Tell the class that they will watch a movie called Man in the Mirror that was written by a .... New York Times Learning
Man in the Mirror Lesson Plan Writers: Holly Epstein Ojalvo, Editor for the New York Times Learning Network; Mayra Cimet, Scenarios USA Program Volunteer; Ernestine Heldring, Director of Education and Outreach, Scenarios USA Time Allowance: Two 50-minute class periods Instructional Goal: Students will examine and reflect on cultural and personal definitions of masculinity; and the role that sexuality and sexual orientation play in delineating stereotypical gender norms that often limit personal gender and sexual expression. Learning Objectives: Students will: • • •
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Examine the role and complexity of stereotypes in fictional characterization and life. Re-imagine masculinity and femininity according to a more complex understanding of gender and sexuality. Reflect on both subtle and overt peer pressures, including bullying and violence against members of the lesbian/bisexual/gay/transgender/queer community, and address underlying issues of power and control Discuss key elements and themes of a short film, Man in the Mirror
Materials: The Man in the Mirror film, classroom board, paper and writing implements Preparation: • •
Preview the film Man in the Mirror so you are familiar with the characters and storyline. Write, “What’s the REAL DEAL about Masculinity?” on the board. Also write “gender identity,” “gender expression” and “sexual orientation.”
Procedure Part 1 (50 minutes total) Activity 1: Introduce the lesson (5 minutes) Tell the class that they will watch a movie called Man in the Mirror that was written by a teenager and produced by an organization called Scenarios USA, which invites teens to write original stories and then chooses some to be made professionally into films. Explain that the film was written in response to the question "What's the REAL DEAL about masculinity?" and delves into the issues written on the board. Ask students to volunteer a (general) definition of “masculinity.” Consolidate student answers by explaining “masculinity” and “femininity” are terms used to describe how people express their gender identity, how people show the world they identify as men or women. Explain that the students will continue to develop their definitions of “masculinity” over the next two lessons. Activity 2: Exploring Stereotypes (20 minutes) Give each student a copy of Worksheet 1 (see below). Tell students that they will each take a close look at one of the characters in the film through the lens of character stereotypes. Note that some viewers might think that some of the characters seem "stereotypical" and that stereotypes contain three elements: truth, cliché and prejudice. Make sure each student is ready to focus on one character and then show the film, Man in the Mirror. Notes for teacher: Stereotype: a simplified and standardized conception or image invested with special meaning and held in common by members of a group Cliché:
a thing or idea that has become trite or stale through overuse
Prejudice: an unfavorable opinion or feeling formed beforehand or without knowledge, thought or reason Truth:
conformity with fact or reality; a verified or indisputable fact
Activity 3: Small group discussion (10 minutes) Ask students to work in small groups. Ask them to compare and contrast their worksheets, so they all get a general idea of how each character in the film can be seen to portray some stereotypes. Ask them to think if they know someone in their lives who is a "Sonya" or a "Peter," or a "Jason."
Activity 4: Whole class discussion (10 minutes) Please use the following questions as a framework for an open-ended facilitated discussion: • •
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How do stereotypes and prejudices limit the roles that others can play in our lives? How do they limit us, ourselves? Why do you think the writer chose to represent various racial groups – Latino, black, white – in the ways she did here? How would the film be different if she had cast, say, Peter as white and Eric as black? Throughout the film, Peter refers to Eric by using derogatory terms instead of calling him by his first name. How does Peter's categorization of Eric as a thing or category affect the interaction between them? How does it shape Peter's reaction to what he learns about Jason?
Activity 5: Wrap up (5 minutes) Lead a group discussion around two or more of these questions: • • •
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How do stereotypes help us understand and make sense of the world? What would life be like if we had no categories to mentally put people in? How do stereotypes also limit our ability to be open-minded and accepting? What would life be like if we were open to changing how we see other people based on how they define themselves? Do you think that Peter could be open to seeing Eric as a human being?
Part II (50 minutes total) Activity 1: Recall discussion (5 minutes) Remind students they watched Man in the Mirror, and started looking at how stereotypes are connected to truths, but also clichés and prejudices. Ask for examples. Explain they will watch Man in the Mirror a second time, and this time they will focus on stereotypes directly related to gender expression (how we express our gender identity) and sexual orientation (who we are attracted to).
Activity 2: introduce concepts of gender identity, gender expression, sexual orientation and masculinity and femininity. (10 minutes) • •
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Break students up into groups of five (where possible). Hand out one Worksheet 2 (see below) and writing implements per group. Each group will assign one student to be a recorder and one time-keeper. Instruct students to brainstorm and try to put down on paper at least two of the clichés, stereotypes, prejudices and truths they associate with masculinity, femininity and different sexual orientations. Each group can explore one or two stereotypes within gender identity, gender expression and sexual orientation. This way, when they share their results, they might have chosen the same qualities for say, a feminine gay girl and a feminine (heterosexual) straight girl, a masculine gay boy and a masculine straight boy etc., thus breaking down divisions between them.
Example: GENDER EXPRESSION
Masculinity
Sexual Orientation
Femininity
Clichés
Emotionless
Emotional
Stereotypes
Breadwinner
Empathetic
Powerful
Nurturing
Dominant
Patient
Physically tough
Kind Submissive Physically weak
You can tell someone’s sexual orientation by the way they act/ walk/ dress etc.
Gay men are fashionable Gay women are tough
Prejudices
Violent
Dependent LGBTQ people should not have equal rights “Gay” is a substitute word for “bad” or “stupid”
Truths
There are no universal truths about how people express their gender or about someone’s sexual orientation.
Note to teacher: If your students are having a difficult time you can provide them with categories within characterization; body language, way of speaking, clothing, word/expression choices, tastes, roles, jobs, mannerisms, behavior choices and friend choices. The goal here is to allow a space for discussion and not to come up with a “correct” or single definition of masculinity or femininity. Masculinity can and is defined in multiple ways, but we are mostly exposed to stereotypical ideas about and images of masculinity that are associated with physical strength, (hetero) sexual prowess, and economic power, for example. Therefore, socially charged stereotypes may emerge during this discussion that could touch on issues of sexuality and sexual identity. However, you should establish clear guidelines against using derogatory or sexually explicit language. (See Word Bank at the end of lesson for some examples of words). Activity 3: Whole class discussion (5 minutes) Invite students to share their results or put them on the wall and discuss similarities and differences, allowing the students to disagree and not having to come to a general agreement. Introduce the concept that there are countless stereotypes regarding masculinity, femininity and sexual orientation. Although there are sometimes truths involved in stereotypes, it is important to treat each other without prejudice and to let individual people decide for themselves how they feel most comfortable expressing their identity. Activity 4: Watch Man in the Mirror again (20 minutes) Pose some or all of the following questions: How did students' experience of the film change on a second viewing? What did they notice the second time? How did they see the characters and their choices differently? What stands out most?
Activity 5: Small group discussions (10 minutes) Have students working in groups of five again. Invite half of the groups to consider the question: •
What would happen if Jason beat up Eric in the bathroom? What would the effects of that action be on Jason, Eric, Peter and the other characters in the film, immediately and in the long run?
Ask the other half of the groups to consider the question: •
What advice would you give Jason after his conversation with Peter by the lockers? What does Jason need to do to get out of his stressful situation? Who in his life can he turn to for moral, emotional and logistical support? Think about his family (Michelle, Sully and his mom) and other allies (Gay Straight Alliances and other LGTBTQ friendly organizations).
Activity 6: Consolidation activity (5 minutes) Have small groups share their findings as a whole group. Activity 7: Wrap up Thank your students for participating in the discussion about Man in the Mirror. For three minutes, invite your students to write in their journals about a time when they have had to keep something about themselves secret from others for fear of their reactions, whether it was a grade on a test or something more serious, and how that felt. When they are finished, wrap up by suggesting that they carry those memories and feelings with them and call on those emotions when a friend or family member is in a vulnerable position or reveals something important and sensitive about themselves. Extension Activities •
Write the next scene. Note that it could take place in the bathroom after Peter challenges Jason, several minutes later, the next day or even six months later. Stay true to what you already know of the characters.
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Write an interior monologue in the voice of Eric, Ellie, Michelle, Sully or Peter in which they express their true feelings and concerns. Questions to consider: What pressures is this character under, perhaps unseen by both the other characters and by us, the viewers? How do they "hide" themselves from others? From whom, and when and why?
Additional Resources Gay, Lesbian, Straight Education Network (GLSEN): http://www.glsen.org/ Safe Schools Coalition: http://www.safeschoolscoalition.org/ Teaching Tolerance: http://www.tolerance.org/ It Gets Better Project: http://www.itgetsbetter.org/ The Trevor Project: http://www.thetrevorproject.org/ Parents, Friends and Family of Lesbians and Gays (PFLAG): http://community.pflag.org/ Facing History and Ourselves: http://www.facinghistory.org/ New York Times Learning Network: http://learning.blogs.nytimes.com/
Word Bank Gender identity: is the gender(s), or lack thereof, a person self-identifies as. It is not necessarily based on biological sex, either real or perceived. The gender identities one may identify as include male, female, both, somewhere in between ("gender queer"), or neither. The only person who can tell our gender identity is our self. Gender expression is how we choose to express our identity to the outside world. People can express their identity in stereotypical or alternative ways or in a combination of ways. Explain it is not always based on sexual orientation, which is if you’re attracted to someone masculine or feminine (or variations thereof). Gender expression: our concepts of masculinity (and femininity) are not fixed or natural, but are socially constructed i.e., we/society creates those definitions. Therefore, it is recommended that teachers encourage students to explore the meanings and implications of words that they associate with masculinity. Father, brother, parent, decision maker, caretaker, virility, macho, heterosexual, names of leaders or important male role models (John Wayne, Albert Einstein, etc.), strong, bully, calm, well-dressed, healthy, vitality, courageous, heroic, just, intelligent, independent, businessmen, plumber, doctor, ‘does not cry’, ‘does not need help’, ‘is not afraid of a fight’, ‘loves cars, guns and women’, ‘can hold his liquor’, etc.
Worksheet 1 Stereotypes contain three elements: truth, cliché and prejudice Name Jason
Way of Speaking
Clothing
Tastes
Mannerisms
Michelle
Sonya (Mom)
Sully
Ellie
Eric
Peter
Stereotype: a simplified and standardized conception or image invested with special meaning and held in common by members of a group Cliché: a thing or idea that has become trite or stale through overuse Prejudice: an unfavorable opinion or feeling formed beforehand or without knowledge, thought or reason Truth: conformity with fact or reality; a verified or indisputable fact
Worksheet 2 Masculinity
Clichés
Stereotypes
Prejudices
Truths
Femininity
Sexual Orientation
