This paper examines young adolescents' involvement with popular music and the health implications of that involvement. Initial discussion explores three central concepts: music media, adolescence, and mass media effects. A summary of research on music media in adolescence is offereed in two sections discussing exposure to, and gratifications and interpretations of, popular music, and exposure to, and gratifications of, music videos. Also discussed are the messages, interpretation, and effects of popular music. Content analyses reveal that although negative and objectionable messages and images can be found in music and music television, the value orientation of most music is rather mainstream and traditional. Because music videos add the visual dimension and many young adolescents pay little attention to lyrics, videos may have stronger effects on social learning than audios. Very little taboo or deviant behavior appears on Music Television (MTV). It should not be assumed that what adults see in a song or video will be what teens see, or that all teens will see the song or video in the same way. Although adolescents report learning about important issues from music, little is known about the learning or behavioral effects that occur. Concluding discussion offers recommendations for policy and research. A total of 140 references are cited. (RH) Reproductions supplied by EDRS are the best that can be made from the original document. CARNEGIE COUNCIL ON ADOLESCENT DEVELOPMENT WORKING PAPERS U S DEPARTMENT OF EDUCATION Ontce of Educational Reaearch and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER IERICt 0 This document has been reproduLtd as received Ire, !he pet:ten .:tr orgentzet.cn originating it 30,nor changes have been made to I m prove reproduction Quahty Points of view or opinions stated in this document do not necessarily represent official OERI position or policy POPULAR MUSIC IN EARLY ADOLESCENCE Peter G. Christenson Donald F. Roberts PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Katharine Beckman TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)
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