Self devised cd copy by charlotteexley

Whoâ&#x20AC;&#x2122;s to Blame?

Whoâ&#x20AC;&#x2122;s to Blame?: The effects of sexualisation on teenagers

Charlotte Exley FASH30001 N0363454 Word Count: 7301 (Excluding quotes)

fcp3

School of Art & Design ba

Declaration Form 2013/14 Module: Negotiated Project Stage 1 Module Leader: Tim Rundle Ref. no: FASH30001

I confirm that this work has gained ethical approval and that I have faithfully observed the terms of the approval in the conduct of this project. This submission is the result of my own work. All help and advice other than that received from tutors has been acknowledged and primary and secondary sources of information have been properly attributed. Should this statement prove to be untrue I recognise the right and duty of the board of examiners to recommend what action should be taken in line with the Universityâ&#x20AC;&#x2122;s regulations on assessment contained in its handbook.

signed .................................................................................................................... date .......................................................................................................................

Introduction - p1

sex education - p50

methodology - p8

conclusion - p54

Where does it begin? p12

recommendations - p58

celebrity culture - p24

list of references

sex in pop culture - p30

list of illustrations - p76

retail - p40

bibliography

social media - p44

appendix

- p88

- p80

- p72

Introduction

Fig. 1. Teenage Friends, 1954.

The 1950s saw a new tribe of people form - a generation of teenagers was born. They were the first to experience freedom and independence, especially when it came down to jobs, money, clothing and hair which can be seen by Fig.1. They became people in their own right and were no longer adult copies like they used to be. Free from the threat of war, the 1950s was a time of great social change. People could look forward with a new hope and optimism. Family life became both easier and more fun, moving into a more modern era. The result of this is that in today’s society, teenagers already have the freedom to express themselves, from the clothing they wear to what they watch on television. Has this new found freedom caused our teenagers to become desensitised however? Today’s teenagers expect to be able to access any information as quickly as they like (Robson 2009: Online). With this, they now grow up in a media saturated world (Durham 2009). In 2009 teenagers spent ‘an average of 31 hours online’ (Telegraph 2009: Online) but the media saturated world is also full of sex related content. (Durham 2009). This is having a damaging effect on the young generation because they ‘seek out sex-related media content - not just for titillation or to defy social taboos, but to gain information about a baffling and complicated aspect of their lives’ (Durham, 2009: 29). With an ‘estimated 250 million pages of pornography on the internet’ (Apter 2010: Online) it is easy to see how teenagers can view such content. It is hard to judge whether this is having a long term effect on teenagers as they are the first generation to go through the mass and free access to porn on the internet. (Combi 2013: Online) The effect of body dysmorphia is evident on teenagers as they are comparing themselves to the people they see on the web. If teenagers are seeking out information online rather than talking to parents or getting information from teachers their views of sex are going to be warped.

The sexualisation of children and sex in the media is especially topical with recent changes by search engines and the government. Google and Bing have put blocks onto their search engines to block any sources and images when searching child pornography (Dixon 2013: Online). Also brought to attention was the age of consent by the Faculty of Public Health president Professor John Ashton. He called for a national debate to lower the age of consent to 15 in which Downing Street where quick to dismiss this as they believe the current age is there to protect teenagers (Duffin 2013: Online). However this protection doesn’t extend as far as John Ashton’s suggestion and isn’t to be completely dismissed as he also wanted to do this so that teenagers can access information about sex more easily. But why should we have to lower the consent for teenagers to get good information about sex more readily? .

With these thoughts in mind, my report aims to look at teenagers’ attitudes; towards sex in the media, relationships and porn and how they have become desensitised to it. Alongside this, I will be looking at; sex education in schools, how body image is taught to teenagers across the country to see whether this has changed in regards to teaching children about the dangers of porn and online culture. I will look at the factors which influence their attitudes such as magazines, parents and society in general. Combining these, my outcome is to refresh or create a new medium which gives teenagers current and engaging information about sex, relationships and body image which is not embarrassing to read. It should aim to inform teenagers about the blurred lines of pornography and self esteem when it comes to body image.

methodlogy

When researching into the sexualisation of teenagers a wide range of primary and secondary resources were used. Using the facts and figures in recent news and books, I have combined this with first hand information from teenagers, schools and parents to give this report more informed and detailed answers. As Survey based research is quick to carry out I decided to do two online questionnaires to gain results at the beginning of this project then developed this into more detailed approaches to get more insightful results. (McNeill and Chapman 2005). I really wanted to find out first hand from teenagers how they feel about sex in the media and if this influences them. I chose to ask teenagers in a focus group to see if they reacted to their peers as I think their peers are a big influence at that age. I feel that by talking to a wide range of people such as teachers, parents and teenagers has broadened my insight into the subject areas. This was all conducted in accordance to the university ethics policy and all consent was granted.

Questionnaire & Talking to 10 Year 6 girls and boys

Aims

Advantages

Disadvantages

To find out what toys, magazines, hobbies they use/do and what people they like/dislike.

By using face to face and paper versions it was obvious to see when they were influenced by peers.

Targeted at 10-11 year olds. Too young to ask what they thought about sex/porn as I didn’t want to put ideas in their heads.

Asked them to create a Visual way of asking moodboard to see what what celebrities/pop images they like and culture they like. what they are influenced by.

Lack of responses as I only got 3 back as it is a time consuming task.

Retail stores – clothes & toys

To see what shops are First hand information currently offering to pre- and readily available. teens and teenagers in regard to fashion and toys.

Hard to get quality photographs in busy locations and some shops not willing for me to take photographs.

Music videos on TV

To see what music videos are playing at times when children are watching.

Easy way of collecting information.

Specific time range to get the information in.

Online survey to teenagers aged 13-15

To see what they thought about celebrities.

Range of answers and came from the specific age range I want to target.

Lack of detail in responses and some answered bias as I suggested answers.

Email to local schools about sex education

To find out what age range they start sex education and what they cover.

Good to get a schools opinion on the matter rather than all from teenagers.

Only 1 response out of 6. Hard to get information due to child protection laws.

Focus group to parents.

To see if they are aware of what’s going on in music videos etc

Detailed responses and easier to explain to them what’s going on and get their reaction

Only a few people participated so did not give a full judgement of all parents

Focus group with teenagers (14-15 year olds)

To see what their opinion Detailed responses and is on pop culture and sex easier to explain than education first hand. asking them on paper.

Moodboards to 3 teenagers. (2x13 year old/1x14 year old)

Hard to tell whether their opinion was influenced by their peers. 9

where does it begin?

The effect toys are having on children is becoming more apparent in today’s society. Although, Barbie and Bratz still dominate the toy world in a steady and stable market (Huckner 2013: Online), children are seeking more ‘fashionable’ and ‘alternative’ dolls like the Monsters High range which is based on science fiction. Not only does this reflect the pace of which children are growing up but how they are more aware of current trends and fashions. Whilst researching into dolls and toys it was obvious to see how toys have developed and have become so stereotypical. There is an obvious divide between the sexes that toys are aimed at with the girls section predominantly pink and princess and the boys section blue and adventurous. These stereotypical divides have only been around since 1995 as there was no sign of this in the 1970s. Most toys in the 1970s and its advertising had 70% no showing of gender stereotypes (Huckner 2013: Online),. However, toy companies are suggesting this is down to toy segmentation but toys have been given a ‘girly’ makeover. For example Lego is known for its construction sets but its new release of Lego Friends in 2012 (Fig.2.) focuses on ‘beauty, domesticity and nurturing’ (Huckner 2013: Online), but this was apparent in their ‘Belville’ range which launched before the ‘Friends’ range in 1994. Mothers and people in the SPARK movement who are demanding an end to the sexualisation of girls in media have created a petition against Lego making gender specific toys but they created a girl range over 18 years ago. (Richards 2012: online)

Fig. 2. City Park Café, 2012.

What has changed is the way these toys are marketed and become a reflection of what society thinks is beautiful and appealing. It is sad to see that our warped visions of beauty are being reflected in toys. ‘Not only are little girls expected to play with dolls, they are expected to model themselves on their favourite playthings’ (Walter 2010: p2). As Walter states if girls are copying what Barbie looks like and perceive this is normal. If this is what they are learning about beauty from three years old how far will they go when they are teenagers? Although there are no studies to show that gender specific toys have an effect on children when they are older but they have an immediate effect as they see the roles they play in society. Girls are to believe that they cannot become fighters and doctors and have to become housewives and princesses. Although this will change when they grow older they feel this pressure when they are young. (Lowther 2013: Online)

Fig. 4. Barbie styling head, 2008.

In Toys R Us a Barbie styling head was adorned with pink streaks in her hair, perfect tanned skin and nails to adorn with glitter seems to be a far cry from its predecessor Girl’s World. Styling heads have been in the market since the 1970s but the Barbie version has been given a serious make over (Fig.4.). Girls World are established styling heads but are seen in a different light now as they were played with innocence but as Walter suggested children are influenced by what they play with. Make-up and hair have always been relevant to girls but it has now reached new audiences who do not know the real complications with it. For example a recent ‘toy’ I saw in a retailer was selling lipgloss to 3 year olds and above branded with the Disney Sofia the Princess which is television programme aimed at 2-7 year olds (Fig.3.) Fig. 3. Sofia the Princess set. 2013 14

. Another example is Mattel itself Fig. shows just how Barbie has developed over 50 years. Barbie was once pale skinned, shorter and curvier than her 2009 self (Fig.5.). As (Levin and Kilbourne 2008) stated, children are growing out of toys quicker and retailers are trying to aim dolls at older children to gain back sales. Barbie have done this but insisted that aiming at older children they had to create a range of dolls in lingerie. Barbies used to be marketed to girls aged six to eight and now are being sold to toddlers and upwards. (Hamilton 2009) Combined with this they created an online platform called Barbie Girls where users could log on and create a virtual Barbie, make a dream house and go shopping. You can be any age to access this digital platform with this children are being exposed to seeing a superficial view of how people should look and how the world is. As the Barbie Girls Virtual world promotes beauty with endless makeover opportunities, everlasting money to buy anything and a beautiful dreamhouse the reality of this in life is very slim!

Fig. 5. Barbie 1959 and 2009, 2009.

Whilst talking to some Year 6 (aged 10) children about hobbies and what they do in their spare time I also asked them what they wanted for Christmas in a hope of them revealing whether they still play with toys. Shockingly only one girl out of the five I spoke to admitted to this, with one girl saying, ‘My mum wouldn’t buy me any toys now’. This is quite astounding to think that ten year olds don’t play with toys anymore and which is down to their parent’s decision. Although children are growing up quicker than they used to with an average of children hitting puberty at eleven (NHS 2013: Online) toys seem to be off the agenda. ‘With puberty, girls face enormous pressure to split into false selves. The pressure comes from schools, magazines, music, television, and the movies’ (Durham 2009: p29). This is obvious from the results I got from talking to them as most of the girls liked to watch films in their rooms or as one girl stated “I like doing my hair in my spare time” and in relation to make up one girl said “Yes, I wear it every day apart from school”. (See Appendix 4 - P101). Whilst talking to the Year 6 pupils I talked to some boys but their answers were generic that they enjoy football. As they are only aged ten or eleven, I did not want to bring up sex and pornography as I did not want to give them any perceptions or ideas that would lead them to go search for sex related content. This is why I decided to focus on girls as they “grow up comparing themselves to models and television stars. Few girls feel as pretty, as sexy, as skinny as the women they see in the media.” (Schwyzer 2011: Online) Why do toys have to be so gender and age specific and do we need to change the attitudes of parents? The media and toy manufactures’ create a stigma associated with playing with toys beyond a certain age by using age ratings for example, Lego states ages 7-12. There is no need to limit a child’s play age as this is then, proven by primary research, causes their parents not buy them as they see the toys as ‘childish’.

“I like doing my hair in my spare time”

Magazines are a big influence for pre teens and teenagers. ‘Teenagers are turning to women’s weeklies and glossy lifestyle magazines at younger ages’ (Hughes 2013: Online). With this, teenagers are reading content that is not suitable and appropriate for them with many of the lifestyle magazines featuring articles regarding sex. People aged eighteen and over that I talked to said that when they were younger they read magazines such as Sugar, Bliss and Shout. Sugar stopped publishing magazines in February 2011 and resorted to keep its content online. Although this is more popular for teenagers now as the ‘target age group is more interested in gathering the same information as available in magazines via online sources for free instantly’ (Hughes 2013: Online). Bliss and Shout still publish today and cover contents such as embarrassing stories, real life stories, fashion advice and celebrity gossip.

Fig. 6. Bliss November Issue 2008, 2008. Fig. 7. Shout August 2011, 2011. Fig. 8. Sugar Magazine August 2010, 2010.

Using an online questionnaire I asked teenagers aged 12-14 what magazines they read and the most popular were Elle, Glamour and Company. Although only ten people answered the question which is not an accurate portrayal of all teenagers in the UK, but no one stated that they read magazines such as Bliss or Shout which target their age range. Elle and Glamour content is based upon Sex, Love, Relationships and Fashion which is aimed at people 18 and over. Teenagers are reading these magazines and in one focus group one said, ‘Teenage magazines are childish’. (Appendix 3 p95)) Teenage magazines such as Shout have a readership age range between 9 and 13 so they have to make sure it appeals to both ends of the market. These magazines cover issues such as relationships and puberty so they have to ensure that the content is appropriate for the younger end. In America ‘”Seventeen” magazine recently ran a column on vaginal health that was pulled from supermarket shelves after parents complained it was “too graphic.” Meanwhile, subtler, less “graphic” but more inaccurate and harmful depictions of sexuality go unchallenged.’ (Durham 2009: p50). Seventeen readership age is between 12-24 years old. It is easy to see where the problem lies as these types of magazines have to accommodate various ages who want different things from magazines. It’s noticeable that in teenage magazines and weekly glossies, celebrity gossip is at the forefront. Emphasis is on who is dating who, what people are wearing and what they have been doing the past week. From this there is an obvious gap in the market for a niche teenage magazine which focuses on a narrower age bracket.

celebrity culture

What is considered beautiful varies throughout the world. In Japan women consider white skin more desirable and ‘60 per cent of women use whitening products in their daily skincare regime.’ (Mowbray 2004: Online). In western culture past generations thought pale skin was preferable as it was a sign you didn’t have to work the land, therefore you were a member of a higher social class. However now a tan and toned body suggests that you have more leisure time and wealth. (Stylist NK: Online). In today’s society, we are highly influenced by celebrity culture with teenagers saying they look up and like celebrities such as Beyonce, Rihanna and Katy Perry. ‘Tweens are also very visual and tend to find pictures more appealing then words’ (Hamilton 2009: p32) with this in mind I asked three teenagers to create mood boards with pictures of anything they like from music, celebrities, fashion and males. I did not mention to them about my project and that I am looking at sexualisation as I did not want them to use pictures to bias my result.

Fig. 10. Moodboard 2, 2013.

Fig 10 is by a 14 year old girl who has used mostly fashion images on the moodboard. It is obvious to see she is drawn to established brands such as Hunter and Jack Wills. Although this shows no obvious links to sexualisation and celebrity culture it highlights not all teenagers are drawn by the sex appeal.

Fig. 9. Moodboard 1., 2013.

Fig 9 is by a 14 Year old girl who used celebrities on the moodboard. Most of the celebrities shown are wearing skimpy clothes such as Selena Gomez, Katy Perry, Lady Gaga, the model from the Chloe advert and of course Joey Essex topless at the forefront. This one shows how easily she is drawn and how she can access these types of pictures easily. 24

Whilst doing a focus group (Appendix 3 - p95) was useful in gaining a lot of information with a few teenagers, it was difficult to judge because the strong personalities dominated discussion and the quieter ones found it hard to speak up. (McNeill and Chapman 2005) Whilst asking them what celebrities they liked I made the mistake of suggesting people like sportswomen as they then gave a few examples like Jessica Ennis and Rebecca Adlington. This gave the question a sense of bias so I redirected this question by purpose sampling a questionnaire which resulted in different answers. The response to this was what I was expecting the first time with the likes of Katy Perry, Rihanna, Beyonce, Blake Lively and Mila Kunis who all ooze sex appeal. All the people that were given are all A-List celebrities who as part of their job and even private life are scrutinised by the media every day. ‘Range of female characters and role models available for young girls has narrowed. Sexualised images of young women are threatening to squeeze out other kinds of images of women throughout popular culture’ (Walter 2010: p68) I think these mood boards along with my initial questionnaire highlight the importance celebrity culture is having on teenagers.

Fig. 10. Moodboard 3 2013.

Fig 11 is by a 13 year old girl who has used a mixture of male and female celebrities. It is clear to see she looks up to the likes of Rihanna, Cheryl Cole and Beyonce. This is coherent to the earlier results of celebrities teenagers look up to. There is also a strong presence of boys such as One Direction, Zac Efron and David Beckham which she described as ‘fit’ to me.

sex in pop culture

‘..much greater presence of pornography in the lives of many young people, driven by the internet. This later development has affected magazine and newspaper publishing, advertising, television and music, many areas of which have begun to share the aesthetic values of soft pornography.’ (Walter 2010: p4). Sex in popular culture is ever growing. 2013 saw ‘twerking’ added the Oxford Dictionary online which is a ‘dance to popular music in a sexually provocative manner involving thrusting hip movements and a low, squatting stance’ (Oxford Dictionary Online 2014: Online). Miley Cyrus is a perfect example of a music artist taking sexualisation to the extreme. Her clean cut Disney persona all changed when she released her ‘We Can’t Stop’ music video in June 2013. She then went onto record ‘Wrecking Ball’ which was Vevo’s most watched video with 19 million views in its first 24 hours and has 472,601,380 views on YouTube as of 09/01/2014 (Harrison 2013: Online). Not only this but Miley also had 306,100 tweets per minute during her infamous VMA performance with Robin Thicke during its two hour time airing on American television. (Popkin 2013: Online). Robin Thicke has also been in the firing line for his Number 1 hit ‘Blurred Lines’ which features explicit language, nudity and messages about rape. Before his number one hit he has released 5 albums yet no one really knows of them. Is this only because his hit song was suggestive and the use of topless models brought it to the media spotlight?

Fig. 12. Blurred Lines Music Video, 2013.

Fig. 13. We Can’t Stop Music Video, 2013. 30

Fig. 14. Rihanna Pour it Up Music Video., 2013

Rihanna has also been an early leader in this tribe by dancing suggestively and wearing revealing clothing. Her ‘Pour it up’ video was banned from television yet I still found ways to watch it online. There are many videos which are not broadcast on television but are easy to watch online. For example Fig.14. was available to watch on either Youtube or Vevo. As you can see by Fig.14 this video are highly provocative to be classed as a music video.

In regards to Rogers Curve of Innovation (Rogers 2003) It is easy to plot the famous music artists that have pushed boundaries throughout the past and how it has become mainstream in today’s society. Although we think Miley is pushing boundaries she is actually part of the early majority as the likes of Madonna, Annie Lennox, David Bowie and Sinead O’Connor were innovators as their behaviour in the 1980s was a new concept back then. More recently artists like Rihanna and Lady Gaga have been trying to stand out with their behaviour and outfits but they are seen as early adopters as they seem to mimic some of the innovators concepts. Now Miley Cyrus is seen as the late majority as she is picking up the traits that the earlier people have used. Although she has taken it into the mainstream because of the media buzz she has created around it. It is easy to see that because of Miley picking up on this trend of shocking behaviour later then previous artists we have become desensitised to it. With Miley in every newspaper, television screen and over social media we have accepted that this is nothing new as her predecessors introduced antics like this is the 1980s. With her dominance over all platforms we have come to accept it and ignore it rather than challenge it.

Fig. 15. Roger’s Curve of Innovation edited., NK.

Fig. 16. Miley Cyrus MTV VMA Performance, 2013.

Primary research conducted on music videos brought about some shocking results. Not only can you watch these without being over 18 there are no boundaries to what version you can see. Vevo lets users watch any video at any time regardless of age. Youtube do block explicit videos to under 18s but there is no stopping teenagers if they create a fake account! Searching Miley Cyrus, Robin Thicke, Flo Rida, Enrique Ingelaisas, Rihanna and so many more within a minute you can see an explicit video. On Vevo you can access Miley at the MTV VMA and EMA awards where she is her sexual self but more perturbing is the ease of watching her smoking cannabis whilst collecting an award and her mention of Terry Richardson. He is the director of her ‘Wrecking Ball’ video and shot her provocative photoshoot in 2013 where she is seen playing with herself and even kissing Terry in a disturbing way. This controversial move was banned from television on the MTV VMA’s (Fig.17) but is readily available on the web. Whilst searching for these videos and pictures just typing ‘Miley Cyrus’ in Google brought up suspicious sites. One an online porn site picking up on people searching Miley Cyrus and preying on young children to view their site. Another a teaser for her new video ‘Adore you’ with the tag line ‘Watch: Miley Cyrus masturbates in video teaser’ and a interview with Rolling Stone magazine in which she says ‘when I’m in that teddy bear suit, I’m like a creepy, sexy baby.’ (Cyrus in Eells 2013: Online). The immediacy of this information is what is harming, as anyone on the web can get all of these pictures and videos. It is obvious that we have become desensitised to this as a few years ago we would have not seen all these images and messages about masturbation so easily when we searched on the web.

Fig. 17. Miley Cyrus MTV EMA Speech, 2013.

Research undertook involved me looking at what was on television when children were likely to get home from school. Subsequent to this I was appalled to see a whole program devoted to Miley Cyrus which was broadcasted from 3.304.30pm on a school afternoon. 4music had blurred out words ‘twerk’ which appears in the video along with ‘high’ but her erotic behaviour was still shown. It documented her rise to fame from Disney star to the media icon she is today. Miley is seen as playing with her child self with enlarged teddy bears and making a parody of herself. This program clearly is not setting an example to children that may have access to it. If children are viewing programs like this with such ease, and they think it’s acceptable to act like this as a way of gaining attention they are likely to copy these patterns themselves.

Fig. 18. Miley Cyrus MTV VMA Performance, 2013.

One teenager in my focus group said she would create a fake account to see a music video because everyone else was talking about it and would not want to be left out. The teenagers I asked are capable of searching for themselves but what is more worrying is that these videos are being shown on TV. The watershed prevented these videos being shown before 9 o’clock on television but now all of these videos are online, it makes accessing them easier. With 47% of teenagers owning a Smartphone (Ofcom 2013: Online) anyone can access them and at anytime of the day. Although music is meant to push previous boundaries, artists need to focus on what is important and stop selling themselves cheap by using ‘sexual themes’.

retail

The hyper-sexualisation of clothes has been addressed recently and the government has set out new measures to protect children from sexualisation in retail. Ministers are trying to implement the recommendations of the ‘Let children be children’ campaign by Reg Bailey (Gov.uk. 2013: Online). Many retailers such as Primark and Matalan have discontinued their range of padded bras and underwear with slogans such as ‘wild’ on. This is apparent in shops as none of these are still available. As Magnanti suggests

‘There are many legitimate reasons why Primark might carry such items for preteens that were not discussed. Padded ‘training bras’ have existed since at least the 1950s. As well, due to complex factors, girls are developing breasts at younger ages than before and therefore buying bras.’ (Magnanti 2013: p56)

Fig. 19. Topshop Instagram, 2013.

Clothing has been toned down in recent years but clothes designed for 13 year olds and upwards are available in mini versions that cater for children aged 7 and above. There is no denying that some of this to due to fashion trends but there are crop tops and leather style skirts in most high street retailers. Whilst in the high street chains I saw this first hand for myself. Some items of clothing were perfectly acceptable but some of the clothes are available to buy downstairs in the adult section. Although this cannot be changed easily, retailers are aware of the implications that this can convey to the public. Fashion can suggest sexual availability’ (Durham 2009: p70) so if children aged as young as 7 are wearing leather style skirts and crop tops, what message are they giving out. Retail is a hard sector as they are just reacting to the popular trends happening in the world and using these as easy ways to make money. It could be argued though that some parents are encouraging this by allowing their children to wear such items. 40

social media

Social media is a large factor for teenagers getting involved in looking at sexualised images. There are many platforms which teenagers access such as Facebook, Snapchat, Twitter, Instagram, WhatsApp, Tinder, and Vine. A European Unionfunded study on social media shows that there has been a decrease in Facebook usage due to teenagers using new media. This is because their parents and older people know how to use the site and don’t want to be checked upon. (Molloy 2013: Online)

Fig. 20. Miley Cyrus’ Instagram, 2013.

fgrstv 44

Fig. 21 & 22. Rihanna’s Instagram, 2013.

New apps such as Snapchat and Instagram are solely visual based apps. Snapchat is a picture messaging app where you can only view a picture for 10 seconds maximum. With this app it has an increased risk of teenagers sharing explicit images. As the pictures delete themselves it’s a perfect platform to ‘sext’ the opposite sex. Instagram is a picture sharing app but it has got regulations against the use of explicit hash tagging such as sex and drugs which prevent the users seeing any explicit images. Instagram has over 100 million users as of February 2013 with many celebrity users (Bates 2013: Online). Instagram is a feeding ground for celebrities to upload sex emphasised pictures with Rihanna and Miley Cyrus being a major players. Rihanna has 10 million followers and Miley has 8 million in which they both upload at least one picture a day. Rihanna has many bikini posts and even ones promoting drugs along with Miley’s provocative shots. Both of them also have posted photos from their infamous shoots with Terry Richardson. (Fig. 22) Although Instagram blocks hashtags they still allow celebrities and other users to upload inappropriate pictures.

‘Four-fifths of teenagers say they know how to hide their online behaviour from parents.’ (Gordon 2013: Online) With this worrying statistic teenagers can get up to many things online without anyone finding out, whether this be bullying or sexting. Most recently Ask.fm has come under scrutiny after two people had committed suicide due to getting online abuse from the site. But Ask.fm still had ‘1.4 million people in the UK visit Ask.fm, according to the latest figures from internet research firm Comscore’ (Gadkari 2013: Online) in July. People on these sites have a lack of empathy as they still seek out these sites when they know they have the effect of driving someone to death. In China, the government has made a policy which you have to sign up with your full name and national registration number to access any of the main sites (Lee 2013: Online). However, if this was in made compulsory in the western world people would be reluctant and turn to other sites where your full identity is hidden such as chat rooms.

‘Today’s agents of socialisation (e.g., family, school, church) have not seriously come to grips with what these drastic changes in our social ecology’ (Reichert and Lambiase 2006: pxi)

As stated by the BBC (BBC 2013). parents and teachers lack the knowledge about social media platforms and what their children get up to online. Teenagers I asked where openly discussing that they would create fake accounts on Youtube to access videos but none of them would make fake account on any major social network sites. Even more worrying is that they do not take security seriously. They said they always link everything up to facebook such as Instagram as it was seen as the ‘normal thing to do’. In contrast to this when talking to parents they were naive to what their children got up to online. One parent said ‘I have no idea what she gets up to online. When I try asking she becomes defensive’. The main factor to this is that the children know more than adults about the online world. With another parent stating ‘I try to keep up to date with online but because I don’t have an iPhone I don’t know what they get up to on that’. It is obvious to see the gap between the children and the parents which is resulting in teenagers getting away with much more online than they would in real life.

sex education

A main part of where teenagers learn about Sex and Relationships is through Sex Education. It is part of the National Curriculum as parts have to be studied during science but all other sex education is optional and parents can withdraw their child from it. Ofsted found that most secondary schools cover topics such as puberty, reproduction, sexually transmitted infections, contraception, abortion and pregnancy in PSHE lessons, but there was “less emphasis on sexual consent and the influence of pornography.” (Sellgren 2013: Online). In today’s society when porn is emphasised ‘More than a third of schools in England are failing to provide pupils with age-appropriate sex-and-relationships education, the schools watchdog says.’ (Sellgren 2013: Online).

With the recent pornography filters set in by the big internet providers there is worry that this will block content which is appropriate and useful to teenagers. ‘It will inadvertently block content that should not be blocked, such as sex education websites and medical information’ (Magnanti 2013: p66) . This has been tested and the leading website on sex education, BishUK.com, has been blocked on some servers. If accurate sex information is blocked on computers teenagers will have to actively search other sites for information. Along with this Professor John Ashton said he wanted to lower the age of consent to 15 to give teenagers more access to free information about sex (Duffin, 2013: Online). David Cameron was quick to dismiss this and why should the age of consent be lowered to get more information? If this is a key issue why don’t they make information about sex easy to access and not lower consent age. Schools provide basic sex education for all pupils but it is apparent that the generation above teenagers today do not realise the implications the internet, porn and social media have on their children. As they are unaware of these factors they are giving teenagers out of date information about sex and relationships.

Fig. 23. Gender Symbols, NK.

One school that I contacted responded that they teach the basics of puberty in Year 6 to 10-11 year olds and then slowly develop each year about sex and relationships with contraception being taught in Year 8 to 12-13 year olds. They also teach about pregnancy in Science which is part of the National Curriculum. In Year 8 they give their pupils a little booklet about Puberty, Relationships and Sex by the Sexual Health Charity, FPA.. These are divided into a book for boys and a book for girls. (See Appendix). It is hard to see when these booklets were last updated as this is not stated on their website.

conclusion

Sociologist, Morris Massey’s theory suggests as we do not grow up with values, they are things we learn and develop over time. The ‘Imprint period’ is when children between the ages of two and seven absorb everything around them and believe everything they are told is true, especially by their parents. Then when the child is aged between eight and thirteen they go through the ‘modelling period’ when they copy others as well as their parents. Finally when they are aged between thirteen and twenty one they are highly influenced by their peers. As they try to break way from their parents they seek out people with similar characteristics. As Massey states ‘Other influences at these ages include the media, especially those parts which seem to resonate with our values of our peer groups’ (Changing Minds NK: Online). I agree with Massey’s theory and it is shown in my primary research that children copy their parent’s values. A key influence I found was the media too, not only to older teenagers but also children in the ‘modelling period’.

Fig. 24. Monsters High Toys, NK.

The aim of this report was to investigate sexualisation in the media and how teenagers have become desensitised to it. Within this I wanted to find out what factors influence them and how they seek information around this baffling subject area.

It is obvious to see that the once free and independent 1950s teenagers (Fig.25.) have influenced how they brought up their children, the parents of teenagers today. It is easy to see that teenagers and their parents are desensitised to what has happened over the last few years as technology and the media has grown so rapidly. Teenagers are at the forefront of this as they are leading such trends yet the parents are lacking behind and falling victim. Parents who thought they were once up to date on all new media have fallen behind and as a result are unaware of what their children get up to online and the pressure they face. I have set out some recomendations to help this.

I have discovered that there are many areas that are influencing teens and preteens to sex and sexualising them. I feel I have tried to cover a range of these but the most influential is the media. It is hard to analyse some areas such as toys and retail (Fig.24.) as these are personal choices and parents play an important part too. It is obvious to see that the media has a huge impact on teenagers as they strive to keep up to date and know the latest trends but they are at risk of over exposition to content which is not age appropriate, like Walter stated music videos ‘share the aesthetic values of soft pornography.’ (Walter 2010: p4). An area which is lacking in clear guidance and direction is in sex education. It doesn’t seem to take into account popular culture and the effect of the online world. I believe there are several areas to improve here and set to recommend some areas which may help teenagers to learn about what is real about sex and relationships unlike what the media portrays this to be. 54

Fig. 25. Teenager’s at Car, 1954.

recommendations

From the research I have undertaken it is clear to see that there is a lack of education to parents, schools and teenagers about sex and relationships and how this is impacted by today’s online and pop culture. With sex education focusing on reproduction and the risks sex implies, it always highlights the negatives, making sex seem like an embarrassing topic to talk about. In contrast to this, my research proves that magazines, social media, television and music all play to the fact that sex sells with the subliminal message that it makes you successful like Miley Cyrus. If teenagers are made to feel that sex is an embarrassing subject they will seek the internet to find out the answers they need. The internet will bring up thousands of answers to any question a teenager may want to know and with this, the risk of them resorting to porn. There are several reasons they seek out porn such as curiosity of the subject and ‘because they are not getting the information they want from us, whether we are talking about at school or at home’. (Hunt 2013: Online) With this I have set out some recommendations to keep teenagers in the loop about sex, pop culture and how porn is not a realistic view of sex.

Fig. 26. Miley Cyrus, 2013.

A key area which I found to be lacking was the availability of resources for teenagers. In my research I found out that leaflets and booklets are given to them about sex and puberty but these are highly embarrassing to receive at that age. As seen by Fig. 27 & 28. the booklets are made up of cartoon drawings which make the topic almost seem childish and comical because of the immature drawings. When e-mailing the school they said they gave these booklets out in PSHE lessons. By giving the booklets out in front of their peers they will automatically feel the pressure to act like they do not need this information and treat it as a joke. Some of the children may feel like they really need this information as they have not received information like this nature before and so will be put off by the teenagers making it into a comical issue to talk about.

Fig. 27. FPA girls booklet, NK.

Fig. 28. FPA boys booklet, NK. 60

Although there are many excellent online platforms for teenagers, I want to enhance printed sex education information. The internet is saturated with blogs and websites to guide and inform teenagers but having another platform online will attract more teenagers online. In 2009 teenagers spent ‘an average of 31 hours online’ (Telegraph 2009: Online) with this rising each year due to technological advances and ownership of Smartphone’s. If teenagers are online this much, there is a risk that they may stumble upon a misleading website or a porn site, which is against my point. If their parents have also agreed to the ISP blocks for porn then this could hinder their choices and may not have access to the website they desire. Although as stated at least ‘18% of 12-15-year-olds know how to disable internet filters’ (BBC 2014: Online). With these facts in mind, it would be unwise to create another online platform as promoting it to a wide audience may be misleading to those who cannot access it.

Fig. 29. FPA booklets, NK.

The sexual health charity, FPA create booklets that are given to teenagers about a wide range of topics such as sex, relationships, puberty and specify for boys and girls. They currently offer this range to every key stage in school’s. There is a gap in their range for a booklet based upon the dangers of online and informs teenagers about the truth of porn. Although my recommendation for an online/porn related booklet would be available for both girls and boys there is a gap for one aimed a girls about self esteem. As FPA make these booklets already they can easily add a new copy to their collection. When talking to the school in my primary research they said that each gender got their own book but should information be shared across genders? If they do not learn about each other then they will be unaware of what other sexes have to go through. There is also no emphasis on sexuality issues. With this is mind children may feel the pressure to comply to norms if they feel they cannot find guidance with what they are feeling. FPA currently do not offer a sexuality booklet which offers advice for people who think they may be homosexual. As this is a sensitive subject I do not think launching a new booklet to give out in schools would be appropriate but there should an app version for people to look at if they are curious about this matter.

Distribution of this leaflet can still be available on their website as a download like they currently offer which is beneficial to those who can’t receive them. They can still be available for schools to buy to give their pupils as part of their PSHE lessons at schools. Doctor’s surgeries are a perfect place for these leaflets to be placed as then teenagers can easily pick one up or their parents can for their children.

Graphics such as these could be adopted Fig.30 &31. They are simple yet highly engaging as they convey the information in a visual way as like Hamilton stated teenagers prefer visuals. (Hamilton 2009)

Offering the booklets in magazines or collaboration with a magazine may help the younger teenagers have access to it easier. As the teenagers I asked read magazines such as Glamour and Company, I feel Company magazine could easily distribute them. Whether this is be via a free gift or a spread in there highlighting the new changes to the FPA booklets. If the booklets were easy to get hold of and also handed to them via magazines they would be more willing to look at them as they would not have to face the embarrassment of finding one themselves.

Fig. 30&31. Layout, NK.

These booklets could be then turned into app versions for Smartphone’s. With 47% of teenagers owning a Smartphone (Ofcom 2013: Online) it would be a perfect platform for teenagers to access the information easily if they cannot seek out hard copies of the booklet. They could easily be transferred to an online version. When downloading the app it will only let you access the booklet section which they can then download and read. Although the internet is full of sex education websites this app would not lead them to the internet or any other sites that may hinder the information they just read.

There is a major gap in the market for a teenage girl’s magazine at the moment as stated in my research questionnaire (Appendix 1 - pg 89) girls don’t buy age appropriate magazines. With many resorting to online content as teenagers want the information cheap and quickly (Hughes 2013: Online). A magazine which focuses on information about bodies, sex, relationships and self esteem but no focus on celebrities and fashion as this is when girls start to feel pressured. As Magnanti states ‘it was not the opposite sex they were trying to impress by wearing fashionable items but that they wanted to look a certain way for their same sex friends.’ (Magnanti 2013: p74) This is easily understandable as the research I undertook with Year 6 pupils they did not admit to buying certain toys as they were trying to impress their peers. The magazine would focus on girls at first as my research informs me that they feel more pressure to be perfect and to act a certain way by boys. Girls also buy magazines more frequently than boys and I think they would feel embarrassed to buy a magazine relating to health more than girls would. The magazine would be written for a niche audience. Although predominately focused at teenagers aged between 12-14 as this is when most girls go through puberty and start to get basic sex education lessons at school. What is lacking is a platform where teachers and parents can learn about what is happening in the media and how to educate children and teenagers about it. There are some sites where parents talk such as mumsnet.com but they still do not understand the pressures and complications the internet has on their children. One website that I found informative was Sex.etc Magazine as it was written by teens but after investigating it was an American website. A recent statistic shows that ‘44% of parents with children aged between eight and 11 say their child knows more about the internet than they do’. This then rises to 63% for parents of 12-15 yearolds. (BBC 2014: Online) As parents are becoming behind with technology and what is current for teenagers a magazine which educates teenagers and their parents would be beneficial. The features in the magazine would be prominently sold with teenagers in mind but either a section or pullout would keep parents up to date with new social media trends, what’s current in pop culture such as music, television and films and also what’s happening in the news. This will have to cover a wide range of music and films to appeal to all different teenage tastes so that it does not cut off some teenagers. Although this may hinder the teenager’s choice to buy it if the parent section overshadowed the magazine but it would not be a large proportion of it. 66

Real life stories and articles by teenagers would be a main part of the magazine. By having features that teenagers can emphasise with then they will be more likely to relate to and have some impact on their lives. Other features could include current news stories which keep them up to date such as the Miley Cyrus VMA spectacle but highlight the issues with this and focus it less on fame and money. Another interesting area to include would be what other countries define as beautiful as I think this would encourage them to think less about what they looked like as when talking to teenagers informally one said â&#x20AC;&#x2DC;everyone looks the sameâ&#x20AC;&#x2122; yet they seem so naive about what happens in other countries. This magazine could stand alone at shops but also could be distributed at schools to teenage girls. If it was to be sold at shops it would have to retail at a cheap price as teenagers want magazines cheap as they do not want to waste money when they can get the information online. (Hughes 2013: Online). With the content being educational for adults too I feel that they can approach the magazine and be encouraged to buy it for them. The magazine would have to be a bi annually as the content would not vary that much if it was to be a monthly magazine.

She

She She Fig. 32. Examples of font, 2013.

The proposed magazine would be called SHE. She implies that it is aimed at girls and also is an acronym for Sex, Health, Education. I feel this name is not going to embarrass the teen when they approach to buy it but they also feel grown up buying it. The design will be very minimal and sleek much like weekly glossy magazines that they currently buy. Graphics such as Fig.32. could be adopted to give it a current on trend feel and set it apart from the overcrowded; slogan plastered teenage magazines out there at the moment. By using graphics such as these it makes it seem more sophisticated and less childish than the ones on the market now. I feel these recommendations could help both teenagers and parents come to the realisation of what is seen as normal in todayâ&#x20AC;&#x2122;s society and how to help them through their teenage years. With these recommendations in place teenagers and their parents can be educated about porn, self esteem and pop culture in way that speaks to them. By using this method they will not have to seek out this information online and feel embarrassed to search it. With parents educated on this manner teenagers will hopefully be open when it comes to sex and porn and like Hunt (Hunt 2013: Online) stated, not find it hard to speak up about these issues as they are always going to be current in many years to come.

list of references

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Hunt, J. 2013. We need to talk about pornography - Channel 4 [online]. Available at: http://www.channel4.com/ programmes/porn-on-the-brain/articles/all/we-need-to-talk-about-pornography [Accessed 19 January 2014]. Lee, D. 2013. Six ideas for making social media safe - could they work? [online]. Available at: http://www.bbc.co.uk/ news/technology-23601986 [Accessed 2 January 2014]. Lowther, T. 2013. Let Toys Be Toys – For Girls and Boys [online]. Available at: http://www.lettoysbetoys.org.uk/thatsfor-girls-and-thats-for-boys/ [Accessed 17 January 2014]. Magnanti, B. 2013. The Sex Myth: Why Everything We’re Told Is Wrong. London: Phoenix. McNeill, P. and Chapman, S. 2005. Research Methods. 3rd ed. Oxon: Routledge. Molloy, M. 2013. We Facebook: 6 reasons why it’s time to ditch the social network in 2014 [online]. Available at: http:// metro.co.uk/2013/12/28/facebook-6-reasons-why-its-time-to-ditch-the-social-network-in-2014-4243929/ [Accessed 11 January 2014]. Mowbray, M. 2004. Japanese girls choose whiter shade of pale [online]. Available at: http://www.theguardian.com/ world/2004/apr/04/japan.nicolemowbray [Accessed 9 January 2014]. NHS. 2012. Puberty - NHS Choices [online]. Available at: http://www.nhs.uk/conditions/Puberty/pages/introduction. aspx [Accessed 19 January 2014]. Ofcom. NK. A nation addicted to smartphones [online]. Available at: http://consumers.ofcom.org.uk/2011/08/a-nationaddicted-to-smartphones/ [Accessed 19 January 2014]. Oxford Dictionary Online. 2014. ‘Twerking’ [online]. Available at: http://www.oxforddictionaries.com/definition/english/ twerk [Accessed 12 January 2014]. Popkin, H. 2013. Miley Cyrus twerks her way to top of Twitter at 300,000 tweets per minute [online]. Available at: http:// www.nbcnews.com/technology/miley-cyrus-twerks-her-way-top-twitter-300-000-tweets-8C11006754 [Accessed 9 January 2014]. Reichert, T. and Lambiase, J. 2006. Sex in Consumer Culture: The Erotic Content of Media and Marketing. Mahwah, N.J: L. Erlbaum Associates. Richards, B. 2012. The Meeting: When SPARK Met LEGO [online]. Available at: http://www.sparksummit. com/2012/04/23/the-meeting-when-spark-met-lego/ [Accessed 2 January 2014]. Robson, M. 2009. How Teenagers Consume Media: the report that shook the City [online]. Available at: http://www. theguardian.com/business/2009/jul/13/teenage-media-habits-morgan-stanley [Accessed 1 January 2014]. Rogers, E.M. 2003. Diffusion of Innovations. 5th ed. New York: Free Press. Schwyzer, H. 2011. “If I Were Thinner, I’d Have the Right to Expect More”: on perfectionism and the scarcity model [online]. Available at: http://www.hugoschwyzer.net/2011/03/31/if-i-were-thinner-id-have-the-right-to-expect-more-onperfectionism-and-the-scarcity-model/ [Accessed 5 December 2013]. Sellgren, K. 2013. Poor sex education leaves pupils vulnerable - Ofsted [online]. Available at: http://www.bbc.co.uk/ news/education-22366107 [Accessed 2 January 2014]. Stylist. NK. Terry Join Stylist’s great tanning debate: to self-tan or not to self-tan? [online]. Available at: http://www. stylist.co.uk/beauty/life-in-the-bronze-age-the-great-tanning-debate [Accessed 9 January 2014]. Telegraph. 2009. Teenagers ‘spend an average of 31 hours online’ [online]. Available at: http://www.telegraph.co.uk/ technology/4574792/Teenagers-spend-an-average-of-31-hours-online.html [Accessed 18 January 2014]. Walter, N. 2010. Living Dolls: The Return of Sexism. London: Virago. 73

list of illustrations

Fig. 1. Unknown, 1954. Teenage Friend. [photograph]. Own photograph. Fig. 2. Lego , 2012. City Park Café. [digital image]. Available at: http://aboutus.lego.com/en-gb/news-room/2013/ february/lego-friends-doubled-expectations-for-sales-in-2012 [Accessed 20 January 2014]. Fig. 3. Exley, C.A, 2013. Sofia the Princess set. [photograph]. Own photograph. Fig. 4. Unknown, 2008. Barbie styling head. [digital image]. Available at: http://www.rakuten.com.my/shop/toysrus/ product/957321/ [Accessed 20 January 2014]. Fig. 5. Unknown, 2009. Barbie 1959 and 2009. [digital image]. Available at: http://www.bangersandnash.com/wpcontent/uploads/2011/08/bathing-suit-barbie-old-and-new.jpg [Accessed 20 January 2014] Fig. 6. Panini Publishing, 2008. Bliss November Issue 2008. [digital image]. Available at: http://narrativejourney. wordpress.com/2012/04/13/a2-media-studies-ms4-industry-magazines/ [Accessed 20 January 2014]. Fig. 7. D. C. Thomson & Co. Ltd., 2011. Shout August 2011. [digital image]. Available at: http://www.wotyougot.com/ pictures/pixie-lott-shout-magazine-august-2011-cover.jpg [Accessed 20 January 2014]. Fig. 8. Hachette Filipacchi, 2010. Sugar Magazine August 2010. [digital image]. Available at: http://selenascene. wordpress.com/2010/06/27/selena-gomez-sugar-magazine-agosto-2010/ [Accessed 20 January 2014]. Fig. 9. 14 year old teenager, 2013. Moodboard 1. [photograph]. Own photograph. Fig. 10. 13 year old teenager, 2013. Moodboard 2. [photograph]. Own photograph. Fig. 11. 14 year old teenager, 2013. Moodboard 3. [photograph]. Own photograph. Fig. 12. Unknown, 2013. Blurred Lines Music Video. [digital image]. Available at: http://cultureandlife.files.wordpress. com/2013/03/robin-thicke-blurred-lines_13.png [Accessed 20 January 2014]. Fig. 13. Richardson, T., 2013. We Can’t Stop Music Video. [digital image]. Available at: http://content.animalnewyork. com/wp-content/uploads/art-hommages.jpg [Accessed 20 January 2014].

Fig. 21. Rihanna, 2013. Rihanna’s Instagram. [digital image]. Available at: Miley Cyrus Instagram [Accessed 20 January 2014]. Fig. 22. Rihanna, 2013. Rihanna’s Instagram. [digital image]. Available at: Miley Cyrus Instagram [Accessed 20 January 2014]. Fig. 23. Unknown, NK. Gender Symbols. [digital image]. Available at: http://upload.wikimedia.org/wikipedia/ commons/0/08/Symbols-Venus-Mars-joined-together.png [Accessed 20 January 2014]. Fig. 24. Unknown, NK. Monsters High Toys. [digital image]. Available at: http://en.wikipedia.org/wiki/Monster_High [Accessed 20 January 2014]. Fig. 25. Unknown, 1954. Teenager’s at Car. [photograph]. Own photograph. Fig. 26. Richardson, T., 2013. Miley Cyrus. [digital image]. Available at: http://www.waitfashion.com/wp-content/ uploads/2013/10/miley-cyrus-terry-richardson-0.jpg [Accessed 20 January 2014]. Fig. 27. FPA, NK. FPA girls booklet. [digital image]. Available at: http://www.fpa.org.uk/sites/default/files/ products/4girls-guide-to-female-body-growing-up.jpg [Accessed 20 January 2014]. Fig. 28. FPA, NK. FPA boys booklet. [digital image]. Available at: http://www.fpa.org.uk/sites/default/files/ products/4boys-guide-to-male-body-growing-up.jpg [Accessed 20 January 2014]. Fig. 29. FPA, NK. FPA booklets. [digital image]. Available at: http://www.fpa.org.uk/sites/default/files/products/ parents-pack-growing-up-leaflets.jpg [Accessed 20 January 2014]. Fig. 30. Unknown, NK. Layout. [digital image]. Available at: http://indulgy.com/post/sJSLptxQY1/details-magazinelayout [Accessed 20 January 2014]. Fig. 31. Unknown, NK. Layout. [digital image]. Available at: http://www.missmoss.co.za/2014/01/16/kristina-krogh/ [Accessed 20 January 2014]. Fig. 32. Exley, C.A., 2014. Font examples. [photograph]. Own photograph.

Fig. 14. Unknown, 2013. Rihanna Pour it Up Music Video. [digital image]. Available at: http://images4.mtv.com/uri/ mgid:uma:content:mtv.com:1714956 [Accessed 20 January 2014]. Fig. 15. Roger, E. NK. Roger’s Curve of Innovation edited. [digital image]. Available at: http://blog.ftfnews. com/2012/11/01/transforming-uncertainty-into-opportunity/ [Accessed 20 January 2014]. Fig. 16. Unknown, 2013. Miley Cyrus MTV VMA Performance. [digital image]. Available at: http://s1.ibtimes.com/ sites/www.ibtimes.com/files/styles/v2_article_large/public/2013/08/26/robin-thicke-miley-cyrus.jpg [Accessed 20 January 2014]. Fig. 17. Unknown, 2013. Miley Cyrus MTV EMA Speech. [digital image]. Available at: http://static4.businessinsider. com/image/5280f4636da8113c5629b8d3/us-censors-miley-cyrus-smoking-pot-while-accepting-mtv-europe-award. jpg [Accessed 20 January 2014]. Fig. 18. Unknown, 2013. Miley Cyrus MTV VMA Performance. [digital image]. Available at: http://thetrendjungle.files. wordpress.com/2013/08/miley_cyrus_vma_performance_h_2013.jpg [Accessed 20 January 2014]. Fig. 19. Topshop, 2013. Topshop Instagram. [digital image]. Available at: Topshop Instagram [Accessed 20 January 2014]. Fig. 20. Cyrus, M., 2013. Miley Cyrus’ Instagram. [digital image]. Available at: Miley Cyrus Instagram [Accessed 20 January 2014]. 76

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Durham, M.G. 2009. The Lolita Effect: The Media Sexualization of Young Girls and What We Can Do About It. London: Duckworth. Hamilton, M. 2009. What’s Happening to Our Girls?: Too Much Too Soon: How Our Kids Are Overstimulated, Oversold and Oversexed. 2nd ed. Camberwell, Vic: Penguin. Harris, A. 2004. All About the Girl: Culture, Power, and Identity. New York: Routledge. Hess, J. and Pasztorek, S. 2010. Graphic Design for Fashion. London: Laurence King. Lamb, S., Ed.D. and Brown, L.M. 2007. Packaging Girlhood: Rescuing Our Daughters from Marketers’ Schemes. New York: St. Martin’s Griffin. Levin, D.E. and Kilbourne, J. 2008. So Sexy so Soon: The New Sexualized Childhood, and What Parents Can Do to Protect Their Kids. New York: Ballantine Books. Magnanti, B. 2013. The Sex Myth: Why Everything We’re Told Is Wrong. London: Phoenix. McNeill, P. and Chapman, S. 2005. Research Methods. 3rd ed. Oxon: Routledge. McRobbie, A. 2000. Feminism and Youth Culture. 2nd ed. Hampshire: Macmillan Press Ltd. Palmer, S. 2006. Toxic Childhood: How the Modern World Is Damaging Our Children and What We Can Do About It. London: Orion. Postman, N. 1994. The Disappearance of Childhood. New York: Vintage Books. Quart, A. 2003. Branded: The Buying and Selling of Teenagers. London: Arrow. Reichert, T. and Lambiase, J. 2006. Sex in Consumer Culture: The Erotic Content of Media and Marketing. Mahwah, N.J: L. Erlbaum Associates. Rogers, E.M. 2003. Diffusion of Innovations. 5th ed. New York: Free Press. Tolman, D.L. 2002. Dilemmas of Desire: Teenage Girls Talk About Sexuality. Cambridge, MA: Harvard University Press. Walter, N. 2010. Living Dolls: The Return of Sexism. London: Virago. Wolf, N. 1990. The Beauty Myth. London: Chatto & Windus.

Bates, D. 2013. Instagram hits 100m users - and reveals 10m joined retro photo service in the last MONTH [online]. Available at: http://www.dailymail.co.uk/sciencetech/article-2285331/Instagram-hits-100m-users--reveals-10mjoined-retro-photo-service-MONTH.html [Accessed 9 January 2014]. BBC News. 2014. Children can turn off net filters, report finds [online]. Available at: http://www.bbc.co.uk/news/ technology-25759345 [Accessed 17 January 2014]. BBC News. 2013. PM rejects call to lower age of consent to 15 [online]. Available at: http://www.bbc.co.uk/news/health-24976929 [Accessed 26 November 2013]. BBC News. 2013. Sexting: An open letter from parents to teenagers [online]. Available at: http://www.bbc.co.uk/news/ magazine-25000800 [Accessed 21 November 2013]. BBC News. 2013. ‘Twerking’ and ‘selfie’ added to Oxford dictionary [online]. Available at: http://www.bbc.co.uk/news/ entertainment-arts-23861702 [Accessed 9 January 2014]. Bean, D. 2013. ‘No Cyrus’ Chrome plug-in will censor your web browsing to block all things Miley Cyrus [online]. Available at: http://news.yahoo.com/%e2%80%98no-cyrus%e2%80%99-chrome-plug-in-will-censor-your-webbrowsing-to-block-all-things-miley-cyrus-144842421.html [Accessed 30 November 2013]. Bull, S. 2013. Miley Cyrus weed smoking censored out for TV [online]. Available at: http://www.dailymail.co.uk/ tvshowbiz/article-2499682/Miley-Cyrus-weed-smoking-censored-TV.html [ Accessed 18 November 2013]. Carter, M. 2013. Teen mags: Still a girl’s best friend? [online]. Available at: http://www.independent.co.uk/life-style/health-and-families/features/teen-mags-still-a-girlsbest-friend-8614418.html [Accessed 28 November 2013]. Changing Minds. NK. Values Development [online]. Available at: http://changingminds.org/explanations/values/ values_development.htm [Accessed 17 January 2014]. Combi, C. 2012. Porn: the shocking truth [online]. Available at: http://www.tes.co.uk/article.aspx?storycode=6294001 [ Accessed 19 January 2014]. Confino, J. 2012. Why responsible advertising to children should be top of the agenda [online]. Available at: http:// www.theguardian.com/sustainable-business/unilever-responsible-advertising-children-onslaught-film [Accessed 9 January 2014]. Coughlan, S. 2010. Facebook is a major influence on girls, says survey [online]. Available at: http://www.bbc.co.uk/ news/10121931 [Accessed 21 November 2013]. Dixon, H. 2013. Google vows to block child pornography [online]. Available at: http://www.telegraph.co.uk/ technology/google/10456445/Google-vows-to-block-child-pornography.html [Accessed 3 December 2013].

Duffin, C. 2013. Call to lower age of consent to 15 [online]. Available at: http://www.telegraph.co.uk/health/ healthnews/10455031/Call-to-lower-age-of-consent-to-15.html [Accessed 3 December 2013]. Eells, J. 2013. Miley Cyrus on Why She Loves Weed, Went Wild at the VMAs and Much More [online]. Available at: http://www.rollingstone.com/music/news/miley-cyrus-on-why-she-loves-weed-went-wild-at-the-vmas-and-muchmore-20130927 [Accessed 2 January 2014]. FPA. NK. Downloads [online]. Available at: http://www.fpa.org.uk/resources/downloads [Accessed 26 November 2013]. Franklin, C. 2013. Terry Richardson. Embarrassing the fashion industry via Tumblr. [online]. Available at: http://www. allwalks.org/2013/11/terry-richardson-embarrassing-the-fashion-industry-via-tumblr/ [Accessed 9 January 2014]. Gov.uk. 2013. Protecting children from commercialisation and sexualisation: next steps on Bailey review. [online]. Available at: https://www.gov.uk/government/news/protecting-children-from-commercialisation-and-sexualisationnext-steps-on-bailey-review [Accessed 9 January 2014]. Gadkari, P. 2013. Ask.fm unveils changes to safety policy [online]. Available at: http://www.bbc.co.uk/news/world-uscanada-23752923 [Accessed 2 January 2014]. Gordon, O. 2013. Do you know where your children go online? [online]. Available at: http://www.theguardian.com/ society/2013/nov/09/children-online-sexting-bullying-security-settings [Accessed 2 January 2014]. Guardian. 2013. Age of consent: the politics of sex [online]. Available at: http://www.theguardian.com/ commentisfree/2013/nov/18/age-of-consent-politics-sex [Accessed 26 November 2013]. Harrison, L. 2013. Miley Cyrus’ Wrecking Ball Named Vevo’s Most-Watched Music Video of 2013 [online]. Available at: http://uk.eonline.com/news/488207/miley-cyrus-wrecking-ball-named-vevo-s-most-watched-music-video-of-2013 [Accessed 9 January 2014]. Hucker, D. 2013. Toys and Games market report 2013. Key Note. [online]. Available at: Key Note. [Accessed 2 January 2014]. Hughes, K. 2013. Teenage and pre-teen magazines market update 2013. Key Note. [online]. Available at: Key Note. [Accessed 2 January 2014].

[Accessed 11 January 2014]. Moodie, A. 2013. Miley Cyrus simulates sex in Terry Richardson shoot and swipes back at Sinead O’Connor [online]. Available at: http://www.dailymail.co.uk/tvshowbiz/article-2442749/Miley-Cyrus-simulates-sex-Terry-Richardsonshoot-swipes-Sinead-OConnor.html [Accessed 7 January 2014]. Mowbray, M. 2004. Japanese girls choose whiter shade of pale [online]. Available at: http://www.theguardian.com/ world/2004/apr/04/japan.nicolemowbray [Accessed 9 January 2014]. NHS. 2012. Puberty - NHS Choices [online]. Available at: http://www.nhs.uk/conditions/Puberty/pages/introduction. aspx [Accessed 19 January 2014]. Ofcom. NK. A nation addicted to smartphones [online]. Available at: http://consumers.ofcom.org.uk/2011/08/anation-addicted-to-smartphones/ [Accessed 19 January 2014]. Office for National Statistics. 2013. We Conceptions in England and Wales, 2011 - ONS [online]. Available at: http:// www.ons.gov.uk/ons/rel/vsob1/conception-statistics--england-and-wales/2011/2011-conceptions-statistical-bulletin. html [Accessed 12 January 2014]. Oxford Dictionary Online. 2014. ‘Twerking’ [online]. Available at: http://www.oxforddictionaries.com/definition/english/ twerk [Accessed 12 January 2014]. Paton, G. 2012. Girls at risk because of ‘pressure to be perfect’ at school [online]. Available at: http://www.telegraph.co.uk/education/ educationnews/9683412/Girls-at-risk-because-of-pressure-to-be-perfect-at-school.html [Accessed 21 November 2013]. Paton, G. 2013. Ofsted: teach about pornography in sex education lessons [online]. Available at: http://www. telegraph.co.uk/education/educationnews/10030545/Ofsted-teach-about-pornography-in-sex-education-lessons.html [Accessed 16 January 2014]. Paton, G. 2010. Miley Cyrus is a poor role model to girls and gives them mixed messages, says headmistress [online]. Available at: http://www.telegraph.co.uk/education/educationnews/10427622/Miley-Cyrus-is-a-poor-rolemodel-to-girls-and-gives-them-mixed-messages-says-headmistress.html [Accessed 18 November 2013].

Popkin, H. 2013. Miley Cyrus twerks her way to top of Twitter at 300,000 tweets per minute [online]. Available at: http://www.nbcnews.com/technology/miley-cyrus-twerks-her-way-top-twitter-300-000-tweets-8C11006754 [Accessed 9 January 2014].

Kidron, B. 2013. We have abandoned our children to the internet [online]. Available at: http://www.theguardian.com/ commentisfree/2013/sep/13/abandoned-children-internet-addicted-virtual-damage [Accessed 12 January 2014].

Richards, B. 2012. The Meeting: When SPARK Met LEGO [online]. Available at: http://www.sparksummit. com/2012/04/23/the-meeting-when-spark-met-lego/ [Accessed 2 January 2014].

Lee, D. 2013. Six ideas for making social media safe - could they work? [online]. Available at: http://www.bbc.co.uk/ news/technology-23601986 [Accessed 2 January 2014].

Robson, M. 2009. How Teenagers Consume Media: the report that shook the City [online]. Available at: http://www. theguardian.com/business/2009/jul/13/teenage-media-habits-morgan-stanley [Accessed 1 January 2014].

Lee-Potter, E. 2012. Academic warns that girls are coming under pressure to be perfect at everything [online]. Available at: http://www.sec-ed.co.uk/news/academic-warns-that-girls-are-coming-under-pressure-to-be-perfect-ateverything [Accessed 21 November 2013].

Schwyzer, H. 2011. “If I Were Thinner, I’d Have the Right to Expect More”: on perfectionism and the scarcity model [online]. Available at: http://www.hugoschwyzer.net/2011/03/31/if-i-were-thinner-id-have-the-right-to-expect-more-onperfectionism-and-the-scarcity-model/ [Accessed 5 December 2013].

Lowther, T. 2013. Let Toys Be Toys – For Girls and Boys [online]. Available at: http://www.lettoysbetoys.org.uk/thatsfor-girls-and-thats-for-boys/ [Accessed 17 January 2014].

Sellgren, K. 2013. Poor sex education leaves pupils vulnerable - Ofsted [online]. Available at: http://www.bbc.co.uk/ news/education-22366107 [Accessed 2 January 2014].

McAfee. 2012. 70% of Teens Hide Their Online Behaviour from Their Parents, McAfee Reveals What U.S. Teens are Really Doing Online, and How Little Their Parents Actually Know [online]. Available at: http://www.mcafee.com/ uk/about/news/2012/q2/20120625-01.aspx [Accessed 19 January 2014].

Smith, M.D. 2013. Porn filters block sex education websites [online]. Available at: http://www.bbc.co.uk/news/uk25430582 [Accessed 1 January 2014].

Molloy, M. 2013. We Facebook: 6 reasons why it’s time to ditch the social network in 2014 [online]. Available at: http://metro.co.uk/2013/12/28/facebook-6-reasons-why-its-time-to-ditch-the-social-network-in-2014-4243929/ 82

Stroud, C. 2013. Toys: what your daughter really wants this Christmas [online]. Available at: http://www.telegraph. co.uk/women/womens-life/10506726/Christmas-toys-what-your-daughter-really-wants.html [Accessed 20 December 2013]. 83

Stylist. NK. Terry Join Stylist’s great tanning debate: to self-tan or not to self-tan? [online]. Available at: http://www. stylist.co.uk/beauty/life-in-the-bronze-age-the-great-tanning-debate [Accessed 9 January 2014]. Telegraph. 2009. Teenagers ‘spend an average of 31 hours online’ [online]. Available at: http://www.telegraph.co.uk/ technology/4574792/Teenagers-spend-an-average-of-31-hours-online.html [Accessed 18 January 2014]. Turner, J. 2013. The rise of the teen girl clones [online]. Available at: http://www.thetimes.co.uk/tto/magazine/article3823255.ece [Accessed 21 November 2013]. Wintour, P. 2011. Cameron-backed report to protect children from commercialisation [online]. Available at: http:// www.theguardian.com/politics/2011/jun/03/cameron-backed-report-commercialisation-childhood [Accessed 9 January 2014]. DVDs Am I Normal, 2008. [DVD]. Liberty Bell Productions, 5th May 2008. [Episode 4: Sex]. Sex Education Show: Stop pimping our kids, 2011. [DVD]. Remarkable television for Channel 4. [Episode 1-3]. The Sex Education Show, 2010. [DVD]. Endemol for Channel 4. [Episode 1-4]. Teens too soon, 2008. [DVD]. BFM Productions for ITV 1.

Personal Communications

Exley, C. (Charlotte-exley@hotmail.co.uk) 2013. Enquiry. 27th November 2013. Email to: Office@bluecoat.uk.com Exley, C. (Charlotte-exley@hotmail.co.uk) 2013. Enquiry. 27th November 2013. Email to: enquiries@not.gdst.net Exley, C. (Charlotte-exley@hotmail.co.uk) 2013. Enquiry. 27th November 2013. Email to: enquiries@valley.outwood. com Exley, C. (Charlotte-exley@hotmail.co.uk) 2013. Enquiry. 7th January 2014. Email to: fpadirect@fpa.org.uk Audio-Viusal Resources Blurred Lines, 2013. Blurred Lines [Podcast]. 20 March 2013. Available at: http://www.youtube.com/ watch?v=yyDUC1LUXSU[2 January 2014]. Pour it Up, 2013. Pour it Up [Podcast]. 2 October 2013. Available at: http://www.youtube.com/ watch?v=ehcVomMexkY [2 January 2014]. We Can’t Stop, 2013. We Can’t Stop [Podcast]. 19 June 2013. Available at: http://www.youtube.com/ watch?v=LrUvu1mlWco [2 January 2014]. Wrecking Ball, 2013. Wrecking Ball [Podcast]. 9 September 2013. Available at: http://www.youtube.com/ watch?v=My2FRPA3Gf8 [2 January 2014].

appendix

Answers:

1 - Online Questionnaire

20- Mizz Sugar

14 - Elle

20 - Didnt read on in particular

14 - Elle

21 - Glamour

13 - Glamour

23 - Glamour

14 - Fashion Magazines, Celebrity Magazines

15- Ok!

14 - Elle, Company

19- Shout

12 - Ok

20 - 17 14 - Top of the Pops Mizz

2 - Email correspondence

Email correspondence to FPA about the booklets they create. No reply back.

Sent emails to the following schools who I did not receive a reply from: Outwood Academy, Worksop Nottingham Girlâ&#x20AC;&#x2122;s High School, Nottingham

Focus Group - Teenagers - 7th December 2013 Me: Hi I just want to ask you a few questions to you. It doesn’t matter what you say as long as it’s an answer and ill try to be as quick as possible! Do you buy magazines, if so why? Teenager 1: Erm..I used to but not so much now as Teenage magazines are childish. Teenager 2: I just read my sisters. Me: what magazines are these? Teenager 2: I think she has Glamour. Me: Ok, moving on, which celebrities do you like? Either for them or their work! or any sportwomen etc? Teenager 2: I love Katy Perry. I am going to see her in May and so excited! Teenager 3: I quite like Blake Lively and Mila Kunis. Jesscia Ennis, maybe. Teenager 1: I like Beyonce as she is like a queen. I like Rihanna’s music too! I like Rebecca Adlington on Im a Celeb too! Me: Where do you watch music videos?

3 - focus groups

Teenager 2: I watch music videos on youtube and the internet really. Teenager 3: Yer same Teenager 1: Me too or on MTV or something. Me: Do you have accounts on YouTube? Teenager 2: no Teenager 1: me neither! Me: Would you create a fake account? Teenager 1: I would create a fake account to see a music video because everyone else was talking about it and would not want to be left out. Teenager 3: I would be to scared of being caught! Me: (Laughs) I guess your careful when your online then? Teenager 3: I suppose so. I just go online for Facebook and stuff really! Me: Thanks for the time girls! 95

Focus Group - Parents - 30th November 2013 Me: Hi, I just want to ask you a few questions regarding your teenagers using the internet and what they get up to online. Firstly, do you know when your children are online? Parent 1: Well I know when she is on the laptop as she is usually on this downstairs with us or in her room. She is always glued to her phone though so I guess she is doing that sort of stuff on there. Parent 2: Yes, I have to agree my daughter is always on her iPhone but she only really uses her laptop for her work. Parent 3: My daughter uses her iPod rather than her phone. Me: Ok thank you. Do you know what they get up to online? Parent 3: I assume shes talking to people as I see messages pop up when she leaves it somewhere. Parent 1: I have no idea what she gets up to online. When I try asking she becomes defensive and turns away. This is quite worrying but shes not the type of girl to be sending these rude messages so I do not worry as much. Parent 2: I know my daughter is always on Facebook and Instagram, I think. Me: Are you aware of what social media they are on? Parent 1: Yes I am aware she has Facebook and Twitter. Parent 3: I try to keep up to date with online but because I don’t have an iPhone I don’t know what they get up to on that Me: I am going to show you Miley Cyrus’ music video and would just like some thoughts from you about it. (Shows Miley Cyrus Wrecking Ball Video) Parent 2: I have heard about this on the radio. Parent 3: Oh yes so have I. What a strange video! Parent 1: Is that on television? Me: Yes. It is on anytime of the day. Parent 2: I don’t really think that’s appropriate for any of us to be seeing. I remember seeing her on Disney when my daughter used to watch that. Parent 3: I know singers do this sort of thing but that was a bit disgusting for a music video. I remember music videos were a rare thing and used to just involve singing and a little bit of dancing. Me: Thanks for your time and answering my questions. Hope that video didn’t scar you too much! Parent 3: I am intrigued to what she is going to do next!

4 - Year 6 Questionnaire

101

102

103

Ethical Checklist, critical path & Tutorial record sheets

105

106

107

fcp3

School of Art & Design ba

Independent Research Project

Tutorial Record Sheet 2013/14 Module: Negotiated Project Stage 1 Ref. no: FASH30001 Date: 17/10/2013 Name : Charlotte Exley

fcp3

School of Art & Design ba

Independent Research Project

Tutorial Record Sheet 2013/14 Module: Negotiated Project Stage 1 Ref. no: FASH30001 Date: 24/10/2013 Name : Charlotte Exley

Tutorial / Seminar Record Sheet Work to bring / prepare for session:

Zine made over summer of our interests/future job roles/poject ideas

Primary research – one I’ve done and one I am going to do

Project development, Mind map – carrying on from workshop on 16th

Bring module guide and colorful timetable of term

Learning issues to discuss in session:

How to research – different research methods – ask experts and consumers

Discussed learning outcomes in depth and what I need to include to get a higher mark – difference between learning outcomes for this project and live project

How to store research - several websites to keep track of articles etc I’ve read – I am going to use instapaper as it sounds easy and very useful When researching keep reminding myself what I want to get from it and what it’s for!

Feedback from session: Look at channel 4 documentaries – sex month at the moment – Sex Education < Key documentaries I watched a year ago

In depth about what research to put in methodology Different sampling methods – snowball which I think will be appropriate for mine which is to ask one person to pass it on Feedback from session: Make primary research task based – otherwise it will be boring and teenagers may not answer/interact with it – use CREATIVE research < Maybe I suggest that they make a mood board as its then fun and visual

Talk to teenagers first hand at school to see whether it’s a current issue with them

Tasks for next session: Primary research – one that we have done and one we are going to do (Questionnaire to teenagers about general questions to see whether it’s obvious from what they are saying that it’s an issue)

Please indicate progress to hand in (1 = Not ready / 5 = Ready and Prepared) 1 2 3 4 5 Signed (Tutor) Signed (student)

108

Tasks for next session: Create a chapter plan of what I am going to put in my report

Please indicate progress to hand in (1 = Not ready / 5 = Ready and Prepared) 1 2 3 4 5 Signed (Tutor) Signed (student)

110

fcp3

School of Art & Design ba

Independent Research Project

Tutorial Record Sheet 2013/14 Module: Negotiated Project Stage 1 Ref. no: FASH30001 Date: 31/10/2013 Name : Charlotte Exley

fcp3

School of Art & Design ba

Independent Research Project

Tutorial Record Sheet 2013/14 Module: Negotiated Project Stage 1 Ref. no: FASH30001 Date: 7/11/2013 Name : Charlotte Exley

Tutorial / Seminar Record Sheet Work to bring / prepare for session:

Chapter plan done

Any questions for one to one tutorial – Do I need a focus at the moment?

bring mind map from previous workshop – mind map of what areas to look at in my project such as media, technology etc

Learning issues to discuss in session: Discussed what to put in introduction – context why now? Then slowly introduce my primary research in Layout of introduction what to include – to gain a 1st analysis is key as well as adding new information in

Feedback from session: Chapter plan feedback – add more detail – sub headings under sections and maybe spread recommendations throughout report – sum up after each section? Always answer what is the problem im trying to address – need to keep this is in mind when writing – never steer away from my question Tasks for next session: one to one tutorial – any questions/issues to discus Introduction for the 4th December

Please indicate progress to hand in (1 = Not ready / 5 = Ready and Prepared) 1 2 3 4 5 Signed (Tutor) Signed (student)

111

Learning issues to discuss in session: What to put in presentation – make it as visual as possible – 10 minutes long Start with context – KEY QUOTES Show all research even if it went wrong – show journey

Feedback from session: Look at teenagers parents – ask them their opinions Look at Body beautiful season – Am I Normal? < Other key documentaries I have watched show in presentation – topical now as these are television a lot recently < Also do teenagers watch these? Make PowerPoint visual as possible – show mood boards, video clips to highlight my finidngs Tasks for next session: PRESENTATION! Introduction for 4th December

Please indicate progress to hand in (1 = Not ready / 5 = Ready and Prepared) 1 2 3 4 5 Signed (Tutor) Signed (student)

112

fcp3

School of Art & Design ba

Independent Research Project

Tutorial Record Sheet 2013/14 Module: Negotiated Project Stage 1 Ref. no: FASH30001 Date: 5/11/2013 Name : Charlotte Exley

Tutorial / Seminar Record Sheet Work to bring / prepare for session:

fcp3

School of Art & Design ba

Independent Research Project

Tutorial Record Sheet 2013/14 Module: Negotiated Project Stage 1 Ref. no: FASH30001 Date: 16/01/2014 Name : Charlotte Exley

Tutorial / Seminar Record Sheet Work to bring / prepare for session:

Introduction for 4th December

Any questions – ask about referencing when not direct quoting – also how I need to be careful when using teenagers names/ages etc

Any last questions before Christmas – don’t really have any to ask as I feel I may need it after I have started writing the bulk over Christmas

Conclusion if written Visual ideas/inspiration Learning issues to discuss in session:

Learning issues to discuss in session: Critical path for over Christmas – time management – need to show I have planned for working/other events over Christmas Make this detailed as it is a learning outcome

PROOF READ IS KEY Areas to cover in conclusion – quotes to back up, question whether I was right or wrong, bring it full circle, is it an ongoing thing? Use images etc Queries – check my references, page numbers, integrate paraphrasing

Feedback on introduction Feedback from session: Introduction – areas that need improving/altering – Needs baking up more – show key research etc Can use primary research in it – make sure this then links to whole project and conclusion overall

Tasks for next session: Writing bulk over Christmas – KEY TO WORK OVER CHRISTMAS

Feedback from session: Need to question why its significant – analyse why! – SO WHAT! To gain a higher mark I need to draw own conclusion and add new knowledge to it – I can use my primary research as this is new knowledge alongside the experts opinion

Tasks for next session: Any last minute questions Visuals if done – layouts etc Conclusion for checking

Please indicate progress to hand in (1 = Not ready / 5 = Ready and Prepared) 1 2 3 4 5 Signed (Tutor) Signed (student)

113

114