MY BIG GAY PROM

PROGRAMME 1

ACTIVITIES

Guidance

While the programme deals largely with the tasks and skills involved in organising an event, it also explores issues around homophobic bullying. Teachers will need to be sensitive to the fact that some of the young people in their care might identify as gay, or might be questioning their sexuality.

It might be helpful to refer to information about handling sensitive issues on the DfES's Teachernet website, or to look at Channel 4's INSET programme 'Teaching Controversial Issues' (see Links).

The activities support a mix of individual, paired and group work, depending on the context, and the composition of the students involved.

Before viewing

Think about the events in life most of us might regard as milestones:

• During childhood (for example, first steps, starting school, learning to ride a bike…)
• Early adulthood and beyond (for example, learning to drive, finding a job, getting married, having children…).

Now discuss the 'milestones' that might apply to the teenage years (for example, settling in to a group of friends at high school, being accepted by peers, first boyfriend/girlfriend, passing exams, final year party/prom…). This is potentially more difficult.

Consider:

• Are there perhaps people who, for some reason, face barriers to achieving these 'teenage milestones'? (For example, people who lack confidence or self-esteem, who have additional support needs, who have limited support from friends or family…)
• Are these milestones more like expectations? If so, how might it feel not to be able to achieve them, when others around you are? (For example, lonely, withdrawn, isolated, excluded, different from everyone else…)

We all have different needs and will all face barriers at some point, but everyone needs acceptance for who they are. How do we show acceptance to others?

After viewing

To view 4Learning video clips you will need Windows XP/2000 and Windows Media Player 9, 10 or 11. Unfortunately, the clips are not supported on Macintosh computers.

The video clips may contain a few seconds of extra material at the beginning and end. We have therefore included opening and closing descriptions to help identify the intended scene.

The five clips from this programme are contained in one video player show. Click on the following link, then select the clip you require.

Role models
Clip one: 03:35 – 04:51

• Opens with Ivan saying, 'This is an opportunity for you really to be role models…'
• Closes with Ivan saying, '…lots of people's stereotype of what it is to be gay…is probably out of date now.'

Ivan tells the five they will be role models. Think of any role models you have, both from your own life and from the world of celebrity. What are the qualities they have to which you aspire? Why do we need positive role models? Can you think of any positive role models for gay teenagers?

Positive body image
Clip two: 10:56 – 12:57

• Opens with the narrator saying, 'Sam has found her dream outfit, but Faye is struggling…'
• Closes with Faye saying, 'Then they started saying, "Oh look, raving dyke."'

Faye feels 'depressed' and self-conscious when choosing her prom outfit. Use magazines to find examples of how men and women are portrayed in the media. Do they reflect real life? What messages might these images send out to young people? Think of ways in which you might develop a 'positive body image'. Picture yourself in front of a mirror and describe three things you like about yourself.

Roles and responsibilities
Clip three: 21.08 – 22:36

• Opens with the narrator saying, 'Ivan decides to give everyone a specific role and responsibility.'
• Closes with the narrator saying, 'Ivan hopes that Arfur's personal motivation for being involved in the gay prom will put him in good stead.'

Each of the five committee members is assigned a role within the enterprise. Work in groups to make detailed lists of the specific tasks that will be involved in each role. What skills, knowledge and attitudes do you think will be needed to make a success of each role?

Building confidence
Clip four: 33:07 – 34:40

• Opens with the narrator saying, 'It's a worrying state of affairs.'
• Closes with the narrator saying, 'David has struggled with low self-confidence.'

David feels he is not able to manage the sponsorship meeting. What tips could Ivan give him to make him feel, and appear, more confident? Think about body language, eye contact, a positive attitude and being prepared. Role-play an interview/meeting situation, or compile a guide to looking and feeling confident in pressure situations.

Resolving conflict
Clip five: 44:13 – 46:44

• Opens with the narrator saying, 'The teenagers are on their way to the Merrill Lynch meeting that Ivan set up for them.'
• Closes with the narrator saying, 'Will they go to the meeting…or will they blow it out and risk bankruptcy?'

The group is close to breaking point. Was Sam justified in losing her temper? What do you think led to her doing so? Does Arfur manage the situation well? How does he try to smooth things over? Is there anything he could have done earlier to prevent this situation? What strategies might he use now? Discuss what is required to resolve conflicts and work together successfully as a group.