Ask students to name who they would consider heroes or role models in their lives?
Explain that our society seems to value media personalities such as professional athletes and
movie stars. Most people do not think of heroes as people in our daily lives, but it is important
that we recognize the real heroes among us.
Discuss the upcoming Olympic Games.
Explain to students that the Olympic Games, were originally a strictly amateur competition. They
are based on a set of values that range from friendship, fair competition, commitment and honor,
to life skills such as self-discipline, civility, cooperation and respect.
Explain to students that this lesson will compare and contrast the values promoted by the media
with the values stressed in the Modern Olympic Games.
Ask students to find two examples on the Internet or in TV commercials, videos, CD's, magazines or
newspaper ads that promote "values" that in your opinion are NOT "valuable" (ex. Cigarettes as cool.
You must have designer clothes to be liked. Etc.)
Share the examples by book marking them on the web, bringing them to class on videotape, or CD, or
cutting them out of magazines.
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What is being promoted and why? What is the agenda of the example? (Ex. "To sell clothes")
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How are particular values identified and communicated? (Ex. "You will be popular if you use
a certain shampoo.")
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What other stereotypes and values are promoted indirectly? (Ex. "The person using the shampoo
has a certain body type.")
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What artistic means are used to sell these values? (Ex. "Music and fanfare with animation and
graphics surrounding "the NBA on CBS." Ex. "Saturated colors emphasize the clothes against a
drab background.")
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(This exercise can also be effective by asking students to find two examples on the Internet or in TV
commercials, videos, CD's, magazines or newspaper ads that promote "values" that in your opinion ARE
valuable.)
Explain that students will now design a Medal of Heroism
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Choose someone whom they consider a hero in their life.
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List a few of the heroic characteristics of that person (these can be quite simple:
patient, kind, truthful, etc.)
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Using any art tools available, from a pencil and paper to a computer with graphic
design capabilities, design a medal for the hero. This design should visually communicate
the heroic traits of the chosen character. Remember to use the devices of strong visual
communication that are employed in everything from TV commercials to fine art to maximize
the message.
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Encourage students to evaluate their medals using the following criteria questions:
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Are the traits of heroism clearly communicated?
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Is the medal pleasing/interesting to look at?
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What could you do to make your medal design stronger?
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Ask students to reevaluate their concept of heroism by listing a number of behaviors that THEY
can do in THEIR own life to consider ways to be a hero or become a developing hero.
Internet Resources
Teachers will want to preview these sites carefully.
