Lesson plan of Subjectivity of Contemporary Culture

Objectives (5 - 7 minutes)

1. Understand the concept of subjectivity in contemporary culture: Students should be able to define and explain what subjectivity is, relating it to contemporary culture. They should understand how subjectivity influences our thoughts, beliefs, and behaviors, and how it manifests in culture in general.

2. Analyze the influence of the media in the construction of subjectivity: Students should be able to identify and discuss how the media, in its various forms, contributes to the construction of our subjectivity. They should understand how the media shapes our perceptions, values, and identities.

3. Reflect on individual freedom amidst cultural influence: Students should reflect on the notion of individual freedom in a world where culture and the media exert so much influence. They should consider questions such as: to what extent are we truly free to think and act independently? How can we resist cultural and media pressures and develop an authentic subjectivity?

Secondary Objectives:

• Foster critical thinking and philosophical reflection: In addition to acquiring knowledge about the subject, students should develop critical thinking and philosophical reflection skills. They should be able to question, analyze, and form their own opinions on subjectivity in contemporary culture.

• Stimulate active participation and classroom debate: The teacher should promote active participation and debate among students, encouraging them to share their ideas, doubts, and opinions. This will help enrich learning and develop students' argumentation and communication skills.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher begins the class by recalling the concepts of culture, subjectivity, and the influence of the media, which were studied in previous classes. This review is important to ensure that all students have a solid foundation for understanding the topic of the current class. (3 - 4 minutes)

2. Problem situations: The teacher then presents two situations involving subjectivity in contemporary culture:

   • First situation: A student in the class shares a news story that they read on a social network. The news story is about a recent political event, but it contains information that appears to be biased and manipulative. The teacher then asks: "How can this news story influence the way we view the event and form our opinions about it?" (2 - 3 minutes)

   • Second situation: The teacher shows a television advertisement for a new fashion product. The advertisement uses attractive images and music, and it seems to suggest that the person who buys the product will become more popular and attractive. The teacher then asks: "How can this advertisement influence the way we see ourselves and others, and our perception of success and happiness?" (2 - 3 minutes)

3. Contextualization of the importance of the subject: The teacher explains that subjectivity in contemporary culture is a crucial topic, as it directly affects the way we think, act, and relate to the world. Understanding this phenomenon allows us to question and resist cultural and media pressures, and to develop an authentic and free subjectivity. (2 - 3 minutes)

4. Introduction of the topic: To gain students' attention, the teacher can share some curiosities or interesting facts about subjectivity in contemporary culture. For example:

   • Curiosity 1: The teacher can mention that, according to a recent study, we spend an average of 6 hours a day consuming media, which includes watching television, browsing the internet, using social networks, reading news, etc. This illustrates the enormous impact that the media has on our lives and on our subjectivity.

   • Curiosity 2: The teacher can mention that the term "cancel culture" refers to a recent phenomenon in which individuals, usually on social networks, boycott or publicly "cancel" people or companies that express opinions considered offensive or problematic. This illustrates how culture and the media can influence our perceptions of right and wrong, and shape social behavior. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Activity 1: Analysis of advertisements (10 - 12 minutes): The teacher divides the class into small groups of 4 to 5 students. Each group receives a selection of advertisements for different products and services, from magazines, television, the internet, etc. The advertisements should be chosen to represent different marketing strategies and different cultural messages.

   • Step 1: Students should analyze the advertisements, discussing the following questions with each other: "What message is this advertisement trying to convey?" and "How can this advertisement influence the way we see ourselves, others, and the idea of success and happiness?".

   • Step 2: Each group should select one advertisement and present their analyses to the class, explaining their conclusions and justifying their opinions. The teacher should facilitate the discussion, asking questions to deepen the analysis and promote debate.

2. Activity 2: Debate on news on social networks (10 - 12 minutes): The teacher proposes a debate on the role of news on social networks in constructing our subjectivity and forming our opinions.

   • Step 1: The teacher presents two opposing viewpoints on the subject. For example, one viewpoint could argue that news on social networks is a valuable source of information and a way to engage with important issues quickly and easily. The other viewpoint could argue that news on social networks is often biased, manipulative, and contributes to disinformation and polarization.

   • Step 2: Students are divided into two groups, each representing one of the viewpoints. Each group has time to prepare their arguments.

   • Step 3: The groups present their arguments, alternating between viewpoints. The teacher acts as the moderator, ensuring that everyone has the opportunity to speak and that the debate is respectful and constructive. The teacher may intervene to clarify points, add relevant information, and stimulate critical thinking.

3. Activity 3: Final reflection (5 - 7 minutes): To conclude the Development stage, the teacher proposes a moment of individual reflection.

   • Step 1: The teacher asks questions for students to reflect on, such as: "What was the most important concept you learned today?" and "What questions have not yet been answered?".

   • Step 2: Students have a minute to silently think about their answers. They can then choose to share their reflections with the class. The teacher should be open to hearing students' opinions and questions, and can use this opportunity to clarify doubts and deepen the discussion.

These activities allow students to analyze the influence of the media on the construction of subjectivity in a practical and contextualized way, and to reflect on individual freedom amidst this influence. In addition, they promote critical thinking, debate, and philosophical reflection, which are secondary objectives of the class.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should bring all students together and promote a group discussion about the solutions or conclusions reached by each group during the advertisement analysis activity and the debate on news on social networks. The teacher can ask questions such as: "What were the main conclusions you drew from the advertisement analysis and the debate?", "Were you able to identify how the media influences our subjectivity? How?" and "How do you see the issue of individual freedom amidst this influence?". The goal is for students to share their perceptions and learnings, and for the teacher to assess their understanding of the concepts covered.

2. Connection with Theory (2 - 3 minutes): The teacher, based on the group discussions, should make the connection between the practical activities carried out and the theory presented at the beginning of the class. The teacher can reinforce the key concepts, clarify any doubts that may have arisen during the activities, and emphasize the importance of subjectivity in contemporary culture and the influence of the media. This will help consolidate the students' learning and reinforce the relevance of the topic.

3. Individual Reflection (2 - 3 minutes): To conclude, the teacher proposes that students make an individual reflection on what they learned in the class. The teacher can ask the following questions:

   • "What was the most important concept you learned today?"
   • "What questions have not yet been answered?"

   Students have a minute to think about their answers. Those who wish to can then share their reflections with the class. The teacher should be open to hearing students' opinions and questions, and can use this opportunity to clarify doubts and deepen the discussion.

4. Teacher Feedback (1 minute): The teacher should take advantage of the end of the class to provide general feedback on the class's performance. The teacher can praise the students' active participation and engagement, highlight the strengths of the discussions and activities, and offer guidance for areas that may need more attention or deepening. The teacher can also reinforce the importance of the topic of the class and of subjectivity in contemporary culture, and encourage students to continue reflecting on these issues outside the classroom.

This Feedback stage is crucial for consolidating learning, assessing students' understanding, promoting reflection and critical thinking, and providing feedback for the teacher. In addition, it allows the teacher and the students to end the class in a productive and reflective way, preparing for the next stage of the learning process.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should summarize the main points covered during the class, reinforcing the definition of subjectivity, the influence of the media on the construction of our subjectivity, and the reflection on individual freedom amidst this influence. The teacher should recall the concepts and key ideas that were discussed, and clarify any doubts that may still exist. The teacher can, for example, recapitulate the main conclusions that were drawn during the group activities and the debate.

2. Connection between Theory, Practice and Applications (1 - 2 minutes): Next, the teacher should explain how the class connected theory, practice, and applications. The teacher should highlight how the practical activities, such as the analysis of advertisements and the debate on news on social networks, allowed students to apply the theoretical concepts of subjectivity and media influence in a concrete and contextualized way. The teacher can, for example, mention how the theory of subjectivity was illustrated and deepened through the analysis of advertisements, and how the debate allowed students to see the real applications of these concepts.

3. Extra Materials (1 minute): The teacher should suggest extra materials for students who wish to deepen their knowledge on the subject. These materials can include books, articles, documentaries, podcasts, websites, and blogs related to subjectivity, contemporary culture, and the influence of the media. The teacher can, for example, recommend a book that explores in detail how the media shapes our perceptions and behaviors, or a documentary that analyzes the influence of advertising on our subjectivity.

4. Relevance of the Subject (1 - 2 minutes): Finally, the teacher should emphasize the importance of the subject for students' daily lives. The teacher should explain how subjectivity in contemporary culture and the influence of the media affect our lives and our societies, and why it is crucial to develop an authentic and free subjectivity. The teacher can, for example, mention how the ability to question and resist cultural and media pressures can help us make more informed and autonomous decisions, develop more authentic identities, and contribute to building fairer and more democratic societies.