In preparation for the actual writing/creating of your final project, you will submit a project proposal accompanied by an annotated bibliography of at least four scholarly sources. The proposal itself is a concise statement of 250-500 words that describes: a) your topic of study; b) the question(s) on which you will focus; c) the methodologies you plan to utilize; and d) the direction(s) toward which your research and analysis will point.

QUESTION

1) Proposal

In preparation for the actual writing/creating of your final project, you will submit a project proposal accompanied by an annotated bibliography of at least four scholarly sources.

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In preparation for the actual writing/creating of your final project, you will submit a project proposal accompanied by an annotated bibliography of at least four scholarly sources. The proposal itself is a concise statement of 250-500 words that describes: a) your topic of study; b) the question(s) on which you will focus; c) the methodologies you plan to utilize; and d) the direction(s) toward which your research and analysis will point.
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The proposal itself is a concise statement of 250-500 words that describes: a) your topic of study; b) the question(s) on which you will focus; c) the methodologies you plan to utilize; and d) the direction(s) toward which your research and analysis will point.

The most difficult and important part of writing a proposal is the selection of a suitable topic. The following excerpt from Worlds of Music is helpful in this regard:

A topic is more than just a subject. It is a subject viewed from a particular angle, from a certain perspective, and with a limited goal in mind. “The Jewish cantor” is an example of a subject, something to investigate. “Musical training of Jewish cantors in New York City” is a topic. The cantor is viewed from a special perspective: his training. You want to understand what the training is and what the results are. Another example of a subject is “the Outlaws, a local country music band.” A topic that involves the band might be “gender and gender roles in the music of the Outlaws, a local country music band.” Here the focus is on the band members’ attitudes, interactions, lyrics, social scene, and so forth. By themselves, subjects cover too much ground. Topics focus your attention on specific questions that will help you organize the information you collect (Titon, 507-8).[1]

2) Annotated Bibliography

The annotated bibliography offers you the chance to survey and digest a portion of the critical tradition connected to your topic. As you read articles and books, take notes so that you will have a quick reference guide when it is time to incorporate criticism into your own paper. You are not required to respond to each article in your paper, but you will want to make clear how your arguments build on, agrees, or disagrees with at least a couple of the critical positions you have read. You will also want to pay close attention to how each article/book you read constructs its problems, thesis, and support, as these texts will provide useful models once you begin working on your own papers.

The annotated bibliographies for your proposals must include at least four scholarly sources (see “Scholarly sources” for what sources count), only one of which may be taken from the class reading list.

Bibliographical Information should follow MLA. Sources should be listed alphabetically by the author’s last name; everything should be double-spaced.

Annotations should be 3-5 sentences long. The following format is recommended:

State the problem, text, musical culture, or musical activity that the author discusses (1 sentence).

State the author’s thesis (1 sentence).

Summarize the methodology and supporting arguments (1-3 sentences).

Please find the 4th scholarly source.

I want to investigate in Western interpretations/Cultural appropriation and representation using few songs (2) in Mulan and The Lion King. How Disney uses songs to play into certain stereotypes.

Topics including

Western deception gender inequatlity(Mulan). misrepresentation of asian and african communities and cultures (Both)

Where are the songs come from? Composer or borrowed or imitating others?

Asian women are represented in western cinema, theatre (exampes: Miss Saigon, madam butterfly)

This kind of representation can also be seen in other art forms, connected to other scholar

ANSWER

Cultural Appropriation and Representation in Disney’s “Mulan” and “The Lion King”: A Critical Analysis of Songs

Introduction

Disney films have long been cherished for their captivating storytelling and memorable songs. However, beneath the surface, these films often reflect complex issues related to cultural appropriation and representation. This essay aims to critically analyze the songs in Disney’s “Mulan” and “The Lion King,” exploring how they contribute to Western interpretations and perpetuate certain stereotypes. Specifically, we will examine the misrepresentation of Asian and African communities and cultures, as well as the gender inequality prevalent in “Mulan.” By investigating the origins of these songs, their composers, and their connections to other art forms, we can shed light on the broader implications of these portrayals.

Western Interpretations and Cultural Appropriation

In both “Mulan” and “The Lion King,” Western interpretations play a significant role in shaping the depiction of Asian and African cultures, respectively. The songs within these films often reflect cultural appropriation, where elements of these cultures are adopted by Western creators without proper understanding or respect (Anjirbag, 2018). By analyzing the lyrics, musical styles, and visual representations of these songs, we can identify instances where cultural appropriation occurs and examine the implications it has on perpetuating stereotypes.

Misrepresentation of Asian and African Communities and Cultures 

The songs in “Mulan” and “The Lion King” also contribute to the misrepresentation of Asian and African communities and cultures. Through lyrical content, musical motifs, and visual imagery, certain stereotypes are reinforced, distorting the authentic diversity and complexity of these cultures (Letaief, 2018). By scrutinizing specific examples, we can unpack the ways in which these misrepresentations occur and discuss their impact on shaping societal perceptions.

Gender Inequality in “Mulan”

Within “Mulan,” a prominent theme is gender inequality, and the songs play a crucial role in highlighting this issue. By examining the lyrics, melodies, and character dynamics in songs like “Reflection” and “I’ll Make a Man Out of You,” we can analyze how gender stereotypes and traditional norms are reinforced or challenged. This exploration will shed light on the complexities of gender representation in Western cinema and theater, specifically regarding Asian women.

Connections to Other Art Forms and Scholarly Perspectives 

The kind of representation observed in “Mulan” and “The Lion King” is not limited to Disney films alone. Similar patterns can be found in other art forms, such as theater productions like “Miss Saigon” and operas like “Madam Butterfly.” By connecting the scholarly perspectives and critiques of these art forms to our analysis of the Disney films, we can draw broader conclusions about the prevalence and impact of cultural appropriation and misrepresentation across different cultural mediums (Full Text of “Independent , 1999, Ireland, English,” n.d.).

Conclusion 

Through a critical analysis of the songs in Disney’s “Mulan” and “The Lion King,” this essay has illuminated the ways in which Western interpretations, cultural appropriation, and misrepresentation are perpetuated. By examining the origins of these songs, their connections to other art forms, and the themes of gender inequality, we gain valuable insights into the complex dynamics between popular culture, representation, and the societies in which they exist. It is crucial to foster a more nuanced and inclusive understanding of diverse cultures, promoting authentic representation and avoiding harmful stereotypes in our artistic creations.

References

Anjirbag, M. A. (2018). Mulan and Moana: Embedded Coloniality and the Search for Authenticity in Disney Animated Film. Social Sciences, 7(11), 230. https://doi.org/10.3390/socsci7110230 

Full text of “Independent , 1999, Ireland, English.” (n.d.). https://archive.org/stream/Independent1999IrelandEnglish/Apr%2015%201999%2C%20Independent%2C%20%233897%2C%20Ireland%20%28en%29_djvu.txt 

Letaief, R. (2018). Stereotypes in Disney’s Classics : A Reflection and Shaping of American Culture. Flm. https://www.academia.edu/37432261/Stereotypes_in_Disneys_Classics_A_Reflection_and_Shaping_of_American_Culture 

 

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