From: reil0766@mach1.wlu.ca (reilly derek)
Subject: Re: alternative music is crap and bad for kids
Organization: Wilfrid Laurier University
Date: Mon, 23 Nov 1992 00:36:11 GMT

In article <By58A3.E6z@mach1.wlu.ca> reil0766@mach1.wlu.ca (reilly derek) writes:

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@&I&&O/&R&$X@&SUSUK&S&{&25E#|x&P&0&0&0&PWell, we have --don't take alternative musicseriously if you take it at all
--kids are being wrongly influenced by thesebands, who constitute a very
immature contingent of those a decade or lessolder who should be setting
a good example.
I'd say--- there is indeed alot of badattitude out there for these kids to
&A&A&A`	`	&A&A&8&8&Adigest
&A&A&A`	`	&A --- this has been going on forquite some time now, only perhaps kids
&A&A&A`	`	&A&A&8&8&A&A&Ain past decades (to alesser extent from 1967 onwards) were wrongly
&A&A&A`	`	&A&A&8&8&A&A&Ainfluenced more bysilliness than by bad attitude and worse
&A&A&A`	`	&A&A&8&8&A&A&Aphilosophy.

However... I honestly don't think thatalternative music is having   a
&A&A&A`	`	&A&A&8&8&A&A&Aworse effect than therest of popular music. I certainly
&A&A&A`	`	&A&A&8&8&A&A&Abelieve the attitudes putforward in this genre (apologies) 
&A&A&A`	`	&A&A&8&8&A&A&Aare, generally speaking,far better than what's to be found
&A&A&A`	`	&A&A&8&8&A&A&Ain the commerciallyoperated wasteland that is AM shlock.
&A&A&A`	`	&A&A&8&8&A&A&A&Ahh#&AI have a problemwith the excessive negativity that some
&A&A&A`	`	&A&A&8&8&A&A&Aalternative bands are allabout, but this too is not without     
&A&A&A`	`	&A&A&8&8&A&A&Ait's good qualities- doomand gloom may be a far cry from
&A&A&A`	`	&A&A&8&8&A&A&Aan enlightened approachto life (although I am no philosopher
&A&A&A`	`	&A&A&8&8&A&A&Aand I'm sure a few wouldfeel differently); but within alot of
&A&A&A`	`	&A&A&8&8&A&A&Athis is an educatingawareness that all is not rosy. 
&A&A&A`	`	&A&A&8&8&A&A&A&Ahh#&APolitical opinionsin pop/rock have always tended towards
&A&A&A`	`	&A&A&8&8&A&A&Athe radical, rebellious,and even somewhat misguided. But so
&A&A&A`	`	&A&A&8&8&A&A&Along as there is crap inour system unenlightened skepticism
&A&A&A`	`	&A&A&8&8&A&A&Ais a good thing. As kidsgrow older, they are less apt to 
&A&A&A`	`	&A&A&8&8&A&A&Afall into somethingchosen for them and not by them.
&A&A&A`	`	&A&A&8&8&A&A&A&Ahh#&AThe social attitudesput forward in alternative and all&Th)0*0*0*&0&0&T&&A&A&A`	`	&A&A&8&8&A&A&Apopular music are, Ithink, what leave the strongest mark
&A&A&A`	`	&A&A&8&8&A&A&Aon impressionable youth.Personal evolution socially is an
&A&A&A`	`	&A&A&8&8&A&A&Ainteractive processbetween individual and environment, and
&A&A&A`	`	&A&A&8&8&A&A&Aas the individual growsolder,s/he is (supposed to be) less
&A&A&A`	`	&A&A&8&8&A&A&Aaffected by environment.What shapes youth socially? School,
&A&A&A`	`	&A&A&8&8&A&A&Ahome, friends,themselves, and whatever they mey see or hear
&A&A&A`	`	&A&A&8&8&A&A&Aabout the world aroundthem. Pop music is a major influence
&A&A&A`	`	&A&A&8&8&A&A&Aapon the youngindividual's perceptions of all of thesethings.
&A&A&A`	`	&A&A&8&8&A&A&ANirvana's 'Smell's likeTeen Spirit' was, strangely enough,
&A&A&A`	`	&A&A&8&8&A&A&Aabout the superficialitybehind alot of the attitude kids
&A&A&A`	`	&A&A&8&8&A&A&A'smell' off of the musicthey listen to. This is a supremely
&A&A&A`	`	&A&A&8&8&A&A&Aimportant insight for ayoung person to have. The rest of the 
&A&A&A`	`	&A&A&8&8&A&A&Aalbum is much the same,most notably perhaps is the song about
&A&A&A`	`	&A&A&8&8&A&A&Athe kid who sings alongbut doesn't hear the lyrics.
&A&A&A`	`	&A&A&8&8&A&A&A&Ahh#&AWhich leads to thelast point-- despite everything else
&A&A&A`	`	&A&A&8&8&A&A&Athat has been said,Alternative music is still pop music, and
&A&A&A`	`	&A&A&8&8&A&A&Ais to most kids partymusic, social music. Messages in the 
&A&A&A`	`	&A&A&8&8&A&A&Alyrics are often not evenregistered, or else put aside in
&A&A&A`	`	&A&A&8&8&A&A&Afavour of the musicitself. And like you know man that's what
&A&A&A`	`	&A&A&8&8&A&A&Arock'n'roll's alllllabout!

Derek etc etc etc etc etc etc ertc etdctwgasjkhgfpiywe iasd;'

&A&A&A`	`	&A&A&8&8&A&A&Aa

&A&A&A`	`	&A&A&8&8&A&A&Ainflue
&A&A&A`	`	&A&A&8&8&A&A&A


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