Porn: The who, what, where, when, how, why and why not

3 min

Teaching tip: This lesson should only be facilitated by a teacher that knows the class very well and is aware of students background and knowledge. Extensive work developing a safe space to discuss sensitive topics and a well-established group agreement is vital before facilitating this lesson. Read about how to safely establish a group agreement and what to include.

1. Revise the class group agreement.
2. Remind students that throughout the lesson they can write any questions down and add them to the question box at the end of the lesson (if they do not wish to ask them during the lesson). 
3. Say:
   "This lesson covers the topic of pornography which some students might find challenging. Please let me know if you need to take a break.

Teaching tip: Strict timing of activities is essential in order to keep students focused and on track with this lesson and to avoid too much 'side conversation'. It may be useful to have additional adults in this session (e.g. Community health nurse)

3 min

4. Ask students:
   What do you understand by the term 'pornography'?
   Stress that you do not want to know who has or hasn't seen porn and you do not want stories. (Refer back to the group agreement.)

5. Take answers from volunteers.
   (Possible answers may include: videos of people having sex, sex online, pop-up ads, sexy videos on your phone. Less likely answers may include: nudes, nude magazines, etc. Young people may also list websites where porn can be accessed and/or name categories or types of porn. Teachers need to consider how this discussion will be managed and directed).

   Teaching tip: Pornography can be difficult to define, as there is a general lack of agreement over exactly what constitutes pornography. The definition is largely influenced by the time and context as well as cultural and moral values.

   Pornography has existed throughout history in the forms of cave drawings, erotic fiction, nude magazines, video tapes and DVDs. In the online era, pornography can be in the form of online videos, online images, live video cams, sexting, social media, dating apps, messaging, pop-ups, the list goes on. Young people today generally do not consider still images or text as pornography.
   Whether a photograph is considered pornography is largely down to context. For example, a picture of a naked person in a magazine such as National Geographic would not typically be considered pornographic, because it is not designed to sexually arouse. A photo featuring an individual in the same stages of undress will likely be considered pornography when it is displayed in the pages of an adult magazine that is intended to elicit arousal.

6. Say:
   "There are many definitions of pornography. The Oxford Dictionary definition of pornography is the one we are going to use in this activity. Pornography is...
   Printed or visual material containing explicit description or display of sexual organs or activity, intended to stimulate sexual excite."

10 min

7. Watch Laugh and learn - porn video (4min 39sec).
8. Ask:
   Think about 1 piece of information that surprised you in this video.

9. Take answers from volunteers.
   (Possible answers may include: Didn't think that it was fantasy; hadn't thought about consent or safer sex issues before; thought it would have been more realistic; etc).

   Teaching tip: It is vital to only ask for volunteers to contribute to class discussions on sensitive topics such as porn. See group agreement - 'right to pass' for further information. 

15 min

Teaching tip: It is not advised that this activity be carried out in small groups due to the sensitve nature of the topic. Teachers need to faciliate this activity carefully, being prepared to protectively interrupt and ensure discussions remain respectful and 'on track'.

10. If room allows, have students sit in a horseshoe arrangement and place the Graffiti wall display cards in the middle of the group to allow for close monitoring of student discussions/input. (If space is not available, the Graffiti wall display cards can be placed on the walls around the room).

    Teaching tip: This activity could be run outside or in a hall as long as the area provides enough privacy for students to feel safe to participate in the lesson.

11. Place the 'What?' Graffiti wall display card in the centre of the floor space/wall. Provide students with small scraps of paper or sticy notes to write on.
12. Place the 'Who?' Graffiti wall display card on the floor/wall and ask students to silently and individually think about their own answers to the question.
13. After 30 seconds, invite students to write answers on sticky notes/scraps of paper and place them around the 'Who?' card. Remind students that you do not want personal stories or names of people.
    Answers will vary greatly depending on values and experiences. Teachers may need to address stereotypes (e.g. only guys watch porn) and values (e.g. weirdos watch porn). All sorts of people, everyone, guys, not girls, old men, horny people, teens, over 18 years, women, young people, creeps, weirdos, perverts, sex addicts.

14. Repeat this process for the 'Where?', 'When?', 'How?', 'Why?' and 'Why not?' cards allowing students to first think about their answers silently and individually before calling upon students to place their sticky notes/scraps of paper.

    Possible answers:

    Where? Students are likely to say places such as online, on phone, pop-up ads. They are less likely to suggest nude magazines, sexting, naked sexual photos of themsleves or peers (nudes), porn DVDs, naked video cams, sex phone lines, erotic novels as porn. Some students may list porn sites - it is important to think about how you want to guide this discussion depending on the experiences of other students in the room. Discussions on whether some music videos, billboards, artwork and TV/magazine adverts could be considered porn could be included. Students may also listed places such as: in a bedroom, at a party, at a friend's house, etc.
    When? Students are likely to acknolwedge that it is easy to access porn anytime or accidentally. Some may acknowlege that it is something to do in private. Some students may raise the topic of age (i.e. when youare 18, you can watch R and X-rated movies are for 18+). See FAQ: Is it illegal to watch porn?
    How? Online, on purpose/accidentally, on your phone/computer/ipad, sex store, friends sending it to you, group chat, pop-ups, buy online, buy in shop, sign in (over 18 years). NB: It is important that these answers come from students. The aim is not to inform students of places to access porn but to make them aware that it is easy to come across porn accidentally. It is also to educate young people that some sexting and group chat messages could be considered porn.
    Why? Curiousity, it's funny, because they are horny, because they want to masturbate, enjoyment, to be part of a crowd, to learn about sex.
    Why not? It is not realistic, it can objectify and exploit women/men/all genders, often violent and aggressive, doesn't portray respectful relationships, not a good way to learn about real and respectful sexual relationshiops, etc.

    See Graffiti wall teacher answer sheet for more detailed lists of possible answers.

    Teaching tip: This activity may be completed electronically using programs such as Mentimeter to allow students to contribute answers more anonymously (allowing them to feel safer to contribute without judgement from peers). However, this may make student answers harder to monitor/direct if 'off track'. 

8 mins

15. Ask:
    If someone comes across porn that they do not want to see, what are some of the feelings they might have?
    (Uncomfortable, distressed, embarrassed, worried, disgusted, feel bullied, unsafe, guilty, shocked, icky, sick, have 'butterflies' in their stomach, etc).
    What actions can someone take if they feel this way? (Create a list as students suggest answers and make sure to add any they have left out)
    1. Press delete.
    2. Be assertive and tell the person showing you that you are not interested and ask them to stop.
    3. Walk away.
    4. Talk about your feelings with someone you trust (e.g. trusted adult in your family, or a friend or at school, counsellor, etc).
    5. Report it officially (can be anonymously).
16. Show the eSafety Commissioner home page and how to report offensive or illegal content. (The WA Police website - Internet safety also offers ways to report illegal content and abuse).