Hot Cheetos and Takis: Implications of music and family

Get to know the people behind the production in this interview by The FADER.

If you haven't seen the recent buzz about the Hot Cheetos & Takis video (above), and the kids of the Minneapolis North Community YMCA extracurricular rap class Beats & Rhymes, known as Y.N.RichKids, you have missed out on a lot. These aren't just cute kids with a professional music production and a few videos. These kids have, in this parent's opinion, embodied the potential of music to be more than just background noise for kids. In a music market overrun by adult themes, it is the non-profit programs that have been instrumental in developing child-level music appreciation without the degradation of their status in society.

What does that mean? I mean to have you watch the video, the rest of the videos on their web site, and consider what they could be rapping about. The most controversial song I've heard so far on the free downloads (that's right, FREE) of music from Y.N.RichKids is "G.F." on the School House Rap album, about a boy seeing a pretty girl and wanting her to be his girl. Compared to what that could be, the spectrum of lyrics that could go along with a more adult subject like relationships, the song is more middle school "like" than the complexity of "love". In all, I am very impressed with the lyric choices, the subject matter and the professional polish of the music this program is producing. It's something I am not ashamed of letting my kids listen to.

Now, in full disclosure, rap is not generally the favorite of our family. I grew up with rap and hip hop in the 80s and 90s, but my tastes turned to guitar-related music as I was learning guitar and rock myself. Morgan has always been more into pop, country, rock and punk. The kids vary from pop music to tweenpop, though each has their own personal taste (Aiden loves rock and punk, Alayna is more into tweenpop like Sabrina Gomez and Demi Levato, Brooklyn likes pop like Bruno Mars, and Bella likes classic rock). However, it's not like they haven't heard rap and hip hop before. I listen to crossover hip hop and spoken word, like The Roots, Flobots, Scroobius Pip, KRS-One, or crossover beats like Portishead and Massive Attack, something with a message that doesn't include being a thug. Fooling yourself into complacency by rapping about how horrible of a human you can be is just not something I care about, nor is it something my kids should be interested in.

There are some exceptions. I've always been impressed with Eminem, Jay-Z and many of the rappers that came from the 80s. Maybe that's why I like Y.N.RichKids. It reminds me more of that old school sound and cadence, but with more contemporary producing quality.

We need more of this in the mainstream. Where are the record deals for the kid-friendly artists? Sure, the Aquabats have a TV show, but you don't hear them on any mainstream radio. The general public likes controversial. It sells. Meat dresses and naked wrecking ball videos are what sell music to adults that have money.

I haven't bought music in a long, long time. I don't download it illegally either. As I said in a previous post, there is plenty to hear on free radio and public downloads. And as my economic status improves, I'm not adverse to buying a song on iTunes or Google Play if it's something I really like. But album-based consumerism is dying. I'm more likely to find what I want on Pandora or iTunes Radio and then go out and buy it because I want to add it to a collection. And I am adding Y.N.RichKids to that collection.

Aiden is learning trombone, for what reason I still have not worked out. We showed him a video of Mighty Mighty Boss Tones as an example of what that could mean to him as an artist (incidentally, the guy playing trombone in that band is black, like the trombone player included in The Roots touring team). If he wants to try to create something, a recording perhaps, with that instrument, I can work out a hip hop style song on open source software and let him write it himself, using his trombone as a melody.

This is a true implication of what music could be for a family, an expressive channel without the adulthood if needed. Some kids have been through more, and maybe want to express that through song. That is completely fine, as long as the family considers what public performance of such songs can cause, the consequences, both good like support and bad like ridicule, that would occur from such promotion. But include music in your child's life, and do it early. Not just Elmo or nursery rhymes, but real music like Y.N.RichKids, Aquabats, or someone Greasy Kid Stuff plays on their radio show.

Join us as a family enjoying music. As a family.

Be consistent with teachers when helping with homework

Curriculum night at Image Elementary was quick but helpful. This is the first year the kids are in public school since Aiden was at Roosevelt Elementary in the Vancouver School District. On top of that, Brooklyn hasn't been in school before, and Alayna is transitioning from private, Christian-centered school to public school. So much going on now. It's very confusing, and I want to be as effective in complementing in-class time as possible. Why? Because I believe education is the most important part of their life, what will make or break their success in the future. Nothing is more important.

Listening to the teachers, they each had the same graphic in each classroom: a triangle that connected "Students", "Teachers", and "Parents". The school is also pushing parental involvement because they know, like I do, that if students are left to their own devices, or they believe that teachers and parents don't know what each other are doing, students at their age will not be self-motivated enough to get a consistent application of the knowledge they are absorbing.

We as parents can challenge our children in ways the school cannot or will not. We can also create confusion when different messages are being given to a child. Ever heard an adult say, "You'll never use that kind of math in the real world," and really mean it? They were probably told that by peers or parents and that's how they approached their learning. These same kids either didn't get to advanced algebra or calculus, or they did and never did anything with it. They really needed to know that calculus and scientific careers go hand in hand, that trigonometry and programming complement each other. They needed to hear that if you know how to write in correct grammar with a large vocabulary you can be a news correspondent, a presidential speech writer or a cutting-edge blogger. And they needed to understand that it really does improve their ability to make money, enjoy their work and share their skills with the world.

It seems reasonable that the easiest thing we can do as parents is make the language, tone and encouragement that the teachers give their students a common practice during school work at home. When a teacher helping a student with a math problem is saying, "You're on the right track, you just need to try this and you'll have it," but when the student is home his or her parent is saying, "You know this. Why is it you can't just do the work like I know you can? I think you're just being lazy," there is a clearly mixed message between educational authorities.

Good teachers are trained to be and will consistently be positive and encouraging to a student. As they get older, you can adjust your approach depending on how your child works best (some kids end up working better when they're challenged to do it right and seeing where they got it wrong; it's a fact). But again it has to be consistent with what the school is doing with your child. If you believe your teacher is not teaching the way that is best fitting with your older child's learning habits, you need to be willing to work with them to make it right.

So think about how you are speaking when you are trying to get a pesky math sheet done with an 8-year-old, a book report flushed out with a 6th grader, or even a penmanship page with a kindergartner. Are you telling them how much you think they could do but are not, or are you telling them they're on the right track and you know they can get it if they try again? Are your words positive, encouraging and motivating? Or are they discouraged because you've just told them they are lazy and not trying? You have an effect on their ability to learn in the classroom because you are their parents. No matter how much they may say they don't care about what you think, they do. They always do.

For more ideas on how to give positive, constructive feedback to a student, whether helping with homework or homeschooling, check out the following references:

• Some basics from the Department of Education's Learning Partners program.
• More homework basics from the University of Illinois Urban Extension program.
• Focus on Effectiveness, part of the Northwest Regional Educational Laboratory, on Reinforcing Effort (Dr. Mel Levine)
• WikiHow.com article on how to get kids to do homework.
• Larry Ferlazzo's three-part series on engaging parents in education as posted on Education Week's blog.