MY BIG GAY PROM

PROGRAMME 2

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

Revisit the learning around the first episode.

In particular look at Resolving conflict (Clip five from Episode one). What will be required for the committee to get back on track and work together successfully? Students can look out for evidence of this during the second episode, and report back at the end.

During the programme

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.

You may want to pause after viewing the first clip, so that students can check their lists throughout the remainder of the programme. The remaining clips can be discussed after the programme.

Checking the detail
Clip one: 26:37 – 28:26

• Opens with the narrator saying, 'Ivan takes Chairman Arfur for a last minute pep talk…'
• Closes with Ivan saying, 'Your reward comes at the end when it's all gone right.'

Ivan suggests that Arfur has a checklist for the night of the prom, to make sure everything is covered. Work in groups to take on the task of putting together detailed checklists for the five key roles: Faye – head of events; David – treasurer; Arfur – chairman; Sam – head of publicity; Zac – head of entertainment (this role now absorbed by the others). Also think about how the teens might prepare themselves for the night ahead and cope with last-minute challenges and pressures.

After viewing

Challenging stereotypes
Clip two: 04:48 – 06:26

• Opens with the narrator saying, 'But head of entertainment Zac still hasn't got any good news.'
• Closes with Zac saying, 'It's quite hard to accept yourself.'

Zac talks about the fact that, while he was growing up, he had no positive gay influences. TV tended to depict stereotypes of gay people as either 'drama queens' or 'just not very nice people'. Do you think TV is still guilty of doing this? What other stereotypes can you think of? Is it fair to stereotype people? How does stereotyping limit our thinking about other people? How can we challenge it?

Gay legislation
Clip three: 06:40 – 08:10

• Opens with Zac saying, 'One of our main, driving ambitions is to show that we're equal now.'
• Closes with Zac saying, 'The gay prom shows people everything's changed.'

Ben Summerskill talks about homophobic bullying having been 'allowed to fester' under Section 28. What was Section 28? What effects do you think it had?

What other aspects of the law have progressed or hindered gay rights in the UK? Use the internet to investigate other topics such as:

• Decriminalisation of homosexuality
• The Stonewall riots
• The age of consent
• Civil Partnership Act
• The Adoption and Children (Scotland) Act
• Goods and Services regulations.

Use your findings to compile a timeline of gay rights and history.

Handling the press
Clip four: 13:06 – 15:53

• Opens with Amy saying, 'I think we should start.'
• Closes with the narrator saying, 'New mentor Amy Lamé wants to get to the bottom of why Zac abandoned his colleagues…'

The committee holds a press conference. What questions might they have expected members of the press to ask? What might they have prepared in the way of responses? Work in pairs, with one taking the role of journalist and the other the role of committee member, to compile a list of questions and answers. You could then bring the group back together and re-enact the press conference.

Do you think the committee was right to let Zac go? Make a case either for keeping him on or for giving him the sack. Think about the personal qualities, skills and attitudes he brought to the role, and his conduct (good and bad) throughout the project.

Personal development
Clip five: 40:29 – 42:19

• Opens with Amy saying, 'And I want to introduce you to some very special people…'
• Closes with Amy saying, 'So let's have a big round of applause for our prom committee.'

The committee members introduce themselves and their roles on stage at the prom. How do you think each member has changed since the start of the project? In what ways have they developed in terms of personal qualities, skills, knowledge, values and attitudes? What has caused these changes to come about? How do you think their learning from the project might benefit them later on?