Reflecting Media Change

Year 12 English | Lesson 20 of 20

Unit Title: Media Mirrors: Girls' Representation
Curriculum Area: English (Level 6 – The New Zealand Curriculum)
Lesson Duration: 60 minutes
Class Size: 30 students

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Lesson Title:

Reflective Task: Media Representation Vision

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Learning Intentions

By the end of this session, students will:

• Reflect on their learning from the unit "Media Mirrors: Girls' Representation".
• Apply their understanding of media representation, gender, and audience positioning from a critical lens.
• Create and share a personal vision for how they would authentically represent teenage girls in mainstream media.
• Use meta-cognitive processes to evaluate their own growth in critical thinking and creativity (aligned with Key Competencies).

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Success Criteria

Students will be successful when they can: ✅ Clearly articulate how media currently portrays teenage girls
✅ Critically reflect on those representations using examples from texts studied
✅ Develop a creative media concept that presents a more authentic or empowering portrayal
✅ Show evidence of thoughtful language choices and personal insight in their final reflections

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Key Competencies Focus

• Thinking: Students will reflect critically and creatively about media messages and implications
• Using Language, Symbols and Texts: Students will express their ideas using written, visual and oral components
• Managing Self: Completing a personal, independent vision statement within the given timeframe
• Relating to Others: Offering constructive feedback to peers during shareback time
• Participating and Contributing: Engaging in discussion with a critical and thoughtful voice

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Prior Learning

Over the previous 19 lessons, students have:

• Analysed various media texts (TV shows, advertising, social media content) featuring teenage girls
• Discussed issues of gender stereotyping, tokenism, and diversity in representation
• Evaluated the positioning of audiences and the influence of media creators
• Learned how media shapes personal and social narratives

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Materials Needed

• A3 paper or digital slide (student choice)
• Coloured pens/markers or digital design tools
• Reflective planning worksheet (provided by teacher)
• Devices for digital submissions (if chosen)
• Whiteboard or visualiser for sharing

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Lesson Flow

🕘 0–5 mins | Whanaungatanga - Welcoming and Framing

• Karakia or short mindfulness activity (school practice permitting)
• Brief class check-in – “What’s one word to sum up your media learning journey so far?”
• Teacher outlines the intention of the final task: “Imagine YOU are the media creator. How would you choose to represent teenage girls with authenticity, power, and complexity?”

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🕘 5–10 mins | Activate Prior Knowledge

• Teacher leads a quick visual recall using 3 images from a past text studied (from advertisements, films, TikTok trends)
• Students respond aloud or via sticky notes with these two prompts:
  • “What stereotype is shown or challenged here?”
  • “Who benefits from this representation?”

Purpose: Anchor students in analysis mode and surface key learning from the unit.

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🕘 10–25 mins | Independent Reflection Task: Media Representation Vision

Task: Students imagine they are directing a media project (TV ad, TikTok campaign, short film) and must reflect creatively on:

• How they would portray teenage girls
• What values, visuals, styles, and narratives they would include
• How their past learning will shape this new portrayal

Instructions:

• Complete a one-page Creative Vision Board (paper or digital), combining:
  • Visual representations (drawn or collaged)
  • Brief written rationale (3–6 short reflective statements)
  • Title of their project + tone/theme
• Encourage originality – students can choose genre/platform (e.g., documentary, ad campaign, social media series)

Teacher Role:

• Circulate and prompt deep thinking with questions:
  • “What message does your portrayal send?”
  • “Is your representation relatable or aspirational?”
  • “How are you rewriting what media usually says about girls?”

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🕘 25–45 mins | Pair and Share: Vision Feedback

• Students pair up and do a “Gallery Walk” of each other’s vision boards (digital or paper)
• Use “2 Stars and a Wish” strategy to give feedback:
  • 🌟 Something that works really well (authenticity, creativity, relevance)
  • 🌟 Another strength they noticed
  • 💫 One suggestion for further depth or clarity

Optional Extension:
High-level students can note how their portrayal aligns with mātauranga Māori values or localised storytelling principles (e.g., mana wāhine, whanaungatanga).

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🕘 45–55 mins | Whole Class Reflection Discussion

Teacher facilitates a reflective kōrero:

• “What common themes emerged across our class visions?”
• “Have our views about the media and its power changed since lesson 1?”
• “Why does representation still matter?”

Goal: Emphasise growth in critical literacy and student voice.

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🕘 55–60 mins | Exit Reflection

Students complete a written or verbal quickfire exit prompt:

“The biggest shift in how I see media and girlhood now is…”

Students hand in their Vision Boards; digital versions uploaded if applicable.

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Assessment Opportunities

This is the final, formative task of the unit. Teachers may choose to gather evidence toward:

• English 1.5: Create a crafted and controlled visual and verbal text
• Key Competency development: Critical thinking and communication

Where appropriate, this artefact can support wider portfolio tasks or be used for digital storytelling assessments.

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Teacher Notes

• Be open to diverse cultural interpretations of ‘girlhood’ - celebrate intersectionality
• Check students’ reference to past texts to ensure relevance and understanding
• Consider inviting a guest speaker or local media creator in a future extension lesson

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Future Learning Pathways

This reflective and creative task sets students up to:

• Engage in senior media studies coursework
• Critically consume mainstream media going forward
• Develop voice and vision for tertiary creative writing or communication pathways

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Extension Ideas and Enrichment

• Offer students the chance to develop their vision over the holidays into a real digital campaign or Zine publication
• Submit outstanding work for school magazine or community youth forums

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"Ko wai koe i te ao pāpāho?

Who are you in the world of media?"
Let them answer this thoughtfully, loudly, and in their own powerful voice.