To: Mr. Kapolka, Principal of Chelsea High School, February !

, "#$

Date:

Fro%: Michael & Mary K. Stone, citi'ens of Chelsea, M( an) parents of stu)ents atten)ing CHS

The Issue: Do the lyrics of the song *+i,e -hile .e/re 0oung1 by 2ne Direction contain se3ual innuen)o4 (f they )o, are they in ,iolation of the Chelsea High School state) policy prohibiting se3ual innuen)o4 (f they are a ,iolation, shoul) the song be perfor%e) )uring any school5appro,e) progra%4 Question: What is Innuendo4 (nnuen)o in +atin %eans 6to point to6 or 6no) to.6 -hen you refer to so%ething in)irectly, you point at it .ithout %entioning it, %aking an innuen)o. http:77....,ocabulary.co%7)ictionary7innuen)o (nnuen)o: an obli8ue allusion: hint, insinuation9 esp: a ,eile) or e8ui,ocal reflection on character or reputation. Fro% Websters New Collegiate Dictionary, #:;; (nnuen)o: a state%ent .hich in)irectly suggests that so%eone has )one so%ething i%%oral, i%proper, etc. http:77....%erria%5.ebster.co%7)ictionary7innuen)o (nnuen)o: the use of state%ents .ith a secon) possible %eaning, usually referring to se3 an) inten)e) as a <oke, or one of these state%ents. http:77....%ac%illan)ictionary.co%7us7)ictionary7a%erican7innuen)o Question: What is Sexual Innuendo? Definition: The ter% se3ual innuen)o has ac8uire) a specific %eaning, na%ely that of a 6ris8u=6 )ouble enten)re by playing on a possibly se3ual interpretation of an other.ise innocent uttering. For e3a%ple: 6-e nee) to go )eeper6 can be seen as both a re8uest for further in8uiry on any gi,en issue or a re8uest to go )eeper into an orifice. >lternati,ely the si%ple changing of the pronunciation of a .or) can be use) to %ake it soun) ,ulgar e.g. innuen)o to 6in5your5en)o.6 http:77en..ikipe)ia.org7.iki7(nnuen)o Question: How do we detect Innuendo? *To )etect innuen)o, one has to ?rea) bet.een the lines? of the .ritten or spoken )iscourse in a gi,en case an) )ra. out by i%plicature conclusions that are %eant to be inferre) by a rea)er or au)ience.1 @Douglas -alton, 2ne5Si)e) >rgu%ents: > Dialectical >nalysis of Aias. State Bni,ersity of Ce. 0ork Press, #:::D

*(%plicature1 )enotes either @iD the act of %eaning, i%plying, or suggesting one thing by saying so%ething else, or @iiD the ob<ect of that act. (%plicatures can be part of sentence %eaning or )epen)ent on con,ersational conte3tE http:77plato.stanfor).e)u7entries7i%plicature7 A Look at the lyrics of the song and their Context @fro% *+i,e -hile .e/re 0oung1 by 2ne DirectionD Lyrics: @for clarity/s sake an) to sa,e space, ( ha,e eli%inate) so%e of the repetition containe) the%D Hey girl (/% .aiting on ya, co%e on an) let %e sneak you out an) ha,e a celebration, the %usic up, the .in)o.s )o.n. 0eah, .e/ll be )oing .hat .e )o <ust preten)ing that .e/re cool an) .e kno. it too, so tonight @ChorusD +et/s go cra'y Ftil .e see the sun. ( kno. .e only %et but let/s preten) it/s lo,e an) ne,er stop for anyone. Tonight let/s get so%e an) li,e .hile .e/re young. Tonight let/s get so%e an) li,e .hile .e/re young. Hey girl it/s no. or ne,er, )on/t o,erthink, <ust let it go. >n) if .e get together, )on/t let the pictures lea,e your phone. 0eah, .e/ll be )oing .hat .e )o <ust preten)ing that .e/re cool, so tonight @ChorusD +et/s go cra'y Ftil .e see the sun. ( kno. .e only %et but let/s preten) it/s lo,e an) ne,er stop for anyone. Tonight let/s get so%e an) li,e .hile .e/re young. Tonight let/s get so%e an) li,e .hile .e/re young. >n) girl, you an) (, .e/re about to %ake so%e %e%ories tonight. ( .anna li,e .hile .e/re young, .e .anna li,e .hile .e/re young. @ChorusD +et/s go cra'y Ftil .e see the sun. ( kno. .e only %et but let/s preten) it/s lo,e an) ne,er stop for anyone. Tonight let/s get so%e an) li,e .hile .e/re young. Tonight let/s get so%e an) li,e .hile .e/re young. -anna li,e .hile .e/re young. Tonight let/s get so%e an) li,e .hile .e/re young.

Context: +ook at the conte3t of these .or)s an) their i%plications, keeping in %in) that innuen)o is foun) .ithin hints an) )ouble %eanings: Lets go crazy til we see the sun. I know we only met but lets pretend its love and never sto !or anyone. Tonight lets get some and live while were young. -hy )oes the boy tell the girl to *preten) it/s lo,e14 -hat )oes he %ean by *tonight let/s get so%e41 The 2nline Slang Dictionary )efines *get so%e1 as %eaning to engage in se3ual acti,ity, as in *( got so%e fro% that girl last night.1 http:77onlineslang)ictionary.co%7%eaning5 )efinition5of7get5so%e The i%plication in the song is that the boy is appealing to the strong

fe%ale nee) for affection 55*let/s preten) it/s lo,e1G@perhaps she/ll o,erlook the .or)s *let/s preten)H1D, propositioning the girl to get physical tonight, to ha,e se3ual intercourse or to engage in so%e for% of se3ual acti,ity. "ey girl its now or never# dont overthink# $ust let it go. %nd i! we get together# dont let the pictures leave your phone. -hy )oes the boy .arn the girl *)on/t let the pictures lea,e your phone1 after his state%ent *an) if .e get together.1 This i%plies the photos are of such an inti%ate nature in,ol,ing the t.o of the% that she shoul)n/t re,eal or sen) the% to anyone else. This state%ent shoul) be particularly )isturbing, especially in ,ie. of recent ne.s ite%s regar)ing teens an) se3ting: *-hen people take an) sen) se3ually re,ealing pictures of the%sel,es or sen) se3ually e3plicit %essages ,ia te3t %essage, it?s calle) Fse3ting./ -hile e3perts )iffer on statistics, se3ting is a teen reality that?s here to stay. Ki)s Fse3t/ to sho. off, to entice so%eone, to sho. interest in so%eone, or to pro,e co%%it%ent.1 &aken !rom an article which !irst a eared in the % ril# '()' *rown +niversity Child and %dolescent *ehavior Letter and ,uoted herehtt -..www.bradleyhos ital.org.teens/and/se0ting/what/is/it/and/what/can/ arents/do.html To highlight the seriousness of se3ting an) its pre,alence .ithin our o.n region ( cite a report in the >nn >rbor Ce.s, May , "##, .ith the hea)line After sexting incidents in!ol!ing "iddle schoolers# Saline foru" will look at cy$er safety% See the article here: http:77....annarbor.co%7ne.s7after5se3ting5inci)ents5in,ol,ing5%i))le5schoolers5saline5 schools5foru%5.ill5look5at5cyber5safety7 Please take note of the legal ra%ifications to the young people .ho engage in such acti,ity. ( 8uote fro% the abo,e5%entione) article: Prosecutors charge) four stu)ents ages #I an) #$ .ith )isturbing the peace in t.o of the inci)ents reporte) in January. The charges are %is)e%eanors punishable by up to :" )ays in <u,enile )etention an)7or a K!"" fine. *>fter the inci)ents .e/,e ha), ( think it/s i%portant to )o this because it/s a ,ery serious issue that ( )on/t think ki)s un)erstan) the full i%pact of,1 Saline Police Chief Paul Aunten sai). *(t/s up to the parents to teach the% ho. serious this is, but .e can certainly help.1 >n) this 8uote fro% the sa%e article: LSaline Police Detecti,eM+upi sai) he belie,e) the cases fit un)er &ichigan's child (ornogra(hy statute, @e%phasis a))e)D but un)erstoo) .hy prosecutors opte) for the lo.er charges in <u,enile court because of the stu)ent/s nai,et=. *Aut each case is )ifferent an) there %ay be )ifferent charges the ne3t ti%e this happens,1 he sai). *( )on/t think ki)s reali'e the gra,ity of sen)ing .hat they think is so%ething har%less to a boyfrien) or a girlfrien). This is ,ery serious consi)ering the po.er of technology to)ay an) serious charges coul) apply.1 Question: Can sexual innuendo $e inferred in the lyrics of )Li!e While we're *oung+?

0es, base) on the reasoning gi,en abo,e regar)ing the conte3t of these lyrics. 2ther supporting state%ents sho.ing that the general public recogni'es the se3ual innuen)o in the lyrics are foun) on the a))en)u% page listing the results of a google search 1What is the meaning o! the lyrics o! Live While were 2oung.3 > brief list of co%%unity %e%bers .ho fin) se3ual innuen)o in these lyrics %ay be foun) un)er ite% No%an nu%eral ((( fro% the first page of %y presentation to Mr. Hin'. +iste) are the assistant pastor of Faith Aaptist Church an) his .ife, Jerry an) +eslie Ooul), an) also a )eacon of that church an) his .ife, Douglas an) Janice -ells, .hose chil) atten)s CHS. (nclu)e) are Chelsea High School stu)ents .ho ha,e .ith)ra.n the%sel,es fro% perfor%ing this particular song because of the innuen)o, Orace Stone an) Joshua Stone, an) Nee,e Segrest, .ho is on the Co%pany C lea)ership tea%. > fourth stu)ent na%e) Cheyenne @sp4D has also .ith)ra.n herself fro% perfor%ing that selection. Orace an) Joshua ha,e state) that a nu%ber of stu)ents in the co%pany rea)ily a)%it that they interpret the song as speaking about se3ual acti,ity. Question: Is there a likelihood that during the (erfor"ance of )Li!e While we're *oung+ $y Co"(any C "e"$ers of the audience will understand the sexual innuendo contained within this song? Chelsea, Michigan is typical of the a,erage >%erican population an), like the general public cite) abo,e an) the specific people liste) fro% the Chelsea area, %e%bers of the au)ience .ill un)erstan) the innuen)o containe) .ithin this song. Chelsea High School's stated (olicy regarding sexual innuendo The Stu)ent5Parent Han)book# un)er Code o! Conduct and 4tudent Conse,uences# 5art '( Dress Code# states that *>ny ite% .ith ,ulgarity or profane i%printing, se3ual innuen)o7harassing i%printing inclu)ing Fhooters/ shirts or i%printingEis not per%itte).1 The .or) *hooters1, at face ,alue, is an innocent ter% .ith an innocent i%age, i.e. the o.l, but gi,en the conte3t of the slang )efinition @often ,ulgar : breast Gusually use) in plural http:77....%erria%5.ebster.co%7)ictionary7hooterD an) its association .ith the logo of the Hooters restaurant .here .aitresses .ear ski%py outfits e%phasi'ing certain parts of their anato%y, .e rea)ily recogni'e the se3ual innuen)o i%plie) in the na%e, hence the specific listing of that logo as an e3a%ple of se3ual innuen)o .hich is prohibite) in Chelsea High School. This state) co)e of con)uct that prohibits the im rinted e3pressions of se3ual innuen)o .ithin the school setting an) applies to *all school5sponsore) e,ents an) acti,ities,1 @Stu)ent5Parent Han)book, Code o! Conduct and 4tudent Conse,uences# 5art '( Dress CodeD, also logically applies, .e belie,e, to the prohibition of ublic discourse or other verbal e0 ression o! se0ual innuendo on ca%pus or at any school5sponsore) e,ent or acti,ity. (f it is forbi))en to broa)cast se3ual innuen)o ,isually, )oes it not follo. that it is unacceptable to broa)cast se3ual innuen)o through ,erbal e3pressions of )iscourse or choral %usic4 (f a stu)ent .ere to .ear an article of clothing or carry an ite% that containe) so%e i%printe) e3pression of se3ual innuen)o, )oes it %ake sense for the faculty or a)%inistration to tolerate the rea)ing alou) of that %essage by another stu)ent, particularly o,er an) o,er as the stu)ent %a)e his7her .ay through the halls, in

the Stu)ent Co%%ons, or in the >u)itoriu% .hile not tolerating the i%printe) %essage4 (f the i%age is intolerable, .hy .oul) the oral e3pression of it be tolerate)4 Shoul) the a)%inistration tolerate the se3ual innuen)o as e3presse) in the lyrics of *+i,e -hile .e/re 0oung1 %erely because it .ill be presente) to the stu)ent bo)y an) to the greater co%%unity in a %usical e3pression rather than in an i%age4 During our %eeting Mr. Hin' state) that %ost of to)ay/s pop %usic coul) be interprete) as ha,ing se3ual innuen)o. ( infer, then, that he )oes recogni'e the 8uestionable nature of this song. My response to hi% .as that is precisely .hy the teachers an) a)ults in the li,es of young people are responsible for gui)ing the stu)ents to see the conse8uences of their %essages. ( refer to the CHS %ission state%ent: *The %ission of Chelsea High School is to create in)epen)ent thinkers who act with integrity an) .ho are in,este) in the global co%%unity.1 @P%phasis a))e).D -e %ust help the stu)ents learn to analy'e an) e,aluate the %essages they present an) .hether those %essages ,iolate establishe) school or societal co)es of con)uct. (f those %essages fall short of acceptable co)es of con)uct, then .e %ust gui)e the stu)ents to act responsibly. What is the duty of Chelsea High School in u(holding the stated (olicy (rohi$iting ex(ressions of sexual innuendo? For prece)ence, .e cite the case of Aethel School District ,. Fraser, .here a high school senior .as )iscipline) for using se3ual innuen)o in a public election speech )uring a school asse%bly. The case su%%ary %ay be foun) here: http:77....free)o%foru%.org7packages7first7curricula7e)ucationforfree)o%7supportpages7+"Q5 CaseSu%%aryAethel.ht% The Supre%e Court uphel) the )isciplinary action of the high school officials, stating the right of the a)%inistration to punish the *ris8u= content of his speech1 because it occurre) )uring a school5sponsore) acti,ity. The Court issue) the follo.ing opinion: *It is a highly a((ro(riate function of (u$lic school education to (rohi$it the use of !ulgar and offensi!e ter"s in (u$lic discourse% E The inculcation of these ,alues is truly the .ork of the school, an) the )eter%ination of .hat %anner of speech is inappropriate properly rests .ith the school boar).1 *The process of e)ucating our youth for citi'enship in public schools is not confine) to books, the curriculu%, an) the ci,ics class9 schools "ust teach $y exa"(le the shared !alues of a ci!ili,ed social order%1 @P%phasis a))e).D -hat, then, is the responsibility of the a)%inistration of CHS in regar)s to this particular song an) its rele,ance to the school policy prohibiting e3pressions of se3ual innuen)o4 -e belie,e the a)%inistration of CHS is obligate) to uphol) the state) co)e of con)uct that prohibits i%printe) e3pressions @an) by .ay of i%plication public )iscourse or ,erbal e3pressionD of se3ual innuen)o .ithin the school setting an) *all school5sponsore) e,ents an) acti,ities1 by forbi))ing the perfor%ance of this song as it currently stan)s. -ur Contention and -ur A((eal

Contention: -e conten), gi,en the se3ual innuen)o i%plicit in the lyrics of *+i,e -hile .e/re 0oung,1 that this song ,iolates the co)e of beha,ior the high school has establishe) for its stu)ents an) faculty. -e also conten) that Mr. Hin' is currently in ,iolation of this school co)e by )istributing the lyrics of this song to the %e%bers of Co%pany C an) assigning the %e%ori'ation an) singing of the% in preparation for public perfor%ances. -e further conten) that he .ill cause the stu)ent %e%bers of Co%pany C to be co%plicit in this ,iolation of school co)e if they perfor% this %usical nu%ber .ith the lyrics re%aining as is, at any school5 sponsore) e,ent or acti,ity. During %y %eeting .ith Mr. Hin', ( @Mary K. StoneD presente) hi% .ith a co%pro%ise. Necogni'ing the ti%e an) effort that has gone into the preparation of this %usical selection, ( propose) that <ust .or)s be change), s%all ones in the language but hea,y .ith connotation an) innuen)o: change the .or)s *let/s get so%e1 to *let/s let go.1 (n %y research ( ha,e co%e across a ,i)eo poste) by another artist, Megan Cicole, .ho recor)e) 2ne Direction/s song .ith <ust this change. 0ou can fin) the ,i)eo here: http:77....%egannicole%usic.co%7tags7,i)eos The lyrics .oul) change fro% *tonight lets get some1 to *tonight lets let go and live while were young.1 @(f you %o,e )o.n the page to the ;th ,i)eo selection you .ill see her ren)ition of this song.D The artist has %a)e that s%all change an) thereby )i%inishe) the .eight of se3ual i%plications. A((eal: -e appeal to you, Mr. Kapolka, to change the )ecision Mr. Hin' has %aintaine) regar)ing this song by 2ne Direction, a stance he hel) after our )aughter first .ent to hi% .ith her concerns about the lyrics, that he continue) to hol) after .e e%aile) hi% .ith our state%ent that .e belie,e) the song ,iolate) school policy, an) that he still hol)s after %y %eeting .ith hi% last .eek. -e belie,e the e,i)ence is irrefutable proof that the lyrics of *+i,e -hile .e/re 0oung1 contain %ultiple instances of se3ual innuen)o, particularly innuen)o referring to an irresponsible acti,ity that to)ay/s teens ha,e been engaging in .ith serious legal conse8uences, i.e., se3ting. -e ask, is this the %essage you .ant representing Chelsea High School4 (s this the %essage of the Chelsea co%%unity, .ho ha,e place) their chil)ren into the han)s of the high school faculty in or)er to acco%plish the task of e)ucating the% in such a .ay as to *Ecreate in)epen)ent thinkers who act with integrity @e%phasis a))e)D an) .ho are in,este) in the global co%%unity,1 to be broa)cast in official school progra%s4 -ill you uphol) the stan)ar) that is .ritten in the Stu)ent5Parent Han)book, )isse%inate) to all stu)ents an) their parents, an) e3pecte) of all stu)ents an) faculty .ithin any school5appro,e) function, in5house or public, the stan)ar) forbi))ing e3pressions of se3ual innuen)o4 The real 8uestion, then, is .ill the a)%inistration of CHS stan) behin) the state) co)e of con)uct in regar)s to se3ual innuen)o an) either #D re%o,e this song fro% Co%pany C/s repertoire, or D enforce a change in lyrics that .ill effecti,ely te%per the innuen)o i%plie) in the song4 -e re8uest that you )eal .ith this issue i%%e)iately in ,ie. of the fact that Co%pany C has a perfor%ance this Satur)ay an) plans to present this song by 2ne Direction. -e also re8uest

that .e recei,e notice of your )ecision by Thurs)ay, February ;, "#$, at : a% since .e are a.are that Mr. Hin' has alrea)y apprise) you of our position, an) if necessary, .e plan to appeal this issue to the Chelsea School Aoar).

.inal Thoughts to /onder Do you .ish to fiel) the call fro% an irate parent .ho sat through the perfor%ance .ith his or her # year5ol) )aughter an) is upset because they ca%e .ith the un)erstan)ing that the sho. .oul) be *fa%ily frien)ly,1 as befits a co%%unity high school perfor%ance, an) .oul) not contain anything of a se3ually suggesti,e nature. Do you .ish to step into the co%%unity/s arena of public )iscourse o,er the appropriateness of the %usical selections of Chelsea High School/s sho. choir4 The probability of these situations is likely unless you enforce a change this .eek.

Nespectfully Sub%itte), Michael & Mary K. Stone

Addendu": &r% Hin,' su((orting state"ents for his (osition on kee(ing the song )Li!e While we're *oung+ $y -ne 0irection in Co"(any C's re(ertoire and our re$uttal to his state"ents (n all our co%%unication .ith Mr. Hin' regar)ing the appropriateness of the lyrics to be use) in school functions, or the lack thereof, he has gi,en no strong supporting state%ents to uphol) his )ecision. -hat state%ents he has gi,en in his support are: #. ( a% not con)oning se3ual pro%iscuity, an) other irresponsible beha,ior in chil)ren, teens, or a)ults 6We do not accuse him o! that# but we do believe he is misguided in this articular choice o! music.7 . +yrics in pop %usic, rather, ha,e e3presse) young people?s longing for a),enture, in)epen)ence, gro.n5up free)o%s, e3cite%ent, ro%ance......(t?s your response to choices that is also a part of gro.ing up that co%es .ith conse8uences. 62es# lyrics do e0 ress that longing. What does this have to do with the innuendo contained in this articular song8 2es# eo le# and in this articular situation# young adults need to recognize the conse,uences o! their choice o! actions. &hat is why we are concerned about the actions im lied in these lyrics 9 what are the conse,uences that can result !rom what is suggested8 %t the least# erha s shame and heartbreak !rom the casual hook/u : at the worst# 4&Ds# unwanted regnancy# legal actions resulting !rom se0ting;7 I. (t?s 2K as a young person to stop an) celebrate .hat an) .here you are no., e,en though all of the a)ults in your life push you to look for.ar) only. (t?s 2K to once in a .hile to <ust lo,e your life an) the people you?re .ith. 0ou can?t take all of your eyes off the future, but once in a .hile..... 64orry# we dont understand how this su orts his claim that the lyrics are not se0ual innuendo. %nd by the way# while we recognize the $oy in celebration and the need !rom time to time to e0 ress !un# the adults in teens lives should be instructing and training them 6why does <r. "inz view this as ushing7 to look !orward and be mind!ul in all that they do# since teens are notorious !or their 1in the moment only3 outlook. &hey generally dont give much consideration to the conse,uences o! their actions. %s I ointed out to <r. "inz# that is why my son drives with a restricted license. &he state o! <ichigan recognizes the tendency o! teens to not consider where their actions will lead.7 $. Nather than al.ays looking at lyrics as representati,e of the perfor%er?s entire belief syste%, perhaps instea) ,ie. the% as one slice of life 6We teach our children to always care!ully consider with whom they associate and what they do. =ne action# 1one slice o! li!e#3 can carry with it serious conse,uences# as outlined above in oint '7 !. (f you can?t .rap your personal beliefs aroun) this...... consi)er that in perfor%ance, you?re calle) to play a character, it )oesn?t %ean that e%brace those i)eals. Theater, %usic, art, )ance, an) literature offer us .in)o.s into other .orl)s an) allo.s the perfor%ers an) au)ience to S>FP+0 li,e out i)eas they %ay consi)er but not actually pursue in real life. (n other .or)s, .hat .e e3press in art, pop perfor%ance, or on stage

)oes not necessarily translate to .hat .e .oul) be co%fortable )oing in life 6I addressed this in my meeting with <r. "inz. We recognize the value o! a er!ormance ortraying ositive role models in contrast to negative role models. We have no ,uarrel with that. "owever# this song resents no ositive role# and there!ore# by im lication# a erson giving a er!ormance where only one role or message is resented# in this case the se0ual romiscuity hinted at# is giving his assent to that message when there is no other contradictory statement. &his song gives no other warning or disclaimer against its innuendo o! se0ual activity# including se0ting# other than to be care!ul not to let the ictures leave the hone# im lying that there will be hotos o! a sensitive nature. *ecause no disclaimer is given# the students performing this song are in essence giving their implicit assent to the messages contained within. Is this the message <r. "inz and the administration o! C"4 a rove and wish to resent to the student o ulation87 R. Finally, 6+i,e -hile -e?re 0oung6 is a song about the e3cite%ent an) energy felt by young people .ho are )isco,ering an) testing7establishing their boun)aries for the first ti%e. Teen break out songs ha,e been a part of all of our generations. Sirtually e,ery %o,ie an) song ai%e) at teens is about this ,ery topic in one .ay or another. 2ur collecti,e interpretation as a perfor%ance group is one of e%bracing the energy an) e3cite%ent that goes along .ith being a teenager55not en)orsing the )etails of a fe. lyrics .hich are open to interpretation, an) t.isting the% into a se3ual connotation. 6"ere <r. "inz has resorted to accusing the concerned student o! 1twisting3 the lyrics meaning rather than discussing the lyrics themselves: he has ignored dealing with the words themselves. Is that a !air and right treatment to an honest concern8 &he concern was brought to him rivately: he addressed it within the whole grou # and resented that accusation to the whole.7 ;. Mr. Hin'/ only other state%ent in support of his stan) to %e is that one can interpret %ost of to)ay/s pop %usic .ith se3ual innuen)o. ( agree .holehearte)ly .ith hi%H Se3ual innuen)o is containe) .ithin %uch of the %usic of to)ay9 that fact )oes not negate our res(onsi$ility to speak, act, an) choose carefully so that .e )o not co%%unicate se3ual innuen)o .ithin our e)ucational arena. (t )oes not %atter our intention9 all that %atters is .hat the au)ience .ill percei,e an) take a.ay fro% the perfor%ance T in this case, the se3ual innuen)os containe) .ithin the %usic of *+i,e -hile .e/re 0oung.1 That is .hy perfor%ers are al.ays to carefully consi)er their %essage before they present it.