I will always be the india arie

Keep your fancy drinks and your expensive minksI don't need that to have a good timeKeep your expensive car and your caviarAll I need is my guitarKeep your Kristal and your pistolI'd rather have a pretty piece of crystalDon't need your silicone I prefer my ownWhat God gave me is just fine

I'm not the average girl from your videoand I ain't built like a supermodel But, I learned to love myself unconditionallyBecause I am a queenI'm not the average girl from your videoMy worth is not determined by the price of my clothesNo matter what I'm wearing I will always be india arie

Works Cited

Arie, India. "India Arie-Video Lyrics." Lyrics. Sing365. Web. 07 Dec.

2010. <http://www.sing365.com/music/lyric.nsf/Video-lyrics-

India-Arie/C3E1BB2F653203AC48256A56002C36E5>. These are

the lyrics to India Arie's, "Video." They allow the listener to

become a reader, and to explore her rich language and unique

perspective. Students may note powerful moments in the song

and what she chooses to emphasize through repetition and

refrain.

Dove Campaign for Real Beauty (male Version). Adapt. Colby Jarvis.

YouTube-Broadcast Yourself. YouTube, LLC., 02 Nov. 2009. Web.

07 Dec. 2010. <http://www.youtube.com/watch?v=-_I17cK1ltY>.

Women are not the only ones who struggle with body image in

today's society. Men are also being targeted by the media as

being imperfect. This video shows several modified pictures of

male models, and demonstrates the manipulating process.

Dove Evolution. Dir. Tim Piper and Yael Staav. YouTube - Broadcast

Yourself. YouTube, LLC., 06 Oct. 2006. Web. 07 Dec. 2010.

<http://www.youtube.com/watch?

v=iYhCn0jf46U&feature=related>. This video represents the

distortion of beauty among women through the media. A model

is technologically manipulated and modified to suit the societal

standards of beauty. This video shows that societal beauty is

completely unrealistic and false.

India Arie - Video. By India Arie. Perf. India Arie. YouTube - Broadcast

Yourself. YouTube, LLC., 16 June 2009. Web. 07 Dec. 2010.

<http://www.youtube.com/watch?v=Mq86e4Fhja0>. This is the

music video for India Arie's, "Video." It gives her song a story,

and readers may watch India be different and unique from

others. She also gains confidence as the video continues,

because she is able to be happy with expressing her genuine

self.

"Stories about Body Image and Health." Welcome to High School's Not

Forever! Ed. Jane Bluestein and Eric Katz. High School's Not Forever,

23 Feb. 2009. Web. 07 Dec. 2010.

<http://www.highschoolsnotforever.com/stories/body.html>. This

website perspective regarding similar struggles, and demonstrates

the seriousness of the issue. The many stories may also work to

provide comfort in that almost everyone struggles with body image

and some point, but it is important to gain confidence and

celebrate your identity.