RE: Human Sexuality

[H. Gelpi]

Here is an interesting and effective icebreaker for human sexuality courses:   The instructor breaks up the class into groups of about 5 and, depending on the size of the class, each group is given one or two “non-slang” descriptors for genitalia and/or sexual acts (i.e., intercourse, breast, masturbation, male or female homosexuality…).   The instructions to the groups are to brainstorm as many “synonyms” for these items as possible given a time limit of approx. 10 minutes per word.  In order to help the students arrive at these terms, the instructor gives a quick run-down (with examples) on the variety of ways these acts/parts of the body are described, such as using the language of science, the childhood terms (i.e., pee, pee), street slang, and the common euphemism (i.e., “making love” in lieu of intercourse).   Each group is given instructions in order to ensure that each person in the group is not forced to provide terms if they are not comfortable, of course.  Other instructions are to allow for the giggling, discomfort etc., that is expected to occur initially.  Finally, a representative from each group reads their groups’ list aloud, at which time, the other groups may offer additional terms.   Some Questions for class discussions can include:   1. How did you feel doing this exercise?  Did your feelings change as the exercise progressed? Did you find it difficult to say any particular terms?  What made it difficult to say?   2. Did the presence of the opposite sex inhibit you?  If so, was that more true with some words than with others?   3. Were there any surprises for you in the exercises?   4. Are there any general patterns to the synonyms for any of the brainstorming words?   Post-exercise debrief:  The instructor should then engage the class in a discussion about what was intended/accomplished and ensure that students understand that this exercise was meant to: Break down barriers. Desensitize the class so that the lectures can now proceed with a minimum of embarrassment/giggles – although some will undoubtedly be expected throughout. Give permission.  By setting up the exercise as a competition between groups, students had permission to engage in behaviors that are otherwise taboo in our culture.   Here is another, sometimes riskier, exercise.  That would usually follow the above exercise:   Using separate 3x5 cards, write topic names :  Nudity, abortion, masturbation, virginity, physical closeness & touching, homosexuality, sterilization, oral-genital sex, safer sex…   Each group is given a set of cards with all the topics above (or any other topics you choose).  The students are asked to take turns shuffling the cards, within their groups, and discuss a topic for 10 minutes (this is only done within the group, and not necessarily shared with the class).   Of course, students are told that they may choose not to select a topic if they are uncomfortable.  The instructor calls “TIME” every 10 minutes until all group members have had an opportunity to talk.    Then the group/class discussion can center on:   How the students felt about the topics cognitively/emotionally.  Was there any dissonance on the topics? How they feel about the topic regarding the opinions they heard.   This can lead to discussions about diversity, tolerance, etc. And set up the class to be prepared to be exposed to subjects/topics that may elicit specific emotional reactions from them.  Here the instructor can set up expectations he or she has regarding how students express these reactions in ways that will not demean, insult, dehumanize, etc.,     Haydee Gelpi, M.A. DHHS/FOH Florida   -----Original Message----- From: Diana Kyle [mailto:[EMAIL PROTECTED]] Sent: Monday, January 15, 2001 11:27 AM To: TIPS Subject: Human Sexuality   Hello Tipsters,   I am searching for a great "beginning day" activity for my human sexuality class.  I have a little survey of myths I found but wondered if others teaching this course might have a more creative or fun activity.  As always, I appreciate your help.  Thanks.     Diana J. Kyle, M.A. Psychology Department Fullerton College Fullerton, California   Office:    523-0 Phone:   714-992-7166   The fewer the facts, the stronger the opinion. Arnold H. Glasow    You are educated when you have the ability to listen to almost anything without losing your temper or self-confidence. Robert Frost (1874-1963)