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Music composition essay
Music composition essay
Music composition essay
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"Burn" is a show tune composed by Lin-Manuel Miranda. He first revealed the very beginnings of the musical at a white house poetry reading. The show was the revealed to the public in the summer of 2015 and it's popularity skyrocketed. Other songs written by Lin-Manuel Miranda are: "It's Quiet Uptown," "How Far I'll Go" and "We Know the Way." "Burn" is written in first person point of view. The fourth stanza holds a couplet and an alliteration. "You and your words flooded my senses/ Your sentences left me defenceless" and "You built me palaces out of paragraphs."Is an example of alliteration with the repetition of the 'P' consonant sound. Repetition is used when the word "Burn" is repeated. Phillipa Soo alludes to the story of Icarus in the line "You have married an Icarus/ He has flown too close to the sun." In the song Lin paints a picture of the romantic hopes of Eliza as Alexander tears those dreams apart by publishing his own affair. You can just picture all of the beautiful hopes and dreams being burned with the hatred Alexander instilled in her. This can also be called imagery. The musical …show more content…
"Hamilton" was first debuted in it's early stages at the white house's poetry night on May, 12, 2009 as "The Hamilton Mixtape." (Wikipedia) Born in 1980 in New York City, Lin-Manuel Miranda developed a devotion to musical theater and hip-hop before attending Wesleyan University. He wrote and starred in the Tony-winning 2008 musical In the Heights before working on additional Broadway productions and making screen appearances. Inspired by reading Ron Chernow's biography of Alexander Hamilton, Miranda eventually developed the musical Hamilton, a groundbreaking work that tells the story of the U.S. Founding Father with hip-hop/R&B musical forms and a black and Latino cast. With Miranda in the titular role, the production was a phenomenal success commercially and critically, winning the Pulitzer Prize and 11 Tony Awards in 2016. In 2017, Miranda was nominated for an Oscar for composing the song "How Far I'll Go" from the animated film Moana (bio.com). News Article "The Women of 'Hamilton'" Lin-Manuel Miranda’s rightfully lauded hip-hop musical “Hamilton,” which has just opened on Broadway after a smash run at the Public, is about many things, among them men: how they fight, write, rule, and duel. There’s some strange comfort, in this age of Washington gridlock, in seeing the birth of the nation recast as a series of rap battles straight out of “8 Mile,” with Hamilton, Jefferson, and Burr’s egos clashing as sharply as their ideals. It’s fitting that the musical opened on the same night as the first Republican primary debate: ten men who desperately need to bust a rhyme. The musical is also about history and how it gets told—in Miranda’s refrain, “who lives, who dies, who tells your story.” That, most often, is where the women come in, and they come in strong.
In a musical about Founding Fathers, Miranda has placed a pair of vividly imagined female characters, played by the dynamite performers Renée Elise Goldsberry and Phillipa Soo, with an assist from Jasmine Cephas Jones. The three actresses appear early in Act One, as the Schuyler sisters, Angelica, Eliza, and Peggy: daughters of Philip Schuyler, the Revolutionary War general and later U.S. senator from New York. In Miranda’s version, they look like society women in bustles but sound like a Destiny’s Child-esque R. & B. girl group. After sampling the newly written Declaration of Independence—“We hold these truths to be self-evident, that all men are created equal”—Angelica
raps: “And when I meet Thomas Jefferson … I’m a compel him to include women in the sequel!” As Angelica, the incandescent Goldsberry makes it clear that she could rap Jefferson under the table if she got the chance: all that holds her back is a woman’s place in the world. Of course, the “sequel,” in the form of the Nineteenth Amendment, wouldn’t come for another hundred and forty-four years. But, soon enough, we’re on to matters of the heart. Hamilton (Miranda) falls in love with Eliza (Soo), who is more demure than Angelica. At their wedding, Angelica proposes a toast, and the scene freezes as we enter her inner thoughts. The song that Angelica then sings, “Satisfied,” has knocked me senseless each time I’ve seen it, both because of Miranda’s cunning construction and because of Goldsberry’s motor mouthed delivery. We rewind to the flirtatious moment when Angelica met Hamilton; it’s electric, she tells us, like “Ben Franklin with a key and a kite.” Angelica and Alexander are equals in wit, but not in status, and she is well aware of her station and its demands: “I’m a girl in a world in which My only job is to marry rich. My father has no sons so I’m the one Who has to social-climb for one …” Even as Angelica’s verbal dazzle is on display, so is her pragmatism: the best that her eloquence can get her is a wealthy husband. Knowing that Hamilton is penniless, she reasonably assumes that what he’s after is her social status. Despite their mutual attraction, she passes him off him to Eliza, who is just as smitten. As Angelica navigates her conflicting emotions—regret, yearning, and some solace in the fact that Hamilton will be close by—we return to the wedding toast, now fraught with irony. Angelica’s unquenched desire for her brother-in-law has become her destiny. As musical storytelling, it’s a tour de force. Hamilton’s personal life gets even juicier in Act Two. Now married to Eliza but intellectually bonded with Angelica through their letters, he meets one Maria Reynolds, a married woman with a sob story and bedroom eyes, and gets caught up in an affair-cum-extortion-plot. As written by Miranda and performed by Cephas Jones, Maria isn’t much more than an archetypal femme fatale—sort of a sultry Rihanna type—and, while the show doesn’t let Hamilton off the hook, he comes across more as a dupe than as an adulterer. In any case, the Reynolds affair, which blows up Hamilton’s political career, along with his marriage, is more fuel for the complicated saga of the Schuyler sisters. Angelica rushes home from England to comfort her sister, and Eliza sings a fearsome anthem, “Burn,” taking revenge on Hamilton by destroying their correspondence—which Miranda cleverly casts as a self-aware historical act: I’m erasing myself from the narrative. Let future historians wonder How Eliza reacted when you broke her heart. Surely Miranda is poking fun at his own lack of primary sources when it came to dramatizing this moment in the Hamilton's’ marriage. But in embracing the enigma the song points to the larger problem of women’s history: the public records are thinner, the milieu is mostly domestic, and there’s more need for speculation. What was Eliza really thinking? Was burning her letters the only act of personal agency she had left? The finale brings the theme of storytelling to a crescendo. Hamilton has fatally lost the duel with Burr, and the characters return to size up Hamilton’s legacy. The last verse—unexpectedly, and powerfully—belongs to Eliza, who survived her husband by a whopping fifty years. How did she use them? “I put myself back in the narrative,” she tells us—interviewing soldiers who fought with Hamilton, raising funds for the Washington Monument, and establishing the first private orphanage in New York City. Most crucially, and with Angelica’s help, she sorts through Hamilton’s papers and helps secure his legacy, much as Miranda is doing with his musical. In the show’s final moment, he motions Eliza to the lip of the stage, where she steps beyond him and takes the light. The last image we see is of her awestruck face, gazing out into some blissful beyond. Is it a feminist ending? Almost. The notion that men do the deeds and the women tell their stories isn’t exactly Germaine Greer-worthy. (Look at the history-making women being considered to replace Hamilton on the ten-dollar bill.) But, in placing Eliza front and center, Miranda is reinforcing his overall project, which is in part to displace the founding story as the province of white men. By setting the tale in a hip-hop vernacular, acted entirely by people of color (King George III is the only main character played by a white actor), Miranda is reclaiming the American story that got told—and still gets told, on currency, in statues, and in textbooks—for the people whom history habitually forgets. As a Latino working in the Broadway theatre, he knows the importance of who tells the story, and how. And, by implicitly equating Eliza’s acts of narration with his own, he’s acknowledging the women who built the country alongside the men. You’re left wondering whether the “Hamilton” of the title isn’t just Alexander, but Eliza, too. - The New Yorker Opinion goes here Phillipa Soo plays the title role in the 2017 Broadway musical adaptation of Amélie. Soo received a 2016 Tony nomination for her Broadway debut as Eliza in Lin-Manuel Miranda's gargantuan hit Hamilton, a role she originated off-Broadway at the Public Theater. Soo also starred as Natasha in the off-Broadway run of the immersive musical Natasha, Pierre and the Great Comet of 1812. Her other stage credits include A Little Night Music and School for Wives. (broadway.com) Opinion on Burn goes right here
This movie explains the struggle of American women who, in the beginning of the 20th century, started showing resistance of unequal treatment. In the movie, the National Women Suffrage Association (NAWSA) was the body that has kicked off advocate that the United States government amend the constitution to allow women the rights to vote. The association was leaded by Anna Howard Shaw and Carrie Chapman. In the process, Alice Paul, a University of Pennsylvania doctorate graduate, was introduced to the National Women Suffrage Association (NAWSA). Alice Paul with her friend Lucy Burns, an Oxford graduate, approached the NWASA leaders, Anna Howard Shaw and Carrie Chapman, to discuss how to contribute to the suffrage movement. Alice suggested that a parade will get the attention of Washington politicians and the media, but Anna and Carrie were not willing to fund such effort. They authorized Alice and Lucy to setup the congressional union and go ahead with the parade in Washington; Anna told them that NAWSA will not fund the
...ice of words and focus on the idea of fire add to the story portrayed through the sestina, which allows for us (as the readers) to not forget how horrendous this time in history was. This poem in the end does demonstrate the need for emotional attachment when referring to the past in history, making it a theme to the piece.
“Deborah Sampson, the daughter of a poor Massachusetts farmer, disguised herself as a man and in 1782, at age twenty-one, enlisted in the Continental army. Ultimately, her commanding officer discovered her secret but kept it to himself, and she was honorably discharged at the end of the war.” She was one of the few women who fought in the Revolution. This example pictured the figure of women fighting alongside men. This encouraged the expansion of wife’s opportunities. Deborah, after the Revolution along with other known female figures, reinforced the ideology of Republican Motherhood which saw the marriage as a “voluntary union held together by affection and mutual dependency rather than male authority.” (Foner, p. 190). This ideal of “companionate” marriage changed the structure of the whole family itself, the now called Modern Family in which workers, laborers and domestic servants are now not considered member of the family anymore. However even if women thought that after the war they would have been seen from the society in a different way it never happened. The revolution haven’t changed the perception of the woman and the emancipated ideal
Both poems are sans rhyme scheme and have informal structures, which intentionally or not, fit very well with the frantically changing mood of the teenage years. For instance, a formal villanelle structure and iambic rhythm are left out because they are organized and premeditated, which are two adjectives that do not describe the typical teenager’s life. If one could turn these years into paper and ink, it would look like “History of Desire” and “Hanging Fire”; they are messy enough to show the angst, and neat enough to show hope for adulthood. This is why these poems are both grouped into stanzas. “History of Desire” is grouped into ten four line stanzas, followed by a final couplet. “Hanging Fire” is built from three stanzas; eleven, twelve, and twelve lines respectively. Both “History of Desire” and “Hanging Fire” reflect on former loves, and are narratives about being seventeen and fourteen years old. Therefore these qualities are purposely included to convey the distracted and unconstructed life of a t...
This discrimination towards this sex was reinforced by the idea that women was made for man. Not only was this idea prevalent within society but it furthermore is resonated through the laws and documents the government put in place. Elizabeth Cady Stanton and Susan B. Anthony fought to establish equality between both sexes within the nation. This is illustrated within the Declaration of Sentiments and Resolutions at Seneca Falls when these women stated, “The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object he establishment of an absolute tyranny over her.” This quote expresses the past of women rights and how from the beginning of time women have been seen as inferior to man. This furthermore resonated to express the idea that women were not only inferior but also a material object in a man’s life. Stanton and Anthony put a large emphasis into this ideal, making it their driving force into establishing women’s rights in America.
The first literary device that can be found throughout the poem is couplet, which is when two lines in a stanza rhyme successfully. For instance, lines 1-2 state, “At midnight, in the month of June / I stand beneath the mystic moon.” This is evidence that couplet is being used as both June and moon rhyme, which can suggest that these details are important, thus leading the reader to become aware of the speaker’s thoughts and actions. Another example of this device can be found in lines 16-17, “All Beauty sleeps!—and lo! where lies / (Her casement open to the skies).” These lines not only successfully rhyme, but they also describe a woman who
In the war song, “A Song to Inspire Revolution, 1776,” in one of the verses it states, “Leave their sweethearts and risk their lives, their country to defend”(A Song, 110). This illustrates how the stereotype of women staying at home while the men go out and do work is broadcasted through the mouths of men chanting, during the Revolution. Many women played a heroic role in the revolution and this song does not acknowledge them which goes back to Gary Nash’s idea on how the oppressed were not recognized. The lack of acknowledgement demonstrates how the females did not benefit from the revolution because during this revolution, their main goal was to receive attention that could help them in the long run. Like the African Americans, women also hoped to gain the same rights as men by using the men’s words against them. For example, Gary Nash explains in his essay, “Again, she was using the same catchwords and phrases so familiar from the years of protesting British arrogance and insensitivity…” (Gary Nash, 128). The women thought that by using the same words that protesters used in trying to gain independence from Britain, the American men would realize that they were being hypocritical. The men would protest and go to war to fight for independence, but would not allow women to be independent. One would think that women would also gain independence and equal rights, but even
“Sentiments of an American Woman” by Esther Reed suggests the role of women in the Revolutionary War weren’t just minor acts of submission to men. But, a major act of service to a cause and what they considered a young country that they so courageously work to defendant establish. “Sentiments of an American Woman” is a message to the women of the colonies to stand for freedom and the future it offers for them and their loved ones, for once there is justice for men e. She says “ if opinion and manners did not forbid us to march to glory by the same paths
The symbolism in the story is used to explain the role that women had at the time, which would portray how much freedom, and how much say so they had in their lives. They never had a right or privilege to take
The story of Alice Paul and Lucy Barnes, two young Quaker activists appeals to the audience: mothers, daughters, sisters and those that share their lives with females or are women in today's society. Reading short passages and listening to lectures about the suffrage of women doesn't register with humanity, often individuals dismiss it as something that one always reads and hears about, but that remains part of a completely different world. Garnier's integration of detailed mundane characteristics and the realistic depictions of the acts of violence and discrimination force the reader to consider the possibilities of living in a society parallel to that of the 1920s. The emotional intensity surrounding Miss Paul's belief "Give me libert...
The Tempest portrays women as beings that accept the ideal role that they are expected to take on by the request of the men. The way Miranda is portrayed; as a goddess, maid, or virgin, is what she makes herself to be. The play does not give women the voice that they deserve, it makes them out to be prized possessions for men to brag about and share. From a feminist prospective, The Tempest portrays an Elizabethan society that doesn’t give women a voice, but rather ways on how to be the ideal woman for men to possess.
All of them have an effect on how the reader understands the meaning of the poem, and how well the poem’s message comes across. Repetition is used in the second and fourth line of Because She Would Ask Me Why I Loved Her, to draw the reader’s attention to those words repeated, and make them value the meaning of the lines that contain that repetition more. The couplet in lines 1-2 says, “If questioning would make us wise /No eyes would ever gaze in eyes”. The repetition is of the word “eyes” and it draws attention to the line; which means if they questioned why they loved each other, they would never look at each other the same way (they would no longer be together). This is a very important message that is carried throughout the poem, which is why the use of repetition is so important. Personification is used in the last line of the first stanza, where it describes kissing as two mouths “wandering”: “No mouths would wander each to each.” This connection between a human action and lips, which cannot actually wander, is a way for the author to describe kissing in a more descriptive way that provides interest and depth to the poem. Assonance is also used to alter the flow of a line, like it does in the first line of the concluding stanza: “Then seek not, sweet, the "If" and "Why"’’. “Seek” and “sweet” both contain the “ee” sound, as well as alliteration, to change how the line flows, and get the reader to read that line in a certain way. Having the lines in a poem flow easily makes it cohesive and complete. Lastly, alliteration is used in this poem to emphasize those words and the meaning of the line they belong to: “For I must love because I live”. That third line in the last stanza has the repeated “L” sound at the beginning of the two most important words in that line, which
The original form of "The Love Song of J. Alfred Prufrock" is a poem, made up of poetic prose. Prose can vary in lexical makeup, which is decided by the writer, but usually consists of descriptions of subjects that allude to, and are analogous of, the underlying thoughts of the writer. This gives the lines a sense of vague beauty that allows the reader to interpret meanings in his/her own mind in contrast to simply spelling out the meanings. Poetry has the ability to evoke upon the reader a sense of reflection and deep thought in an effort to understand the message that the writer is delivering.
and do things themselves. One of the women gets her own job and the other leaves her daughter for adoption. Thus showing they are making their own decisions in life. This is unheard of in the 1800's and shows Ibsen trying to have a society in which women do have an identity in society and can be heard. Throughout the play, a women is shown doing her own thinking and not listening to what men have to say even though that is not how it used to be. Ibsen creates this new society in which anyone, no matter the gender, should be able to make their own decisions about life and how to live it.
“Fire and Ice” is a poem that paints a bleak picture of the future in which there are two paths, fire and ice, that both lead to the end of the world. Frost uses language throughout the poem that appears to be simple, but is actually very effective at communicating deeper, insightful meanings. He connects fire and ice to desire and hate and creates multiple levels of complexity. For example, the simple passage “Some say the world will end in fire, / Some say in ice.” (“Fire and Ice” 1-2) introduces the two main symbols in the poem, but, at the same time, pulls the reader in because desire and hate are so personal and such a significant part of human nature. After the symbols are presented, the narrator involves himself or herself in the poem by saying “From what I’ve tasted of desire / I hold with those who favor fire.” (“Fire and Ice” 3-4). A clear decision is made here in favor of fire, implying that the narrator favors desire. Frost believes that the world will eventually be destroyed by destructive and negative human traits: desire, greed, and jealousy. Yet in Frost’s mind, these traits are still preferable to hate. This opinion is demonstrated by the narrator’s choice of fire. Frost prefers the heat of passion and fire to the ...