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2.3 Vooroordeel en stereotipering in die massa-media  (Page 2/2)

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Waar leer ons hierdie geslagsrolle? Watter mense leer vir ons hierdie stereotipes? Watter rol speel die vermaaklikheidswêreld, sport en die media? Gee voorbeelde van televisieprogramme of films.

Die onderwyser sal hierdie voorbeelde buitekant die rame skryf.

Watter name word seuns en meisies genoem wat nie aan hierdie norme voldoen nie?

Vrae om te beantwoord:

  • Hoe versterk hierdie name die stereotipe-raam?
  • Hoe voel dit wanneer ons hierdie name genoem word?
  • Wat dink julle voel die persoon wat hierdie name noem?

ONTHOU: Dit is nie verkeerd van seuns om van sport te hou, of van dogters om te hou van kook nie. Die probleem is dat ons voorgesê word om hierdie rolle aan te neem om sodoende in te pas in die samelewing. (Dink byvoorbeeld aan loopbaankeuses vir seuns en dogters.) Dit is egter belangrik vir elke persoon om self te besluit wat om te doen en hoe om op te tree!

Aktiwiteit 4 (individueel/groepwerk)

Om voorbeelde van diskriminasie in die media uit te wys

Inleiding : Noem voorbeelde van die media en maak ‘n lys.

  • Die media is ‘n besigheid wat inligting verkoop en miljoene mense bereik. Advertensies is deel van die media en dateer sover terug as die agtiende eeu toe die eerste advertensie in ‘n koerant geplaas is – ‘n slawe-eienaar wat die terugkeer van sy verlore “eiendom” versoek. Sedertdien het dit ‘n reuse bedryf geword wat verbruikers (soos ons) moet oortuig om hulle produkte te koop. Statistiek toon dat ons al aan ongeveer 350 000 advertensies blootgestel is teen die tyd dat ons matriek voltooi het. In baie van die advertensies word onnatuurlike mooi of begeerlike modelle gebruik om die produk te bemark en te verkoop.

Tref nou ‘n vergelyking tussen die advertensie wat julle in Aktiwiteit 4.1 ontleed het en die inligting op die velle papier oor die geslagsrolle se stereotipering.

Kyk dan, nadat julle in groepe verdeel is, na mekaar se advertensies en stereotipering-vergelyking en beantwoord die volgende vrae:

  • Watter algemene temas is in al die advertensies teenwoordig?
  • Wat sê hierdie advertensies oor die rolle van mans en vrouens?
  • Hoe dink julle kan hierdie advertensies ons gesindhede en verwagtinge aangaande geslagsrolle beïnvloed?

Kies een persoon in die groep om terug te rapporteer aan die klas.

Elke groep moet nou ‘n collage van foto’s saamstel wat ‘n nuwe mans- of vroue-produk adverteer.

Assessering

Leeruitkomstes(LUs)
LU 4
skepping, interpretasie en aanbiedingDie leerder is in staat om werk in elk van die kunsvorme te skep, te interpreteer en aan te bied.
Assesseringstandaarde(ASe)
Dit is duidelik wanneer die leerder:
MUSIEK
4.5 geslags- en/of kulturele stereotipering in lirieke en die gebruik van instrumente in die verlede en die hede kan identifiseer en verduidelik;
DRAMA
4.3 stereotipering volgens ouderdom, geslag, klas en kultuur in stories, teater, film, op televisie en oor die radio in die verlede en die hede kan identifiseer; en
4.4 ‘n kort skets of toneeltjie kan ontwikkel om die probleme van stereotipering, diskriminasie en vooroordeel in die skool of plaaslike gemeenskap te beklemtoon;
DANS
4.1 anders geskikte mense en inklusiwiteit in dans verstaan en daaroor kan praat;
4.2 die rolle tradisioneel aan verskillende geslagte in dans toegeken, kan debatteer deur verskillende oogpunte te herken en uit te druk;
VISUELE KUNS
4.6 kommunikasie binne die verskillende vorms van massa-media kan sien en analiseer en ooglopende en versteekte boodskappe, vooroordele, stereotipering of propaganda kan identifiseer.

Memorandum

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Source:  OpenStax, Kuns en kultuur graad 8. OpenStax CNX. Sep 12, 2009 Download for free at http://cnx.org/content/col11045/1.1
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