To discuss the possible effects of Snoop Doggy Dogg’s gangsta music on young people.

OVERVIEW

LEADER PREPARATION

• Prepare a video or audio recording of a Snoop Doggy Dogg song and any needed equipment.
• Situate chairs in the youth room to foster open communication.

GROUP BUILDING

Use any of the following suggestions as icebreakers:

• Teach a fun song.
• Survey a popular interest or hobbies by having kids stand or combine into groups by favorite activity.
• Have each person collect the name and age of ten other people in the room.
• If you are a performer, perform a dance, song, skit, or trick.

GROUP PRESENTATION

Play three different kinds of music to the group. Discussing each song individually, ask them to share the mood and emotions that the music provokes. This activity is most effective if gangsta rap is not used and/or the three musical selections are relatively unfamiliar to the group.

Survey what types of "mood" music they would choose during the following activities (modify as needed):

• Cooking.
• Cleaning.
• Homework.
• Driving.
• Eating.
• Taking a shower.
• Reading a book.
• Sleeping.

GROUP DISCUSSION

Play the recording of the prepared Snoop Doggy Dogg tune:

• What is the purpose of music in general? What is the purpose of this specific music?
• What activity would you do while listening to this music?
• What does Snoop Doggy Dogg communicate through his music?
• Is he considered a role model? If so, what type?
• What one question would you ask him during an interview?
• How do you think he relates to those in his community?
• What are his spiritual influences?
• The fact that his record sold thousands of copies the first week is a statement in itself. What is it?
• Everyone is searching for something in life. What do you think he is searching for? Has he found it? If not, what else must he do?
• What effect does or would Snoop’s music have your peers? On you?
• How would you describe gangsta music to someone unfamiliar with it?

CONCLUSION

Discuss any of these issues:

• Share any information concerning Snoop Doggy Dogg’s criminal record.
• The messages communicated in his songs.
• Acts of violence committed by suburban youth.
• Snoop Doggy Dogg’s encounter with the church as a youth.
• His search for something—implying that something is missing.
• The purpose and effects of music.

EVALUATION AND FOLLOW-UP

• Ask individuals in the group, for a specified period of time (i.e., a week), to commit to a "musical fast," in which they listen only to music that is positive and uplifting. Gather their feedback about the experience.
• Encourage the group to be selective about what they allow to influence their thinking.
• Ask the group if they think the presentation is useful. Surveys are practical for a large group, but personal interviews generate more thoughtful responses.

IMPLICATIONS

• It is important to talk to young people about how music may or may not affect them. If music influences thoughts and actions, then young people must be given tools to evaluate the effects.
• Information and discussion about music will provide all a greater understanding of the youth culture.
• Teachers can use this discussion as a bridge to other learning, or at least to remove some obstacles.
• Parents can open communication by neutrally talking to kids about music.
• Youth workers will understand their groups better, while also opening group communication.

Nicque Henry cCYS