OVERVIEW

The first frames look like they could be our phones, our fidgeting and scrolling and typing, the texts to friends or family or acquaintances or bosses. A viewer may even wonder to themselves, why is this in a documentary; isn’t this just everyday life? Yes, it is. And as the episodes accumulate and build, and as Andy and Farrah emerge in their clips of FaceTime conversations, their texts, their own posts, the texture becomes more detailed, dense. The viewer begins to feel Farrah trying to create a place of home on the other side of the country from her parents and sibling. What is at first glimpses of Farrah’s professional worry, of her work at a queer performance cafe space, of a carefully labeled potluck spread coalesce into the traditions and actions that go into creating family and community in tandem with our biological kin. In Andy, we see the budding of a profession and a romance that are spaces of his own as he makes his own life in the place where he grew up. FaceTimeis an interactive documentary piece which follows the lives of two Taiwanese-American bicoastal siblings. The storytelling is subtle and more powerful for it: we do and can see ourselves in the collage of images and clips and soundbytes between Andy and Farrah. The film ends not with a momentous revelation or decision, but with quiet and significant shifts towards belonging and sense of self in both siblings on both sides of the country. On the way, the narrative arc tells a visual story of the many ways we create community and connect with chosen families.

Viewing “FaceTime” from this side of the COVID-19 pandemic imbues our viewing of those scenes with a certain longing: Did we ever stand that close and watch a live show together? Did we truly pile into a living room like that? The documentary begins to take on yet another dimension: a time capsule, an archival piece, that shows how we made family before the pandemic. In this context, it is a powerful time to study this film with students. Countless communities have had to make impossible decisions about how to support each other, who to live with, who to “pod up” with, who to date, who to eat a meal with...in other words, we’ve had to ask to whom do we choose to make ourselves vulnerable? This lesson does not explicitly examine COVID-living relationships (though it is a possible focus for an extension lesson), but in it’s invitation to students to consider the relationships in their lives, they have the opportunity to think deeply about their current moment. By the conclusion, they will have created their own post or series of posts telling the story of one important relationship in their lives. In the process, they will become archivists of their own present moment and see that the phones and apps they hold in their hand can be used to powerful effect.

The filmmaker Jackie! Zhou (she/they) is a Los Angeles-based artist who is keen on blurring the lines between formats and disciplines. From music videos to documentaries, her directorial work aims to explore and celebrate human experiences. Her sound design work has been Emmy nominated, and credits include Janelle Monáe’s Dirty Computer,HBO’s United Skates, and live work presented at the Walt Disney Concert Hall. Jackie! especially thrives with collaborative projects that defy the standard borders of traditional formats. She believes good humans make great storytellers, and the students who take part in this lesson will have the chance to see themselves in the same light.

A Note from Curriculum Creator, Jade Sanchez-Ventura

I believe in personal narrative. I think that to communicate the particular experience of a life and to tie it literally or intuitively to the histories--familial, cultural, societal--that have shaped us is an act of resistance that also makes for excellent storytelling. This conviction is the underpinning of my work as an educator: No matter the subject, I know that every young person has a singular, vital perspective to bring and my role is to act as a catalyst for their bursts of insight and inspiration. Sometimes (too often) my role is to help students recognize the power of their own insight and intelligence. As with all systems of our society, the classroom can also be a site of profound oppression and silencing. As one mentor told me, “You want your students to leave a classroom not thinking that you’re smart, but that they are.” Often that entails reminding myself that with every generation there are new methods of making and communication emerging; reminding myself to ask students about what is present and relevant to their daily lives.

Smartphones and apps and social media often feel like the epitome of a generational divide. Phones are banned from classrooms (including my own, generally), social media is demonized (even though we all use it), or if not demonized, trivialized--regarded as a cultural arena for entertainment and play, but not for serious study and critique. However, many of us, and certainly most young people, are daily crafting intimate narratives about their own lives on those very phones. Any minute on Instagram is one crammed with countless Stories, Posts, Live broadcasts from our lives. Yes, the celebrities and politicians and gatekeepers are there too, but one can easily ignore them and follow only the interpretations and explorations of regular folks like us.

Much has been made of the information bubbles made possible by social media. Certainly that is an important conversation to have, but for the purpose of this lesson (and it’s partner lessons featuring the Otherly documentary series), we have the chance to interrogate the vast options for self-expression and self-chronicling afforded by social media, in particular Instagram. I am enchanted by the truism that the more focused and personal a story, the more broadly it appeals. There is a magic that happens when an artist tells one small story honestly-It becomes a big truth that resonates for countless others.

“FaceTime” is one of those stories. In this series of episodes that average six minutes apiece, an entire relationship is told. As a viewer, I felt as if I was a third party to Andy and Farrah’s texts and calls. I felt as I was watching them on my own phone, almost a participant. I also felt a longing for all my branches of community, many of whom I now only see outdoors and with masks on. But that longing felt well placed, a reminder that this creating of networks of kinship is a powerful and joyful act. By the conclusion of the series, both Andy and Farrah’s lives have shifted in subtle yet significant ways. The series and the tools involved remind us that these are the stories worth telling and that we can in fact tell them, and that we can choose to do so any time we post.

A Note on Technology and Accessibility:

This lesson, as well as the others in the Otherly series, bring social media into the classroom. These lessons are designed to integrate ethical engagement on social platforms to complete the assignments. It will be important for you to check with your school or district for any regulations around classroom or in-school student social media use. In addition, this lesson entails the creation of a class Instagram account. In order to set this up, the teacher will need to set up an IG account which will be shared only to the class, with a username and password that students can all access. That said, while some of the content and theory of the lessons would be lost without the use of social media, students could complete the assignments using the photo and video tools on their phones. However! The lessons are intended to critique, engage, and potentially transform the use of social media. If possible, the lesson will be most transformative as a social media-based engagement. And with enough planning, you and your learning community can create an analogue version of this lesson with printed-out photographs, storyboards on large paper in the classroom, and using school-based technology to record and play videos in school.

A Note to Teachers

This is intimate work that will ask students to take a leap of trust in each other and in you. Depending on where you are in your year and with your group, this may be a first flight or one that builds on the bond in an already tight knit class. And of course, you may be applying this to a group of students who have only ever met each other on a digital platform like Zoom. Wherever you are, I encourage you to have faith in yourself and your students to make this leap! However, there are preparations that will be necessary to keep this space safe, and therefore positive, for all. Before beginning, I strongly suggest you create community agreements with your group. Even if you already have these in place, this is a good moment to review. You can also adapt your class agreements to a set specific to this project. Here is a sample list of community agreements, and there are a wealth of resources online for how to create a set of agreements with your class. In addition, given that this lesson will involve the creation and shared usage of an Instagram account, it will be essential to create a set of agreements focused on how to use the app and the related technology in a respectful, inclusive manner. Though the time spent on these agreements might seem an aside to the curriculum itself, in fact those conversations will help create a shared trust that will facilitate powerful creative and academic learning.

Subject Areas

• Journalism
• Filmmaking/Visual Art
• English
• History
• Current Events
• Social Justice
• Sociology
• Psychology
• Health

Grade Levels:8-12

Objectives:

In this lesson, students will:

• Define family, “chosen” families, emergency contacts, isolation, marginalized communities.
• Explore the history of chosen families within marginalized, queer communities.
• Create a chosen family tree.
• Create a short film via posts, videos, texts that depicts a relationship with a member of their chosen family.

Materials:

• Film and equipment to project/screen the film.
• Physical or digital space for charting student discussions. (Whiteboards, chalkboards, poster paper, digital whiteboard, etc.)
• Note taking materials: Pen, pencils, paper, or relevant assistive technology for students who use electronic devices for note taking.
• Personal recording devices, one per student: Smartphones, laptops, tablets would all work.
• A private Instagram account created by the teacher for each class section; teacher and students share account admin capabilities through a shared username and password.
• Family Tree template
• Chosen Family Tree template
• Two articles and photo essays on chosen family in Queer communities:
  • https://www.wired.com/story/queer-chosen-families/
  • https://www.vice.com/en/article/7xgjp9/chosen-families-lgbtq-photos-queer-britain

Time Needed:

2-3 sixty minute sessions

FILM CLIPS

FaceTime is available in Instagram story highlights on the Otherly Instagram account page:

@otherlyseries.

Lesson One

A. Opening: Cold Wind Blows

• In person: Arrange chairs in a circle. Make sure to have one less chair than people.
• All take seats, and the teacher starts standing in the center: “A cold wind blows if...You’re wearing white socks.” (Or any other low pressure opening round, that is also true for them.)
  • All who are wearing white socks have to jump up and everyone tries to grab a chair.
  • Last one standing is now the speaker in the center and they fill in the line, “ A Cold Wind Blows if…”
  • Repeat for a few rounds.
  • Return to seats for viewing.

B.Screen film

• Allow 5-10 minutes for teacher-led open discussion following the film.

C. Posting a Connection

• Ask students to choose one important relationship in their lives; someone they consider “family” in the broadest sense of the word. Once they’ve chosen, ask students to scroll through their photo stream and post one image that shows the nature of that relationship to the class instagram account. Alternatively, if you’re on zoom students can replace their profile pic with this image or share to the chat. Remind students about the group’s community agreements. (This is where the advanced work with community agreements will come in to play; make sure to include guidelines about what is safe and respectful to post.) This will also likely be a hectic moment as it may be exciting to be able to use their phones in class rather than hide them away. In order to contain some of that energy, give students 5-8 minutes total to complete. The time constraint will also encourage students to dive in and not overthink it.

D.Closing: Noticing a Tradition

• Go around: Students & teacher- “Name a food you eat with family.”

Homework: Choose one relationship in your life, can be the same as the one you chose in class or you can choose a different one. Before next class, post images or texts that give insight into that relationship. (Remind students to get permission from the other person before sharing their image or words.)

Lesson Two

E. Opening: Cold Wind Blows

• In person: Arrange chairs in a circle. Make sure to have one less chair than people.
• All take seats, and the teacher starts standing in the center: “A cold wind blows if...You’re wearing white socks.” (Or any other low pressure opening round, that is also true for them.)
  • All who are wearing white socks have to jump up and everyone tries to grab a chair.
  • Last one standing is now the speaker in the center and they fill in the line, “ A Cold Wind Blows if…”
  • Repeat for a few rounds.
  • Return to seats.
  • Possible Zoom variation: When true for them students must change their profile picture to something that represents the stated quality: eg, a photo white socks. Last one to do so moves to the “middle” and sets off the next round.

F.Chosen/Family Trees

• Display an image of a family tree, explaining the diagramming, paying attention to how it depicts generations.
• Invite groups to define family; ask a student to chart responses where all can see.
• Introduce the term “Chosen Family”
  • Ask for definitions, and chart responses.
  • Display the two articles linked in Material sections: Both feature photo essays and option to focus on the imagery, or choose to spend time with the text as well. (In this or in an expansion lesson.)
  • Discuss: Why might people want to turn to their chosen family? Why might they need to?
• Introduce template of “Chosen Family” tree
  • Use samples here, or feel free to create your own.
  • Give students time to complete their own. Play music without lyrics while they work. Allow ten minutes, but extend if the group is invested and wanting more time.
  • Ask for volunteers to share. Continue sharing as long as there are volunteers.

G.Project: Your Family: A Short Film

• Choose one relationship (can be a new one, or one they already selected.) Gather videos, photos, screenshots into one video that captures that relationship. Length: 1-5 minutes.
• Share to class stream.
• End project with a class screening of all projects.

H. Closing: What’s your favorite time of day, and why?

EXTENSIONS

These are optional activities for further engagement & or ways to scaffold the lesson for language learners and students’ across diverse learning spectrums.

1. Continue the series with a focus on family networks during the COVID-19 pandemic. Shift the final projects to focus on the new traditions they have created during this time.
2. Extend the lesson into a series that lasts a longer unit; a semester or even a year. Return to the project weekly and work towards a final project that takes one relationship and narrates it over the given timespan.

Helpful Sources

Chapter 2: Friendship, Freedom, Ethics, Affinity from Joyful Militancy. (ed. carla bergman & Nick Montgomery)
Link to pdf of book in its entirety:
https://theanarchistlibrary.org/library/joyful-militancy-bergman-montgomery

Article: ‘Chosen families' ruptured: How Covid-19 hit an LGBTQ lifeline
https://www.nbcnews.com/feature/nbc-out/chosen-families-ruptured-how-covid-19-hit-lgbtq-lifeline-n1251849

Talk: Leanne Betasamosake Simpson, “decolonial love: building resurgent communities of connection.” (April 8, 2015. Vancouver, BC.)
Source: Emma Talks
http://emmatalks.org/
EMMA is a Mini-Art Festival and Speakers Series. The core purpose of EMMA talks is to bring important stories by women* writers, activists, thinkers, storytellers, makers and doers, from the periphery to the public.

Together their stories will build a powerful and engaging collection of talks, celebrating and building on the conversations, imaginings, and hard work of so many individuals, communities and movements, which will lead to a creative cross-pollination of ideas.

*including two spirited, trans and gender non-conforming folks.

Edutopia; Focus on classroom use of social media.
https://www.edutopia.org/article/using-social-media-account-your-class

Pagefreezer; Detailed overview of legal concerns for school social media use.
https://blog.pagefreezer.com/k12-schools-official-social-media-accounts-protect-student-privacy

Resource List

Otherly Documentary Series
https://mediaspace.nfb.ca/epk/otherly/
Premiering on Instagram Stories, Otherly is a series of seven short documentaries about finding one’s place in the 21st century. Using universal themes like love, inclusion, and loss as entry points, seven female, non-binary, and genderqueer creators have crafted films that are at once timeless and yet by definition of their form, ephemeral.

Otherly Instagram Account
https://www.instagram.com/otherlyseries/?hl=en

Jackie! Zhou
http://www.soundslikejackie.com/
Film creator’s website.

Learning Standards

Comprehension and Collaboration:

CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.11-12.1.a
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-Literacy.SL.11-12.1.b
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

CCSS.ELA-Literacy.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

CCSS.ELA-Literacy.SL.11-12.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas:

CCSS.ELA-Literacy.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-Literacy.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-Literacy.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Key Ideas and Details:

CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-Literacy.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

About the Artist

Jackie! Zhou
Jackie! Zhou (she/they) is a Los Angeles-based artist who is keen on blurring the lines between formats and disciplines. From music videos to documentaries, her directorial work aims to explore and celebrate human experiences. Her sound design work has been Emmy-nominated and credits include: Janelle Monáe’s Dirty Computer,HBO’s United Skates, and live work presented at the Walt Disney Concert Hall. Jackie! especially thrives with collaborative projects which defy the standard borders of traditional formats. She believes good humans make great storytellers.

About the Author

Jade Sanchez-Ventura
Jade Sanchez-Ventura is a writer and radical educator. She works in memoir and her personal essays have been published across an array of online literary journals, and in print with Slice Magazine and Seal Press. Her work has been featured on Bitch Media’s Popaganda podcast and been awarded the Slice Literary Conference “Bridging the Gap” award; a Disquiet Literary conference fellowship; and a Hertog fellowship. She is a regular contributor to MUTHA Magazine, which champions a fiery re-imagining of parenting. As an educator, she is very good at being continually wowed by her students and their words on the page. She believes a commitment to racial equity and social justice is essential to the practice of teaching. She has spent the last decade studying and implementing this pedagogical approach to education with the Brooklyn Free School, an urban democratic free school in New York City. Though she has ties to many countries, she has always made her home in Brooklyn, New York. She’s on Instagram posting about radical parenting, teaching, race, writing, and other such matters; find her @jade_m_sv.

This resource was created, in part, with the generous support of the Open Society Foundation.