To view the original video and read the Spotlight, please go to http://www.nichd.nih.gov/news/resources/spotlight/Pages/050713-MSY.aspx
Voices of Experience
running time: 8:26
Clip of television show
Man twirls umbrella on red carpet
Youth catch apples
Image of cartoon
iTunes and Google chrome desktop icons on computer screen
Girl opens book with pop-up McDonald’s happy meal on inside pages
Debbye Turner Bell talks on camera
Debbye Turner Bell: The Media-Smart Youth program is the product of a long and careful development process.
Girls browse magazines in classroom setting
Youth brainstorm at table; girl writes
Male facilitator teaches; boys listen while sitting in chairs in classroom setting
Female facilitator teaches; youth sit at table in classroom setting
Female facilitator looks toward boy
Hand scoops frozen yogurt into measuring cup
Boys play basketball on outside court
Boy and girl writing at table in classroom setting
Girl in neon green fleece does downward dog yoga pose
Boys do sit-ups
Shot of youth feet in sneakers moving on floor
Girl jumps rope
Turner Bell: For more than two and a half years, the program was written, reviewed, tested and refined by experts in media literacy, youth development, nutrition, and physical activity. But perhaps the most influential in the development of this program were the youth participants themselves who served as our experts in the field of fun!
Turner Bell talks on camera
Turner Bell: Since 2005, the program has been successfully up and running in communities and after-school programs around the country.
Female facilitator in orange turtleneck sweater holds media-smart youth teacher’s guide in classroom setting
Female facilitator teaches in classroom setting
Piece of poster paper posted on wall with lesson notes; title reads: “Physical Activity Recommendations for Young People”
Boy and girl do sit-ups on blue mats
Production team films youth in classroom setting
Kid’s hand writes with marker
Boy in blue shirt talks to group of students
Kid’s hand picks up chunk of cantaloupe with toothpick
Youth gathered around table pick up pieces of fruit from table and put it on their plates during snack break
Turner Bell: An early draft of the curriculum was pilot tested by youth-serving organizations in seven sites around the country. After careful revisions, the program was then retested and finalized. And now, Media-Smart Youth has been updated to reflect the changing media landscape and the most recent nutrition and physical activity guidelines.
Another facilitator teaches with youth standing around her
A different facilitator teaches; “Voices of Experience” text appears on the screen; footage freezes
Turner Bell: Through the years, we’ve learned a great deal from many of the sites involved with the program. And the facilitators at these sites might well be described as the “Voices of Experience.” Here’s what they have to say about Media-Smart Youth.
Facilitator talks to youth
Facilitator’s hand holds Snickers bar
Youth sit in chairs in semi-circle in classroom setting listening to facilitator
Girl in black and white hat smiles
Two girls listen
Facilitator: Hey you guys! How about this Snickers bar, how many servings do you think are in the Snickers bar?
Facilitator: Good. Three servings.
Naheeda Hirji-Walji talks; “Naheeda Hirji-Walji, Girl Scout Council of Greater Minneapolis” text appears on screen
Naheeda and youth laugh in classroom setting
Girls clap their hands while seated in classroom setting
Naheeda teaches; youth listen while standing around her
Girls smile; Naheeda teaches while standing outside
Girl smiles in classroom setting; Naheeda smiles
Naheeda Hirji-Walji: Many times as youth workers you get overwhelmed with all the different curriculums there are out there, and a lot of times you think about what should I use and what shouldn’t I use . . .
. . . Well, speaking from my own experience, this is definitely a program that I would continue using.
Amy Hoffman talks
“Amy Hoffman, Cobb and Douglas public health” text appears on screen
Facilitator teaches while group of youth stand listening in front of her in classroom setting
Youth listen; girl smiles
Amy Hoffman: It’s all about increasing physical activity, improving nutrition choices, and how the media plays a role in that.
Emily Vergara talks; “Emily Vergara, Girl Scouts of Rolling Hills Council,” text appears on screen
Vergara teaches while holding the media-smart youth facilitator’s guide in a classroom setting
Emily Vergara: The great part about this program is that you don’t need a background in health, in fitness, in nutrition, or in media to teach it because everything is there for you.
Vergara [to youth]: We’re going to focus on advertising.
Vergara walks toward line of youth presenting with pieces of paper in their hands
Vergara looks at paper
Barbara Karp: If you have the desire to work with these kids . . .
Barbara Karp talks on camera; “Barbara Karp, Westfield YMCA” text appears on screen
Pairs of youth hold hands and participate in activity break in classroom sitting
Karp: . . . that’s what you really need. The program stands for itself.
Vergara looks at media-smart youth facilitator’s guide
Vergara looks down
Vergara turns the pages of the guide; “Guiding Facilitators through the Workshop” text appears on screen
Hirji-Walji talks on camera
Hirji-Walji: You really take it lesson by lesson, it’s really laid out for you, and it gives you the information that you need.
Vergara reads facilitator’s guide
Vergara teaches in classroom setting
Kid’s hands holds red permanent marker
Youth participate in a relay race activity in classroom setting
Girl crawls across floor in the relay race toward the far side of the room
Kristen Campbell talks; “Kristen Campbell, Girl Scouts of Rolling Hills Council” text appears on screen
KRISTEN Campbell: The most important thing is to have fun with the curriculum. Let the kids take the lead with most of the activities. Let them run with it.
Girl in neon green sweatshirt runs backward toward her team during relay race in classroom setting; hands marker to facilitator, who skips during her turn in the relay
Girls sit on floor while working on activity in classroom setting; youth laugh
Alesha Wright talks; “Alesha Wright, YMCA of Coastal Georgia” text appears on screen
Alesha Wright: The kids love it because it’s really catered to them.
Youth rush to their seats in classroom setting
Chelsea Bryant talks; “Chelsea Bryant, YMCA of Coastal Georgia” text appears on screen
Youth rush to their seats
CHELSEA Bryant: You’re up doing stuff, running around.
Youth laugh in classroom setting
Campbell: It is probably one of the fastest 90 minutes of my life, and they think it goes by fast, and they’re having fun, too.
Girl skips toward her peers in classroom setting
Girl in striped shirt jumps rope in classroom setting
Vergara and Campbell review lesson plan; “Creating a Workshop to Fit your Group” text appears on screen
Christina Bolton talks; “Christina Bolton, YMCA of Coastal Georgia” text appears on screen
Boy talks while Christina and another boy listen in classroom setting
Boy writes while talking to his peers in classroom setting
Boy’s hand writes
Boy practices his jingle with his group members in classroom setting
Christina Bolton: The facilitator can adapt the program to their own style, their own audience, a demographic they’re working with.
Regis Donovan talks; “Regis Donovan, Girl Scouts of Rolling Hills Council” appears on screen
Youth lift up giant parachute and run underneath
Regis Donovan: It can be done in an after-school venue once a week for 2 months. It can be in a camp setting.
Vergara teaches youth yoga pose in classroom setting
Vergara: It seems to be working for us any way we feel like adapting the curriculum to meet our needs and what the kids’ schedules are like.
Youth practice yoga poses in classroom setting
Youth sit up from yoga pose
Facilitators clap their hands
Vergara: Good job.
Boy in blue sleeveless shirt throws frisbee; “Attracting Youth to the Workshop” text appears on screen
Boy in wheelchair swings bat at baseball
Girl in red shirt swings jump ropes; then a girl in white shirt jumps into the game
Julia Black talks on camera
“Julia Black, Westfield YMCA” text appears on screen
Two girls play piano
Julia Black: We recruited kids through our after-school program, through the newspapers, through our YMCA brochure.
Youth performing on camera
Youth acting on stage; two girls appear on stage from behind curtain
Donovan talks on camera
Girl with headphones looks into camera monitor
Youth look into camera monitor
Television monitor shows girl on television
Girl smiles while looking at monitor
Donovan: Letting children know that they’re gonna have the opportunity to be creative is the key in recruiting children for the program. There’s no question that children really want an outlet for their creativity.
Hoffman talks on camera
Karp teaches group of boys in classroom setting
Hoffman: It’s usually about 15 kids in the class.
Margie Edberg talks on camera; “Margie Edberg, Girl Scout Council of Greater Minneapolis” text appears on screen
Edberg teaches; points at blender while instructing youth standing around her
Smoothie pours into cup
Girl drinks smoothie
Youth drink smoothies
Girl nods and talks
Campbell, facilitator, listens to youth while teaching and holding facilitator’s guide in classroom setting
Margie Edberg: And you really wanna keep that as a core group. There’s so much that the kids are learning, and they need to have some time to ask questions.
Girl: It’s good.
Girl in purple shirt listens to instruction in classroom setting; “Handling Sensitive Topics” text appears on screen; girl in navy blue sweatshirt looks up and puts hand to her face while thinking
Karp talks on camera
Girl eats banana
Hand dips red bell pepper into salsa on a plate
Boy with glasses eats
Karp: There are sensitive issues. We don’t ever say “diets.” But we’re saying, here’s the information. We want you to look at the information, and then hopefully you can make some of these changes. But we’re not pointing to anyone and saying you need to make these changes.
Vergara teaches while youth listen in classroom setting
Vergara reads from facilitator’s guide
Vergara and girls discuss
Vergara: Media-Smart Youth is very sensitive to diversity. It easily embraces the different ethnicities found in your group and there’s a lot of helpful guidance around those issues.
Girl looks at camera
Another girl smiles
Facilitator’s hand points to poster on board in a classroom setting; title of poster reads: “The Big Production”
“Focusing on the Big Production” text appears on screen
Boy’s hands hold index card and pencil
Shows the big production poster on board
Campbell [To youth]: Which one do you want to do for our Big Production? TV, video, song, website, or radio?
Bolton talks on camera
Bolton: I like to think that the Big Production is the grand finale of the program.
Youth put slips of paper in ballot box during classroom activity
Youth work on jingle time activity worksheet in classroom setting
Boy with braces laughs
Camera focuses on poster with “Nutrition” written on it
Boy looks toward poster on wall that reads: “Low Activity”
Youth writing in workbooks
Groups of boys brainstorm around table in classroom setting
Girl draws storyboard
Girl’s hand draws
Karp: What you’re gonna end up with is kids taking all this wonderful knowledge and all these terrific skills that they’ve gathered over the 10 lessons, and they’re gonna put it into something that reflects what they’ve learned. And it’s gonna be something that’s going to appeal to kids of their own age, and that’s what you want. We’re not working towards a highly polished production. We’re working towards something that reflects what Media-Smart Youth has meant to these kids and what they’ve learned from it.
Willy, youth participant, dressed in watermelon costume, talks into camera while holding microphone in outdoor setting
Willy: This message is about not to starve yourself or stuff yourself but to eat healthy.
Bryant talks on camera
Bryant: You can do anything. It’s really flexible.
Girl writes on poster
Vergara talks on camera
Youth draws on poster
Girl discusses worksheet with her group in classroom setting
Vergara: They can make a video, they can make a magazine ad, and they can make a newspaper ad. They can make posters.
Bryant: They sing songs and we videotape it and put it on YouTube.
Boy raps while two girls sing backup in classroom setting
Wright talks on camera
Youth clap along to boy’s rap
Hoffman: They really enjoy that it’s their idea and that it’s their voice.
Wright: It gives them a chance to shine in front of their peers.
[CLAPPING IN RHYTHM]
Boys jump along to boy’s rap and group cheers
Bolton: They’re so proud of the work that they do and when their friends can see what they’ve done and learn about the program at the same time, I think that’s really exciting.
Picture of drawing; zooms in on caption written on drawing that reads: “Oh! I’m tired and I have to stop running”
Legs run up and down flight of stairs
David Davis talks on camera; “David Davis, Westfield High School” text appears on screen
David Davis: Keep it simple. If it’s simple then you’ll have enough time. To do so, think of higher concepts like a neat way to convey a message and focus right in on that single, neat, cool way and do that really well because you’re not gonna have much time to do the fancy way.
Kid’s hand stops boy’s leg as he runs down flight of stairs
Boy talks into camera
YOUTH VOICE: Stop. What are you doing?
Boy: I’m taking the stairs.
On-air signage in radio station
Footage of magazines
Hulu website on computer screen; “Enlisting a Media Partner” text appears on screen
Girl with headphones operates television camera and looks at camera monitor
Camera pans to show camera monitor
Male facilitator directs youth in television studio
Karp: The way the curriculum is set up, we’re learning about media. It would be great if you had a media partner.
Man shoots photograph while standing in track stadium outside
Female news reporter holds microphone and talks while cameraman films her outdoors
Hand holds Falls Church News-Press newspaper
Man with headphones on in studio control room looking at monitors
Youth in radio studio with DJ
Vergara: A partner that wanted to be involved in the community, maybe a local newspaper, a local television station, a local radio station . . .
Animated image of newspaper clipping appears on screen; title of article reads: “What’s it mean to be a healthy kid?”
Vergara: . . . maybe your high school has its own television or radio station, your school’s newspaper. Really try to keep it at a local level.
Karp: Never say, “Oh, don’t do the program. We didn’t have a media partner.”
Footage of girls playing activity with basketball in classroom setting
Footage of girls hula-hooping in classroom setting
Footage of girls posing and talking into camera
Donovan: The curriculum really fills in beautifully when you don’t have a media partner. When it came time to do the Big Production, we did a very low-tech video. The children were able to do it themselves using a small video camera and it worked well.
Footage of youth-made PSA shows group of youth passing ball to each other in gym auditorium; girl talks to camera
Karp: You can do it without it. The results will be terrific.
Girl: Here’s our PSA on physical fitness, and remember to get out and have fun.
Bolton talks on camera in front of studio set
Bolton talks at table with youth; girl laughs
Bolton: The kids love Media-Smart Youth.
Bolton talks at table with youth
Hoffman: They learn so much and have fun at the same time.
Girl eats a snack
Youth eat snack at table while watching video on TV monitor in classroom setting
Youth laugh while eating snack
Youth look toward video while eating snack
Footage of youth seated at table with vegetable snack looking and talking into camera
Footage of youth seated outside in playground area say something into camera; words “Eat Right. Drink Milk.” Scroll across screen
Edberg talks on camera
Girl dips carrot and eats it
Girl eats piece of watermelon
Hand pours smoothie into cup
Girl drinks smoothie then smiles with pink smoothie mustache
Edberg: I had one girl come back to us and say, “I know something that we can do for our family and I can make a change in our family for the better and I’m willing to try that.” And I think that’s empowering. The change in the kids after they go through this program is incredible.
Girls shoot hoops into basketball goal outside in cul de sac
Mother throws football to son in backyard
Hoffman: The youth really do learn about how the media influences their choices.
Bolton teaches in classroom setting; points to poster with acronym, “Persuade, Influence, Entertain,” written on it
Girl speaks during class discussion
Bolton: The program definitely makes the kids media-smart and helps them make better choices by being able to dissect media messages.
Red bell bulb rings and lights up on game at fair
Man at fair winces
Boys eat while sitting on couch in living room and watching images on television
Two girls examine bag of Cheetos in classroom setting
[SOUND]: Bell bulb rings.
Vergara: They’re looking at television differently. They’re looking at what they’re eating differently.
Hoffman: It really makes a light bulb go off in their head.
Pulse game activity worksheet
Youth check their pulse in classroom setting
Vergara: They’re looking at what they’re doing differently, their activity, and how much exercise they do or don’t get that day.
Edberg: That’s exciting, that’s why we do this.
Youth read nutritional facts on cereal box in grocery store
Girl looks at magazine in classroom setting
Girl lowers her arms while using weights in gym studio
Boy with glasses smiles
Vergara: They’re definitely adopting the Media-Smart Youth philosophy and they’re using it in their everyday lives.
Group of girls pose in front of blue backdrop screen and talk and point at camera
Group of Girls: We’re Media-Smart Youth!