Write the acronym “LGBTQ” on the white/black board. Most undergraduate preservice art educators and high school students will be familiar with the term. Begin the brainstorming session by asking the students: “What does the LGBTQ acronym mean? What does it stand for?" Most student responses will be based on what they have heard from family and friends as well as what they have seen on the media.
It is important to establish at beginning of the lesson, rules for engaging in/with the topic at hand. Let students know that you expect them to be respectful at all times and create a classroom culture that is sensitive to language and the types of comments and questions that are acceptable to articulate in an academic and social setting.
Potential Essential Questions Resulting from Brainstorming Session: How do LGBTQ right(s) happen and/or are enacted? Could LGBTQ be a choice/lifestyle? What does it mean to say this? How is LGBTQ representation created and maintained (e.g., through visual culture)? What does it mean to be an ally? What does it mean to form alliances? How are judgments made? How do we create inclusive/ethical policy in education in order to enact protective measures for LGBTQ youth in schools? How is anti-violence education implemented in schools? What impact does anti-violence education, e.g., anti-bullying policy have on LGBTQ students and school climate?