Teacher Preparation

Overarching learning goal: Through the study of a film text, students develop skills in analysing texts, including documentary texts. Students read and view public documents examining and reflecting on the intentions behind these texts. They explore representations of the relationship between homelessness and the failure of family relationships through Owen and the film’s portrayal of his experiences.

Teacher content information: This lesson is based on THE OASIS documentary, which raises awareness of youth homelessness, celebrates the resilience of young people who are experiencing homelessness in Australia and empowers the next generation of young people to take action to prevent youth homelessness in the future.

Young people often become homeless because of family breakdown, often stemming from parental conflicts or a collapse of their relationship with a husband/wife or partner. Some young people who are living independently become homeless because they can’t afford living expenses such as rent. Being homeless is unsafe, unhealthy and very stressful. Young people experiencing homelessness are not a homogeneous group. They come from a range of family backgrounds, have diverse dispositions, expectations and desires, and they encounter services of varying quality. Their common needs are to have a stable home; friends; healthy nutrition; to be cared about as individuals; to have adequate educational support; help when they need help; and reliable adults in their lives.

THE OASIS documentary can be viewed online for free or the DVD can be purchased from the Shark Island Productions store online.

Warning: The documentary contains explicit language, images of drug use and confronting scenes and may offend some viewers. Teachers should use their personal discretion when showing the documentary. This resource deals with the rising problem of youth homelessness and its associated social and personal issues. There may be students in your class who have experienced some of the issues discussed. You are encouraged to arrive at a set of agreements with your class about the best way to approach the issues being covered in a way that recognises the dignity of our fellow human.

Teaching sequence:

10 minutes	Part A: My home
25 minutes	Part B: THE OASIS clip viewing and understanding
10 minutes	Part C: My reaction to Owen’s story
25 minutes	Part D: Film technique exploration
10 minutes	Reflection

Work through this resource material in the following sequence:

Part A: My home

Step 1.

Invite students to explore the idea of home and the way they would like to feel at home. Ask students to name some of the things they love to do the most when they’re at home. You could use the questions below to guide the discussion:

What is the activity?
Who does it with you? (If no one is required, are you left to do so on your own?)
What do you feel when you’re doing this activity?
What about ‘being at home’ more generally - how do you feel?

Students complete this personal reflection activity and then share their thoughts using the Think-Pair-Square method (this is the same as Think-Pair-Share, however it involves linking two pairs together to form the ‘square’ to share their ideas).

Step 2.

Summarise this part of the lesson and reinforce that we all like to feel a certain way when we’re at home and are entitled to a feeling of safety and security.

Part B: THE OASIS clip viewing and understanding

Step 1.

View Owen’s story as a class.

The Oasis [Owen] - A Shark Island Productions Film (https://www.youtube.com/watch?v=oCptPYCz-zo)

For more about Owen, click here.

Step 2.

After watching Owen’s story, ask students to note down one phrase spoken by Owen that stood out to them on sticky-notes, and stick them up on a space on the wall/whiteboard in random order.

Step 3.

Create a mindmap to group the phrases by moving the pieces of paper that are the same or similar into themes. Use those themes to have a class discussion about Owen's story (this task could also be completed using bubbl.us or mindmeister if preferred).

Part C: My reaction to Owen’s story

Ask students to choose one word from the list below, or to think of one of their own, then write a short paragraph on the Student Worksheet that uses that word to explain their reaction to Owen’s story.

Sad
Sympathetic
Empathetic
Angry
Frustrated
Hopeless
Happy
Encouraged
Hopeful

Part D: Film technique exploration

Individually, in pairs or in groups, students explore how the film influences the audience to think about Owen’s reasons for being homeless. Ask students to analyse the way that film techniques are used to portray Owen and his story and how the audience is ultimately influenced to feel a certain way about Owen and his situation.

Step 1.

Consider the following (also on the Student Worksheet):

Think about this: when he’s telling his story, Owen lists some pretty serious crimes that he’s committed … and yet, it could be suggested that we as the audience aren’t afraid of him. Why is that? We could start by considering what the film director shows us. For example: how are Owen's experiences shown to the audience by the director and how does that influence our view of Owen?

Directors use film techniques to influence the audience to see the subject of their film in a certain light, and everything we see on the screen is intentionally included. Considering that, let's explore some film techniques and their purpose and effect to find out a little more about how the film changes our (the audience's) understanding of Owen’s reasons for being homeless.

Step 2.

Students choose a film technique to investigate, and respond to the following on the Student Worksheet:

Define the film technique
Its intended effect
How is the technique used during Owen’s story?
What is the effect on the audience?
What are your thoughts on Owen’s reasons for homelessness and how does the film technique influence your opinion of him?

Students could start their research here: Film techniques Factsheet
Also, click here to read THE OASIS Cinematographer's Statement - it details some really interesting and in-depth insights into how the film was made and why it looks and sounds the way that it does.

Note: Given the observational nature of THE OASIS, the documentary's cinematographer could not always make constructed choices about mis-en-scene. Observational documentaries follow the subjects rather than placing them into locations. This in itself is worth reflecting on with your class. Highlight the background of the scenes in the film and ask students to discuss what they observe. You could also draw to student's attention the notion of authenticity and it relates to the background setting of each scene in THE OASIS.

Reflection/Homework

Students' initial research and exploration of the film techniques as they apply to how Owen's story is told in THE OASIS could be expanded and presented in a way that they choose. Some options:

Analytical essay - 500+ words.
Explanatory presentation: Use PowerPoint, Prezi or PowToon to present work.
Use screen shots from the film to create an annotated story board.
Write a quiz (with answers) for classmates.

Differentiated Learning

Extension: Students could read through the Cinematographer Statement and highlight the concepts that they are not familiar with, or require clarification on. They could then independently research the concepts and create a presentation using Prezi, Adobe Slate or alternate platform, and use their presentation to deliver some peer-to-peer learning.

Provisional Learning Support: A set of screen shots taken from the film (using the computer clipping tool, for instance) could be provided for students to annotate.

The Oasis - Using Film Techniques to Tell a Story

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