Informative speech Essay

October 20, 2017 March 26th, 2018 Sociology

The Effects of Disney Films

Specific Purpose: To inform my audience about the different stereotypes Disney portrayed in their films. Cardinal Idea/Thesis Statement: Different types of stereotypes in Disney films consequence children’s position on gender functions.


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I. When you wish upon a star ; makes no difference who you are… . Or does it? If you recognized this authoritative Disney vocal. that means you grew up watching Disney during your childhood.
II. The Disney film franchise has been bring forthing films for many old ages now. The Walt Disney Studios Company began in 1923 in Los Angeles. Around 1937. Disney became celebrated for their making the first full-length animated characteristic ( Walt Disney Studios ) . The first full-length alive characteristic was Snow White and the Seven Dwarfs.
III. I chose to make this subject because I write a paper in my Sociology category based on film called “Mickey Mouse Monopoly” . This film talked about the different stenotypes that occurred in celebrated Disney movies that people were incognizant about when turning up.
IV. This subject is relevant because it informs people about the different stereotypes that occurred in Disney movies. Which can convey consciousness to people so it would non impact a child’s or an adult’s position on how they view a peculiar individual or group.
V. Many grew up with the Disney films. their tricky vocals and fantasises about a particular prince or princess. In the article. “The portraiture of older characters in Disney animated movie. ” . the writers stated. “Disney movies are passed along from parent to child. which introduces each new coevals new values. beliefs. and attitudes…” ( Robinson. Tom 206 ) . While Disney films brought positive messages for kids to larn ; it besides portrayed negative effects in the society. Disney movies supported different stereotypes and societal stigmas that subsequently effected children’s position on society from childhood through maturity ; peculiarly misss. In today’s society there are a batch of different definitions on how people view gender types. I am traveling to speak about the different stereotypes that occurred in Disney films.


I. Disney movies characterized female stereotypes and male stereotypes.
II. Stereotypes are an thought or the image of a peculiar type of individual or thing. which can impact a children’s position in the society.

A. Womans are portrayed as rich princesses to transport the image of looking like a Barbie doll. Womans are even portrayed as evil-step female parents. or even hapless retainers. Regardless they ever need a adult male ; either they need a prince or a father figure to salvage their lives.

  • 1. For illustration. if you take a expression at Pocahontas. Cinderella. Belle. or Jasmine you will see that they are beautiful females. They all portion the similar traits of a perfect. bantam waist. and immense chests. Harmonizing to the article “Images of Gender. Race. Age. and Sexual Orientation in Disney Feature- Length Animated Films. ” the writer Towbin mentioned that one of the common features to a female Disney character was “a women’s visual aspect is valued more than her intellect” ( Towbin. Mia Adessa 2004 ) .
  • 2. Princess Ariel who was a mermaid traded her voice for her love Prince Eric. When she was in problem she needed her male parent to deliver her from the evil enchantress. Even when you sit and think about the whole Little Mermaid narrative ; you would see that her lone end was to happen her prince and marry him. a. The lone function that adult females play is either the beautiful princess. or the evil wicked enchantress.

B. When you watch princess films you will see that males are merely every bit stereotyped as the females. Work force are made to be tough. strong. and sometimes opprobrious. 1. In the article. Gender Role Portrayal and the Disney Princesses. the writer wrote about the different masculine features that Disney movies portrayed. Some of the features were brave. self-asserting. unemotional and physical strong. ( England. Dawn 2011 ) . a. In Aladdin. he was portrayed as a fearless adult male. He was able to contend off a immense serpent with merely a blade and was able to get the better of twelve of bad cats. B. In Beauty and the Beast. we remember that the Beast was opprobrious towards Belle and Gaston merely objectified her. He was attracted her because of her beauty. and discouraged he thought of her reading. What sort of message are we learning kids?

III. The different stereotypes that were portrayed in Disney movies had an affect on kids during their childhood.

  • 1. Harmonizing to the Kaiser Family Foundation Report ( 1999 ) . kids watches an norm of 2 to 5 hours of telecasting per twenty-four hours.
  • 2. Disney makes most of their characters so attractive to immature misss that they want to be like them in every manner. a. They feel as if they must hold perfect organic structures like the princesses by have oning fashionable and expensive vesture. B. If a kid sees a character that they like. they might stop up taking to copy that character’s visual aspect. behaviour and their actions. c. “Little Girls of Little Women? The Disney Princess Effect. ” written by Stephanie Hanes. negotiations about how small misss are losing their sense of imaginativeness. Alternatively of them running in the back pace they are now have oning frocks to seek to do themselves look reasonably ( Haynes. Stephanie 2012 ) . Disney movies can non merely impact your childhood. but it can besides impact your maturity.

IV. The stereotypes that occurred in Disney movie can besides impact a individual during their maturity. The characters portrayed in Disney movies create these false political orientations of what adult females should turn up to be. 1. In the films. the princesses are ever paired with princes that live in palaces. The films tend to overstate the prince and princesses’ matrimony. a. Some adult females learn to presume that relationships are all about love at first site. B. Womans tend to acquire disappointed when they find out that their adult male does non instantly fall in love with them like in the Disney Princess films. 2. Womans tend to idolise a peculiar character from their childhood and copy their visual aspects or their behaviour. a. For illustration. when you see Ariel’s organic structure. adult females tend to believe that their organic structures should look like hers. B. Which leads them in traveling in serious diets or even holding eating upsets.

Passage: The Disney Classic movies that we grew up with perpetuate more than a storybook stoping. These movies use subliminal messaging that sends false images of the universe based on stereotypes that their characters are based on. These images non merely learn kids the incorrect thing. but they teach them ideals that they carry on through maturity.


I. In decision. Disney Movies played an of import function in our childhood lives.
II. Disney Films portrayed different stereotypes that non merely affected our childhood. but besides our grownup goon.
III. So when you watch another Disney Film. retrieve is non existent.

England. D. . Descartes. L. . & A ; Collier-Meek. M. ( 2011 ) . Gender Role Portrayal and the Disney Princesses. Sexual activity Roles. 64 ( 7/8 ) . 555-567. doi:10. 1007/s11199-011-9930-7

Hanes. Stephanie. “Little Girls or Small Women? The Disney Princess Effect. ” Christian Science Monitor ( 2011 ) : n. pag. Academic Search Complete. Web. 14 Oct. 2012.

Kaiser Family Foundation. ( 1999 ) . Kids and media at the new millenary. Retrieved April 18. 2003. from World Wide Web. kff. org.

Robinson. T. . Callister. M. . Magoffin. D. . & A ; Moore. J. ( n. d. ) . Retrieved from hypertext transfer protocol: //www. sciencedirect. com/science/article/pii/S0890406507000047

“The Walt Disney Studios- History. ” The Walt Disney Studios- History. Disney. n. d. Web. 07 Dec. 2012.

Towbin. Mia Adessa. et Al. “Images of Gender. Race. Age. and Sexual Orientation in Disney Feature-Length Animated Films. ” Journal of Feminist Family Therapy. 15:4. 2004. p. 19-44.


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