{\rtf1\ansi \deflang1033\deff0{\fonttbl {\f0\froman \fcharset0 \fprq2 Times New Roman;}{\f1\fmodern \fcharset0 \fprq1 Courier New;}{\f2\fswiss \fcharset0 \fprq2 Arial;}}{\colortbl;\red0\green0\blue0;\red0\green0\blue255; \red128\green0\blue128;\red255\green0\blue0;} {\stylesheet{\fs20 \snext0 Normal;} {\s1 Normal;} {\s2 Definition T;} {\s3 \qj\li360\tx0\tx360\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tx9360 Definition L;} {\*\cs4 \additive\i Definition;} {\s5 \b\fs48 H1;} {\s6 \b\fs36 H2;} {\s7 \b\fs28 H3;} {\s8 \b H4;} {\s9 \b\fs20 H5;} {\s10 \b\fs16 H6;} {\s11 \i Address;} {\s12 \qj\li360\ri360\tx0\tx360\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tx9360 Blockquote;} {\*\cs13 \additive\i CITE;} {\*\cs14 \additive\f1\fs20 CODE;} {\*\cs15 \additive\i Emphasis;} {\*\cs16 \additive\ul\cf2 Hyperlink;} {\*\cs17 \additive\ul\cf3 FollowedHype;} {\*\cs18 \additive\b\f1\fs20 Keyboard;} {\s19 \qj\tx0\tx958\tx1917\tx2876\tx3835\tx4794\tx5754\tx6712\tx7671\tx8630\tx9360 \f1\fs20 Preformatted;} {\s20 \qc \brdrt\brdrdb\brdrw19\brsp42 \v \v\f2\fs16 zBottom of ;} {\s21 \qc \brdrb\brdrdb\brdrw19\brsp42 \dfrmtxty42 \f2\fs16 zTop of For;} {\*\cs22 \additive\f1 Sample;} {\*\cs23 \additive\b Strong;} {\*\cs24 \additive\f1\fs20 Typewriter;} {\*\cs25 \additive\i Variable;} {\*\cs26 \additive\v \additive\v\cf4 HTML Markup;} {\*\cs27 \additive \additive Comment;} }\margl1440\margr1440\hyphhotz936\ftnbj\ftnrstpg\aftnnar\viewkind1 \sectd \sbknone\headery1440\footery1440\endnhere\endnhere {\*\pnseclvl1\pndec\pnstart1{\pntxta .}} {\*\pnseclvl2\pnlcltr\pnstart1{\pntxta .}} {\*\pnseclvl3\pnlcrm\pnstart1{\pntxta .}} {\*\pnseclvl4\pndec\pnstart1{\pntxtb (}{\pntxta )}} {\*\pnseclvl5\pnlcltr\pnstart1{\pntxtb (}{\pntxta )}} {\*\pnseclvl6\pnlcrm\pnstart1{\pntxtb (}{\pntxta )}} {\*\pnseclvl7\pndec\pnstart1{\pntxta .}} {\*\pnseclvl8\pnlcltr\pnstart1{\pntxta .}} {\*\pnseclvl9\pnlcrm\pnstart1} \pard {\plain \b MUSIC\par }{\plain \b \par }{\plain \b Program Target:}{\plain To encourage youth to think carefully about their choices in music.\par }{\plain \b \par }{\plain \b What to do: }{\plain A week before the program, ask five of your young people to choose their favorite Christian song, and their favorite secular song. Ask them to bring a copy of each song on a CD to the meeting, and to also copy or type out the lyrics to each song and give them to you two days before the meeting. }{\plain \b \par }{\plain \b \par }{\plain 60-70 minutes: Allow each person at least five minutes to talk about the two songs they\'92ve chosen and share the lyrics with the group. Encourage them to share why they like the songs and invite discussion from the group. As time permits (and depending on what you and your group will consider appropriate) play selections from some of the songs. After each song has been introduced, invite some discussion from the group with the following questions:\par }{\plain \par }{\plain \tab 1. What is the message of this song?\par }{\plain \tab 2. Is there anything about this song that will help build your spiritual life?\par }{\plain \tab 3. Is there anything in this song that could damage your spiritual life?\par }{\plain \par }{\plain It\'92s quite possible that some of the secular songs chosen may have lyrics that even the youth are uncomfortable sharing in a church meeting! If this is the case, address that question directly: How can you be sure this is appropriate to listen to if you find some of the lyrics offensive? Is it really true that \'93no-one listens to the words anyway, it\'92s just the beat\'94? Can \'93the beat\'94 or the music itself}{\plain \b }{\plain be positive or negative, apart from the lyrics?}{\plain \b \par }{\plain \b \par }{\plain \b Preparation Time: }{\plain This program requires you to contact members of your youth group at least a week in advance and to check back with them during the week to make sure they are ready.}{\plain \b }{\plain When they have given you their song lyrics, you will need to make copies of them for everyone in the group to read. If the young people have trouble getting a copy of the song lyrics to you, have them tell you the names of the songs they have chosen and the artists that perform the songs. If you have access to the Internet, you can find the lyrics to almost any song online.}{\plain \b \par }{\plain \b \par }{\plain \b Bible Text:\par }{\plain \'93When you meet together, sing psalms, hymns, and spiritual songs, as you praise the Lord with all your heart.\'94 (Ephesians 5:19, CEV)\par }\pard \tx0\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\tx9360 {\plain \b \par }{\plain \b Song Service:\par }{\plain \'93Sing Hallelujah to the Lord\'94\par }{\plain \'93Shout to the Lord\'94}{\plain \b \par }{\plain \b \par }{\plain \b Vesper or Closing Thought:\par }{\plain As human beings, we are designed to love and enjoy music. Music can lift us up to God\'96or it can drag us down into the gutter. As you close today\'92s program, remind young people that our brains record everything we see and everything we hear. The music we listen to }{\plain \i does}{\plain affect us. Encourage them to make positive choices in music as in everything else.}}