Film: The Blind Side
EN 3051 – Novel Study Part B
Shari Thompson
Alyson van Beinum
"The Blind Side” is based on the
true story of Michael Oher and
Leigh Anne Tuohy, The blind side
is a film that traces the
relationship of a homeless, young,
black, high school student named
Michael and a well off white family
who opens their home and their hearts to him. Michael Oher played by Quinton
Aaron, is sometimes referred to as “Big Mike”. He has no idea who his father is
and his mother is a drug addict. He has sibling but isn’t aware of their locations
or state of health. Leigh Anne Tuohy a wealthy, white, house wife played by
Sandra Bullock is kind to Michael after spotting him walking in the rain one
night without a coat or appropriate apparel, Leigh Anne takes him into her
home. Michael becomes close to Leigh Anne, her husband, daughter and son.
After some time Leigh Anne decides to adopt Michael. For Michael, being a part
of a loving and stable environment such as the Tuohy family household was
quite new to him. Living in his new environment, Michael faced a completely
different set of challenges. Michael wasn’t doing very poorly in school, his GPA
was at a extreme low level of 0.6 and he was a quiet soul. He was the only
colour boy in his school and feelings of isolation were easily felt. Michael had
great athletic skill, but due to his poor grades was not able to participate in any
sports until he brought his grades up. With the help of the Tuohy family, they
provided intensive tutoring and coaching to help Michael improve his grades
and his game. Michael worked hard to get his grades high enough to play
sports and to the point where he would qualify for an NCAA Division athletic
scholarship, Michael begins to realize his potential in school and on the football
field, which leads to his success. He became an all American football player.
a) In what grade level / course would you teach this text? Are there
other courses for which it might also be appropriate?
The blind side can be used in Grade 9 academic/ applied through to
Grade 12 academic/applied English. There are other courses where this
text can be used to engage and set the tone of a unit or even reinforce a
theme of choice.
Dance: Choreograph a blind side themed movement piece. Embodying
football positions mixed with a dance genre of choice (ballet, jazz,
interpretive, hip hop) students are to think of protective instincts and
should demonstrate that through movement.
Drama: Show the film in sections, have the students create a
soundscape of the various environments Michael finds himself in.
(childhood environment, the streets, school, the Tuohy house hold, the
field).
Social science/Family studies: students are to watch the film and
identify social issues, any isms/ discrimination etc. (racism, sexism,
biases etc.) Students are to choose a social issue and create a mini
presentation on it with reference to the film “The blind side”.
Religion: Reflection/ oral presentation on being a Good Samaritan.
Connect it to your own life and link the story of the Good Samaritan to
the film.
Leadership and guidance: Write a scene surrounding the themes found
in the film. There must be some kind of “choice” and conflict in which
leadership needs to take place to find a solution.
b) What are the main ideas/ issues/ teaching points which you would
emphasize when teaching the text? (Consider the knowledge
possibilities: Social, topic, cultural, textual.)
Main Idea
Themes
The blind side is a great text to critically examine such themes like
Poverty, white privilege, societal segregation, racism, leadership,
equality, class and status and education.
Social
The film shines a light on a more suburban look of poverty outside
looking in perspective of poverty and the black community within
Memphis and its effects on children and their education. How different
ones life can be just from a 10 minute radius. The contrast between rich
and poor, there is a distinct difference in environments, from a person
living on one side of the same town.
Michael Oher is socially distinct and stands out amongst all of his
classmates at Briarcrest Christian School. His dark skin, body built,
dialect and clothing distinguished him from Briarcrests’ social norm. In
the film Leigh-Anne states that “Briarcrest needed some color!”
Cultural
This film displays two different cultures that are distinguished by color
white and black. The white people in the text are wealthy, healthy
families and are educated, their environment is positive and beautiful, a
distinct opposite from the black people, they are from unhealthy families,
poor, drug dealers or addicts, as well as their environment appearance
are repulsive. This sets up the cultural difference between the Tuohy
family and Michael Oher.
Textual
The film uses first person narration, the film is told from the perspective
of Michael Oher. It begins with a narration from Leigh Anne Tuohy and
then it is passed on to Michael. The point of Leigh Anne Narrating the
beginning of the film gives the audience an idea of a proud mother giving
us the play by play of Michael Oher athletic success and skills. The film
provides the audience with the end result of the journey of Michael Oher
right in the beginning of the film and then switches to Michael Oher
narrating presenting the audience with a young Michael Oher from the
past homeless and alone, this is where his story begins.
Topic
Perseverance – Michael overcoming his lack of education and with the
help of a tutor he was able to be successful.
Acceptance – Accepting everyone in all its difference as well as
highlighting the positive strengths of every individual.
Love – Love sees no color
Family – Family being a support and shelter, a force that nurtures every
member and protects
Privileges in Society- Due to the color and living location determine the
kind of life they shall have.
c) What are the issues/ challenges you might encounter in teaching
the text?
There are very few issues and challenges with using this text.
Some of the issues that may arise when teaching the text are: The film
depicts “one story” of what poverty looks like amongst the black
community of Memphis. The black characters were all depicted as
uneducated or “ghetto”. This could make some color students
uncomfortable or upset. The film also banks on the theme of the white
saviour and that could be
problematic for some students
who are tired of this theme
recurring with text spotlighting
a color protagonist. For
students that may relate to
Michael Oher situation or are poor may dismiss the film as implausible
outcome, and it may not inspire.
d) Describe one possible assignment / activity which you could use
when teaching the text. How does it connect to the curriculum
expectations of the course you are teaching?
Curriculum Expectations:
1.6 Extending Understanding of Texts: extend understanding of oral texts,
including increasingly complex or difficult texts, by making effective
connections between the ideas in them and personal knowledge, experience,
and insights; other texts; and the world around them
1.7 Analysing Texts: analyse oral texts, including increasingly complex or
difficult texts, focusing on the ways in which they communicate information,
ideas, issues, and themes and influence the listener’s/viewer’s.
1.8 Critical Literacy: identify and analyse the perspectives and/or biases
evident in oral texts, including increasingly complex or difficult texts, and
comment with growing understanding on any questions they may raise about
beliefs, values, identity, and power
Media studies
1.2 Interpreting Messages: interpret media texts, including increasingly
complex or difficult texts, identifying and explaining the overt and implied
messages they convey
1.3 Evaluating Texts: evaluate how effectively information, ideas, themes,
issues, and opinions are communicate in media texts, including increasingly
complex or difficult texts, and decide whether the texts achieve their intended
purpose
1.4 Audience Responses: explain why the same media text might prompt
different responses from different audiences
1.5 Critical Literacy: identify the perspectives and/or biases evident in media
texts, including increasingly complex or difficult texts, and comment on any
questions they may raise about beliefs, values, identity, and power
I would start the class with a discussion asking them to think about the
following questions.
- Would you extend yourself to a complete stranger …would lend a hand out to
a person in need?
- Would you open your house to a stranger that you are unaware of his history
and background?
- A person of a different color or class?
We would watch the beginning of the film and stop it mid way. Each student
will have to write a response to Michael Ohers white walls – monologue.
Students will volunteer to read their responses to the class and a class
discussion will follow.
Discussion topics:
-
Segregation
-
Poverty
-
Difference
-
School dynamics
-
Not fitting the social norm at school
This discussion will be followed with newspaper clippings and information
surrounding poverty within Toronto and the history of segregated schools in
Canada
The end of the film I would ask the class “if Michael Oher, did not get picked up
by Leigh Anne Tuohy that night where would he be?” we would discuss or
dramatize the outcome through tableau or role play.
Students will be given a poem by Tupac The rose that grew from concrete
Did you hear about the rose that grew
from a crack in the concrete?
Proving nature's law is wrong it
learned to walk with out having feet.
Funny it seems, but by keeping its dreams,
it learned to breathe fresh air.
Long live the rose that grew from concrete
when no one else ever cared.
In groups students would do a comparative chart (Venn diagram) in which
they would outline the differences and similarities found in the poem and the
film’s main character Michael.
My perspective
I think being a black female teacher, teaching a text such as this one, would
set a tone where my students would watch it with respect considering it has
such a high racial difference theme in it. My football lovers would appreciate
the fact that I know nothing about football and I am showing a film geared in
the football direction.
I do not have much experience or my identity does not relate to the text. I
have never been an at-risk teen; I come from a stable home living with both
parents and siblings. I have worked with young girls that were categorized as
“ at risk” and through that experience I could teach from what I had learn from
working with these ladies. Although there is key difference with at risk young
black men vs. at risk young black girls. This is a discussion that I would
facilitate in a senior class room if it was to come up. I would love to know what
my students’ opinions on poverty and racism surrounding gender.