...Cinderella & Sleeping Beauty Once upon a time, most young girls grew up watching Disney’s classic princess films. Most of these films ended with the princesses marrying the prince and living happily ever after! For example “Cinderella” and “Sleeping Beauty” they are both princess that have evil villains trying to ruin them, but their stories are not the same. For example, they have different struggles, and how they overcome them. They both sing magically, but have different songs. They may be two of the most known princess in the world, but they also have many differences. However, in the end either the glass slipper fits, or true loves kiss wins. Cinderella and Aurora are two of the most beloved Disney princess of all time. How they got to be the most loved princesses is two completely different stories literally! Cinderella is a good-hearted girl, who is a servant in her own home to her cruel step-mother and two step-sisters because her father died at a young age. As Aurora is a kind hearted princess born into royalty. Although she is living with misfortune, as Cinderella, because and evil fairy named Maleficent curses her to die on sixteenth birthday. So Aurora is a more tragic story. However, Cinderella is a more hopeful and optimistic story that one day things will turn around. She dreams of a day that she will no longer be a servant in her own home. Her chance comes true when there is a ball at the castle, where the prince is looking for his future wife. With the...
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...Once upon a time there was a young, orphan girl who lived with her stepmother and stepsisters. She never received the love and care she deserved, her clothes became rags, she lived in attic, and functioned as the servant of the house. She was at her “family’s” demand. Nearly every person is familiar with this story; it is the classic Cinderella story. However, what if it had a slight twist? In the movie, Memoirs of a Geisha, young Japanese girl Chiyo is sold to an okiya. First, she lives as a servant girl where she is victimized. As time goes on, her life changes to one of a Geisha. With the classic Cinderella story as the outline for the movie, Memoirs of a Geisha has a slight twist to the well known plot. With this plot twist comes the exploration of societal gender roles. In her story, Chiyo exhibits multiple different characteristics; most are feminine, some are masculine. According the article by England et al (2011), popular culture adheres to gender norms. Therefore, a female character will exhibit more feminine...
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...Disney characters : the reflect of women's place in the society Walt Disney, under his real name Walt Elias Disney was born in 1901 in Chicago. He founded in 1923 the famous Walt Disney Company with his brother Roy as the Disney Brothers Studios. After three years, the studios take the name Walt Disney Company. Their first animated film came out in 1937 "Snow White" inspired by a famous children's story by the Brothers Grimm. Thereafter follow many animated films like Cinderella, Mulan, or Rebel. One of the most important question in recent years is : What image Disney returns with respect to the role of women and the role that women play in society in the twenty-first century? In fact, Disney is primarily a media and integrate media stereotypes and habits of society to which they belong in their history or animated movie. Disney is the reflects of the habit of society to which they belong in their history or their short films. Thus heroines like Snow White, Cinderella, Aurora are submitted to wish than others, especially men, have chosen for her. They are docile women who spend their time dreaming. They are always save by men from a evil spell and are submit to the will of men. Instead, the heroines of the late twentieth century are beginning to take their lives and rebel against the male authority . In the twenty-first century heroines are increasingly rebelling and advocate of feminist principles : women are the equals of men. This analysis allows us to see a marked increase...
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...Amber Falde Professor Harwood ENC 1102 8 October 2013 Positive influences of Disney Princesses While girls grow up they will look up to someone as a role model, whether it be a parent or a famous celebrity. These role models are only human; they make mistakes because they aren’t perfect. Young girls might see a famous celebrity that they look up to make bad choices and think that it’s ok whether it have to deal with sex, alcohol or drugs. By raising girls on the Disney princess movies, it gives girls a role model that is in a sense “perfect”. The princesses have been the same for 30 years and will stay the same for 30 more years. They are a role model that doesn’t change; there is no worry about them getting into abusing drugs or alcohol The Disney princesses teach girls the importance of family, friendship, acceptance and so much more. So why wouldn’t you want them to be a role model for your daughter? You have a guarantee that they won’t mess up like someone else could. A Disney princess shows the importance of family. In Beauty and the Beast we see Belle who trades her freedom to free her father and takes his place as the Beasts’ prisoner. By having Belle trade places with her father it shows that “Disney animated films contain strong messages about the importance of family relationships. Family members were often shown making sacrifices for one another, and putting their families’ well being before their own.” (Tanner 367) Even after Belle falls in love with the Beast...
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...are believed to be better both traditional and modern fairy tales are in somewhat way unsuitable for children. The early versions of fairy tales are not filled with the sanctified, altruistic images seen today but are filled with gory and sadistic images. In an attempt to understand these reasons for modifications of fairy tales we must understand the journey which the traditional writers took. Thomas O'Neil senior writer at the National Geographic and Maria Tartar the chair for program in Folklore and Mythology at Harvard University both go into details about the Grimm brothers lives and journey to becoming story tellers. The original writer's of the most popularized fairy tales are the Grimm brothers, they wrote fairy tales such as Cinderella, Snow White, Sleeping Beauty, Rapunzel among others. They wrote many of these stories for adult audiences specifically scholars and once it was realized that the stories were becoming more...
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...the question of racial self-representation, including examples of African-American and Asian-American examples. For instance, the problematic of “keeping it real” approach to rap and hip-hop black culture narrative clearly lacks objectivity. One of the first problems outlined by the critic is “the ever-narrowing slice of black ghetto street life.”1 More specifically, the author claims that “The black male street hustler/gang-banger and his friends, across various regions […] isn't the only reality to be told about black ghetto life.”2 These texts not only reflect one small part of the ghetto lifestyle but also makes it attractive by choosing specific events and behaviours to articulate. For example, looking at the previous citation, it is clear that the emphasis is put specifically on the criminal acts or sexual abuse of females. These two behaviours demonstrate physical power and domination. More serious issues,...
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...SETTING -- The time and location in which a story takes place is called the setting. For some stories the setting is very important, while for others it is not. There are several aspects of a story's setting to consider when examining how setting contributes to a story (some, or all, may be present in a story): a) place - geographical location. Where is the action of the story taking place? b) time - When is the story taking place? (historical period, time of day, year, etc) c) weather conditions - Is it rainy, sunny, stormy, etc? d) social conditions - What is the daily life of the characters like? Does the story contain local colour (writing that focuses on the speech, dress, mannerisms, customs, etc. of a particular place)? e) mood or atmosphere - What feeling is created at the beginning of the story? Is it bright and cheerful or dark and frightening? BACK TO TOP PLOT -- The plot is how the author arranges events to develop his basic idea; It is the sequence of events in a story or play. The plot is a planned, logical series of events having a beginning, middle, and end. The short story usually has one plot so it can be read in one sitting. There are five essential parts of plot: a) Introduction - The beginning of the story where the characters and the setting is revealed. b) Rising Action - This is where the events in the story become complicated and the conflict in the story is revealed (events between the introduction and climax). ...
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...Because Tessie Hutchinson in Shirley Jackson’s “The Lottery” possesses selfish and hypocritical qualities and Mathilde Loisel in Guy de Maupassant’s “The Necklace” exhibits a selfish and manipulative personality, they both live an uncomfortable life. To begin, Tessie Hutchinson displays an incredible amount of selfish and desperate acts in the town meeting. Jackson first introduces Tessie by making excuses on why she is late. Tessie speaks, "Clean forgot what day it was….Thought my old man was out back stacking wood…. and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running" (141; 8). A reader might suspect Jackson for implying that Tessie is often late the annual meeting. Some of the crowd mutters, “ ‘Here comes your, Missus, Hutchinson," and "Bill, she made it after all" (141; 9). Even her husband adds, “Thought we were going to have to get on without you, Tessie” (141; 9). The readers can infer that she knew about it because Old Man Warner replies, “Pack of crazy fools….There's always been a lottery" (142; 32). Additionally, Tessie starts acting up worse when her family is called. The reader begins to see her true state of nature. She bursts, "You didn't give him time enough to take any paper he wanted. I saw you. It wasn't fair!" (142; 46). Her fear for herself even throws her other family members in the way. Tessie erupts, “There's Don and Eva….Make them take their chance!” (143; 49). She continues, “It wasn't...
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...Disney and the American Princess: The Americanization of European Fairy Tales [pic] Marina Alexandrova Student number 3021874 MA Thesis, American Studies Program Utrecht University Course code 200401064 23943 words 12 August 2009 Contents Title page………………………………………………………………1 Contents……………………………………………………………….2 Introduction……………………………………………………………3 Chapter 1: European Fairy Tales and Values about Gender and Class………………………………………10 Chapter 2: Disney Animation and American Culture…………………24 Chapter 3: Disney Animation and (Gender) Commodification…………………………………………..55 Conclusion…………………………………………………………...73 Bibliography…………………………………………………………78 Introduction Among the various aspects which define contemporary life, popular culture – and in particular, American popular culture – is undoubtedly one of the most ubiquitous and long-lasting. Throughout the twentieth century, people around the world have enjoyed film, music, animation, and written works by various authors and artists. One of the most famous and significant American entertainers of the lot has been Walt Disney, introducing millions of children and adults to his world of limitless (or so is widely believed) imagination and magic, from the earliest short cartoons produced in the 1920s, to full-length feature animations such as Snow White and the Seven...
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...Disney Heroines and America: Yesterday and Today Haley Hayes English 311c Section 02 Movies reflect current American values. Symbols and signs of these shifting values creep into every aspect of the American people’s lives. The entertainment industry provides an example by depicting the powerful influence animated heroines have on cultural trends. In animation, the heroine archetype has come to mean the “ideal person”: a symbol of the qualities, attitudes, popular trends, and those socially acceptable norms which are the most desirable. Has the public brought this upon themselves by buying into the movie-madness scheme, which dictates how one should think, feel, and, in part, be? This introduces another interesting question: Does the shift in societal values affect the nature and content of animation, or do the values portrayed in animation and public’s willingness to be overpowered create these changes in American beliefs? Regardless of which comes first, analyzing a character is synonymous with analyzing the culture from which the character is spawned. These symbols in animation, unfortunately, don’t always depict America’s best values and more often than not are targeted at children. Truly, the influential impact of animation on children is most perfectly depicted in the famed Walt Disney Heroines. These Disney girls have come to reflect America’s ever-changing values and the evolution of its popular culture. Despite the public’s initial skepticism...
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...personality has different theories that explains the aspects of our personality, the theories are the followings, trait theories, psychoanalytic theories, behavioral theories, humanist theories and personality disorder, the main theory that I’m going to concentrate on is personality disorder. (Boreree,2006 para 24,25,26,27,28 ) talked about the underlining mechanics of the theory the key of the concept is the epigenetic principle, that we develop true predetermine serious of the stages, and always our earlier successes in our earlier stages will effect or impact our success in our future stages. Each stage involved development tasks or crisis to psychosocial in nature, in crisis are refer by two terms that is the opposite of each other, example: identity vs. confusion, trust mistrust. Each stage has optimal time until the person is ready to accomplish that stage, no one can force...
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...From How to Read Literature Like a Professor Thomas C. Foster Notes by Marti Nelson 1. Every Trip is a Quest (except when it’s not): a. A quester b. A place to go c. A stated reason to go there d. Challenges and trials e. The real reason to go—always self-knowledge 2. Nice to Eat With You: Acts of Communion a. Whenever people eat or drink together, it’s communion b. Not usually religious c. An act of sharing and peace d. A failed meal carries negative connotations 3. Nice to Eat You: Acts of Vampires a. Literal Vampirism: Nasty old man, attractive but evil, violates a young woman, leaves his mark, takes her innocence b. Sexual implications—a trait of 19th century literature to address sex indirectly c. Symbolic Vampirism: selfishness, exploitation, refusal to respect the autonomy of other people, using people to get what we want, placing our desires, particularly ugly ones, above the needs of another. 4. If It’s Square, It’s a Sonnet 5. Now, Where Have I Seen Her Before? a. There is no such thing as a wholly original work of literature—stories grow out of other stories, poems out of other poems. b. There is only one story—of humanity and human nature, endlessly repeated c. “Intertexuality”—recognizing the connections between one story and another deepens our appreciation and experience, brings multiple layers of meaning to the text, which we may not be conscious of. The more consciously...
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...influential tragedies in the English language, with a story capable of "seemingly endless retelling and adaptation by others." The play was one of Shakespeare's most popular works during his lifetime It has inspired writers from Goethe and Dickens to Joyce and Murdoch, and has been described as "the world's most filmed story after Cinderella". Shakespeare based Hamlet on the legend of Amleth, preserved by 13th-century chronicler Saxo Grammaticus in his Gesta Danorum as subsequently retold by 16th-century scholar François de Belleforest. He may also have drawn on or perhaps written an earlier Elizabethan play known today as the Ur-Hamlet. He almost certainly created the title role for Richard Burbage, the leading tragedian of Shakespeare's time. In the 400 years since, the role has been performed by highly acclaimed actors and actresses from each successive age. Three different early versions of the play are extant, the First Quarto, the Second Quarto, and the First Folio . Each version includes lines, and even entire scenes, missing from the others. The play's structure and depth of characterisation have inspired much critical scrutiny. One such example is the centuries-old debate about Hamlet's hesitation to kill his uncle, which some see as a mere plot...
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...OLD ENGLISH LITERATURE • Palaeolithic nomads from mainland Europe; • New inhabitants came from western and possibly north-western Europe (New Stone Age); • in the 2nd millennium BC new inhabitants came from the Low Countries and the middle Rhine (Stonehenge); • Between 800 and 200 BC Celtic peoples moved into Britain from mainland Europe (Iron Age) • first experience of a literate civilisation in 55 B.C. • remoter areas in Scotland retained independence • Ireland, never conquered by Rome, Celtic tradition • The language of the pre-Roman settlers - British (Welsh, Breton); Cornish; Irish and Scottish Gaelic (Celtic dialect) • The Romans up to the fifth century • Britain - a province of the Roman Empire 400 years • the first half of the 5th century the Angles, Saxons, and Jutes (N Germany, Jutland) • The initial wave of migration - 449 A. D. • the Venerable Bede (c. 673-735) • the Britain of his time comprised four nations English, British (Welsh), Picts, and Scots. • invaders resembling those of the Germans as described by Tacitus in his Germania. • a warrior race • the chieftain, the companions or comitatus. • the Celtic languages were supplanted (e.g. ass, bannock, crag). * Christianity spread from two different directions: * In the 5th century St Patrick converted Ireland, in the 7th century the north of England was converted by Irish monks; * in the south at the end of the 6th century Aethelberht of Kent allowed the monk Augustine...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF G EORG E B E R N A R D S HAW ’S PYGMALION By LAURA REIS MAYER BUNCOMBE COUNTY SCHOOLS, ASHEVILLE, NORTH CAROLINA S E R I E S E D I T O R S JEANNE M. MCGLINN, Ph.D., University of North Carolina at Asheville and W. GEIGER ELLIS, Ed.D., University of Georgia, Professor Emeritus 2 A Teacher’s Guide to the Signet Classics Edition of George Bernard Shaw’s Pygmalion TABLE OF CONTENTS An Introduction .......................................................................................3 Synopsis of the Play .................................................................................3 Prereading Activities .................................................................................6 During Reading Activities ......................................................................13 After Reading Activities .........................................................................21 About the Author of this Guide .............................................................29 About the Editors of this Guide .............................................................29 Full List of Free Teacher's Guides...........................................................30 Click on a Classic ..................................................................................31 Copyright © 2007 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email academic@penguin.com or write...
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