Content
The content of this unit will be explored through the introduction of the character Mulan. Students will dive into a series of topics that will create a connection with China through the experience of learning about Fa Mulan, connecting students with the past through pathways other than just reading a book and collecting facts. Students will pose the following questions: Who is Mulan? Where is she from? What is that place like? Why is her story important? How is her story told?
Students will be introduced to Mulan as a young woman who doesn’t fit into the conventional models of how women are expected to behave in ancient China. She is expected to bring honor to her family by fulfilling her role as an obedient and dutiful daughter by getting married and becoming a good wife. She has difficulty with the ideals and principles that go along with being matched and wedded. Her story is set during a time of war in her country. Soldiers are being drafted from each family in her village. Every household must send one male to serve in the Emperor’s army. Her father is ailing and old, but he will not dishonor his family by refusing to serve. When she finds out that her aging father is going to enter the army and go off to war, Mulan cuts her hair, dresses in her father’s old uniform, and takes his place in the army. She disguises herself as a male cousin who will represent their family’s household.
First students are asked to listen to the reading of The Ballad of Mulan. They are asked to discuss in groups what kind of person they believe Mulan to be. By participating in this discussion they are building a connection with the character long before they see the film. They are then asked to come up with one question each that they would ask Mulan if they had the opportunity to meet her. This process can also be modified for students by giving each student a prepared question on an index card. These inquiries can address a multitude of concerns, for example: Why doesn’t Fa Mulan want to get married? Was she was afraid to be a soldier? Students may come up with their own theories that answer these questions. Because these things are not defined in the story students are free to imagine the answers. This approach to question and answer discussion is the first breath of life for the creative writer as well as the analytical thinker. This Socratic Method is a form of inquiry and discussion between individuals, based on asking and answering questions to stimulate critical thinking and to illuminate ideas. It is a no pressure approach to thinking about the character and content based solely on what is omitted from the text and what they are curious about as learners. This is not done to test comprehension or understanding: it is an exercise in imagination that builds confidence and extends permission to voice a thought without fear of humiliation or condemnation. It builds trust between the students and their peers as well as the teacher, creating a learning environment that values all opinions and encouraged participation by every student.
The question of where Mulan is from is understandable to students, as their introduction to her as a character pays mention to her Asian origins. This topic allows me as a teacher to provide students with a deeper understanding of the place in which Mulan lives. They are connected to this character and seek to know more about her as a person and they are instinctively intrigued to see if any of the theories assumed in the introductory lesson will prove to be true. This is the time that I am able to give students background knowledge related to the culture of China. I am required by my state learning standards to instruct on the subject of inventions and contributions of ancient China. Students will learn of the many discoveries of these ancient people, as they are responsible for the invention of gunpowder and fireworks that are still used today by people all over the world. Students are expected to know about the invention of the compass that was made from loadstone found in China. Loadstone was a naturally magnetic mineral, prized by the Chinese and used as wedding rings. It was believed to bring good fortune. Its magnetic properties when combined with a brass plate automatically point south and so were used as the first compass. The contributions of ancient China also include the invention of paper: it was the first country to develop a papermaking industry and process. Along with the kite, noodles and silk, China takes the credit for many other important discoveries. Helping students understand and identify the valuable accomplishments of this culture is central to students’ achieving the goals of this unit. We will be using Mulan as a vehicle for identifying this ancient civilization (China) and for analyzing how that civilization is portrayed in film.
Students will also view photo images related to the aesthetic characteristics of China. Allowing students to see the architecture, landscape, clothing and people of China will increase the visual impact of the film on students, as it will be observed through the knowing eyes of students that have now been exposed to the many aspects of this Asian culture. This prerequisite prepares students to engage in film analysis that is significant. Students will review and respond to the touchstones that are typical of the landscape. Most areas are represented as gardens with small architectural buildings or walls. The land is often represented in art as including rushing water, trees, flowers, and mountains. The people of China are depicted wearing heavily ornamented clothing and having the physical appearance of fair skin and straight black hair. Their clothing is described as a cross collar shirt that is fastened to the right. This unique style was accompanied by pants and a long robe for men, and a skirt and long robe for women.
The traditions of this culture manifest themselves through a belief system that is steeped in symbolism. Many of these symbols --from the yin-yang, half black half white circular image, to the large and gilded images of dragons--have traditional representations that are revered and shared by this entire culture. The theme of good fortune is one that is closely tied to many of these symbols. It is believed that it provides protection as well as good luck. The symbol of the dragon is held in high esteem, as it is believed to be powerful and good. The dragon is a cherished symbol of the people. The same is true of the color red that is a favorite hue among the Chinese people. The idea of good luck is also represented in this color.
The traditions and social structures of Chinese culture are also built on the ideals and principles of honor. Respect for one’s parents and elders have been the foundational element of Chinese culture for thousands of years. The respect for family and ancestry is also an important aspect of their behavior and beliefs, due to the widely held belief that ancestors possess supernatural powers that enable them the ability to protect the living. Asking and addressing the question of where Mulan is from develops a connection with her culture. Although this method of learning about China is directly related to the individual Fa Mulan, students feel as though they are learning more about her as person. Providing students with details about her homeland in this manner is a less rigid presentation of the inventions, aesthetics and traditions of China, one that reaches below surface learning. As the unit progresses, the students will continue to explore and question what they need to know about Mulan and why her story is important.
Just as children from America are familiar with the stories of the “Three Little Pigs” and “Little Red Riding Hood,” children of China are familiar with the tale of Fa Mulan. This story has been shared for hundreds of years and is still shared to this day. The legend of Mulan is an important story to boys and girls who are inspired by her bravery. Mulan, the name that means flower, empowered herself to do things that girls were not permitted to do during ancient times. Students need to understand the significance of this narrative as well as how her story is told.
It is essential that students are aware of the many ways that a story can be told. Students will become acquainted with the array of mediums that can be used to communicate this tale. To look at just one form of conveying this story, in my opinion, would be insufficient. It is only fair to share the original folktale as it is told in China before introducing the more Americanized film version produced by Disney. This text is the standard by which students will compare and contrast the film Mulan. It is important to point out that film requires more than a passive attitude towards the content. There is more that is involved in understanding and analyzing the pieces of a film. Students should think of viewing a film in the way that a movie critique would do, paying close attention to elements such as setting, aesthetics, and sound. These factors make a major impact on the feeling and style of the film.
The legend that is The Ballad of Mulan is retold in cinematic form, as a Disney animated film simply titled Mulan. Teaching students how to dissect a film develops depth of understanding of people, places, events and time periods. Furthermore, fostering the understanding of how individual elements of a story impact each person’s interpretation of that story. This is evident when modeling how students participate in being active viewers of film. The function of this activity is to help organize the viewing process by targeting the students’ areas of focus in the film. Teachers must be careful to provide structured objectives for viewing the film. Even if this framework is provided, students will still interpret the film in different ways. The film addresses several aspects of life in ancient China: aesthetics, customs, and honor. The integration of film into this unit permits the observation of the many aspects of Chinese culture collectively. They will be able to glimpse at life in China through the eyes and experiences of the lead characters of Mulan. The film serves the specific purpose of reinforcing the understanding of custom, characteristics, and their visual aspects that students need to be able to identify. The question of how accurately the film represents China is at the core for assessing the student’s mastery of understanding.
The field of focus for my students will be provided in a framework that defines the terms setting, aesthetics, and sound. Prior to viewing the film, students will participate in group discussion related to these aspects of the film. Each class period we will target one of these cinematic elements to be discussed, allowing for thirty to forty minutes of viewing, followed by ten to fifteen minutes of discussion.
The depiction of China as the setting starts with the credit sequence. The opening of the film is set in motion by black ink that bleeds into a background, becoming a line drawing of the landscape of China. This image appears on the screen as if being painted by an artist, exhibiting the silhouettes of trees, mountains, and clouds in a fluid movement that is slow and peaceful. The final image is of the Great Wall of China, which is superimposed by the fully animated representation of the Great Wall. The image of this structure is held on the screen, shadowed by the covering of night. This scene creates the setting in which the story takes place, along the Great Wall. The cry of a hawk and the organ-like tone we hear once the bird swoops into the scene add to the anticipation that something frightful is about to happen. The sound builds with the sound of tubas and drums that beat slowly and then increase in speed, adding to the drama, action, and suspense of this scene.
It is suggested that Mulan lives in a large family home and the farm animals and gates suggest that they reside in the country. The gardens outside their home display clusters of green trees that frame a red architectural structure with the visual characteristics of a temple. The film follows Mulan through her village, where we notice that the streets are dirt roads lined with markets and shops. The sounds and music that permeate this scene introduce Mulan with energetic and upbeat music, peppered with the sounds of the animals and a dog. The sounds evoke the thought that Mulan lives a happy life with her family.
The setting of this film is the complete landscape of China. The landscape includes all outdoor areas in the film, from the snowy mountains to the streets of town to the emperor's palace. These aestheticized scenes provide a beautifully illustrated backdrop for the story. The flowers and fauna illustrated in the film depict the beauty of nature found in this region. The pink flowers in Mulan’s yard fill the frame of the scene, as a close-up focuses on the blossoms on the tree. During the staging of this scene Mulan’s father tries to comfort her after an unsuccessful appointment with the matchmaker. When the father uses the flower imagery to compare the bud that has not yet blossomed to Mulan, he is reassuring her that he cares for and supports her. He is also reassuring her that with time and patients she will also bloom.
The music and especially the songs in the film act as part of the narrative of the story. Usually it is the voice in a character’s head as it expresses thoughts and beliefs that are not verbalized in the film script. The songs are important because the lyrics explain in detail how characters feel and think. The songs are sung by groups of characters as well as by individuals, thus adding another dimension to the scenes. Disney animated films are usually musicals. It is important that students are encouraged to interpret the lyrics found in the songs. These poetic verses are another method of storytelling and should not be overlooked.
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