DVD TITLE INSIGHTSINSIGHTS:Facilitating a Discussion IN Finding a Facilitator QUEER YOUTH DEFINING OUR FUTURE
Identify your own. When the 90’s hit, all the Identify your own. When the 90’s hit, all the new communication technologies offered new communication technologies offered people a new way to communicate that was people a new way to communicate that was SIGHTSeasier and more. easier and more. INSI
Be knowledgeable. When the 90’s hit, all the Be knowledgeable. When the 90’s hit, all the new communication technologies offered new communication technologies offered people a new way to communicate that was people a new way to communicate that was easier and more. easier and more.
Be clear about your role. When the 90’s hit, Be clear about your role. When the 90’s hit, all the new communication technologies all the new communication technologies offered people a new way to communicate offered people a new way to communicate GHTSthat was easier and more. thatINSIG was easier and more. Know your group. When the 90’s hit, all the Know your group. When the 90’s hit, all the new communication technologies offered new communication technologies offered people a new way to communicate that was people a new way to communicate that was TSeasier and more. INSIGHTSeasier and more.
Curriculum & Action Guide INSIGHTSwww.frameline.org/distribution IN1 INSIGHTSFILM DESCRIP Film Descriptions
About the Films: Insights: Queer Youth Defining Our Futureincludes six short films representing a range of LGBTQ youth experiences–from authentic self-expression to classmate crushes to films that delve into the dangers of bullying. What Do You Know? Six to Twelve-Year-Olds Talk About Gays and Lesbians Ellen Brodsky, 13 minutes
With perspectives ranging from basic to nuanced, elementary school children openly share their thoughts on the words that they hear on a daily basis.
This unrated film is recommended for all ages. See pages 8-11 for exercises for this film.
Yeah Kowalski! Evan Roberts, 10 minutes
A 13-year-old late bloomer goes to great lengths to impress his classmate crush, Shane, in this comedic tale.
This unrated film is recommended for all ages. See pages 12-14 for exercises for this film.
Teens Like Phil Dominic Haxton & David Rosler, 20 minutes
Teens Like Phil explores the complicated and painful circumstances surrounding a relationship in an effort to better understand the roots of the bullying epidemic.
This unrated film contains use of strong language, drug use, graphic violence and is recommended for upper high school students. Educators are advised to preview this film before screening for students. See pages 18-23 for exercises for this film.
www.frameline.org/youth-motion 2 INSIGHTSFILM DESCRIP Film Descriptions
The Infamous T Melissa Koch, 30 minutes
Homeless, bullied, and failing out of high school, 18-year-old Jonathon moves in with queer host parents, transfers schools, and forms a dance crew. As he struggles to mesh with his new household, stay in school, and be his most authentic self, he discovers that home is more than four walls and friendship can transform us in this moving documentary.
This unrated film contains frequent use of strong language and is recommended for upper high school students. Educators are advised to preview this film before screening for students. See pages 24-28 for exercises for this film.
Genderfreak Rebecca Louisell, 19 minutes
What happens when violinist Rachel, the token straight friend in her group, meets a handsome genderqueer teenager named Sammy, who happens to play guitar?
This unrated film contains use of strong language and suggestive sexual content and is recommended for upper high school students. Educators are advised to preview this film before screening for students. See pages 29-30 for exercises for this film.
AVAILABLE ONLINE AT WWW.FRAMELINE.ORG/INSIGHTS-FILM I Don’t Want To Go Back Alone Daniel Ribeiro, 17 minutes
A blind schoolboy develops a crush on a new student in his class in this tender Brazilian short available on YouTube, with accompanying curriculum included in this collection.
This unrated film is recommended for middle and high school students. See pages 15-17 for exercises for this film. View the film at: www.frameline.org/insights-film
www.frameline.org/youth-motion 3 TABLE OF CON INSIGHTS
Table of Contents
Film Descriptions : : : : : : : : : : : : : : : : : : : 2 How to Use This Guide 5 Tips on Facilitating Conversations : : : : : : : : : : 6
Key Terms : : : : : : : : : : : : : : : : : : : : : : : 7 Learning About Labels 8
Where Do I Stand 10
Attractiveness and Attraction, Part I : : : : : : : : 12 Attractiveness and Attraction, Part II : : : : : : : : 15 Finding and Accepting Support 18 Expanding Our Families : : : : : : : : : : : : : : : 24 Genderfreak and Gender Identity : : : : : : : : : : 29 Make an Impact : : : : : : : : : : : : : : : : : : : 31 How to Host a Screening : : : : : : : : : : : : : : 32 Teacher Resources 34 General Resources 35 Acknowledgments : : : : : : : : : : : : : : : : : : 36 Common Core State Standards : : : : : : : : : : : 37
Youth In Motion is funded in part through the generous support of the Bob Ross Foundation. www.frameline.org/youth-motion 4 INSIGHTSHOW TO USE T How to Use this Guide
Why is LGBTQ-Inclusive Curriculum Important and Necessary?
Incorporating LGBTQ history and culture encourages students to think more critically about the world, helps to create safe and affirming communities for LGBTQ students and families, and has the power to transform lives. Consider downloading GSA Network’s Implementing Lessons that Matter: The Impact of LGBTQ-Inclusive Curriculum on Student Safety, Well-Being, and Achievement. This document provides hard data and contextualizes curricula as part of efforts for improved school safety, decreased bullying, and higher achievement across various schools and ALL students, not just LGBTQ students. A link to this document is in the resources section of this guide. How to Use this Guide in Gay-Straight Alliances (GSAs)
By watching these films in GSAs, students can delve further into the materials and contextualize them more directly within their lives and current affairs. There are even tips on how to take further actions after seeing the films. Feel free to use this guide as a resource–we know each GSA is different, so adapt the activities however you want! How to Use this Guide in Classrooms
Because we’ve designed these guides to link with Common Core State Standards (CCSS), teachers can use these materials as part of their regular curriculum. Whether teaching middle school, high school, or even college-level courses, the resources in this packet can help to open students’ eyes to the role of identity, struggle, bullying, and societal pressures. See pages 37-38 for information on how this curriculum fits into CCSS. Approaching the Material
Addressing LGBT-related topics at school, whether in the course of classroom instruction or during a club meeting, can raise controversy. Before screening these films, it is important that you know your rights and responsibilities. In California, teaching about sexual orientation and gender identity is not only protected but is mandated by legislation. However, laws may vary from state to state. Please refer to our resources page for more information.
*It is highly recommended that teachers/advisors view films prior to introducing them into the classroom. Some language and subjects in these films can be challenging for students, parents and community members. Teachers/advisors should consider the age and maturity of students, as well as the screening setting, before showing the films.
www.frameline.org/youth-motion 5 INSIGHTSTIPS ON FACIL Tips on Facilitating Conversations
• Agree upon ground rules for discussion. Rules may include an agreement to maintain What to Do if You Encounter Anti- confidentiality, refrain from using slurs or making LGBTQ or Hurtful Responses personal attacks, and speaking one at a time. • Stop the behavior. Interrupt the comment or • Work to establish a forum for a free and harassment. Do not pull a student aside unless respectful exchange of ideas. Do not attempt to absolutely necessary. change anyone’s point of view. • Identify the harassment and broaden the • Be aware that although you may not have response. Make clear why this behavior is an openly LGBTQ student in your class, you not accepted by the community: “That was a may have students who are questioning their stereotype. Stereotypes are a kind of lie and they identities, are gender non-conforming, or who hurt people’s feelings.” “Our community does not have LGBTQ family or friends. Likewise, students appreciate hurtful behavior or language that puts may be affected by negative or hurtful comments people down. That word is a slur and can also whether or not these comments are directed be hurtful to others who overhear it.” Make sure specifically at them. all the students in the area hear your comments. Allow this to be a teachable moment. • Model the use of inclusive language during classroom discussions. For example, when • Ask for change in future behavior. You may mentioning families, use terms such as want to personalize the response: “Chris, please “caregiver” or “parent” to create space for all pause and think before you act.” Or you may wish types of family structures. to address the whole class: “Let’s all remember to treat one another with respect.” • Resist the urge to put LGBTQ students, those perceived to be LGBTQ, or those with LGBTQ • Redirect the class to the activity at hand. family or friends, in the spotlight as “experts.” Rather than shutting the conversation down Allow each person in the room to speak only for completely, redirect the class’s attention to the themselves and on their own terms and avoid goals of the lesson: “Today we’re looking at this inadvertently “outing” someone to their peers. topic in order to broaden our perspectives.”
• Establish as comfortable an environment as • Always address the behavior. Ignoring the possible. Arrange seats in a circle. Intervene name-calling and hurtful teasing allows it when conversations become one-sided, and pose to continue and possibly get worse. If other questions to keep the conversation on track. students do not see action, they get the message that there is nothing wrong with it. • Be honest about what you do and don’t know. Use phrases such as, “I don’t know,” “That’s a • Follow up privately, if necessary. Check in with good question,” or “Let me do some research and the student who was called a name to make sure get back to you on that.” Refer to the resources that the student is okay. Likewise, follow up with section to encourage further exploration of a the student who used the hurtful language. Often topic. times, students who bully others are in need of positive role models. For more tips on how to respond to anti-LGBTQ harassment, see Safe Schools Coalition’s An Educator’s Guide To Intervening In Anti-Gay Harassment1 or Project 10’s How to Handle Harassment in the Hallways in 3 Minutes or Less!2
1. www.safeschoolscoalition.org/rg-bullying_harassment_schoolbasedviolence.html www.frameline.org/youth-motion 6 2. www.project10.org/Resources/harassment.html INSIGHTS KEY TERMS Key Terms
For students, teachers, and parents, it can be intimidating to jump into conversations about sexual orientation and gender identity without knowing the correct terminology. Use the Key Terms below to learn more the terms used throughout this guide, and in the films in this collection. Bisexual: A person who is attracted to males and Heterosexism: The belief or assumption that females. heterosexuality is the only normal or acceptable sexual orientation. Heterosexism is also the systematic Coming Out: The process of recognizing and devaluing of homosexual/bisexual/queer identities and acknowledging non-heterosexual and/or transgender relationships, through numerous laws, cultural norms, identity to oneself and then sharing it with others. This and social expectations. process usually occurs in stages and can be a life-long process. Heterosexual: Refers to a person who is attracted to members of the opposite sex. The word “straight” is Gay: Refers to any person who is attracted to members used as a synonym. of the same gender. However, it is usually used to describe men (e.g., “gay men”). Homophobia: A term often used generally to describe a strong negative bias toward LGBTQ people, but the Gender: An individual and social understanding of term “anti-LGBTQ bias” is more inclusive. someone (or something) being masculine, feminine, or some combination of the two. Gender is distinct from Homosexual: Refers to a person who is attracted to biological sex and covers a wide range of issues that members of the same sex. Typically, however, the affect everyone. synonymous term “gay” is used. (When referring to people, the term homosexual is considered derogatory. Gender Binary System: A social system that requires When used to describe behavior, the term “same-sex” that everyone be raised as either a boy or girl is preferable.) (dependent on the sex one is assigned at birth) which in turn forms the basis for education, job expectations, Intersex: A general term used for a variety of conditions behavior norms, fashion choices, gender presentation, in which a person is born with a reproductive or sexual and who one should be attracted to/love/marry, etc. anatomy that doesn’t seem to fit the typical definitions of female or male. Gender Expression: The way a person expresses his or her gender through gestures, movement, dress, and Queer: Originally used as an insult for being different, grooming, regardless of biological sex (also sometimes the word has more recently been reclaimed as positive referred to as “gender presentation”). by many LGBT people. It is currently being used by many gay, lesbian, bisexual, and transgender persons Gender Identity: A person’s understanding, definition, to describe their pride in being different, and also or experience of their own gender, regardless of serves as a broader term to define those who are not biological sex. heterosexual or cisgender, but may not easily fall into a “L”, “G”, “B” or “T” category. Gender Nonconformity: Not expressing gender or not having gender characteristics or gender Identity that Sex: One’s biological assignment as male, female, or conform to the expectations of society and culture. intersex.
Gender Normative/Cisgender – Refers to people whose Transgender: People whose gender identity is different sex assignment at birth corresponds to their gender from their birth or biological sex. Sometimes they identity and expression. may hormonally and or/surgically change their bodies to more fully match their gender identity The term Gender Role: Culturally accepted and expected “transgender” is often used politically as an umbrella gendered behavior associated with biological sex (i.e., term for all gender non-conforming people. acting “masculine” or “feminine”). These expectations are often stereotypical, such as “Boys like blue and girls like pink.” www.frameline.org/youth-motion 7 LEARNINGLEARNING ABOUT LABELS3 AB This lesson accompanies the film What Do You Know
Watch the film, What Do You Know, and discover the ways you and your peers use labels with GLSEN’s Learning About Labels. This lesson is appropriate for all ages, including adults.
Preparation: Before conducting this activity, make up a series of labels for participants using index cards and words such as Bully, Geek, Nerd, Air-Head, Emo, or other labels you see in your school. These are the labels participants will explore during the activity.
Note: Before conducting this activity, decide whether it would be best for your group to watch one group role- play, or have several smaller groups role-playing at once. Both options are outlined below. Activity:
Begin by leading the participants in a brief discussion about the affects of labels using the following questions:
• What are labels? Are they good or bad?
• What happens when we generalize based on labels, and use stereotypes. (i.e. nerds, who are often very smart, are always bad at sports)
• How does it make you feel when you are given a label you don’t like?
• How does it make you feel when people react differently to you because of a label that has been placed on you?
Let the participants know they will be doing a role-play during this activity, and ask them to refrain from using any offensive language during this activity.
One Group: Ask the group for five volunteers. Give each of the volunteers a label and tape it to their foreheads in such a way that they do not know what their label is. Include one blank label. Ask the rest of the group to remain silent while the volunteers participate. Ask the five volunteers to now engage in a brief conversation about a relevant topic (such as the importance of a healthy lunch, school uniforms, or a topic related to their studies. Ask the volunteers to respond to the other volunteers as their label, to show how engagement with each other differs by our labels and the stereotypes attached. Let the volunteers act this out for few minutes. Then ask them to guess what their own labels were, based on how the other volunteers engaged with them. Ask them how they felt while “wearing” their label.
Many Groups: Divide everyone into several groups of five. Ask the participants to engage in a brief conversation about a relevant topic (such as the importance of a healthy lunch, school uniforms or a topic related to their studies). Ask the participants to respond to the other volunteers as their label, to show how engagement with each other differs by our labels and the stereotypes attached. Let the participants act this out for few minutes while you walk around and observe each group. Then ask them to guess what their own labels were, based on how the other volunteers engaged with them.
3. www.glsen.org/nonamecallingweek/middle-school www.frameline.org/youth-motion 8 LEARNINGLEARNING ABOUT LABELS AB This lesson accompanies the film What Do You Know
After completing the role-play portion of the activity, lead a discussion using these questions:
• What did you notice about the way the volunteers interacted with each other? How do you think the labels affected the conversation?
• Do you see labeling and this kind of resulting treatment of those labeled in our school?
• How does it make you feel when someone acts differently to you, based on stereotypes associated with a label that may have been placed upon you?
• How can we change this in our school?
• Can we all agree to be models for the school, and lose our preconceptions about people based on labels?
www.frameline.org/youth-motion 9 WHERE WHEREDO I STAND?4 DO I S This lesson accompanies the film What Do You Know
GLSEN’s Where Do I Stand? helps to raise awareness about the use of anti-LGBTQ slurs, increase empathy for the impact anti-LGBTQ slurs have on others, and to encourage students to eradicate their use of these slurs. Watch the film What Do You Know before completing this lesson.
Participants stand along a human continuum in response to statements assessing their attitudes and experiences regarding the use of “that’s so gay” and anti-LGBTQ slurs. Their reflections are used to build awareness about the impact of anti-LGBTQ epithets.
Directions:
1. Prior to the activity, post signs at opposite ends of the room that say STRONGLY AGREE and STRONGLY DISAGREE.
2. Begin the activity by telling participants that you are going to read a series of statements aloud that relate to some commonly used expressions and put-downs. Explain that they will respond to each statement by standing along an invisible continuum that ranges from STRONGLY AGREE to STRONGLY DISAGREE (point out the corresponding signs posted earlier). Tell participants that they can stand by either sign or anywhere in-between that reflects their opinion or experience. Emphasize that they should be silent while choosing a place to stand and refrain from cross-talk during this part of the activity.
3. Read the first Taking a Stand Statement (page 11) aloud and allow ample time for participants to “take a stand” at the appropriate place in the room. Once they have positioned themselves, ask them to silently look around and observe how their peers responded to the statement. Repeat this process with participants or statements as many as time allows. (Option: Rather than having participants remain silent throughout the activity, briefly process each statement before moving on to the next one using some of the discussion questions in step #4 below.)
4. Reconvene the group and lead a discussion with participants using some of the following questions:
• Which statements were the easiest for you to respond to? The most difficult? Why?
• Did the group’s overall response to any of the statements surprise you? If so, which ones and why?
• Were you alone or in the minority in how you responded to any of the statements? If so, how did this make you feel?
• Did you change your mind about any of the issues raised in this exercise as a result of your peers’ responses? If so, how did your opinion change?
• Do you think that what you have learned today will change your attitude or your behavior in any way?
• What do you think it would take to limit or curb the use of expressions like “that’s so gay” among your peers?
4. www.thinkb4youspeak.com/ForEducators www.frameline.org/youth-motion 10 WHERE WHEREDO I STAND? DO I S This lesson accompanies the film What Do You Know
Taking a Stand Statements
Before beginning, consider which of the following statements below you would like to use, and possibly integrating more general questions in with these statements, so students have more room to feel confident in having differing opinions. For instance, “chocolate is the best ice cream flavor” or other benign opinions.
• I often hear the phrase “that’s so gay,” “you’re so gay,” “no homo” or the word “gay” in general used in a negative way among my peers
• I often hear terms like “faggot” and “dyke” used among my peers.
• When I hear “that’s so gay,” it is usually aimed at an object rather than a person.
• When people say “that’s so gay” or “no homo,” they do not mean it as an insult against actual LGBT people.
• Regardless of how it is meant, expressions like “that’s so gay” and “no homo” are probably insulting or upsetting to LGBT people and those who care about them.
• I have never thought about how expressions like “that’s so gay” or “no homo” might make others feel.
• I have personally used expressions like “that’s so gay,” you’re so gay” or “no homo” with my peers.
• I have personally used terms like ‘faggot” and “dyke” with my peers.
• When expressions like “that’s so gay” or “no homo” are aimed directly at me, it bothers me.
• Expressions like “that’s so gay” and “no homo” are never okay to use.
• It would be impossible to get kids at my school to reduce or stop using terms like “that’s so gay” and “no homo.”
• I would personally be willing to limit or curb my use of expressions like “that’s so gay” and “no homo.”
Want to try other activities? Check out the following by GLSEN:
1. Impact Versus Intention5 2. Breaking the Habit 3. From Bystander to Ally
5. Impact Versus Intention, Breaking the Habit and From Bystand to Ally can be www.frameline.org/youth-motion 11 found here: www.thinkb4youspeak.com/foreducators/GLSEN-EducatorsGuide.pdf ATTRACTIVENESSATTRACTIVEN AND ATTRACTION: PART I This lesson accompanies the film Yeah Kowalski!
The humor and poignancy of Yeah Kowalski! reminds viewers that we might not always be the best judges of what makes us attractive to others.
Before viewing:
Consider the following questions:
1. What does it mean to be attractive? Is it physical characteristics that define attractiveness? Or is it character or personality traits?
2. Many teenagers (and adults!) tend to obsess about some physical characteristics. Are there characteristics that you think are more likely to be obsessed over by boys vs. girls? Do you think that this is different for LGBTQ students than straight or cisgender students? Is there a perception in society that there is a difference?
3. What are some of societal influences that shape our ideas of what it means to be attractive? Do you think these are more similar or more
different for LGBTQ people? Why?
Shane asking Gabe if he will cut his hair sometime sometime hair his cut will he if Gabe asking Shane
Hair coming off in the pool and getting stuck on Penny on stuck getting and pool the in off coming Hair
Shane commenting on Gabe’s haircut and Gabe saying he went to a fancy salon salon fancy a to went he saying Gabe and haircut Gabe’s on commenting Shane
Confidence that Gabe feels lifting his arms up at basketball game basketball at up arms his lifting feels Gabe that Confidence
The images of Gabe receiving accolades from other students as he shows off his armpit hair armpit his off shows he as students other from accolades receiving Gabe of images The
Picking up of hair from his head and getting idea to glue in armpits in glue to idea getting and head his from hair of up Picking
Gabe noticing his father’s bald spot and his father saying “This might be your future.” your be might “This saying father his and spot bald father’s his noticing Gabe
Gabe cutting his father’s hair father’s his cutting Gabe
Close up of Shane’s armpit hair armpit Shane’s of up Close
Shane says “Speak for yourself” for “Speak says Shane
Penny says “Hairy guys are gross!” are guys “Hairy says Penny
Question about armpit hair in the fishbowl the in hair armpit about Question
Hair on teacher’s mole mole teacher’s on Hair Hair References: (see page 13) page (see References: Hair
www.frameline.org/youth-motion 12 ATTRACTIVENESSATTRACTIVEN AND ATTRACTION: PART I This lesson accompanies the film Yeah Kowalski!
Activity #1 - A Hair-Raising Proposition
During viewing:
As you view this short film, make a mental note of all the intentional references to “hair” included by the filmmaker.
After viewing:
In pairs or small groups, make a cluster of all the references to hair that the director includes as part of this short film.
Looking over this list, what are the different attitudes or feelings that people have toward hair?
Directions: Categorize the references in your cluster into the following emotional responses to hair:
(All hair references appear at the bottom of page 12)
»» Sexy »» Disgust »» Status
»» »» »»
»» Anxiety »» Indifference »» Other
»» »» »»
For Discussion:
A. Why do you think the filmmaker included such a variety of responses to hair in this short film?
B. How might the film’s humorous treatment of hair help audience members feel less anxious about their own hair or lack of hair or any other physical feature that they may obsess about?
C. How might one’s perspective on the attractiveness of hair be influenced by his or her age group, social world, or simply what is in and out of fashion at the time? Have you seen any evidence that hairstyles and other outward physical qualities (clothing, etc.) can be in or out of fashion depending upon your surroundings?
www.frameline.org/youth-motion 13 ATTRACTIVENESSATTRACTIVEN AND ATTRACTION: PART I This lesson accompanies the film Yeah Kowalski!
Activity #2 - Embarrassing Moments
For Discussion:
A. Fortunately for Gabe Kowalski, an embarrassing teenage moment turns out well for him. After all, the boy he likes was attracted to him! However, this is likely not due to Gabe’s armpit hair fiasco. What do you think attracted Shane to Gabe in the end of the film? What did Shane say or do that helped you draw this conclusion?
B. Like Gabe Kowalski, we can sometimes laugh at ourselves after embarrassing moments and realize that we shouldn’t take ourselves so seriously. But other times these embarrassing moments can cause us a lot of anxiety. In some cases, memories of embarrassing moments can stay with us for years. Why do you think Gabe was able to laugh this off so easily? What evidence from the film makes you think this? C. While at least two of the characters in Yeah Kowalski! were gay, some might argue that the film does not focus on LGBTQ issues. Others might argue that the film addresses LGBTQ issues in perhaps more nuanced ways. What do you think? What evidence from the film supports your position? Activity #3 - The Perfect Profile Pic
“Gabe Kowalski changed his profile picture.”
People of all ages continuously update their profile pictures on social networks. For most of us, we choose a flattering picture–one that makes us attractive to others. If we are trying to attract friends, we might post a photo that shows us being funny or adventurous. We might post photos that capture our best features and hide those that make us feel insecure. But how do we define for ourselves what it means to attract others?
Imagine that you are Gabe Kowalski and you’ve been taking selfies (or friends have been snapping a few photos of you and posting them online). It’s the end of Penny Foster’s party and you want to change your profile picture. Like most people, you want to attract others to you. What picture are you going to use?
Draw or describe the picture here.
Explain to the group why you chose this picture. www.frameline.org/youth-motion 14 ATTRACTIVENESSATTRACTIVEN AND ATTRACTION: PART II This lesson accompanies the film I Don’t Want To Go Back Alone
Before viewing, consider the following questions:
1. Many books, plays and films include romantic complications, often involving a triangle like boy likes girl who likes other boy; girl likes girl who likes boy–and all three are friends or connected in some way. What are some popular books, films, or plays that include a romantic complication or love triangle? Why do you think this is a popular device in films and literature?
2. Most LGBTQ youth struggle with finding the right time to come out to a close friend. There are many reasons for this–fear of their reaction or fear that the friendship will change. Considering the perspectives of both the LGBTQ person and the straight and cisgender friend, what are some strategies for having a successful “coming out” conversation. What are some pitfalls to avoid?
3. Having a crush can be painful. Sometimes we are very clear that the crush is one-sided and we have to get over it. When we think the crush might be reciprocated, we might agonize over how to tell the other person how we feel. How might this be more complicated for LGBTQ youth?
After Viewing: Activity #1 - Attraction
Crushes usually start with a physical attraction. However, because Leo is blind, he doesn’t know what Gabriel looks like. He might still be physically attracted to him based on other senses, but his crush is most likely due to other qualities and characteristics that he finds attractive in Gabriel. Using evidence from the film, what qualities and characteristics do you think Gabriel finds attractive in Leo? What qualities and characteristics do you think Leo may find attractive in Gabriel?
Gabriel: Quality or Characteristic: Evidence From the Film:
Leo: Quality or Characteristic: Evidence From the Film:
www.frameline.org/youth-motion 15 ATTRACTIVENESSATTRACTIVEN AND ATTRACTION: PART II This lesson accompanies the film I Don’t Want To Go Back Alone
Activity #2 - Thinking About Friendship
1. The name of this film isI Don’t Want to Go Back Alone. Explain the title in relationship to the action and themes in this movie.
2. By most people’s standards, all three of the characters–Leo, Gabriel, and Giovanna–are physically attractive. How might the film be different if any one of the characters was not conventionally attractive? Would the viewer’s response to the film be different?
3. The film begins with two incidences of making fun of people: the class in unison makes a joke about an elevator when Leo’s braille typewriter makes a “ding”; members of the class throw paper balls at Gabriel because he’s the new kid. Why do you think these two details were included in this film?
4. Leo’s blindness helps to set up the romantic complication that occurs in the film. Does the film attempt to sensitize sighted viewers to the experiences of blind people? If so, how?
www.frameline.org/youth-motion 16 ATTRACTIVENESSATTRACTIVEN AND ATTRACTION: PART II This lesson accompanies the film I Don’t Want To Go Back Alone
Activity #3 – Rom Com (Romantic Comedy) Questions: • How realistic is the film’s A love triangle can create complications between three people depiction that in love triangles, when at least one person’s affection is not returned. everyone ends up happy?
Dramatic irony happens when the audience becomes aware of a • Is some other outcome more situation that a character in a story does not yet see. likely?
The film features a classic love triangle, but with the added twist • How often does it happen of Leo’s physical blindness, which allows for some dramatic irony in a friendship that romantic when Leo speaks his heart to Gabriel because he can’t see that he feelings develop for at least one person? How might that isn’t speaking to Giovanna, but to Gabriel instead. endanger the friendship?
The love triangle: Giovanna has romantic feelings for Leo, but Leo • How can one maintain a develops romantic feelings for Gabriel. Although Gabriel seems friendship with someone else to notice Giovanna’s attraction for Leo, he kisses Leo, who thinks when one of the two people has he is being kissed by Giovanna, whom he mistakenly believes he unreturned feelings of romantic has been talking to in his bedroom. Gabriel knows for certain that love from the other? Leo is attracted to him only because Leo admits it to Gabriel while thinking he is speaking to Giovanna. • What might be the complications of expressing Leo only later discovers that it was Gabriel who kissed him when one’s romantic feelings to a member of the same sex when Giovanna visits him and he realizes the sweater is missing. one doesn’t know whether the Although Giovanna is initially upset that Leo does not feel other person is gay, straight, affection for her, she seems to accept the unrequited romantic bisexual, or queer? love enough to return to her previous friendship with Leo. In the final scenes, all three characters seem happy with the outcome. • Is it worth it to take a risk (Gabriel and Leo are romantically involved, and Giovanna is their to let someone know how you close friend.) feel? How can you tell in a particular situation? Consider love triangles, dramatic irony, and I Don’t Want To Go Back Alone. Choose any or all of the questions from the column on • What are some polite the right for discussion. and considerate ways to let someone who is attracted to you know that although that person has romantic feelings for you, you do not feel the same way?
• How might you role-play letting someone you’re attracted to know how you feel?
• How might you role-play letting another person down easy?
www.frameline.org/youth-motion 17 FINDING ANDFINDING ACCEPTING SUPPORT AND This lesson accompanies the film Teens Like Phil
Inspired by the alarming increase in real-life tragedies involving high school bullying and suicide, Teens Like Phil tells the story of a gay teen, Phil, and his former friend, Adam, who brutally bullies him.
Before viewing, consider the following questions:
1. Recently, communities have begun to take more seriously the harm that results from bullying. Schools and other community-based organizations have created anti-bullying curriculum and campaigns to raise awareness of the problem and give young people the tools and resources they may need as they encounter bullies. What (or Who?) are some of the resources in your school, community, or online that you can access to stop bullying? Which of these resources might be particularly helpful when the bullying stems from anti-LGBT bias? As a group, create a list of these resources.
2. Often times, young people are aware of organizations like GSAs and other sources of support that are available to them. Why do you think some young people don’t seek this help and support when they need it most? Why might it be easier for some young people than others to access and accept the support that they need?
Definitions of Relevant Terms When faced with the reality that society might react negatively to one’s LGBTQ identity, some individuals might end up feeling guilt, shame, despair, anxiety, or humiliation. Ideally, though, we want all LGBTQ individuals to experience self-awareness, self-acceptance, mutual support, and hope.
The filmTeens Like Phil follows the journey of the character Phil, who develops negative emotions about his identity but who eventually finds support and begins to see himself in a more positive light.
Below are definitions for some of the initial negative emotions and reactions that young LGBTQ people might experience:
Guilt: an unhappy feeling that you have because you think you have done something wrong or are a bad person Shame: when other people lose respect for you (and try to make you feel bad) because they believe you have done something wrong or are a bad person Despair: the feeling that everything has gone wrong and that nothing will improve; hopelessness Anxiety: a feeling of nervousness or worry Humiliation: the embarrassment you feel when someone puts you down or degrades you
Below are definitions for some of the positive feelings that all people deserve to experience:
Self-awareness: knowing one’s own character well and judging one’s own character fairly Self-acceptance: becoming happy with who you are Mutual support: being in positive relationships with other people who encourage one another to be happy with themselves Hope: a feeling of desire and expectation that things will go well in the future
www.frameline.org/youth-motion 18 FINDING ANDFINDING ACCEPTING SUPPORT AND This lesson accompanies the film Teens Like Phil
WARNING: Although the film Teens Like Phil offers much hope in the end, it features many disturbing scenes you will want to prepare yourself for, including physical assault by a group, verbal abuse from a parent, physical humiliation, death, and homophobic slurs. You may opt not to screen this particular film if these images might be too disturbing for some viewers. This movie also shows ways to overcome and to deal with these experiences, however, such as getting help from a teacher or an institution, seeking solace through a support group, and expressing one’s frustrations through writing.
During Viewing:
The abuse, harassment, and neglect in this film can be overwhelming or confusing for some viewers. While much of the cruelty can be described as bullying, there are some more precise or legal terms that people should be familiar with.
Assault: an intentional act that causes someone to fear that they will be physically harmed
Assault and Battery: when someone physically strikes another person to cause harm or injury
Aggravated Assault and Battery: when someone causes severe injury to another
Harassment: repeated actions that annoy, torment, or scare someone
Emotional and verbal abuse: using words or mind games to try to make someone feel bad about themselves
Hate Crime: criminal offense that is motivated by the offender’s bias toward a race, religion, disability, ethnic origin, or sexual orientation
Neglect: failure to provide care or assistance to a person when you have the legal or social responsibility to do so
Attempted Suicide: harming one’s self for the purposes of causing one’s own death
www.frameline.org/youth-motion 19 FINDING ANDFINDING ACCEPTING SUPPORT AND This lesson accompanies the film Teens Like Phil
As you view the film, stop and discuss the type of crime or abuse that is being depicted in the film.
Scene from the Film Type(s) of crime 2:10-2:20 »»
Adam’s brother beats him up in shower
2:00-3:30 »»
Adam writes “Fag” on Phil’s locker; students laugh as they see Phil’s reaction
3:40-4:10 »»
Adam and friends attack and blindfold Phil and spit water on him in the shower
9:25-10:40 »»
Uncle Mike being left alone in the park
10:55-11:20 »»
Adam’s brother restrains him and puts lipstick on his mouth
11:25-11:55 »»
Adam yells at his mother
11:55-12:05 »»
Adam’s mother yells and hits his brother off camera
13:05-13:45 »»
Adam attacks Phil
15:40-17:05 »»
Phil tries to hang himself
www.frameline.org/youth-motion 20 FINDING ANDFINDING ACCEPTING SUPPORT AND This lesson accompanies the film Teens Like Phil
Activity #1 – Displaced Anger and Fear (Adam)
Discussion Questions:
1. Due to the brutality of Adam’s actions in Teens Like Phil, it is challenging for viewers to have much sympathy for him. However, the filmmaker includes details that attempt to explain–but not justify–Adam’s violence toward Phil. Describe the scenes and the details from the film that shed some light on the sources of Adam’s aggression and violence.
2. Some people who have confused feelings about their own sexuality or gender identity suffer from physical and verbal abuse by family members or may harm themselves rather than others. What are some of these unhealthy or self-destructive behaviors?
3. Displacement is a psychological condition where people mistreat someone or something rather than confront the source of their fear, anger, or anxiety. Explain the role of displacement in Teens Like Phil.
4. Look back over your list of supportive people or organizations that you generated before viewing the film. Which of these might have been a good source of support for Adam if he lived in your community or went to your school? What prevents someone like Adam from seeking such support? Do you think these support services can do a better job of reaching out to people like Adam? What might they do? Activity #2 – Finding and Accepting Support (Phil)
For Discussion:
1. Young people are often told to go to a trusted adult for guidance when they are being bullied. Discuss the actions of all the adults in this film. To what extent did they make themselves available to Phil as a source of guidance and support? What did they say or do that helped Phil? What did they say or do that was not helpful to Phil?
2. Midway through the film, Phil goes to the school library, sits down, and then abruptly leaves. We can infer that he was going to the GSA group that his teacher talked to him about earlier. Why do you think the filmmakers included this scene?
3. In the first two scenes with Uncle Mike, Phil seems to take some comfort in spending time with him. Why do you think that is? What evidence from the film makes you think this? Why does this change toward the end of the film?
www.frameline.org/youth-motion 21 FINDING ANDFINDING ACCEPTING SUPPORT AND This lesson accompanies the film Teens Like Phil
Activity #3 – The Power of Silence
Early in the film, Adam tags Phil’s locker, writing “fag” on it. Many students participate in the bullying by laughing at him. Others simply say nothing. Do you think teachers would have seen this on Phil’s locker? Do you think his parents could have sensed that something was going wrong at school based on Phil’s behavior at home?
Consider the lack of response to this one non-violent incident on campus, and how allowing “fag” be written on Phil’s locker with no at-school consequences could have led to an unsafe school environment, and the eventual escalation to violent bullying.
What action did Phil’s community take? What actions could have been more effective?
Phil Teachers Administrators Students Family Actual Action Hide it and Report general »» pretend it never concern to an happened administrator, but not follow up after this incident
More Effective »» Action
www.frameline.org/youth-motion 22 FINDING ANDFINDING ACCEPTING SUPPORT AND This lesson accompanies the film Teens Like Phil
Activity #4 – Welcome to the Alan Watts Radio Hour
The film opens with Phil’s alarm clock going off at 7:00 a.m. and we hear the voice of Alan Watts, a famous philosopher of the 1960s. Alan Watts had a radio show where he shared his philosophy based mostly on Eastern religions. People still listen to Alan Watts’s lectures today as a source for spiritual growth and psychological insight. It is unlikely that Phil would have been listening to a rebroadcast of the Alan Watts’s radio hour; however his words reinforce the struggles that Phil faces, including understanding his own sexuality, the despair and suffering of his Uncle Mike, and his awakening at the end of the film. Below are two of the four excerpts from this lecture series:
(Context: The following is heard after the second attack by Adam as he leaves school, rejects the help of his teacher, discovers that his Uncle Mike has died in the woods and makes the decision to attempt to end his life)
“We get a hang up on all the various things that we are told as we grow up by our parents, our aunts and uncles, our teachers, above all by our peer group. A lot of the current quest for identity among younger people is a search for an acceptable image. What role can I play? And the first thing that everyone wants to tell us is the difference between ourselves and the rest of the world.”
(Context: The following is heard after he attends the GSA meeting and shares his story with the group as the film comes to an end)
“I can never get to look at me, real me, it’s always behind, it’s always hidden, and so if you’re perfectly honest about loving yourself and you don’t pull any punches and you don’t pretend that you are anything other than exactly what you are–if you can do that, you have no further problem.”
For Discussion:
How do the words of Alan Watts reflect the experiences of the characters in the film? How do they reflect your experiences?
www.frameline.org/youth-motion 23 EXPANDINGEXPANDING OUR FAMILIES O This lesson accompanies the film The Infamous T
There are four activities for this film, some of which are designed as pre-film exercises, and some as post-film exercises. Instructors, please preview the film, and peruse all four activities, and decide on which activities you would like to use before screening the film in your GSA or classroom.
Activity #1 – What Makes a Home?
Pre-Film Exercise: Through the course of The Infamous T, Jonathon finds himself torn between two physical spaces—his home with his biological family (family of origin), which is often unstable due to financial distress, and a new home with a foster host family, which does not yet feel comfortable. Before viewing the film, write down HOME on a white board or large piece of paper, and write down what the term means to each participant. Is the concept simply about physical space? Is it parents, siblings, food, bed, neighbors, pets? Is it something you can’t quite put a finger on?
Alternatively, break into groups and discuss not only what makes a “home” to you, but also:
• Think about a time when you stayed overnight somewhere other than your house—perhaps at a relative’s house, or at a friend’s house. How did it feel to be in a new space? Did it affect the way you slept? Did you feel differently the next day?
• The main character in this film, Jonathon, is 18. When you think about the end of high school, and perhaps living in a dorm in college, moving out and living with roommates, or continuing to live with your parents, but now as an adult, how does this change your idea of home? Will the place you live now always seem like home to you? Are there physical objects that signify home to you, and you would want to have with you at any place you live?
Post-Film Exercise: For Jonathon, food seems to be a big part of his experience in his two homes:
[15:05] “… I never come home. And that was the craziest thing because truth be told if I don’t come home, what was the use of me gettin’ the host home in the first place. So that was the T… And I haven’t really been home honestly because of the food. I mean I love, you know, being there and everything and having a nice place to stay… but, I mean, when it comes to eatin’, that’s a big thing to me. If I could sit up in the house all day and I don’t have anything that I eat necessarily, then I won’t be there.”
[20:42] “I be eatin’ at my mom’s house because I’m missin’ her, that’s why I be going over there. I’m missin’ her and my brothers.”
Think about Jonathon’s statements above, and about a food that makes you feel comfortable and happy. Maybe it’s your favorite cake on your birthday, or a simple after-school snack. Write a paragraph explaining what this food means to you in terms of feeling “at home,” or, more generally, “at ease.”
www.frameline.org/youth-motion 24 EXPANDINGEXPANDING OUR FAMILIES O This lesson accompanies the film The Infamous T
Activity #2 - What Makes a Family?
Pre-Film Exercise:
Family of Origin For some, family is a simple concept–mother, father, and siblings all living together under one roof. But, for most people, it’s not that straightforward. With both straight and LGBTQ youth, circumstances may arise that result in your biological family (family of origin) looking different than this basic model.
• What are some internal circumstances that may disrupt the stability of a family of origin? (divorce, death, etc.) What external circumstances might contribute to this disruption? (loss of employment for a parent) How could one’s identity affect relationships within one’s family of origin? (i.e. acceptance as a queer-identified person)
Family of Choice Historically, LGBTQ people have often experienced a lack of acceptance with their families of origin. Much of the LGBTQ movement’s history revolves around family of choice coming together to emotionally and physically support each other—such as during the AIDS crisis of the 1980s. Today, a full 20% of homeless youth are LGBTQ identified, compared with 10% in the general population, statistically proving that LGBTQ folks are more likely to have to look outside of their family of origin for emotional support than other demographics.
Think about who you go to for emotional support, or just your daily life experiences. Who do you send your favorite videos to? Who do you talk to about who you have a crush on? Who do you most want to talk to when you are feeling at your worst?
Two characters in The Infamous T, 18-year-old foster youth Jonathon and foster host parent Alex, speak directly about the importance of finding emotional support in those who are not your family of origin, but instead, family of choice. Pay particular attention to the statements Jonathan and Alex make about family of choice as you watch the film.
www.frameline.org/youth-motion 25 EXPANDINGEXPANDING OUR FAMILIES O This lesson accompanies the film The Infamous T
Post-Film Exercise – Family of Origin and Family of Choice: Here is how both Alex and Jonathon talked about family of origin and family of choice:
ALEX [5:55] “I think especially as a queer and trans-identified person a family of choice has been essential to me because at times when my family of origin was not there because they were dealing with their own fears around this stuff, my family of choice were the people who were there and to really help me in terms of my finding the strength to live in a society that doesn’t always accept you or understands you. And so to be able to be that for somebody else is also really important to me.”
JONATHON: [28:48] “All different types of families have all different types of ways they go by. Just gettin’ used to all these different types of families that I’ve had, it’s been struggles but, I mean, in the end, I do cherish all of them.”
Like Alex, many LGBTQ people are rejected by their family of origin and seek family of choice. Nearly seven in ten LGBTQ homeless youth report being rejected by their families. However, in Jonathon’s case, his family of origin does not reject him; he has the love and support of his mother and becomes homeless due to poverty.
By the end of the film, Jonathon has expanded his definition of family, and seems to have found the greatest amount of support for his goals by opening up to friends, host parents, and teachers, as well as his family of origin.
Think about the goals and hopes that each of these people has for Jonathon, as well as his goals for himself. In addition, capture some of the ways that they support him in reaching these goals. Do you think Jonathon would have the same amount of support if he only opened himself up to one of these types of “family” versus all of them?
Jonathon’s “family” Goals Supportive Action(s) Carolyn (his mother) Wants Jonathon to complete his Sends him a positive text message education
Alex (host family parent) »»
Sandy (his teacher) »»
Pandora (his friend) »»
www.frameline.org/youth-motion 26 EXPANDINGEXPANDING OUR FAMILIES O This lesson accompanies the film The Infamous T
Activity #3 – “What’s the T?”
Discussion Prompt: When Jonathon and his friends are asked if their dance group has a name, they come up with a name– The Infamous T. Some define T as a way to say “What’s going on,” as in “What’s the T?” It has also been said to mean the gossip as in “someone is spilling T.” Jonathon makes many references to his “T” in the film, in a very particular way.
Here are some excerpts from the film:
1. After coming up with the name for their group, Jonathon’s explains what his “T” is by starting off with the following: [13:09] “My T is that I get myself into shit that I really can’t get myself out of.”
2. When Pandora asks Jonathon what’s behind his T, Jonathon says [13:32] “When you become more than what you base yourself off as friend then you can’t really call yourself a friend anymore…I don’t just put down one of these as just regular friends, I put them more than that now, I’ve been actually acceptin’ ya’ll as family a long time ago. Friends to me is just like a belittling word, like associates. I’d rather just say sister, sister.”
Discussion Questions:
1. Based on these excerpts from the film, what do you think “T” means to Jonathon? Is it the same as the definition you might already know, or find online?
2. Have you ever used the term, “T”? What are some words and phrases that are popular in your social community that may not be used by people who are older or younger than you, outside of your geographic location, or outside of your race/ethnicity? Why do you think youth culture, LGBTQ culture, or other cultures create and use words and phrases like “T”?
3. As the film opens, Jonathan is watching video of people participating in a Ball. The Ball Scene stems from “houses” or “families” of economically disadvantaged Black and Latino LGBTQ folks who came together to participate in competitions as early as the the early-mid 20th century. Not only did dance forms like voguing originate with this community, most mainstream drag terminology today comes from balls, including terms like “throwing shade,” and “reading.” Throughout history, the terminology of marginalized populations has found its way (eventually) into mainstream culture. Are there words from your community that are now used by the general population? When is it okay to use words that originate from communities that are not your own? When is it not okay?
4. Jonathon’s choice of language, including “The T” seems to be an incredibly important aspect of his identity, including his cultural identity. Jonathan is able to use language, among other aspects of his cultural identity, to connect with his black family and black friends in a way that perhaps he cannot with his white host home family or his white teacher, Sandy. How might cultural differences affect Jonathan’s relationship with his host family? How might these differences make it difficult for Jonathan to feel comfortable in his host home? Think about all of the people trying to help Jonathon to achieve his goals in this film. In order to acquire the resources that Jonathon needs for success (a host home, an alternate learning environment), is it noteworthy that he has to navigate in predominantly white spaces? www.frameline.org/youth-motion 27 EXPANDINGEXPANDING OUR FAMILIES O This lesson accompanies the film The Infamous T
Activity #4 – “Joy for School”
For Jonathon and Pandora, Anti-LGBTQ bullying has been a big part of falling behind in academic credits, and affects they way they view attending school on a daily basis. Here’s what they said:
[18:25] Pandora: “We get that whole faggot thing a lot…we got people writin’ stuff or sayin’ this and sayin’ that…I don’t want him [Jonathon] to, you know, still be in my situation where I’m twenty-one tryin’ a get my GED or high school diploma cause nobody should be in that situation.”
[20:00] Jonathon says “Everythin’ you do in school somebody always goin’ do something and at North High School that was just...it took away all my joy I had for school. And ever since then, it’s just been downhill for me. So I’m basically at sophomore credits.”
For these characters, anti-LGBTQ bullying is a significant reason they have lost any enjoyment they had for school. Think about your level of enjoyment at school. There are, of course, school’s situational circumstances, which cannot be changed (such as homework, or waking up early in the morning). But consider how people, not circumstances, affect your “joy for school.” Who and what increases your enjoyment? Who or what decreases it? Fill out the chart below, and think about what you can do on a personal, or activist level, to help create more enjoyment for school.
WHOM MORE JOY LESS JOY Actionable Item? Teachers Using stories and films Unsafe classroom Launch a “Take It Back: that represent diverse environment by not paying Anti-Slur Campaign” using 6 backgrounds attention to bullying GSA Network resources. comments
Family of Origin (Parents, »» Grandparents, Siblings) »»
Friends »» »»
6: www.gsanetwork.org/get-involved/change-your-school/ www.frameline.org/youth-motion 28 GENDERFREAKGENDERFREAK AND GENDER IDENTITY This lesson accompanies the film Genderfreak
The short narrative filmGenderfreak provides a lighthearted but grounded look at what happens when Sammy, a new kid at school, shakes up the status quo at a local high school.
Before viewing the film:
Though you may have already reviewed key terms in conjunction with viewing the filmWhat Do You Know: Six to Twelve-Year-Olds Talk About Gays and Lesbians, there can be many nuances when it comes to a person’s gender identity, and it helps to have the terminology when discussing students like Sammy in Genderfreak. Sammy is a student who prefers not to use gender pronouns that denote a particular gender (he, she, etc).
In order to help understand how to speak to, and about, students like Sammy, it helps to review terms such as those below, which are derived from a list of resources provided by Gender Spectrum (www.genderspectrum.org), and help to explain gender identity and gender expression:
Our sexual orientation and our gender identity are separate, distinct parts of our overall identity. Sexual orientation refers to being romantically attracted to a specific gender whereas gender identity refers to one’s innermost concept of self as male, female, both or neither. Here are more terms to know:
Genderqueer: This term represents a blurring of the lines around gender identity and sexual orientation. Genderqueer individuals typically reject notions of static categories of gender and embrace a fluidity of gender identity and sexual orientation. This term is typically assigned an adult identifier and not used in reference to pre-adolescent children. Sammy would likely identify as genderqueer.
Gender Normative/Cisgender: Refers to people whose sex assignment at birth corresponds to their gender identity and expression. The student Rachel in Genderfreak is a cisgender girl as she was born into a female body, identifies as female, and expresses herself as female to her peers.
Gender nonconforming/Gender variant: Refers to individuals whose behaviors and/or interests fall outside what is considered typical for their assigned sex at birth. Someone who identifies as “gender nonconforming” is not necessarily transgender. While their expression of gender may fall outside of those considered typical for their assigned birth gender, they may identify as that gender nonetheless. Some distinguish between these two terms by how an individual is perceived. That is, a “gender nonconforming” individual may have their atypical expression experienced by others either neutrally or even positively. “Gender variant” might be used to identify an individual whose gender expression is viewed negatively by others. Some people might consider Amanda in Genderfreak to be gender nonconforming as she wears a tie and vest to the school dance.
Gender Fluidity: Gender fluidity conveys a wider, more flexible range of gender expression, with interests and behaviors that may change, even from day to day, or through various periods of their life. Gender fluid children do not feel confined by restrictive boundaries of stereotypical expectations of girls or boys. In other words, a child may feel that they are a girl some days and a boy on others, or a combination, or possibly feel that neither term describes them accurately. Sammy expresses a great deal of gender fluidity through varied outfits and demeanor in this film. www.frameline.org/youth-motion 29 GENDERFREAKGENDERFREAK AND GENDER IDENTITY This lesson accompanies the film Genderfreak
Discussion Questions
1. How are sexual orientation and gender identity different? How are they linked? • How do LGBTQ people challenge (or uphold) gender roles and expectations? • How inclusive of gender differences and transgender issues is your GSA?
2. What are the views on gender nonconformity shared by members of your community? • Your family? Your friends? Your GSA? Your School?
Discuss the following questions after viewing Genderfreak:
1. Sammy tells the class, “I don’t go by he or she, so you can just use my name.” Talk about the ways you use gender pronouns like “she/her/ hers” in daily conversation.
2. Why is it so important to Rachel to know Sammy’s gender?
3. Rachel wonders why the hair on her head makes her more feminine but the hair on her lip “makes her like a man.” Sammy says “the whole male/female thing [is] completely arbitrary.” Do you agree? What other physical characteristics are gendered?
4. Sammy performs at the school dance wearing a skirt and a wig, perhaps an example of Sammy’s belief that gender is arbitrary. Do you express your gender differently depending on the setting?
5. How inclusive is your school when it comes to gender? • Do you have any gender-neutral restrooms or changing areas? • Are all sports teams affiliated with a gender? • Are students permitted to choose the name and pronouns by which they are referred in class? • Are there any policies regarding who can run for homecoming king or prom queen?
www.frameline.org/youth-motion 30 MAKE ANMAKE IMPACT! AN IMP Action Guide
What can you do to change how you learn, what you learn, and how your school and non-school environment shapes the way you view transgender history and rights?
1. Screen Genderfreak at a faculty meeting and encourage teachers to consider how they can make their classrooms safe and affirming spaces for transgender and gender nonconforming students.
2. Does your GSA have a lot to learn when it comes to transgender issues? Host a panel discussion with speakers from local transgender organizations, or see if they will participate remotely through Skype or Google Hangout if you don’t have local organizations.
3. Incorporate transgender history, culture and politics into the mainstream! Talk to teachers about transgender historical figures, culture and politics through time and how they could be incorporated into curriculum.
4. Consider editing Wikipedia articles, as many exclude information about famous transgender historical figures.
5. Review your GSA’s name and mission to determine if you are inclusive of transgender and gender nonconforming students. Edit your club’s statement, constitution, bylaws, and other documents to include gender non-specific language. When you do an icebreaker or introduce new members, ask everyone whether they use pronouns to refer to themselves and to share their preferred gender pronoun– “he,” “she,” or “ze” (a gender neutral pronoun).
6. Make your school a safe space for transgender and gender nonconforming students by launching a GSA Network campaign7 at your school. GSA Network provides step-by-step guidelines to help students create their own campaigns such as “Beyond the Binary” and “Take It Back: Anti-Slur Campaign.” Visit GSA Network’s website for helpful tips on how to launch a campaign.
7. Develop your own “Gender 101” or “How to be a Trans Ally” workshop, and offer it to other GSAs and local organizations. See GSA Network’s Transgender Inclusivity in GSAs resource sheet8 for more ideas on how to make your GSA trans-inclusive.
8. Approach your administration about conducting an anti-bias training for faculty and staff on transgender issues and provide practical steps they can take to support transgender and gender nonconforming students.
9. Create your own Anti-Slur Policy. Using GLSEN’s Anti-Slur Policy9 as your guide, collaborate with fellow students to draft a policy that addresses the name-calling issues specific to your school. Share your policy with teachers, school administrators and your peers to help foster a safe and affirming school community.
10. Host or attend a LGBT prom or throw a drag ball event at your school or community center.
7. www.gsanetwork.org/get-involved/change-your-school 8. www.gsanetwork.org/resources/pdf/Transgender.pdf 9. www.glsen.customer.def6.com/article/creating-anti-slur-policy-lesson-grades-5-8 www.frameline.org/youth-motion 31 HOW TOHOW HOST A SCREENING TO HOST
Here’s a checklist of things you’ll want to consider when planning a film screening or event:
GOALS: What do you want your screening to achieve? Who is your target audience? Do you want to influence students, teachers, or parents? Do you want to have a social event to bring in new members?
WHERE & WHEN: Decide where and when to hold a screening, based on your goals. Some ideas include:
• GSA meetings • LGBTQ centers or other community/youth • Classroom presentations centers • School assemblies • Churches, synagogues, and temples • Lunchtime/after-school event screenings • Conferences
Remember to plan ahead so you can be sure to reserve a venue or get on the agenda for an event!
EQUIPMENT: How are you going to show the film? Does the venue come with a TV or projector, DVD player, and speakers? You may want to test the equipment a day before the event to make sure it works!
CO-SPONSORS: Ask other school clubs or local organizations to co-sponsor the event. This can help build community and allies, expose people to new resources, and will increase the likelihood of a good turnout! Ideas for co-sponsors include:
• identity-based student groups at your school, such as Black Student Unions, Chicano/Latino or Asian-American organizations, etc. • multicultural or diversity education clubs • local LGBTQ organizations or community centers • film clubs
TALK-BACK: How can you engage the audience to increase the impact of the film? Consider inviting guest speakers for a post-screening panel. Or select GSA members to lead a discussion afterwards in small groups. See the Make an Impact section on the previous page for more ideas.
ADVERTISE: Market the event, using whatever works best at your school: • flyers • emails • PA announcements • social media
REFRESHMENTS: Providing popcorn or other refreshments is a good way to help turn out an audience! www.frameline.org/youth-motion 32 HOW TOHOW HOST A SCREENING TO HOST Action Guide
What if our event elicits organized opposition?
It’s important to be prepared both emotionally and strategically for this possibility. Talk about this as a group as you plan a screening. Make sure that you all have a plan in place in the event your GSA runs into problems with your school or your community. There have been instances in communities across the country where screenings of movies discussing LGBTQ topics have been picketed or protested.
If you are screening the film on school property, be sure to follow all guidelines set out by your school district for screening movies. School districts in California cannot require parental consent for films that include mention of LGBTQ people or issues–only instruction or materials that explicitly mentions human reproductive organs and their functions fall under consent laws for sex education. However, laws vary in other states. For more information regarding California laws, see GSA Network’s SB71 Fact Sheet. Refer to our resources pages for general information.
Do not be afraid to use the media to raise further awareness if the movie screening does elicit anti-LGBTQ responses. Contact your school paper or radio station, or your community media outlets and ask them to cover the controversy. Media coverage can help raise awareness about the film, about the subject and about the harmful effects of anti-LGBTQ bias. Contact GSA Network to get sample press releases, media tips and further support.
www.frameline.org/youth-motion 33 RESOURCES RESOURCES
Resources for Teachers Center for Media Literacy: Provides a wide selection of teaching tools, carefully evaluated for their quality and importance to the field. www.medialit.org Additional Support from GSA Network Gender Spectrum Education & Training: Seattle-based organization that provides education, resources, and training to help create a more gender-sensitive GSA Network staff and supportive environment for all people, including gender variant and members are also transgender youth. available to work www.genderspectrum.org with student activists and teachers who GSA Advisor Handbook: A comprehensive guide to aid GSA advisors in creating face harassment, strategies to empower youth leaders. intimidation, or other www.gsanetwork.org/advisor-handbook opposition to an LGBTQ- inclusive curriculum or Hayward Unified School District Safe and Inclusive Schools Program (HUSD): A collection of lesson plans for educators in elementary, middle and high schools working the work of GSA clubs. to create inclusive and affirming environments for their students. http://www.husd.k12.ca.us/SISBP1 Contact your Regional Program Coordinator10 Safe Schools Coalition: An international public-private partnership in support of for additional information LGBTQ youth that is working to help schools become safe places where every and support. family can belong, where every educator can teach, and where every child can learn. www.safeschoolscoalition.org San Francisco Unified School District LGBTQ Support Services (SFUSD): Tools, tips and resources provided by SFUSD to support educators in approaching LGBTQ topics in educational settings. www.healthiersf.org/lgbtq Web English Teacher Media Literacy: An online clearinghouse of lesson plans and activity ideas to develop media literacy. www.webenglishteacher.com/media.html Welcoming Schools: A project of the Human Rights Campaign aimed at school administrators, educators and parents working together to create welcome and respectful environments for students at school and at home. Use the Welcoming Schools Starter Kit, a comprehensive professional training guide for educators. www.welcomingschools.org Official Film Websites Genderfreak www.genderfreakmovie.com I Don’t Want to Go Back Alone www.lacunafilmes.com.br/sozinho The Infamous T www.theinfamoust.com Teens Like Phil www.teenslikephil.com What Do You Know? www.welcomingschools.org/what-do-you-know-the-film Yeah Kowalski! www.yeahkowalski.com 10. www.gsanetwork.org/about-us/staff www.frameline.org/youth-motion 34 RESOURCES RESOURCES
National Resources Lambda Legal: Oldest national organization pursuing high-impact litigation, education, and advocacy on American Civil Liberties Union (ACLU): Works in the behalf of LGBTQ people and people with HIV. courts, legislatures, and communities to defend www.lambdalegal.org and preserve the individual rights and liberties guaranteed to all people in the United States by the National Center for Lesbian Rights (NCLR): A non-profit, Constitution. www.aclu.org public interest law firm that litigates precedent- setting cases, advocates for equitable public policies Children of Lesbians and Gays Everywhere (COLAGE): affecting the LGBTQ community, provides free legal COLAGE is a national movement of children, youth, assistance, and conducts community education. and adults with one or more LGBTQ parents. www.nclrights.org www.colage.org National Center for Transgender Equality: Dedicated to Gay & Lesbian Alliance Against Defamation (GLAAD): advancing the equality of transgender people through Dedicated to promoting and ensuring fair, accurate, advocacy, collaboration, and empowerment. and inclusive representation of people and events in www.nctequality.org the media as a means of eliminating discrimination based on gender identity and sexual orientation. Parents, Families & Friends of Lesbians and Gays www.glaad.org (PFLAG): A national chapter-based organization of family members and friends of LGBTQ people. Gay, Lesbian, Straight Education Network (GLSEN): www.pflag.org The Gay, Lesbian & Straight Education Network strives to assure that each member of every school Sylvia Rivera Law Project: Founded on the community is valued and respected regardless of understanding that gender self-determination is sexual orientation or gender identity/expression. inextricably intertwined with racial, social and www.glsen.org economic justice, SRLP works to improve access to respectful and affirming social, health, and legal Gay-Straight Alliance Network (GSA): Gay-Straight services for transgender communities. www.slrp.org Alliance Network is a national youth leadership organization that connects school-based Gay-Straight TransActive: An internationally recognized non-profit Alliances to each other and community resources that provides services particular to the needs of through peer support, leadership development and transgender and gender nonconforming youth, their training. www.gsanetwork.org families and allies. www.transactiveonline.org
Gender Education and Advocacy: Archived website Transgender Law Center: California’s first statewide with extensive articles and links. GEA is a national transgender legal organization, specializing in organization focused on the needs, issues and individualized legal information, transgender rights concerns of gender variant people in human society. and advocacy materials, and transformative public- www.gender.org policy work. www.transgenderlawcenter.org
GLBTQ: An online encyclopedia of lesbian, gay, TRANScending Identities: San Francisco Public bisexual, transgender and queer culture. Library’s bibliography of resources on gender www.glbtq.com variance, transgender and intersex topics. www.sfpl. org/librarylocations/main/glc/transcending.htm Implementing Lessons That Matter GSA Network’s document examines the effectiveness of inclusive The Trevor Project: If you or someone you know is a LGBT curriculum, and is useful for building a victim of bullying, reach out to The Trevor Project, a coalition with administrators, parents, teachers, and 24-hour national help-line for gay and questioning students. teens. www.thetrevorproject.org www.gsanetwork.org/news/new-research-reveals- paths-implementing-lgbtq-inclusive-lessons/010913
www.frameline.org/youth-motion 35 INSIGHTSACKNOWLEDG Acknowledgments and Partners
This Youth In Motion Curriculum Guide and Action Guide was developed by Patrick Hurley and Steven Kahl. ACKNOWLEDGEMENTS A special thanks to the About Youth In Motion following individuals Since 2008, Youth In Motion has provided free LGBTQ themed movies, with and organizations for accompanying curricula and action guides, to student clubs and educators in their assistance: middle and high schools.Thousands of students in hundreds of schools across California have received films over the past five years.Insights: Queer Youth David Donahue Defining Our Future is the first national collection of films to be sent across the Equality Federation United States. Youth in Motion gives student activists and teachers interactive GLSEN tools to educate their peers about lesbian, gay, bisexual, and transgender history Gender Spectrum and culture (and have fun doing it!). We believe that an inclusive curriculum is K.C. Price Safe Schools Coalition one step to creating truly safe and welcoming schools. Kevin Schaub About Frameline Frameline Staff: Founded in 1979, Frameline’s mission is to change the world through the power Lyudmila Aronova of queer cinema. Frameline is the nation’s only nonprofit organization solely Daniel Balugay dedicated to the distribution, promotion, funding and exhibition of lesbian, gay, Jason Boyce bisexual and transgender media arts. Inherent in all of Frameline’s work is the Desiree Buford belief that diverse representations of LGBTQ life can challenge preconceived ideas Alex Chousa and stereotypes of our community and in the process educate audiences and build Taylor Hodges awareness of human rights. Jennifer Kim Frances Wallace About GSA Network Alexis Whitham Gay-Straight Alliance Network is a national youth leadership organization that GSA Network Staff: works to empower youth activists to end harassment and discrimination in schools Hilary Burdge based on sexual orientation and gender identity. Founded in 1998, Gay-Straight Carolyn Laub Alliance Network (GSA Network) is the only student-led organization that networks Jill Marcellus Gay-Straight Alliance clubs in California, and networks statewide organizations Courtney Mummert serving GSA clubs across the country Alan Ratliff Laura Valdéz
Youth In Motion is funded in part through the generous support of the Bob Ross Foundation. www.frameline.org/youth-motion 36 INSIGHTSCOMMON COR Common Core State Standards Students who are college and career ready in Reading, Writing, Speaking, Listening and Language can exhibit the following: chart below describes which activities allow for students to practice these skills and shift in mindset. Motion units allow for students to develop “the capacities of the literate individual” as described by authors CCSS. The Forty-five states have adopted the Common Core State Standards for English Language Arts. Many of activities in the Youth in The Common Core State Standards for English Language Arts Activity #3 Activity #2 Activity #1 and Attraction: II Attractiveness Activity #3 Activity #2 Activity #1 and Attraction: I Attractiveness Stand? Where Do I Labels Learning About Activity: Capacity Common Core independence demonstrate They • • • • • •
knowledge strong content They build • • discipline purpose, and audience, task, demands of to the varying They respond • • • • • • well as critique comprehend as They • • • • evidence They value • • • • • and capably strategicially digital media technology and They use • and cultures perspectives other understand They come to • • • • • • •
www.frameline.org/youth-motion 37 INSIGHTSCOMMON COR Common Core State Standards Impact! Make an Discussion Gender Identity Genderfreak and Activity #4 Activity #3 (Post-Film) Activity #2 (Pre-Film) Activity #2 (Post-Film) Activity #1 (Pre-Film) Activity #1 Families Expanding Our Activity #4 Activity #3 Activity #2 Activity #1 During Viewing Before Viewing Support Accepting Finding and Activity: Capacity Common Core
independence demonstrate They • • • • • • • • • • • knowledge strong content They build • • • • • • • • • discipline purpose, and audience, task, demands of to the varying They respond • • • • • • • • • • • well as critique comprehend as They • • • • • • • • • evidence They value • • • • • • • • • • • • and capably strategicially digital media technology and They use • • • and cultures perspectives other understand They come to • • • • • • • • • • • • •
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