Practical: Initial Ideas

- Posters similar to t-shirt idea discussed in 'No More Boys and Girls documentary', different sexist/gender stereotyped slogan. Would you let your child wear this?

- Posters relating to the skills that children get from playing with different toys.

- Gendered business cards, gendered classrooms, extreme examples.

- Posters type heavy with slogans.

- Posters type heavy with quotes from children.

- Using a humorous/sarcastic tone.

Practical: COP Practical - Research

Theoretical - Essay Research, ASA, Let toys be toys, research and reports.

Contextual - Let Toys Be Toys Website, How to communicate with parents/adults, gender issues within society, examples of gender stereotyping, scientific research about skills children develop from playing with toys.

Visual - Existing campaigns, examples of toy packaging/(visual examples from essay), images taken from let toys be toys website.

Essay: First Essay Draft

Holly O’Connor - Cop 2 - OUGD501

To what extent does design within advertising/media have an affect on children’s gender choices and stereotypes?

This essay will discuss the extent to which advertising has an effect on gender stereotypes, gender choices and behaviour within young children. There are many opinions and theories from differing academics and creatives within the industry; mainly based around the ideas that either gender is already ingrained within them or on the other hand it is society and the people around them that shape their view on gender. The discussion will explore these different opinions on gender theory, specifically within children and will look at expert theories and existing pieces of design and imagery which support or contradict these opinions. 

Gauntlett argues that both sex and gender are just ‘social constructs’ (Gauntlett, D, 2002), whereas Paoletti in ‘Pink and Blue’ argues that sex ‘denotes the biological differences’ and gender refers to the ‘cultural differences’, based on these ‘biological differences’. (Paoletti, J, 2012). This suggests that the meaning of both sex and gender are subjective and their meaning has to be taken in context. As David Gauntlett writes in ‘Media, Gender and Identity’, ‘Gender and sexuality remain at the core of how we think about our identities’ (Gauntlett, D, 2002).  This identifies a plethora of theories which try to explain how gender shapes our identity and how it develops our individuality and personality.

There are two main arguments within which there are further arguments and theories. Biological determination is the view that people's behaviour patterns are the result of their genes and inheritance. ‘Women and men are fundamentally different, they were born that way’ (Gauntlett, D, 2002). On the other hand there is social constructionism which suggests that people's personality and behaviour are not pre-determined by biology, but are shaped by society and culture. This is similar to and is basically a version of the Nature vs Nurture debate. To support the view of biological determination, Gauntlett suggests that some psychologists actually believe that ‘chromosomal and hormonal differences’ determine the differences between male and female behaviour, (Gauntlett, D, 2002). Whereas research within the BBC documentary, ‘No More Boys and Girls’ supports the view of social constructionism as Dr Javid Abdelmoneim states ‘don’t believe that biology alone can explain these differences, they lie in the societies we live in’, (No More Boys and Girls, BBC, 2017). 

A theory which supports the nature and biological argument is Cognitive Development Theory which is discussed in ‘Pink and Blue: Telling the girls from boys in America’, Paoletti shares Swiss psychologist, Piaget’s idea that ‘The child is the agent of his own identity through a process of learning and acting gender rules’ (Paoletti, J, 2012), therefore they aren’t affected by media or society. Similarly this theory is also discussed within ‘Media, Gender and Identity’, however Gauntlett takes a negative stance stating that this theory implies that it is a ‘natural and necessary part of a child's development, that they have to cultivate a masculine or feminine identity’  (Gauntlett, D, 2002) which could create ideas of failure and create a form of gender identity disorder. In contrast artist and designer Cas Holman believes that although it’s helpful to have role models ‘you can create your own’. (Design in Practice, 2016).

On the contrary, there is social constructionism which follows the nurture side of the debate. Again there are many different ideas and theories within this argument itself, one of those being Freud’s idea which is introduced by Gauntlett, ‘that a developing child will identify with their same sex parent’ (Gauntlett, D, 2002). Similarly Paoletti discusses Maccoby’s viewpoint that ‘gender roles are cultural in origin, shaped by social interactions’, most importantly among peers, parents and siblings, (Paoletti, J,2012). Another opinion is that the parent’s role is important in a child’s development of gender, as stated by Paoletti, that ‘adults interact with infants based on their assumed sex’ (Paoletti, J, 2012). Similarly Dr Javid Abdelmoneim suggests that although parents believe it’s in their child’s nature to act a certain way in reality ‘it came from them, from the toys, clothes they’re buying and the way they act.’ (No More Gender, BBC, 2017).

Another idea is that people tend to follow expectancy theory, which is discussed by Sheehan in ‘Controversy in Contemporary Advertising’ that ‘certain individuals will begin to act that way because it is expected of them.’(Sheehan, K, 2003). Which is similar to Gidden’s self identity argument which is discussed in Gauntlett’s Media, Gender and Identity, that ‘People's everyday actions and other people's expectations are what make up the social forces and social structures’ (Gauntlett, D, 2002). This could suggest that it is people, social structures and the interactions experienced and learnt within these have a more prominent role in gender stereotyping and decisions than the media.  

The other side of the argument for social constructionism is not only society and the people around us, but more specifically the media and advertising. On one hand ‘advertising is subconscious’, writes Kim Sheehan in her publication ‘Controversy in Contemporary Advertising’ (Sheehan, K, 2003). Which from the meaning of subconscious, suggests that advertising influences one’s actions and feelings. Although mass media has become a central part of modern life, Gauntlett’s opinion states that it’s ‘unlikely that the media has a direct and straightforward effect on its audiences’ (Gauntlett, D, 2002). Therefore to what extent can advertising and the media in general have an effect on what decisions children make about gender, the choices of what they wear and what toys they play with. 

An argument for this is put forward by Dr Javid Abdelmoneim in the BBC documentary ‘No More Boys and Girls’, that ‘children occupy a world where society is giving them messages constantly about what it’s like to be a boy or a girl’ (No More Gender, BBC, 2017). Whether that be in the form of adverts, toy packaging, or clothing. Similarly Sheehan believes that ‘television is a vehicle of socialisation where children learn about social behaviour and gender roles and expectations’ (Sheehan, K, 2003). Along with this statement she proceeds to add that ‘children observe and imitate’ (Sheehan, K, 2003), therefore these two statements go hand in hand in arguing that children learn gender stereotypes from the media. The recent advertisements for Kinder support this view, as children will relate the colour blue to boys and pink to girls, also the toys inside are stereotypically specific to each gender.  

This design promotes gender stereotyping and also reinforces the opinion of Dr Abdelmoneim that ‘children’s offers are limited when there is a world that only offers blue for boys and pink for girls’ (No More Gender, BBC, 2017). The argument against the backlash of comments about gender stereotyping, is the fact that Ferrero, the company which owns Kinder stated that ‘The products are not intended to reinforce gender stereotypes, and would merely allow parents to choose the most relevant product for their child’ (Bignell, P, 2013). However this statement confirms the theory that is discussed in ‘No More Boys and Girls’, that children’s gender stereotypes come from the parents as they are the main purchasers. This idea is also discussed in ‘Pink and Blue’ by Paoletti, the opinion that ‘Babies and toddlers have little choice in their clothing, which reflects the attitudes and beliefs of adults’. Although this is talking in the context of fashion and clothing it still reflects the opinion that the adult and parent plays a significant role in where children’s stereotypes about gender come from, (Paoletti, J, 2012). These views suggest that advertising has more of an impact on adults then rather than the children themselves, these stereotypes are then passed on. Similarly the relationship of advertising between parents and children is discussed in ‘Controversy in Contemporary Advertising’ that ‘ads that show opposite behaviour are just as effective, it’s actually more so the parents that see this as an issue’ (Sheehan, K, 2003).

From one extreme to another, designer Cas Holman has produced a gender neutral toy brand which focuses solely on play and interacting with each other. Holman’s opinion is that’ identity is something we design’. Similar to the idea that gender is a performance, discussed in ‘Media, Gender and Identity’, that because it can be seen as a performance it can keep changing and ‘gender and sexuality can therefore be reinvented in the here and now,’  (Gauntlett, D, 2002). Holman designs toys solely for play, as she believes that ‘becoming who you are is a playful process’. Therefore her logo is stripped back using gender neutral colours which reiterates her idea that ‘the toy’s purpose is to encourage children to be creators, problem solvers, to work cooperatively, and to illustrate their ideas in a practical and concrete way,’ (Design in Practice, 2016). These ideas coincide with the opinions discuss by Dr Javid Abdelmoneim, that by changing society and media, we are levelling out the skill difference through play.’ (’No More Boys and Girls’, 2017).

Continuing on from this idea that advertisements and media influencing children can actually have a harmful impact on their development and future prospects. As discussed in ‘No More Boys and Girls’, the idea that ‘If little girls play with certain toys, then it has a fundamental effect on how their brains develop’, this is similar to the view of David Gauntlett, that these adverts and packaging designs which are forced up on them ‘allow young people no opportunity to express their critical abilities, intelligence or free will’ (Gauntlett, D, 2002). This can be seen in the design of the ‘Nerf Rebelle’ gun which caused mixed opinions and reviews. Looking at the view of Cas Holman, ‘It makes me angry to see girl versions of other toys’ (Design in Practice, 2016) which suggests that she believes toys shouldn’t give too much away and that children shoals create the stories themselves.  Similarly in a recent article on Co.Design, Yvonne Lin writes that ‘ids lose out because of gendered toys.’ ‘https://www.fastcodesign.com/3066443/how-to-make-toys-better-for-girls-hint-make-them-better-for-boys-too', further along in the article she writes that “All toys are gender neutral, what is not neutral is the way toys are marketed.” Suggesting that the way in which these products design and advertised is what has an effect on children. An argument against this from the toy design company Hasbro, who believe that ‘Rebelle promotes exercise and socialisation in a way that will hopefully appeal to girls who have no interest in sports as well as budding athletes.’ (http://www.huffingtonpost.co.uk/entry/nerf-rebelle-sexist-heartbreaker-bow-blaster-hasbro_n_4408572).

There are examples of design which suggest that advertising and design can influence children in a positive way, for example the Moschino Barbie commercial. This advertisement suggests that Dr Javid Abdelmoneim’s statement that ‘Boys are seen driving vehicles, using building equipment, science and maths. Girls are seen playing with dolls, vanity products’ (’No More Boys and Girls’, 2017) isn’t always true and that there are some changes being made. In fact. On the other hand the commercial which includes a boy as well as girls playing with dolls, supports the views from ‘Controversy in Contemporary Advertising’ that ‘ads that show boys as empathetic and caring are just as effective as ads portraying them as independent and boisterous. and vice versa for girls’ (Sheehan, K, 2003). However it disproves the point made by Sheehan again that ‘when boys and girls play together, they generally play with boys toys’(Sheehan, K, 2003). This commercial is also an example made by the Advertising Standards Agency that "Challenging gender stereotypes can lead to creating brilliant creative advertising,”(ASA, Deceptions, Perceptions and Harm, 2017).

In summary, there are differing arguments and opinions which suggest that either children are influenced are influenced by the people, role models and exist stereotypes around them or on the contrary they are heavily affected by the media and specifically advertising. Sheehan supports the view of the latter suggesting that ‘children who watch more TV have a more stereotypical view of sex roles’ (Sheehan, K, 2003), which is supported by David Gauntlett’s stance that ‘The mass media can serve a valuable role in shattering the unhelpful moulds of 'male' and 'female' roles’ (Gauntlett, D, 2002). This shows a representation of how heavily influential the media can be, especially within children who according to Dr Javid Abdelmoneim ‘The brain is very plastic, mouldable and changeable,’ (’No More Boys and Girls’, 2017) , suggesting that these adverts and marketing choices have much more of an impact on children than adults. However David Gauntlett suggests that the media does have an influential impact although it’s a positive one ‘the contradictory messages of popular culture make the 'ideal' model for the self even more indistinct, which is probably a good thing’ (Gauntlett, D, 2002). The suggests that the media gives so many different messages now that it’s hard to influence just one decision. 

In comparison there are arguments that suggest the initial opinions that it is more social structures and experiences with people which has an impact stereotypes, more specifically gender.  This is supported by the Advertising Standard’s Agency opinion, which has been taken from their Depictions, Perception and Harms report where they have realised that advertising is ‘only one of many different factors that contribute to unequal gender outcomes’ (ASA, Deceptions, Perceptions and Harm, 2017). Similar to this, but focusing more on the initial meetings that children have with gender before even being exposed to or have an understanding of advertising and the media, in the BBC Documentary ‘No More Boys and Girls’, Dr Javid discusses the fact that ‘from the moment they are born they are aware of gender, from the clothes that they wear, to the language people use’ (’No More Boys and Girls’, 2017). Paoletti in ‘Pink and Blue’, supports this argument stating that children ‘learn to correctly assign gender using hair and clothing cues about a year before they learn genital differences’ (Paoletti, J, 2012). Which suggests that these experiences have already had an impact on their choices and decisions before the media even has a chance, although these decisions are initially made by parents.

To conclude, stereotypes, the media and gender are all very complex and difficult things to discuss as people have many different views whether that be personal or scientific. To answer the question, ‘To what extent does design within advertising/media have an affect on children’s gender choices and stereotypes?’, can be summed up by David Gauntlett; ‘Popular media has a significant but not entirely straightforward relationship with people's sense of gender and identity,’ (Gauntlett, D, 2002), this suggests that advertising within the media can have affect people’s decisions, however only to a certain extent as this is not the only thing that  informs these decisions. Also everyone is different as Sheehan stats in ‘Controversy in Contemporary Advertising, ‘Individuals create advertising and so their personal development will affect the messages they create’  (Sheehan, K, 2003). Therefore not one individual takes away the same meaning or message from an advert, as ‘media messages are diverse, diffuse and contradictory’ (Gauntlett, D, 2002).  People’s decisions ‘are a complex combination of previous experiences, opinions, values and suggestions’ (Gauntlett, D, 2002). Consequently, although advertising is part of that design making, it is not the be all and end all, quite a lot off gender stereotyping is already engrained within society. As Dr Javid suggests, children already ‘have set mind sets on what is acceptable for their gender from a very young age,’ (’No More Boys and Girls’2017) therefore the media and advertisements just enforce this. 

Practical: Study Task 06 - Practical Brief Idea 1

BA (hons) Graphic Design

Context of practice 2: Practical brief template

Name

Holly O’Connor

Brief title

COP Practical Development

Brief (outline the general aims of the project)

To design an advertising campaign for the campaign, ‘Let toys be Toys’. The design will need to communicate how the stereotyping of children specifically relating to their gender is affecting their development and future. It will initially need to reach out and communicate to adults and parents, as these, through research, are the main influencers. It will also need to reach out to toy companies, retailers and designers to encourage them to make a change. Changing the way people act will influence a change in the impact on children.

Background / considerations

-        Consider in what context the advertisements will be situated in and seen. -        What the collaterals are going to be. -        Use of text or images, which will have the greater impact. -        Consider how best to reach out to adults and parents. -        Production Considerations, Materials, Stock, Printing Method, Format. -        Content Considerations, Quotes, Colours, Photography, Typography -        Tone of voice considerations, Use of humour, or serious tone.

Deliverables

-        A series of posters. (To be placed in various contexts, e.g. Flyers, Bus Stations, Billboards.) -        Concept for an advertisement to be shown on television. -        Promotional Material e.g. business cards, social media, gifs etc.

Mandatory requirements (essential requirements that must be followed)

-        Communicate the negative aspects of gender stereotyping. -        Must include references to the different skills gained from boys/girl’s toys and the impacts of this. -        Consider carefully which will be the most appropriate production methods.

Research: references to reading (essay)

-        Let Toys Be Toys, Website Contents, What they stand for, existing material. -        Look at existing advertising campaigns. -        No More Boys and Girls BBC Documentary, T Shirt Idea -        Existing issues and stereotyping within toy packaging. -        Science/psychological research behind how skills and brains develop. -        Controversy in Contemporary Advertising

Approaches to a product or product line
How you communicate who should use products
They can play with both
Posters -
producing advertising campaigns
Proposal
Number of apporaches
gendered approaches
look at both approaches
tea set
toddler kitchen
as appeal to all children
parents use a lot and take pride in it
a product - want to sell it to kids
boys and girls
cuttlery food and drink
family and parent structures

Essay: First Draft Feedback

- Depend less on Gauntlett, find other quotes which say similar things, or paraphrase his quotes or quote the book instead.

- Look at David Gauntlett, 'Moving Experiences'.

- Gender isn't subjective it's just open to different takes and people's opinions. 

- When quoting the BBC documentary, need to quote the writer/director.

- Not so much stereotyping, but that they aren't giving alternative choices, there is limited choice, nothing in between. 

- Quote the author of the articles, or the host site. 

- In the conclusion of the essay, write about perceptions, Gauntlett says that media doesn't inform behaviour, but it informs perceptions. Perceptions is a key word. 

Essay: Triangulation Notes

Controversy in Contemporary Advertising

*Mainly discusses how advertising shapes children’s view on gender

• Advertising is subconscious
• Consumers create meaning from advertisements. 
• If you have knowledge  of how other people stereotype your own demographic group, you will start acting that way.
• If no one reminds you, you will not be affected.
• stereotypes/how they affect consumers
• children observe and imitate
• television is a vehicle of socialisation where children learn about social behaviour and gender roles and expectations. 
• continual exposure to advertising creates concepts which children then develop about the real world.
• they are shown both inappropriate and appropriate behaviour.
• when girls and boys play together they generally play with boys toys.
• girls and girls play with girls toys
• boys and other boys play with boys toys
• ads that show opposite behaviour are just as effective - more parents that see this as an issue
• children who watch more tv have a more stereotypical view of sex roles. 
• children learn their values by seeing themselves reflected in culture. 

Different theories

• Social identity theory
• expectancy theory
• recursive advertising

Identification - The child learns gender roles by imitating an adult model to whom they are attached emotionally. 

Cognitive Development (Piaget) - The child is the agent of his own identity through a process of learning and acting gender rules. 

Social learning - the child learns gender rules socially through a process of reward and punishment. 

Gender Schema Model, The child constructs gender identity by processing messages from social community and fitting them together with previously received information. 

Cultural associations of gender stereotypes play an important early role in this process but not necessarily a permanent role. 

Gender aschematic 

Media/Text/Identity 

*discusses both nature and nurture development on gender

• It’s unlikely that the media has a direct and straightforward effect on its audiences.
• It’s unsatisfactory to assume that people copy or borrow identities from the media.
• Mass media helps men and women adapt to everyday life. 
• Media and communication are a central element to modern life. 
• Both sexes have now become victims of the culture of consumerism appearances and glamour. 

• Biological Determination - the view that people's behaviour patterns are the result of their genes and inheritance. They argue that women and men are fundamentally different , they were born that way.

• Social Constructionism - people's personality and behaviour are not pre-determine by biology, but are shaped by society and culture. People can adapt and change.

• How do mass produced items become significant in how we think of ourselves.

- Theodor Adorno - Power of mass media over the population was enormous and damaging.

• John Fiske - The audience, not the media, has the most power. 

Positions children as potential victims of the mass media. 

Allow young people no opportunity to express their critical abilities, intelligence or free will. 

Children can talk intelligently and cynically about the mass media. (Buckingham, 1993, 1996)

Children as young as 7 can make thoughtful, critical and media literate videos themselves.

Some psychologists believe that chromosomal and hormonal differences are the main causes of differences between male and female behaviour. 

Others say that gender roles are learned during development and everyday life. 

'Nature vs Nurture debate’.

Cognitive development theory, gender roles are learned, however the child is more active in the creation of their own gender identity. 

A child will acquire a 'gender constancy', they will then develop their personality with an either masculine or feminine mould. The child then actively seeks about how to act like a boy or girl. Children initially learn that certain activities or interests are appropriate for one sex or the other. They then learn and interpret the world through these ideas. 

^deterministic and descriptive

These make it sound as if this is a natural and necessary part of a child's development, that they have to cultivate a masculine or feminine identity. 

Could create ideas of failed to require a gender constancy, or have a incomplete gender schema. Gender Identity disorder. 

Freud - The developing child will identify with their same sex parent. 

The performance of gender is something that is learned and policed and something that is constantly worked on and monitored. - Gender is a performance

The mass media can serve a valuable role in shattering the unhelpful moulds of 'male' and 'female' roles which continue to apply constraints upon people's ability to be expressive and emotionally literate beings. 

Mass media has become more liberal  and more challenging to traditional standards and this has been a reflection of changing attitude, but also involves the media actively spreads modern values.   *There are changes happening, making it more liberal and gender neutral. 

Popular media has a significant but not entirely straightforward relationship with people's sense of gender and identity. 

No more gender documentary - Not so much advertising, more people and things around them

Don’t believe that biology alone can explain these differences, they lie in the societies we live in. 

From the moment they are born they are aware of gender, from the clothes that they wear, to the language people use.

They have set mind sets on what is acceptable for their gender. 

The world shapes the skills they develop.

If little girls play with certain toys, then it has a fundamental effect on how their brains develop.

Children occupy a world where children are giving them messages constantly about what it’s like to be a boy or a girl.

It is a preference that is in many ways learnt.

Pink and Blue Book

Babies and toddlers have little choice in their clothing, which reflects the attitudes and beliefs of adults. 

Children are known to acquire sex role stereotypes and begin to fit their own identities during these first years of life, this is a particularly useful way to understand how gender norms are negotiated, expressed, learned and changed. 

The age limit is important, children learn the patterns of gender-appropriate dress and the body of behavioural science research on gender identity in early childhood.  

The convergence of these trends at the end of the century, ambivalence about the industrialised future, anxiety about competition and survival, challenges to existing gender roles, resulted in changes in children's lives that are visible in their very appearance. - happened due to certain events at a certain time.

Children have been the main targets of manufacturers, advertisers and marketers. 

Parents began to consult and value the opinions of small children in making purchases for them , 'consumer-tot'. Primary actors to reactors in responding to children's desires. 

Social learning theory of gender acquisition combined with interactionism provides the necessary framework  for studying gender symbolism with a dynamic system such as fashion. 

Maccoby has always argued that gender roles are both biological and cultural in origin, shaped by social interactions. The relative importance of a child's interactions with peers, parents and siblings. 

3 year olds know their own gender but don't always stick to these conformants. 

from 4-8 gender appropriate behaviours are a moral imperative. 

Girls understand both male and female scripts where as boys only understand male.

Other children act as enforcers of gender rules. 

Children of 4-5 play mostly with their own sex. 

Gender permanence. Once this is realised they become less rigid int heir stereotyping. 

A population that is shut out and frustrated by fashions based on a strict boy-girl gender binary. Gender dysphoria, and gender incongruence. 

Gender theory is expanding. 

Cas Holman 

• Believes it’s helpful to have models, but you don’t have to pick options from what you see, you can create your own.
• Identity is something we design, so therefore we can design anything.

• I design out of frustration with what exists.

• Makes me angry to see girl versions of other toys.

• Let’s just help anybody become the best versions if themselves. 

• shouldn’t give them toys with a story already built into it.

• they need to make the story themselves