Framework of Activities
Activity |
Duration |
Material |
Feminine & Masculine |
15 minutes |
Activity 5.1 |
The Sex Game |
20 minutes |
Activity 5.2 |
Gender lens |
10 minutes |
Activity 5.3 Magazines, newspapers and any pupolar culture imagery |
Equal access for everyone |
10 minutes |
Video |
Summary |
5 minutes |
Take Home Message |
Total |
60 minutes |
Preparation and Materials
- Post-it-Note
- Marker pen
- Handout 1
- Magazines, newspapers and any popular culture imagery
- Scissors
- Paper and glue
- Video
Video - Gender Equality in Education
Activity 5. 1: Feminine & Masculine - How Does Your Society See It?
Duration: 15 minutes
Materials: Post-It Notes, Marker Pens
Activity: Write down on pieces of paper/post-it notes, and paste them into 2 groups.
Discussion:
Materials: Post-It Notes, Marker Pens
Activity: Write down on pieces of paper/post-it notes, and paste them into 2 groups.
- Words commonly used to describe Femininity (E.g. Emotional, graceful, sensitive, quiet, nurturing, caring)
- Words commonly used to describe Masculinity (E.g. Independent, strong, aggressive, competitive, self-confident, rebellious)
Discussion:
- Can there be overlap of descriptions above? Do you think that society’s categories of masculine and feminine are unrealistic?
- Explain that all men have some feminine traits, and all women have some so-called masculine traits. Cultures teach that women and men are opposite from each other. Do you think that we are more alike than different?
Activity 5.2: The Sex Game
Objectives: To introduce and differentiate the term 'gender' and 'sex'.
Discussion points by Facilitator:
Duration: 20 minutes.
Materials required: Papers, pens and and Handout 1.
Method:
Discussion points by Facilitator:
- Definition of 'gender' and 'sex'
- Differences between 'gender' and 'sex'
Duration: 20 minutes.
Materials required: Papers, pens and and Handout 1.
Method:
- Participants are divided into groups of 4 (depending on the number of participants, preferably in smaller mixed groups).
- Facilitators will ask the participants about their understanding on Gender and Sex.
- Explain to the participants about the differences in a simple manner based on the handout given.
- Participants are given papers and asked to write from number 1 to 10
- Facilitators read out the statements in Handout 1.
- Participants are asked to write 'G' if they think that the statement refers to a Gender and 'S' if they think the statement refers to Sex.
- Discuss the answers with the whole group.
- Facilitators are to focus on the following ideas.
- Are you surprise with any of the statements given?
- Gender roles defer intensely based on different culture, religion and community.
- Job, race and age are dominant components in gender roles.
- Conclude the session with questions and feedback.
- Emphasize the importance of knowing the objectives of the game.
Activity 5.3: Gender Lens
Duration: 10 minutes
Materials: Megazines, newspapers, and any popular culture imagery. Materials geared towards youth are the most useful. Scissors, papers, glue. You may assign participants the task of collecting the material and bringing it in.
Activity: Have individuals or teams make collages of materials that they feel related to sexuality. In cases of absurd advertising, ask them to cut the product out of the image to create a guessing game what was this supposed to be advertising? Have them present their projects.
Discussion:
Encourage participants to appraise the projects from a gender perspective.
Why do advertisers, magazine publishers and others use this kind of imagery? What type of behavior does it promote, if any? Do you think it makes people feel better or worse about themselves? Do popular sings and movies use this kind of imagery? Can you think of an example of popular songs or movie that promotes healthy behaviors? Unhealthy? Do you think you are personally affected by this type of material? Does it affect how you feel when you look in the mirror? Buy clothes?
Materials: Megazines, newspapers, and any popular culture imagery. Materials geared towards youth are the most useful. Scissors, papers, glue. You may assign participants the task of collecting the material and bringing it in.
Activity: Have individuals or teams make collages of materials that they feel related to sexuality. In cases of absurd advertising, ask them to cut the product out of the image to create a guessing game what was this supposed to be advertising? Have them present their projects.
Discussion:
Encourage participants to appraise the projects from a gender perspective.
Why do advertisers, magazine publishers and others use this kind of imagery? What type of behavior does it promote, if any? Do you think it makes people feel better or worse about themselves? Do popular sings and movies use this kind of imagery? Can you think of an example of popular songs or movie that promotes healthy behaviors? Unhealthy? Do you think you are personally affected by this type of material? Does it affect how you feel when you look in the mirror? Buy clothes?
Activity 5.4: Equal Access for Everyone
Duration: 10 minutes
Materials: Video, Speakers.
Activity:
Discussion: Encourage your participants to come up with practical steps that they can do in their community.
Materials: Video, Speakers.
Activity:
- Let's watch this video on gender equality in education: An Introduction to Gender Equality in Education.
- Can you think of the importance of gender integration? What small steps can you suggest for equal access to both boys and girls in your community?
Discussion: Encourage your participants to come up with practical steps that they can do in their community.
Additional Activity: Case Studies
Case Study 5.1
Nadia and elena are planning to join a sewing class for this upcoming school break. Amir overheard the conversation and interested to join the class as well. nadia tells amir that it will be 'weird' for amir to join the class as sewing is a 'girl' thing. however, amir is keen to join as he wanted to become a fashion designer someday.
You, as Elena, how do you overcome this situation?
Do you think it is appropriate for Amir to join the class? Who side are you with?
Case Study 5.2
sara, a 20-year-old girl came to you seeking counselling session for depression due to her current relationship issues. she and her partner have been having lots of arguments recently typically about sara's behavior of seeing and having interest towards the opposite sex. during form 5, sara 'came out' as a homosexual/lesbian to her family and friends. sara and her partner have been together ever since. now, with the current change of behavior sara is going through, she is so confused with herself and she is unable to handle it.
You as her counsellor lay out the problems, issues and concerns that are found in Sara's situation.
