{"id":476,"date":"2026-05-08T16:25:31","date_gmt":"2026-05-08T16:25:31","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/discoveringwrdsb\/chapter\/avatars-and-gender-2\/"},"modified":"2026-05-08T16:25:53","modified_gmt":"2026-05-08T16:25:53","slug":"avatars-and-gender-2","status":"publish","type":"chapter","link":"https:\/\/textbook.mediasmarts.ca\/discoveringwrdsb\/chapter\/avatars-and-gender-2\/","title":{"raw":"Avatars and Gender","rendered":"Avatars and Gender"},"content":{"raw":"\nNow ask students:\n
\n\n \n\nAre the gender differences in the avatars in their favourite games and virtual worlds similar to those in the avatar creator?<\/span>\n\nDo they reflect how boys and girls are often portrayed in other media (cartoons, movies, comics, toys, etc.)?<\/span>\n\nHow are characters who are different from these gender types treated in games and other media (e.g., are characters who are different from the standard gender-type likely to be teased or shown as unpopular?<\/span>\n\nAre they more likely to be villains or victims instead of heroes\/heroines?<\/span>\n\n \n\n<\/div>\n \n\nHave students return to the Avatar Maker game in the student chapter Avatars and Gender<\/a> and open Level 2. The code is 9999. (You have to click or tap the numbers on the screen. )\n\n \n\n\"Completed\n\nTell them now they can choose anything they want from the  body types and skin tones, as well as any mix of clothes and accessories.\n\nWhen they have finished, have them answer the questions in the Structure Strip activity and then take them up with the class.\n\n \n
\n

Extend the discussion by asking:<\/p>\n\n<\/header>\n

\n\n \n\nWhat limitations did the Level 2 maker still have around gender? (For instance, there are some hair and clothing options that are only available to the \"male\" and \"female\" body types, and there is no non-binary body type.)\n\nWhat limitations did it still have around body shape? (For instance, there is no option to be missing a limb or to be a wheelchair user.)\n\nWould they like to have more freedom in creating avatars online?\n

If you have already delivered the lesson First Person<\/a>, remind students of the discussion there of representation of facial features and hair options in avatars that authentically represented diversity.<\/p>\nWhat (if anything) would they like to do differently in the games and virtual worlds they play?\n\n \n\n<\/div>\n<\/div>\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n

\n

Have students share the avatars they created and talk about their experiences and choices.<\/p>\n\n<\/header>\n

\n\nHow was it different from using the Level 1?<\/span>\n\nDid they like it better?<\/span>\n\nWhat was different about the avatars they created (more fantastic, more like them, etc.)?<\/span>\n\n<\/div>\n<\/div>\n \n\n \n\n \n\n \n","rendered":"

Now ask students:<\/p>\n

\n

 <\/p>\n

Are the gender differences in the avatars in their favourite games and virtual worlds similar to those in the avatar creator?<\/span><\/p>\n

Do they reflect how boys and girls are often portrayed in other media (cartoons, movies, comics, toys, etc.)?<\/span><\/p>\n

How are characters who are different from these gender types treated in games and other media (e.g., are characters who are different from the standard gender-type likely to be teased or shown as unpopular?<\/span><\/p>\n

Are they more likely to be villains or victims instead of heroes\/heroines?<\/span><\/p>\n

 <\/p>\n<\/div>\n

 <\/p>\n

Have students return to the Avatar Maker game in the student chapter Avatars and Gender<\/a> and open Level 2. The code is 9999. (You have to click or tap the numbers on the screen. )<\/p>\n

 <\/p>\n

\"Completed<\/p>\n

Tell them now they can choose anything they want from the  body types and skin tones, as well as any mix of clothes and accessories.<\/p>\n

When they have finished, have them answer the questions in the Structure Strip activity and then take them up with the class.<\/p>\n

 <\/p>\n

\n
\n

Extend the discussion by asking:<\/p>\n<\/header>\n

\n

 <\/p>\n

What limitations did the Level 2 maker still have around gender? (For instance, there are some hair and clothing options that are only available to the “male” and “female” body types, and there is no non-binary body type.)<\/p>\n

What limitations did it still have around body shape? (For instance, there is no option to be missing a limb or to be a wheelchair user.)<\/p>\n

Would they like to have more freedom in creating avatars online?<\/p>\n

If you have already delivered the lesson First Person<\/a>, remind students of the discussion there of representation of facial features and hair options in avatars that authentically represented diversity.<\/p>\n

What (if anything) would they like to do differently in the games and virtual worlds they play?<\/p>\n

 <\/p>\n<\/div>\n<\/div>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

\n
\n

Have students share the avatars they created and talk about their experiences and choices.<\/p>\n<\/header>\n

\n

How was it different from using the Level 1?<\/span><\/p>\n

Did they like it better?<\/span><\/p>\n

What was different about the avatars they created (more fantastic, more like them, etc.)?<\/span><\/p>\n<\/div>\n<\/div>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

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