the Representation of American basic values and beliefs in Bratz film

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THE REPRESENTATION OF AMERICAN BASIC
VALUES AND BELIEFS IN BRATZ FILM

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----Universitas Islam Negeri
SYARIF HIDAYATULLAH JAKARTA

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ENGLISH LETTERS DEPARTMENT
LETTERS AND HUMANITIES FACULTY
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA

2009

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ABSTRACT

Rose Febrian Ciptaning. The Representation ofAmerican Basic Values and Beliefs in
Brats Film. Thesis: English Letters Department, Letters and Humanities Faculty,
State lslanlic University "Syarif Hidayatullah Jakarta", August 2009.
In this research, the writer analyzed a film entitled Bratz that was produced by
Isaac Larian, Avi Arad and Steven Paul on 2007. The research is aimed to know what
are American Basic Values and Beliefs represented in this film. This film is carefblly
and accurately analyzed using the representation theory and American society
condition as a response to the research problem. The method used in this research is
the qualitative method.
From the data analysis, the writer finds four American Basic Values and Beliefs
represented in this film, which are: Individual Freedom, Multiculturalism, Equality of
Opportunity a11d Competition. These values emerged in dialogues and appearance of
each major character. This film also shows how those American Basic Values and
Beliefs emerged in daily life. Moreover, America as a country that hold freedom as
their base roots through this film shows that a value can be good or bad, it depends on

the individual who holds it.

APPROVEMENT
THE REPRESENTATION OF AMERICAN BASIC VALUES AND BELIEFS
IN BRATZ FILM
A Thesis

Submitted to Letters and Humanities Faculty
In Partial Fulfillment of the Requirements
For the Strata Degree (S I)

Rose Febrian Ciptaning
NIM. 104026000908

Approved by:

Moh. Supardi, M.Hum.
Advisor

ENGLISH LETTERS DEPARTMENT

LETTERS AND HUMANITIES FACULTY
SYARIF IDDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2009

LEGALIZATION

The thesis entitled "The Representation of American Basic Values and Beliefs
in Bratz film" has been defended by the Letters and Humanities Facuity's
Examination Committee on August 19,2009. The thesis has already been accepted as
a partial fulfillment of the requirement for acquiring the Strata One Degree (S 1) in
English Letters Department.

Jakarta, August 2009

Examining Committee

Chief,

ｍｾＬ

Dr. H.
NIP,A50 299 480

Secretary,

ｲｻＯｊ ｴｾ

M. Pd

V'

Drs. A. Saefuddin, M. Pd
NIP. 150 261 902

Members;

Examiner I,

1.

Inayat·UA"''''usna,M.Hum
NIP. 150331233

Examiner II,

ＡＮ ｻ｛Ｏｾ

ﾭｾ

------

Drs. A. Saefuddin, M. Pd
NIP. 150 261 902

DECLARATION

r hereby

declare that this submission is my own work and that, to the best of my

Imowledge and belief, it contains no material previously published or written by
another person nor material which to a substantial extent has been accepted for the
award of any other degree or diploma of the university or other institute of higher
learning, except where due acknowledgement has been made in the text.

Jakarta, August 2009

Rose Febrian Ciptaning

ACKNOWLEDGEMENT
In the name ofAllah, most gracious, most merciful

First of all, the writer would like be especially grateful to Allab, tbe creator
who never stops gives His kindness in writer's life. The best director and scriptwriter
that always make surprise in every single thing in the writer's life. Peace and
salutation be upon to the greatest prophet Muhammad SAW and to his family,
companions and adherents.
Secondly, the writer would like to express her gratitude to her parents
especially for her beloved aunt who always encourages and gives her prays and hopes
in her life. Also for her brother and sister in law who helps her to finishthis thesis by

lending tbeir laptop and her family for all prayers, support, hopes and questions that
encourages the writer to finish this thesis.
The writer also would like to express her appreciation to:
1. Dr. H. Abdul Chair, MA the Dean of Letters and Humanities Faculty Jakarta

Syarif Hidayatullab State Islamic University.
2. Dr. H. Muhammad Farkhan, M. Pd as the Chief of English Letters
Department.
3.

Drs. Asep Saefuddin, M. Pd as the Secretary of EngIish Letters Department.

4. Mr. Supardi, S.S, as her advisor for all his times, advices and patience in
guiding her to finish the thesis. May Allab responses your kindness, thank you
so much for your words to her.

5. All the lecturers of English Letters Department who have taught and educated
her during her studies at the campus.
6. All the employers of UIN Jakarta Center Library, UIN Jakarta American
Comer Library, FAH UIN Library, and FIB UI Library who helped her to get

many references to finish this thesis.
7. All of her friends in A Class, for every fun, strange, funny and bad times that
they shared; Syifa (thanks for the reference), Bedah, Ala, Mayang, Hilda and
the others who can not mention one by one.
8. Big family of LDK UIN Syarif Hidayatullah, especially for Adab Team '04
(Wiwit,Reny,Lia, Dhila and Kris) for their love and support, and of course
Keluarga KestaJi 07-08.
9. Her beloved team in Focus Social of Focus Management.
10. Big family of IAR SMAN 66 for their questions when the writer will finish
this thesis and of course their understanding to not ask that question anymore.

May Allah blesses you all and gives His kindness in every breath you take. The writer
realizes this thesis is not the perfect one and the writer will very open and receive any
comments, suggestion or criticism.

Jakarta, August 2009

The writer

TABLE OF CONTENTS

ABSTRACT

i

APPROVEMENT

ii

LEGALIZATION

iii

DECLARATION

iv

PREFACE

v

TABLE OF CONTENTS

vii

CHAPTER I INTRODUCTION

1

A. Background of the Research

1

B. Focus of the Research

3

C. Research Questions

3

D. Significant of the Research

3

E. Research Methodology

3

CHAPTER II THEORETICAL FRAMEWORK

6

A. Concept of Representation

6

B. American Basic Values and Beliefs

10

1. Individual Freedom

11

2. Multiculturalism

14

3. Equality of Opportunity

17

4. Competition

19

C. Costume and Make Up

20

CHAPTER III RESEARCH FINDINGS

A. American Basic Values and Beliefs in Bratz Film
a

Individual Freedom

23

23
, 23

b. Multiculturalism

32

c. Equality of Opportunity

37

d. Competition

40

CHAPTER IV CONCLUSION AND SUGGESTION

46

A. Conclusion

46

B. Suggestion

47

BIBLIOGRAPHY

49

APPENDIXES

51

CHAPTER I

INTRODUCTION

A.

Background of The Study

As a country America has great influence to attract world citizen attention.
What is going on America become interesting thing to discuss such as education
problem, art, mass media, economic or politics. Other topic that is also interesting to
discuss in America is how the Americaus interact each other because the story about
Americans is a story about immigration and diversity. America has received more
immigrants more than other countries -more than 50.000 people- and still received
500.000 until 1.000.000 people every year. l
Basically America is a religious country. Nine from ten Americans are
religious and 70% are religious adherent.2 That is why there are many positive values
in American culture such as hard work, freedom, self-reliance and so on. However, it
does not mean that America does not have negative sides. America put the
Constitution into effect that church is separated from country; sometimes an
individual can do a thing outside the norms such as free sex, discrimination, sexual
violence, and so on.

I Maura Christopher, Potret Amerika Serikat, Yusi A.Pareanom (Jakarta: Departemen Luar
Negeri AS.Biro Program Informasi IntemasionaI,without year), pA.

2

Ibid., p.67.

2

Those American values can be seen and known through novel, scientific
book, journal, newspaper or even film. A film is a multimedia narrative form based
on a physical record of sound and moving picture. 3 A film is an adoption of dramatic
narrative. 4 As a form of dramatic art, film began as side shows at fairgrounds or as
items in music hall programs. They were all short and silent and included slapstick
5

comedy, trick pictures, short romances and five-minute dramas. When someone
wants to know more about fl1m, he or she can look from it cinematic technique: missen-scene, cinematographic properties, editing and sound. 6
There are some aspects that can be enjoyed from a film: the actor or actress,
the story or even the character. Each aspect has different points that can attract the
viewers such as the story. A story can show to the viewer about the reflection of
society condition or the scriptwriter imagination. For example from many American
films released in Indonesia, some of them are based on true story like Pursuit of
Happyness, or the reflection of society condition like Legally Blonde and the

scriptwriter imagination on Ice Age. Besides those films above, the writer finds some
values that likely dominant the story in other American film such as individual
freedom, discrimination skin color, free sex, hard work and so on.
3

http://www.merriam-webster.comJdictionary/film.. Accessed on August 25, 2009 .

4 Kennedy, X.I, Literature: An Introduction to Fiction, Poetry, andDrama (New York:
Harper Collins Publisher, 1991), p.951.
5 Siti Chairul Ummah, An Analysis o/Slang Language in Freaky Friday Movie, A thesis,
(Jakarta: Universitas Islam Negeri. 2006), p.19.
6 David BordweU and Kristin Thompson. Film Art: An Introduction (New York: McGraw
Hill, Inc.l993), p.145.

3

Bratz is one of American film that tells about a friendship of Sasha, Jade, Cloe
and Yasmin, they come from different nations, Africa, Asia, America and Spain.
Usually when someone gathered with people in one group they would choose a name
to identi:ty ourselves, and Bratz is a name to identified Sasha, Jade, Cleo and Yasmin
as a group. They are best friend and go to Carry Nation High School. Then the
problem comes from Meredith, the daughter of the school principal, who tries to
separate them because they do not follow Meredith's rule in the school. Meredith's
rule is a system that everyone must gathered in one group who have same interest, if
they do not follow that rule then she would find a way to make them follow it. At first
Sasha, Jade, Cleo and Yasmin did not follow that rule but gradually they also follow
it. finally, for about two years they do not communicate each other but because one
little riot that Cleo made, they become friend again and decide to break the rule up
forever.
Individual

Freedom,

Multiculturalism, Equality of Opportunity and

Competition are the values that emerged in this film. Those values are part of
American Basic Values and Beliefs. From those values, the writer is interested to
analyze Bratz because she wants to know more about American Basic Values and
Beliefs represented in Bratz.

4

B.

Focus of the Study
In analyzing the Bratz film, the writer wants to focus on the aspect of
American Basic Values and Beliefs, such as: Individual Freedom,
Multiculturalism, Equality of Opportunity and Competition.

C.

Research Question
Based on the background of study and focus of study, the writer would like to

propose the following research question:
a.

What kinds of American Basic Values and Beliefs represented in Bratz film?

b.

How are American Basic Values and Beliefs represented in Bratz film

D.

Significance of the Study
The writer hopes this research can add knowledge about American Basic

Values and Beliefs that represented by American film.

E.

Research Methodology

a. The Objective of the Study
The objective of this study is to know American Basic Values and Beliefs
represented in Bratz film.
b. The Method of the Research
In this research, the writer uses a qualitative method, by watching the film
and classiJYing the film based on the American Basic Values and Beliefs.
c. The Technique of Data Analysis
In this research the writer uses descriptive analysis technique by

5

using the representation concept and the America Basic Values and Beliefs. First,
the writer chooses the film as the object. Then she tries to find the problem which
is about American Basic Values and BeliefS and the theory that can be used.
Finally, she tries to answer the problem by using representation theory.
d.

The Instrument of Analysis
The instrument of analysis in this research is the writer and other sources
that related to the fUm

e.

The Unit of Analysis
The unit of analysis is Bratz film produced by Isaac Larian, Avi Arad and
Steven Paul on 2007.

CHAPTER II
THEORETICAL FRAMEWORK

A.

Concept of Representation
The concept of representation has come to occupy new and important place in

the study of culture. Representation connects meaning and language to culture.
Representation means using language to say something meaningful about, or to
represent, the world meaningfully, to other people. Representation is an essential part
of the process by which meaning is produced and exchanged between members of a
culture7. It does involve the use of language, of signs and images which stands for or
represent things. It is the link between concepts and language which enables us to
refer to either the 'real' world of objects, people or events, or indeed to imaginary
worlds of fictional objects, people and events. 8
Through representation, the meaning of a language in a culture exchanged. It
depends on how that culture gives meaning to that language because one culture from
others is different. Language is one of the 'media' through which thoughts, concepts,
ideas and feelings are represented in a culture. Meanings can only be shared through

7 Stuart Hall, Representation: Cultural Represemations and Sign!fYing Practices ( London:
SAGE Publications Ltd., 1997), p.1S.

• Ibid, p.l?

6

7

our common access to language. So language is central to meaning and culture and
has always been regarded as the key repository ofcultural values and meanings.

9

According to Stuart Hall, representation is the production of the meaning of
the concept in our minds through language. In part, we give things meaning by how
we represent them - the word we use about them, the stories we tell about them, the
image of them we produce, the emotions we associate with them, the ways we
classifY and conceptualize them, and the values we place on them. 10
In Studying Culture a Practical Introduction, representation is one of the key

practices are produced. There are three possible senses to the word 'represent':

I. To represent means to stand in for as in the case of countIY's flag,
which when flown at a sporting event for example signals that
countIY's present at the event. The flag stands for or symbolizes an
action; distinguish France from China or Ireland to the USA. In
Britain, the Royal Standard represents or symbolizes the royal from
the institution ofmonarch.
2. To represent means to speak or act on behalf of, as in the sentence
'A spokes person on behalf of lesbian mothers voiced the concern of
the group on television'. Members of parliament represent the
concerns of their constituents. A person who represents a group in this
case may also serve a symbolic function. An example might be the

-------9

Ibid., p.l.

10

Ibid.,p..3.

8

Pope, who speaks and acts on behalf of the Roman Catholic but might
also stands as symbol ofRoman Catholicism.
3. To represent means to re-present. In this sense, a biography, historical
writing re-presents the events of the past. Equally a phonograph represents a moment or event which has already occurred- it presents the
occasion again. A photograph or painting can also, of course, represent
someone or something in the sense of standing for. Posters of rock
stars, religions painting and public statues all .fulfill this function.
Images that function in this way are said to be iconic. JJ
There are three approaches that can be used: the reflective, the intentional and
the constructive approaches.

1. The Reflective Approach means thought to lie in the object, person,
idea or event in the real world and language functions like a mirror, to
reflect the true meaning as it already exists in the world.
2. The Intentional Approach means that it is the speaker,.the author, who
imposes his or her unique meaning on the world through langnage.

1I Giles, Judy and Tim Middleton, Studying Culture a Practical Introduction, ( New York:
Blackwell Production, 1999), pp. 56-57.

10

the heart of the production of meaning in language. The process which links these
three elements together is what we call 'representation' .14
Moreover, there is no guarantee that every object in one culture will have an
equivalent meaning in another, precisely because cultures differ, sometimes radically,
from one another in their codes- the ways they carve up, classify and assign meaning
to the world. So one important idea about representation is the acceptance ofa degree
of cultural relativism between on cultural and another, a certain lack of equivalence,
and hence the need for translation as we move from the mind-set or conceptual
universe ofone culture or another. 15

B. American Basic Values and Beliefs

American society is characterized by a basic moral orientation, involving
emphases on active, instrumental mastery of the world in accordance with
universalistic standards of perforrnance. 16 There are, however, important grounds for
expecting American culture to be characterized by a value system .appreciably
different from other cultures. Most obvious perhaps is the different enviromnent
different location, physical surroundings, climate, resources and so on.

14

IMd, p.19.

15

Ibid.

16 John

l7

W. Santrock, Adolescence, 10"' ell, (New York: Me Graw Hill, 2005), p.358.

17 Robin M. William Jr, American Society: A Sociological Interpretation (New York: Alfred
AKnof, Inc., 1960), p.398.

11

Historically, the United States has been viewed as "The Land of Opportunity"
attracting immigrants from all over the world. The opportunities they believed they
would find in America and the experiences they actually had when they arrived
nurtured this set of values. A common notion is that value refers any aspect of a
situation, event or object that is invested with a preferential interest as being "good",
"bad", "desirable" and the like. is
Values, the beliefs that individuals hold concerning the worth of specific
behaviors and attitudes, are intimately linked with morality. Morality is the product of
a process of socialization that the combined influences of all the socializing agents at
work in children's environments have an effect on their ultimate understanding of
right and wrong and consequently on their behavior. i9 There are some factors that
determining, in this case, adolescent values which are parents, attendance at school,
adolescent's sex, religious, training and peers.
Today, there is special concern about the values being communicated to
American adolescents. One a half century ago, two of three families in the U.S.
consisted of a breadwinner father, a stay-at-home mother and the children and
adolescents they were raising. 2o There are some terms that change into American
vocabulary, from what the real description to what happen in society, such as

18

Ibid.,p.399.

19

Guy R. Lefrancois, Adolescell/, 2"d edition, (California: Wadsworth, Inc., 1981), p.289.

20

Ibid.,p. 14.

12

absence. Absence is a motif in the lives of many adolescents -absence of authority,
absence of limits, and absence of emotional commitment.21
There are some American Basic Values and Beliefs in America society:

1. Individual Freedom
In social life, every individual has to make some interaction with other
individual. The word individual comes from Latin "individum" which means cannot
be divided. Individual can be used to declare the smallest community.22 Individualism
is the moral stance, political philosophy or social outlook that stresses independence
and self-reliance. Individualism is opposed to collectivism or statism, which stresses
that communal, community, group, social or national goals should take priority over
individual goals. 23
According to The World Book Encyclopedia, freedom is the ability to make
choices and carry them OUt. 24 Freedom enumerated in the Bill of Rights generally
restrained the government from interfering in the thoughts and actions of the
individual: freedom of opinion, freedom of religion, freedom of ｾ｣･ｵｰ｡ｴｩｯｮ

21

and

Ibid.
and Rahman Abdul Ruslan, Ilmu Sosial Dasar Budaya dan Kealaman Dasar
Jenki Satria, 2006), p. 65.

22 Bainar Hajjah

(Jakarta:
23

http://www.wikipedia.orglwiki/individualism, Accessed on November 12, 2008.

24 William H Nault., Freedom: The World Book Encyclopedia F (lllinois: World Book, Inc.,
1984), p. 125.

13

economic enterprise, freedom from arbitrmy arrest and judicial injustices.

25

Americans' notion offreedom focuses on the individual, and individualism has strong
philosophical roots in America. Thomas Jefferson believed that a free individual's
identity should be held sacred and that his or her dignity and integrity should not be
violated.
Freedom consists of self-determination, involving the causal efficacy of
intelligence, purpose, imagination and character. Respects for individuals and
minorities are likewise apparent in the Bill of Rights. Freedom rightly understood, is
the greatest ofblessings. 26 Americans commonly regard their society as the freest and
best in the world. Americans' understanding of freedom is shaped by the Founding
Fathers' belief that all people are equal and that the role of the government is to
protect each person's basic "inalienable" rights. By freedom, Americans means desire
of the ability of all individuals to control their own destiny without outside
interference from any other organized authority. Freedom to express orally or in
writing opinions.

27

The U.S. Constitution's Bill of Rights assures individual rights,

25 Nonnan A. Graebner, Freedom III America (London: The Pennsylvania State University
Press, 1997), p. 8.
2. Melvin Rader, Ethllics alld The Humall Commllllity (New York: Holt Rinehart Winston,
Inc., 1964), p.37.

27 David L. Bender and Bruno Leone, Americall Vailles Opposillg Viewpoillts, (San Diego:
Greenhaven Press, Inc.,1989), pAO.

15

as members of their culture of origin while simultaneously developing a positive
identity with another culture. 31
The first principle of multiculturalism is the equality of all cultures.
According to its proponents, America is an assemblage of racially or ethnically
defined subcultures, all of which have equal value and none of which can claim a
privileged position. It follows from this that the main goal of multiculturalism is
inclusion. Multiculturalists argue that minority cultures must be regarded as having
the same public importance as America's historic majority culture.

32

As the 21 st century begins, the US probably has a greater diversity of racial,
ethnic, cultural and religious groups than any other nation ever. From the beginning
of the history of US there has been diversity. Most early Americans recoguized this
diversity or pluralism as a fact of Iife. 33 The US has been and continues to be a great
receiver of ethnic groups. It has embraced new ingredients from many cultures.
The cultures of ten collides and cross-pollinates, mixing their ideologies and
identities. Some of the culture of origin is retained, some of it last, ｾｭｯｳ

of it mixed

with American culture. One after another, immigrants have come to the US and lean
exposed to new channels of awareness and, in tum, exposed Americans to new
channels of awareness. African American, Latino, Asian American, Native American

31

Gary R. Vanden (2007), loe.cit.

32

http://www.frontpagemag.com. Accessed on June 16,2009

33

David L. Bender (1989), op.cit. p.l3.

16

and other cultural heritages mix with the mainstream, receiving a new content and
giving a new content. 34 Besides American, there are three nations that dominant
emerged in Bratz, which are African American, Latino and Asian American.
African Americans make up the largest early visible ethnic minority group in
the United States. At the heart of the model of studying African American youth is
recognition of the growing diversity in African American communities in the United
States. A substantial and increasing proportion of African American adolescence are
growing up in middle -SES families and share middle class values and attitudes with
white middle SES adolescence. There are a high percentage of single- parent African
American families.

35

In the year 2000, the number of Latino Americans in the United States
swelled to 30 million people, 15% of the total United states population. Most trace
their roots to Mexico (almost two-third), Puerto Rico (12%) and Cuba (5%), the rest
to central and South American countries and the Caribbeao. By far the largest group
of Latino adolescence consists of those who identif'y themselves as having a Mexican
origin, although maoy of them were born in the U.S. Unlike most African Americaos,
Mexican families tend to stretch out in a network of relatives that often runs to scores
of individuals. 36

34

Guy R. Lefrancois (1981), op.cit. p.57.

" John W. Santrock (2005), op.cit. p.476.

"Ibid

17

Asian Americans adolescents are the fastest-growing segment of the American
adolescent population, and they, too, show considerable diversity. In the 1970 census,
only three Asian American groups were prominent - Japanese, Chinese and Filipino.
But in the last two decades, there has been rapid growth in three other groups Koreans, Pacific Islanders (Guam & Samoa) and Vietnamese. Asian American grasp
good English language and have been raised in a subculture in which family loyalty
and family influences are powerful. Asian families and practices, such as high
expectations for success induction of guilt about parental sacrifices and the need to
fulfill obligation, parental control of after-school time and respect for education, are
among the reasons identified to explain the high achievement of Asian adolescents.
Many Asian adolescence have a very strong motivation for academic success. This
motivation has been carried to the United States by Asian families.

37

3. Equality of opportunity
Equality means that everyone should have an equal chance to enter the race
and win. 38 There is no limitation about who has the right to do something. In more
concrete tenns, equality is exhibited in the way individuals actually relate to others in
ordinary interpersonal activities. 39

37 lbid,p.477.
38 Jesse A Mann and Gerald F. Kreyche, Approach to Morality, {New York: Hartcourt, Brave
and World, Inc.. 1989),p. 638.

39 Robin

M. William Jr (1960), op.cit. p.441.

18

Opportunity is a favorable juncture of circumstances, good chances for
advancement or progress.4(J In other words, equality of opportunity means freedom to
pursue one's private interest or vocation without aIbitnuy restrictions based on
irrelevant personal characteristic. It does not include a power to force others to pursue
their private interests or vocation in a certain way (e.g., according equality of
opportunity of participation in those pursuits to others).41
President Lincoln expressed the value of "equality ofopportunity". Americans
understand this as the right to have equal chance for success in life but not that
everyone is or should be equal. They see life as a race for success. If life is seen as a
race, then a person must run it in order to succeed. A person must compete with
others. This is the price paid for equality ofopportunity.42
The important reason why immigrants have traditionally been drawn to the
United States is the beliefs that everyone has a chance to succeed in the U.S.
Generations of immigrants from the earliest settlers to the present day have come
with the expectation. They have felt that because individual are free from excessive
political and social control, they have a better chance for success. Besides that titles
of nobility were forbidden in the Constitution, no formal class system developed in
the United States. In the early years of American history many immigrants chose to
40

http://www.merriam-webster.com/dic/op. Accessed on November 12,2008.

41 Mark Cooray, Equality ifOpportullity. Accessed on November 12,2008.
http://www.ourcivilization.comlcooray/bfof/chap20htm.

42 bttp://www.soldenline.pl/forumlamerican-studies. Accessed on June 20,2009.

19

leave the older European societies, believing that they had a better chance to succeed
in America than in "the old country," where their place in life was determined largely
by the social class into which they were bom.

43

4. Competition
Competition is a rivalry between individual, groups, nations and animals for
territory or resources. Competition occurs naturally between living organisms which
co-exist in the same environment.

44

Competition always occurs in every human

being life. They compete each others to be the best or to get something that they think
they deserve to receive it. They can use pleasant or unpleasant way to reach it but it
does not mean that competition is bad, it depends on the human being self.
Competition is the lifeblood of American society. It is celebrated as a virtue at
all levels of American society. It fuels business and determines who succeeds and
who does not-those who are able to compete succeed, while those who cannot will
fail. American society celebrates it in sporting events and teaches it as a value to the
young from the time they begin school. School itself becomes an arena for
competition--students compete with one another for a high position on the infamous
"grading curve" which of necessity means that some will fail simply because others
succeed. 45

43

http://www.newswithviews.com. p.7, Accessed on June I, 2009.

44

http://www.merriam-webster.comldicJco. Accessed on November 12,2008.

4'

http://www.lotsofessay.com. Accessed on June 17, 2009.

21

original French, mise-en-schene (pronounced "meez-ahn-sen") means "staging an
action", and it was first applied to the practice of directing plays. Mise-en-schene
includes those aspects of film that overlap with the art of the theater: setting, lighting,
costume and the behavior of the figures. 51 Those aspects of film have their own
important role, for example costume and make up.
Like setting, costume can have specific functions in the total film, and the range
of possibilities is huge52. By integrating itself with setting, costume may function to
reinforce the film's narrative and thematic patterns53. By the time the costume
designer is called in, the production designer has already made many decisions about
the look of the costume. An integrated or coherent design synchronizes the colors of
the set with the patterns and colors of the costumes. Based on the rules of the
Physical Foundation of Language, some professors try to explain why a color has
that specific name and not another one; why red for .example is called red and not
green. Colors have a great story to tell and it would be interesting to study each and
every color separately. 54 On the screen as in the real life, the clothes people wear
reveal much about them. Clothes indicate social, economic and occupational status
and express individual personality. In motion pictures, as in the theater costumes are

51

David Bordwell and Kristin Thompson (1993), toe.cit.

52

Ibid., p.150.

53

Ibid., lSI.

54 http://www.essortment.comialllmeaningcolours. Accessed on March 9, 2009.

22

also used symbolically shaping unconscious audience attitudes toward the wearer. A
character is conspicuous ifhe wears black when every one else wearing white. On the
costmne can be so unusual that it makes the character stand out in the scene.

55.

Like production design, costmne design, begins with the script. Costmne
designer Edith Head describes the interaction of design team members and
performances: 56

We are given a script and we have conftrences with the director or
producer and with the stars. What we do is create an illusion ofchanging an
actor or actress into someone else. It is a cross between magic and
camOliflage. In real life, clothing is worn for protection, to look good or
whatever reasons like. In motion pictures, it's to help the actress on the
screen give the impression that she is the person in the story. We have 3
magicians-hairstylist, make up artist and clothes designers- and through them
we're supposed to kid the public that it really isn't Paul Newman, it's Butch
Cassidy. We go through any kind ofdevice we can to break the mold ofthe
actor 01' actress. For many actors, the process ofinternalizing the character
to be played really begins when they see themselves in costume. 57
All these points about costmne apply to closely related area of mise-en-scene,
the actor's make up. Make-up was originally necessary because actors' faces would
not register well on early stocks. Make-up decisions also help to create the desired
look. Make-up can enhance the natural look of an actor or transform an actor into a
different version of himself or herself or into a totally different person. 58
" Encyclopedia Americana, The Encyclopedia America International, (vol: 19, Grolier Inc,
1829),p.507.
56 Joseph M.Boggs and Dennis W.Petrie, The Art '?tWa/ching Film (USA, Mayfield
Publishing Company, 2000), p. 98.
57 Ibid.,

p. 99.

5R Ibid.,

p. 152.

24

to choose the clothes. As a freshman, they do not want to look awful. They choose
the clothes that suit with them. This dialogue tells about their choice in clothes and
color that indirectly represents themselves. In this first dialogue, it tells about what
Jade, Cleo, Sasha and Yasmin going to wear. Besides the clothes that they choose, the
writer also tries to analyze the color of their costumes because the color also
represents individual freedom, free to choose. Even though they are in one group but
they do not have a certain color or costumes to identifY them.
Cloe chooses the clothes first "Okay, turquoise thermal, lank and stripey
warmers. "(see Appendix, figure la). She chooses it without interference her friends
and Yasmin agrees with her choice indeed. Colors have a great story to tell and it
would be interesting to study each and every color separately. 59 On the screen as in
the real life, the clothes people wear reveal much about them. Clothes indicate social,
economic and occupational status and express individual personality. In this film it
shows that mostly Cloe's costume dominated with pink and blue but sometimes she
also likes to use red because pink is a combination of red and white (see Appendix
figure 1b -1 d). Pink provides feelings of caring, tenderness, self-worth and love,
acceptance whereas blue is the calming color6o• It suits with Cloe's behavior, she can
calm people around her for example when Sasha's parents divorced, Cloe and her
mother stay in Sasha side, accompany Sasha in her difficult time, Yasmin said

59 http://www.essortment.comlall/meaningcolours. Accessed on March 9, 2009.
60

http://www.cl).stal-cure.com/color-meanings Accessed on March 9, 2009.

25

" ... when your parents get divorced. Cloe and her mom where totally there for you.
Don't forget that, Sasha." or when Meredith mocks her "All American girl... when
her mother desperately needed a job, my family was kind enough to offer her
employment as our maid", she stays calm and said " ... My mom did clean Meredith's
house."
Then Sasha who chooses killer plunge, shorties and leopard kicks (see
Appendix figure Ie). She likes to use black and brown clothes (see Appendix If -Ig).
Black is the most misunderstood color. Native Americans thought black was good
because it was the color of soil, which gives life. In the other hand, black has come to
mean hidden, fearful or bad experience. It is linked to the unknown or the unseen

61

.

Brown represents wholesomeness and earthiness. While it might be considered a little
on the dull side, it also represents steadfastness, simplicity, friendliness,
dependability, and health. 62 For Sasha black means bad experience because of her
divorced parents but also life because she can still continue her life, feel love from
people around her, and brown for her steadfastness in life, just like in her dialogue
" ... hey, divorce isn't all that bad".
Next is Jade, she has two different sides in appearance. In front of her
parents, she likes to use plaid shirt without any accessories, but in their back she
usually appears with black costumes and blue hair extension. Black also has same
meaning for Sasha and Jade. It has come to mean hidden, fearful or bad experience. It
61

Ibid

62

http://www.desktoppub.about.com. Accessed on March 20, 2009

26

is linked to the unknown or the unseen.

63

Black means hidden for Jade because she shows different appearance in front
of her parents "plaid skirt and lame sweater", " ... You know my parents. Just till 1 get
out ofthe house ". In this dialogues Jade tells that she chooses plaid skirt and lame

sweater only in front of her parents because in the next dialogue she said "And then
I'm gonna blow all y 'all away ". It indicates the appearance that she will show out of

her house is very different and she can beat her friends. In figure 1 h (see Appendix)
it shows Jade with usual appearance, just plaid skirt and let her hair without any hair
accessories, but then she changes herself in figure Ii (see Appendix) her hair is tied,
using bracelet and earring, gloves and red nail polish. She hides her real identity from
her parents to respect their feeling. Blue is the coolest color - the color of the sky,
ocean, sleep, twilight. 64 Jade likes to use blue hair extension because blue is the
coolest color and that is the way Jade use it on her hair to make her calm run her
different identity.
The last is Yasmin, as friends they have already know what Yasmin has
interest in it, which is a shoe. They said "shoes to die for" when Yasmin asks what
she gonna wear. Yasmin does not have special color but there is one point that
differentiates between Yasmin and her friends, she likes to use hair accessories, such
as headscarf or hairpin (see Appendix 1 figure lj - lk).

63

http://www.crystal-cure.com!color-ffieanings. Accessed on March 9, 2009.

64 Ibid

27

From the description above about their appearance and color, it shows that
they have their own way to identifY themselves through clothes, accessories, and
color. Melvin Rader said that by freedom, Americans means the desire of the ability
of all individuals to control their own destiny without outside interference from any
other organized authority.65 Yasmin, Sasha, Cloe and Jade show that they have
control of themselves without outside interference, they support each other indeed.
So, the writer concludes that the dialogue I and figures above in Bratz film represent
Individual Freedom.
Dialogue 2:
Sasha
Cleo
Sasha
Yasmin

Jade
Sasha
Jade

:I'm gonna own cheerleading
: I'm gonna try outfor soccer
: Yas, you have to join chorus. You know you have the most insane
voice ever.
: Not a change. Remember kindergarten, me, 'Marry had three lamb',
thrown- up, 30 kids screaming? Yeah, I think I'll own journalism
instead.
: I'm ownin ' science
: Okay, work the IQ, girl, but please don't lose your passion for
fashion.
.
: Just to keep my Mom and Dad off my back. I'm also gonna rule
home ec. I'm gonna need sewing machines for projects. I'm gonna
have the hottest clothes ever.

(Scene 2: 00:06:38-00:07:11)

As a freshman, it is an interesting point to choose kinds of study in Carry
Nation High School that suit with them, such as Sasha who prefer become
cheerleader "I'm gonna own cheerleading", Cloe who interests in soccer "I'm gonna
try out for soccer", Yasmin takes journalism "Yeah, I think I'll own journalism

., Melvin Rader (I 946),op.cif, p.5.

28

PERPUSTAKAAN UTAM,I\
UIN SYAHID JAKARTA

instead" and Jade who has interest in science and home cc. Home ec is abbreviation
of home economics.66 She said I'm ownin' science", " ...I'm also gonna rule home ec.
I'm gonna need sewing machines for projects. I'm gonna have the hottest clothes
ever."

They choose different study and even though Sasha encourages Yasmin to
follow chorus but she does not change her mind. Sasha said "Yas, you have to join
chorus. You know you have the most insane voice ever." Yasmin is very shy besides
that she remembers her experience in kindergarten so she refuses Sasha advice and
said "Not a change. Remember kindergarten, me, 'Marry had three lamb', thrownup, 30 kids screaming?" The conversation between Sasha and Yasmin indicates
freedom to choose that every people have and no one can touch on.
According to freedom in America, freedom enumerated in the Bill of Rights
generally restrained the government from interfering in the thoughts and actions of
the individual: freedom of opinion, freedom of religion, freedom of occupation and
economic enterprise, freedom from arbitrary arrest and judicial injustices. 67 This
dialogue represents freedom of opinion, which they can choose what they like
without interference from others.
The writer concludes that this dialogue represents Individual Freedom.

66

hn:p://www.wikipedia.org, Accessed on June 20, 2009.

67

Nonnan A Graebner (1997), op.cit, p.8.

29

Dialogue 3:
Meredith

Yasmin
Meredith
Yasmin
Meredith
Yasmin
Meredith
Yasmin

: Give me the sitting charts. Hi, guys. I'm Meredith, student body
president. 1 saw you looking kind oflost, so 1 thought I'd come over
and help...
: Thanks but 1 think we're good
: It's no problem. 1 have the seating chart right here.
: Well, thanks, but 1 thinkwe'drather sit together.
: But, there's really not a tablefor that.
: That's okay. I'm sure we'llfind space somewhere
: But the lunch courtyard isn't organized that wtry.
: Oh, don't worry. We'llfigure something out.

(Scene 5; 00:16:19 - 00:16:50)

When they are having lunch, Meredith comes to them and gives they seating
chart. She insists them to follow the seating chart " .. .1 have the seating chart here"
but Yasmin refuses her "... thanks, but 1 think we'd rather sit together", Yasmin
thinks that they rather to sit together and they will find the right place to enjoy their
lunch even though Meredith convinces them that there is no table for that "but, there
is no table for that" and "but the lunch courtyard isn't organized that way".
Meredith's offer makes them feel annoyed because indirectly Meredith pushes them
to follow the rule. They do not care about Meredith advice even though she is student
body president "I'm Meredith, student body president" because they have their own
decision where they want to sit and control it without outside interference. Yasmin
clarifies in her dialogue "Oh, don't worry. We'llfigure something out."
Freedom consists of self-determination, involving the causal efficacy of
intelligence, purpose, imagination and character. Respects for individuals and

30

minorities are likewise apparent in the Bill of Rights.

68

Yasmin shows self-

determination that she and her friends have. She can evade when Meredith insists
them to sit according to the sitting chart
Through this dialogue and the meaning of freedom, the writer concludes this
dialogue represents Individual Freedom.
Dialogue 4:
Yasmin

Jade
Yasmin
Jade
Yasmin
Sasha
Yasmin
(Scene 8;

:It's the cliques. We're all in them. That's just how high school works.
Sasha, you're cheerleader, Cloe 's a jock and Jade you spend your
time between the science and home ec geeks.
: They're not geeks. They're really interesting people.
: Yeah, but I wouldn't never know that because I'm not in your clique.
: So... what do we do?
: We have to take control ofour lives, ofour friendships. Its own our
fault. We can befriends with each other and do our own thing, right?
: Okay. How?
: We be ourselves, just like we used to be.
00:32:06 - 00:32: 34)

A clique is Meredith's system that makes Yasrnin, Sasha, Cloe and Jade
separated for two years. In that time they never talk each other. A little riot that Cleo
made by mistake make Meredith punishes them and in that time Yasmin convinces
Jade, Cleo and Sasha that the reason why they do not be a friend anymore is because
the cliques "it's the cliques. We're all in them." and to solve the problem they have to
take control of their lives "We have to take control ofour lives, ofour friendship".
Just be ourselves is a way to control the life "we be ourselves, just like we used to

be". With whom they will interact, what will they do and what will they choose.

68

Melvin Rader (1946), op.cit, p.37.

31

With that choice it means that they brave to find their way. With their different
hobbies it does not mean that they must interact with certain people because they
have a right to choose what they like.

In The World Book Encyclopedia, freedom is the ability to make choices and
carry them out. 69 Yasmin's statement that we have to take control of our lives, of our
friendship indicates that every one free to make choice and carry them out because
they are free to run their lives. So, the writer can conclude that this dialogue
represents Individual Freedom.
Dialogue 5:
: Yas, we want to do the talent show with you
: But, guys. Remember Meredith?
: Whatever. If we let Meredith scares us into quitting the show then it's
all over. She's gonna make our lives miserablefor the rest ofthe year.
Sasha
: Yeah, and it doesn't matter if we win. We gotta stand up for
ourselves. Show some attitude.
(Scene 20; 01:20:20 - 01:20:40)
Yasmin decides to quit from the talent show because Meredith threaten to tell

Jade
Yasmin
Jade

all students who the Bratz really are. However, Sasha and Jade decided to follow the
talent show because if they scared then Meredith will make their live more miserable
than before " .. .if we let Meredith scares us into quitting the show then it's all over.
She's gonna make our lives miserable for the rest of the year." Besides that their
appearance in the talent show is prove that someone has no right to stop their will.
There is no one that they need to be afraid of. They have to stand up for themselves.

69

William H Nault.,(1984), op.cit, p.125.

32

From those dialogues above, to make a decision they (Sasha, Cloe, Yasmin
and Jade) do not depend on someone or something. Friendship does not make them
not have their own attitude but to show their attitude and respect the others. They
believe that individual freedom is a right that everyone must have. Thomas Jefferson
believed that a free individual's identity should be held sacred and that his or her
dignity and integrity should not be violated. Sasha insists about freedom in her
dialogue" ... we gotta stand up for ourselves. Show some attitude." Sasha believes
that an individual' dignity should not be violated just because they scared of someone
or something, in this case they scared of Meredith.
The writer can conclude that this dialogue above in Bratz film represent
Individual Freedom.

b. Multiculturalism
As the 21 st century begins, the US probably has a greater diversity of racial,
ethnic, cultural, and religious groups than any other nation ever. Most American
recoguized this diversity or pluralism as a fact of life. This multicultural model
promotes a pluralistic approach to understanding two or more culture. In multicultural
model, people can maintain a positive identity as members of their culture of origin
while simultaneously developing a positive identity with another culture.
People who come from different nation can gathered without losing their
identity because America give appreciate of their rights. Thomas Jefferson said that a

33

free individual's identity should be sacred and that his or her dignity and integrity
should not be violated. Like in Bratz film the writer sees that the four role players
represent their own nation: Africa, Asian, Latino and America. However, there is no
race discrimination and they free to show their origin while gathered with another
culture.
The first one is Sasha, she is African, and from her physical appearance it is
clearly that she has black skin and curly black hair. She likes to use motif that
strengthen her origin, like in her clothes (see Appendix figure 2a), the motif is
leopard. Moreover, when she chooses what she is going to wear in her first day of
school, she said" ... and leopard kicks". She holds leopard kicks in her right hand (see
Appendix figure Ie). Indirectly she shows her origin by using that motif because
Africans is identical with jungle motif like leopard or tiger.

In figure 2b (see

Appendix) Sasha, third from the left, is using tank top with tiger motif
In the Adolescent, it is explained that there is a high percentage of singleparent African Americans family.70 This condition is suit with' Sasha who has
divorced parents. It shows indirectly through her conversation between her and Jade.
Sasha said "Oh man! The skirt I bought is at my mom's house". She is looking for her
skirt but then she remembers the skirt was at her mom's house. Jade who listen her
word thought that she was in her mom's house "I thought you were at your mom's
house" said Jade. Sasha replies it by saying it is her dad's house, it is joint custody

70

Guy R Lefrancois (I981),op.cit, p.475.

34

that she must follow, "No, it's Monday. I'm at my dad's house. Joint custody. What
can I say?" said Sasha. The joint custody that Sasha must follow is the consequences
of divorce. From the dialogues and the condition that Sasha has, the writer concludes
Sasha represents African American.
Next is Jade who represents Asian Americans; she has brown skin, slanting
eyes and straight black hair. Her mother is Asian and her father is American (see
Appendix figure 2c.)