Xander Wynn, a sophomore at Walnut Hills High School, is a filmmaker whose talents have led to recognition at national and multiple local film festivals.

Xander was first introduced to filmmaking at the Fourthwall Youth Studios summer camp in the summer of 2014.  After multiple summers attending Fourthwall, Xander was hired by Frank O’Farrell to work as part of his Crews For Hire team.  Crews For Hire is a youth employment program for young filmmakers.  In the program, the student filmmakers help local businesses create visual content to promote their brand through a variety of means.

“Before coming to Fourthwall I didn’t really know how to do all of the business side of things. Since getting involved in the many projects here, I have become an expert at sending emails, creating briefs and commanding meetings, things that I never thought I could do.”

Behind the Scenes At FourthWall

Creating film projects takes a great deal of teamwork and collaboration.  Wynn and his team were responsible for writing the script, casting actors and actresses, finding locations to shoot, recording and directing each scene, and finally editing the footage to tell a compelling story without leaving plot holes.

At Fourthwall, Xander learned to use camera equipment and high-end software, such as Adobe Premier.  Wynn has learned that creating an award-winning film takes a lot of organization, and recognized filmmakers must have a vision of how they want the finished product to look while giving actors creative freedoms to add their own energy to the film.  According to Xander, his favorite part of the process is editing.

The first award-winning film production in which Xander was involved, Frere (pronounced liked “prayer”), discusses mature topics such as drug addiction and bullying.  Frere, which is French for brother, tells the story of a young man whose older sibling suffers from an addiction to drugs and alcohol.  As a result of the older brother’s addiction, he abandons his younger sibling, leaving him vulnerable to vicious attacks from a bully.

Watch Award-Winning Film Frere: Click Here

For Wynn, the story of the film short, Frere, has a personal connection as his own father was absent from his life from around the time he was 2 or 3 years old.  Much like the lead character in the film, Xander’s father made an attempt to reconnect with him when he was in the 6^th grade.  While Xander’s real-life story is still unfolding, the film Frere intentionally leaves the conclusion open-ended, allowing the viewer to infer their own possible outcome.

Xander reflected on the struggles he and his teammates, Jeremiah Bolder and Ellary Cooper, faced during the filming of Frere.  According to Xander, the trio struggled to find someone to play the role of the addict.  This problem was compounded by the fact that Fourthwall summer camp programs are only two weeks long.  Thus, once they finally found the right actor to fill the role, the team had to make adjustments to their script to account for the changes and the small amount of time allotted to finish the project.

Trip to Washington D.C.

Frere was selected to be a part of a national film festival in the 2016 White House Student Film Festival.  Wynn and his team traveled with Frank O’Farrell to Washington D.C. for the award ceremony.  Each of the films selected was screened in front of famous actors, actresses, and other filmmakers.  Frere received the high regard of Honorable Mention.  Young Wynn was amazed when he received notification that Frere was selected by the President’s screening committee.  “It was surreal!  My team and I went through the hard work of finding characters and filming the scenes.  I was responsible for editing and putting some of the final touches on the film.  It was great seeing that we did a good job and they felt it was good enough to include it!”

Act Two, More than a Fluke

Wynn thought being included in the White House Film Festival was merely a fluke. Yet the following year, when Frere was included in the Golden Lion Film Festival, he realized that he and his team had created something memorable.  When they were announced as the winner of the Junior High category, he taken aback, remembering thinking to himself, “Wow! People really like what we did! They appreciate the quality of our work and actually can connect with our story.”

Xander views storytelling for a film as a way to talk about what he has been through in his life.  For him, it’s more than an opportunity to be creative and express himself. “I get to come to terms with what has happened in my life, and tell a story that hopefully others can connect with,” Wynn adds. When asked who his filmmaking role model is, Xander said that he looks up to Tyler Perry as a source of inspiration.  “His story wasn’t always great, but it turned out pretty good!”

Wynn in Cindepent Film Festival

Xander was involved in the making of yet another production that was recognized in a local film festival.  The Film, titled Love Tuition, was part of the 2018 inaugural Cindependent Film Festival.  Love Tuition tells the story of a young lady overburdened with the cost of going to her dream college.  As a result of the financial burden, the lead character makes some bad decisions.  Unfortunately, her decisions land her in prison instead of the prestigious university to which she was accepted.

Watch the thought-provoking film Love Tuition: Click Here

Although Love Tuition did not win any awards, simply having his short film included in the film festival was exciting to Xander and his teammate on the project.  When asked what he learned from making award-winning films at a young age, Xander offered a few words of wisdom to future up-and-coming youth filmmakers. “Be true to yourself.  Always create something you’d want to watch.  Don’t make something for others.  You have to really enjoy what you are making.”

Wynn encourages young filmmakers to work in groups on their film projects. In each of the projects that he has worked on, he feels that having other passionate individuals on his team has made the experience better.

“Working in groups is so helpful, and is also a stress-reliever. We know that everyone in our group is capable of doing anything in production. It allows us to delegate certain roles to make sure everything goes smoothly,” stated Wynn.  He goes on to add, “It is also key, because it gives you the relief that you don’t have to do everything yourself, and you don’t have to worry about things getting messed up when someone else is working on the same project.”

Activities Beyond the Classroom is honored to serve as the fiscal sponsor for organizations such as FourthWall Youth Studios, which was recently awarded a grant from the prestigious organization Impact 100.  By helping organizations that give young people a creative outlet and teach them life skills, we are playing a role in building a brighter future for all in Cincinnati.  We are excited to see what the future holds for this young filmmaker.

This is the first in a series of “get to know us” posts about ABC’s leadership, both on the Board of Trustees and our staff. These stories give an insider’s view of the people behind Activities Beyond the Classroom. 

Richard Friedman has been on Activities Beyond the Classroom’s Board of Trustees since ABC was founded in 2004. As a Cincinnati-native who served as Dean of McMicken College of Arts and Assistant to the President at the University of Cincinnati, many Cincinnatians know about his professional accomplishments and accolades.  But we bet you don’t know about his bowling skills, Golden Doodle, or his grandmother’s words of wisdom related to… manure. Read on for a Q&A with Dick Friedman, President of the ABC Board of Trustees.

Let’s start with the age-old Cincinnati question… Where did you go to school?

I am a product of Cincinnati Public Schools. I first attended South Avondale Elementary. Later, I was transferred to the newly-opened North Avondale Elementary.  From there, I went on to attend and graduate from Walnut Hills High School.

What is your professional background?

I started my career as a Professor at the University of Cincinnati, where I taught Philosophy. After a few years, I became interested in becoming an Administrator. I knew that as an Administrator I could fix some of the issues that the University was facing. As with all Universities, there are many constituents whom you need to satisfy: the faculty, alumni, current students, as well as high school students who would later become students. Each group has their own special interest. I considered it my role to help students feel welcome at UC. I was known as the “Student-Friendly Dean.” When students passed me in the halls they would tell each other “If you need something, that’s the guy right there.” I still keep in touch with many of my past students!

Tell us a little about your family.

In actuality, I have a rather small family which consists of my wife Gail, her brother Stu, and our Golden Doodle Chandler. However, I consider all of the past graduates of the University of Cincinnati to be my children. My kids check in on me from time to time.

In addition, my grandmother played a huge role in my life. My parents got divorced when I was one year old and as a result, I ended up living with my grandmother. She was one of the most giving and welcoming souls you’d ever meet. I think that is where I got it from.

Did you participate in any extracurricular activities while you attended school? If so, which ones, and what skills do you think you gained from them?

I was a member of the Walnut Hills Bowling Team. On Tuesday afternoons we would head over to the bowling alley on Reading Road to practice. In my opinion, the biggest benefit was getting to know fellow students away from Latin, History or Calculus class.

My bowling coach, Carl Varrelman, played a very influential role in my life. I credit him and Richard “Red” Powell, from my North Avondale days, for showing me who I was and what I was. As a young child, I grew up without a father, and these guys taught me everything from how to hit a baseball to helping instill a mentoring spirit in me.

When I was about 15 or 16 years old I joined Congress of Racial Equality (“CORE”). We would meet at the Carmel Presbyterian Church in Avondale, where I was introduced to a most important group of diverse individuals, including Rev. Fred Shuttlesworth, his children, and many other community friends to be. Working with CORE was my first entry into working in the community.

Outside of ABC, in what ways do you give (or in what ways have you given) back to the community?

I serve and have served on numerous Boards throughout Cincinnati. A few of the organizations include the Jewish Federation of Cincinnati, the Hoxworth Blood Center Advisory Board, the Greater Cincinnati Tennis Hall of Fame, and the Cincinnati Chapters of the American Heart Association, the American Red Cross .

I believe I get my energy from my grandmother, who was very much involved in the community. She introduced me to a quote by M.J. Klyn, the Vice President of Governmental Relations at UC, that stuck with me: “Service is like manure, it’s not good unless it’s spread everywhere!”

Having served on the central Board of the Holocaust & Humanity Center and Jewish Community Center for many years, seeing the new Nancy & David Wolf Holocaust and Humanity Center open at Union Terminal, and witnessing the opening of the new Mayerson JCC brings me a great deal of satisfaction.

How did you become involved with Activities Beyond the Classroom?

I was one of the founding Board members. Brian Leshner and I served together on the Board for the Greater Cincinnati Tennis Hall of Fame. Brian reached out to create a program to offer extracurricular activities to CPS students. I thought back to my own mother not being very involved, and saw how being a part of ABC fit my own personal story.

In the beginning, it was me, Lisa Thal, Dr. John Bryant, and Kent Cashell, who was an administrator for CPS. We wanted to help latchkey kids, and we saw a need with more and more parents working. So we asked ourselves, “What’s beyond the classroom?”

In our early days, ABC had an operating budget of $400,000.  Today, we are responsible for $4.5M in holdings, and there is still room for us to grow and serve many more children who need our services.

What do you see as the greatest challenge for today’s students, and what do you think ABC’s role is in addressing this challenge?

Shortly after high school, I remember asking Mack Singer, a friend’s dad, “What am I supposed to do?” His answer to me was perplexing. “You will find your niche, you will climb in, and you will do well.”

When I was growing up, I felt that there would always be opportunity.  Today, it’s a much bigger world, and there is a lot more competition in the world.  Kids today need to be shown opportunity, and need to be given some direction as to what they could be.  While I was counseling students at UC, I learned that it is necessary to create opportunities and exposure for young people.

ABC’s role is making sure there are opportunities for every child. Fellow ABC Board Member Charley Frank said, “We don’t do services, we just make services better.” In my opinion, we must create a situation where students feel encouraged and excited about something. Early on our focus was around sports, but I am really excited to see us proving more opportunities in the arts.

What is one of your favorite ABC programs, and why?

Tennis is my favorite ABC program. Tennis is a great way to teach resiliency and working together. We are really lucky to have Kathy Barton working to put a tennis racket in the hands of all CPS students. As of right now, we have tennis programs in 59 schools. Because of Kathy’s hard work, the tennis program is taught both in PE class, and as an afterschool program throughout the district.

ABC is expanding its arts programs and is hosting the inaugural CPS International Jazz Festival on October 5th. What benefits do you think this event will bring to the city of Cincinnati?

The Jazz Festival is going to be great! It is an opportunity to take what we do out of the boardroom and out of the office, and show the rest of the city what we are capable of. We get to show what our kids can do and show our footprint in the community.

What has been the most rewarding outcome you’ve witnessed or experienced at ABC since joining the Board?

The most rewarding for me has been seeing the transformation at the CPS Board level. In the early days, there were questions as to whether or not ABC was making a difference. Nowadays, they can see our impact and are wanting us to do more. We are lucky to be in a position where we do not have to turn down activities. We do have to be strategic about how we expand, so that we can continue to satisfy our most important population, the students at CPS schools.

What are some goals you’d like to see ABC accomplish in the future?

Our goal is to take a look at CPS’s strategic plan and how we can enhance their plan. We’re planning a retreat at the end of August to explore how we can do just that. I am excited to see what great opportunities come of it.

What is the most important thing you would like the public to learn about ABC?

The world needs more forces of positivity. ABC should be looked at as a catalyst for all of the great things going on in our city. Because of the opportunities that ABC provides, our students are empowered to go on to do some amazing things. There is a lot of great stuff going on, and if you look deeply, ABC is always involved. I hope that this write up will give the community a bit more insight about ABC and encourage more people to support the work our dedicated staff and Board of Trustees do every single day.

Since their inception in 2006, CAMP (Cincinnati Architecture Mentoring Program) has worked with over 500 8th and 9th grade scholars throughout the region, opening their eyes to the world of architecture, design, and planning.

Activities Beyond the Classroom is proud to be the fiscal sponsor for CAMP, allowing the program directors to focus on the program while ABC manages the administration and overhead.

Over the summer, ABC caught up with CAMP directors to learn about their program and summer camp opportunities.

About CAMP

CAMP is a collaborative effort of University of Cincinnati’s DAAP School of Architecture and Interior Design (SAID), the American Institute of Architects, and the National Organization of Minority Architects.  CAMP’s immersive summer camp experience helps bring the world of design to life for area youth.  One of the main goals of CAMP is to diversify the field of architecture, opening doors for children who normally might not think of it as a career option.

During the week-long summer camp, students spend time exploring the world around them, while discussing and learning about the many facets of design and planning from industry professionals and seasoned educators.

Getting The Word Out

Students who live in the Greater Cincinnati area are invited to take part in the hands-on program.  Of the students who attended the 2019 CAMP, most first learned about the program from their school counselors and advisors, though some heard about it from their parents, and others found the information online.

According to Michael Burson, one of the industry professionals that works with the students at CAMP, participants from all over the Tri-State area travel to UC’s DAAP Center to take part in the summer camp. “Our goal is to expose more minority students to the field of design,” stated Burson.

 

Quinten, an 8th-grader who attends Walnut Hills High School, received encouragement from his mother to attend CAMP. Though reluctant at first, his father Mike Curry teased, ”he wasn’t too sure what to expect at first. Although he is really interested in art, his true passion is soccer.” At first, Quinten was afraid that attending the CAMP would cause him to miss out on soccer camps. However, after the first day of CAMP, he was thrilled to have the opportunity to learn and explore his artistic side. “It was really fun. It was challenging, but fun,” added the rising 8th grader.

During our visit, we also met Annie, an 8th-grader at Mason High School. Annie’s father, Jun, who works as a structural engineer, insisted that attending CAMP was all Annie’s idea. “We didn’t tell her to do anything. She likes drawing and putting things together.“

A Week of Summer Fun

When students arrived at UC’s campus on Sunday, July 7th, they received the itinerary for the remainder of the week.  It included field trips to Smale Riverfront Park, historic Findlay Market, and the Cincinnati Zoo and Botanical Gardens. During each trip, students learned about the different aspects of designing structures, infrastructure, and how each design must take into consideration various perspectives, including all intended users and the impact one design has on the surrounding area.

While at the Cincinnati Zoo, students attended behind the scenes tours, encounters with zoo animals, a construction area, and site visits to various kiosks around the award-winning zoo. The students were broken up into teams, assigned an animal, and tasked to design a new and innovative Animal Encounter for their creature(s). Among the animals assigned to the teams were the Lemur, Mountain Goat, Pangolin, Fennel Fox, Pig, Sloth & Macaw (combined), and the Llama.

Students had to learn about the animal’s needs and lifestyle in order to create a suitable structure to house them for viewing at the zoo. Students also had to take into consideration zoo visitors and their needs, including accessibility and spaces to congregate, rest and consume food.  Lastly, the teams  had to examine and consider the needs of the zoologist and botanist who work at Cincinnati Zoo. Each team was assigned a theoretical plot of land, and instructed to make sure their habitats were in line with the Zoo’s overall mission of conservation, and also make sure the habitats fit into the Zoo’s landscape and overall aesthetics.

Exhibition Hall For Friends and Family

On Saturday, July 13th, there was a special celebration that concluded the 2019 summer camp experience. As campers and their guests arrived, they were free to explore the gallery, seeing the various structures created by the young architects-in-training. The exhibit hall offered attendees an opportunity to learn about and appreciate the creative works on display.

One of the walls was dedicated to the 100+1 Design Exercise, a “mystery box” challenge where campers were given a box containing a single building material, and then tasked to come up with a design concept. Among the materials were everyday household items one might find in their kitchen pantry; items such as plastic utensils, pasta noodles, and paper products including coffee filters, paper cups, and more. The inventive young minds of the campers were able to come up with a wide variety of structures.

The exterior wall of the exhibit hall included dioramas of the various animal habitats that the campers created for their respective zoo animal. In the center of the exhibit hall was a display of multi-dimensional planes, featuring structures that could easily be seen as futuristic lofts for interplanetary living quarters. For this exercise, the students worked in teams, helping them build their 21st Century skills by working collaboratively with students from various schools and backgrounds.  In addition to team-building, students were also encouraged to channel their creativity and critical thinking skills.

When asked why he felt teaching architecture and design to 8th and 9th grade students is important, Burson stressed the importance of teaching these “soft skills” to children at this pivotal cognitive level. “In construction, you have to work as a team. Each player relies on each other to get their job done. The architect must rely upon the builder to bring their design to life, the builder relies upon the plumber, the carpenter, electrician, and the laborers to complete the project, and so on.” According to Burson, “there are few occupations like construction, where you are forced to rely upon your teammates day in and day out.”

Final Presentation by Design Teams

During the final presentation, each team was invited on stage to discuss the design elements of their animal habitats,  tell how they came up with their design concept, and explain how each structure addressed the needs of the animals, visitors and zoo staff.  Many of the campers indicated that the zoo visit was their favorite part of the summer camp experience. Annie, the 8th grader from Mason High School, stated that she really enjoyed having to “think outside of the box.” She went on to add that her favorite part was “getting to work with people that I didn’t know, and finding ways to include everyone’s ideas in the final design.”

For many of the campers, the chance to attend CAMP’s summer program has opened their mind to a potential career in the field of architecture and design. One student even shared how the summer camp helped her refine her career choice. Edi, a student at Clark Montessori stated, “after this camp, I learned that I am more into interior design than designing buildings.” Whether these promising students go on to design the next big skyscraper, or choose a different career path, Activities Beyond the Classroom is proud to give them opportunities to try new things and learn more about the world around them.

The need for diversity

During the exhibition, the campers, their family members, volunteers, and community partners (including ABC’s Content Developer) were guided into the auditorium of the DAAP Center, where they learned about the critical need for more minorities in the field of architecture. According to the National Organization of Minority Architects, only 2% of licensed architects in the US are African-American. Guests heard from David Ricketts, a 2017 Tuskegee University graduate, as he shared his experience working in the field as a Project Coordinator for R.W.A. Architects in Cincinnati. Ricketts stressed that the students are at an appropriate age to aspire for a career in architecture. According to Ricketts, “I was in the 8th grade when I decided that I wanted to become an architect.”

If you’d like to learn more about this program, or know a good candidate, visit the DAAP camp site and keep an eye out for next summer’s opportunities.

Special Thanks to CAMP’s Sponsors and Individual Donors:

 

 

ABC’s Resource Coordinator at Aiken New Tech High School, Dana Bierman, was the first to tell us about a stand-out sophomore at Aiken, Keshawn Townsend. Like many CPS students involved in ABC programs, his story is one that needs to be shared. 

Keshawn Townsend, a rising junior at Aiken, was first placed on our radar thanks to a unique opportunity to travel abroad as a participant in the International Congress of Youth Voices. As we explored, we quickly learned that Keshawn possesses many talents and has the propensity to have a meaningful impact, quite possibly on a global level. Keshawn has many interests including poetry, theatrical production, culinary arts, aerospace, robotics, and education. Though his interests display a ton of potential in their own right, it was his passion for solving social justice issues that really stood out to us.

Keshawn’s upbringing provides motivation

As a young child, Keshawn was raised by his grandmother and great grandmother. He began living with his extended family at three years old, and is the oldest of seven children. During his elementary school years, he found himself getting into frequent trouble. According to Keshawn, “I was acting out because I wanted attention.” 

Keshawn began attending Aiken in the 7th grade and at this pivotal point in his young life, he decided to change. Keshawn decided that he wanted to be an inspiration for his younger siblings. Driven by his desire to inspire his three younger brothers and three younger sisters to achieve greatness, Keshawn began setting daily self-improvement goals. As the oldest brother, he realized that his younger siblings look up to him, so he pushed himself to change his behavior. “I set the bar high so [my siblings] can reach their fullest potential.” Keshawn added, “As a result, I find myself exceeding the goals I set for myself on the daily.”

Passion for performing takes center stage

Keshawn began writing poetry in the 5th grade as a creative outlet. “At the time I was living with my grandma. She had broken her femur and was in the hospital for a few months, followed by an extended stay at a long term care facility. My grandmother was very strict. While she was in the hospital I went to stay with my Aunt, where I was given way more freedom, including walking to and from school. I started having anxiety so I used writing to help me calm down.”

After his grandmother returned home, Keshawn didn’t write any poetry for a few years. However, during his 8th-grade year at Aiken, Word Play Cincy came to his classroom and presented him with his first opportunity to perform his poetry. Word Play Cincy is a Cincinnati-based organization with the mission to “help young people fulfill their potential by discovering, honoring & sharing their voices through reading, writing & storytelling.” (Source: Word Play Cincy).

Keshawn quickly fell in love with performing poetic verse. Thus, he was excited when Word Play invited him to attend a summer camp where he was afforded even more opportunities to perform his poetry. “My first performance was for a small community event held in a garage. I performed in front of a very small crowd, so I was a little less nervous. From there, I was eager to do more performing so I began writing every day and performing regularly.”

According to Keshawn, most of his poetry centers around civil rights, Black Lives Matters, and relationships.  Because he has lived in poverty and had to deal with social justice issues for his entire life, Keshawn tends to be very vocal on his opinions on these topics.  He attributes his writing style to the legendary Dr. Maya Angelou. Keshawn applies one of her repetition techniques where she speaks about the past, present, and future simultaneously. In this video, he performs an original work of poetry, titled “Shade,” at a commemorative celebration on Martin Luther King, Jr Day in 2018. His performance was so well received that he got a standing ovation from the audience! (Source: Word Play Cincy YouTube Channel).  You can check out Keshawn reciting his poem on Martin Luther King Jr. by clicking the link below. 

https://www.youtube.com/watch?v=JNXfB2o3AmU

Performing poetry led Keshawn to further explore acting and singing. When Jumpstart Theater came to Aiken, Keshawn was afforded the opportunity to add acting to his repertoire. Jumpstart Theater is an initiative to aids schools, like Aiken, in forming a musical theater program (Source: Children’s Theater of Cincinnati). Keshawn auditioned for a secondary role, yet he was given the leading male role of Papa Ge in the stage play “Once on This Island”. Since then, Keshawn has performed in two additional musicals at Aiken, including “Dr. Seuss the Musical” and “Hairspray,” where he faced the challenge of portraying a woman named Edna Turnblad.

Keshawn receives honors, but faces a tough decision

Towards the end of the 2018-2019 school year, Keshawn received an invitation from the International Congress of Youth Voice. Keshawn, amongst other young writers, was invited to travel to Puerto Rico in August of 2019. Shortly after receiving the invitation to go to Puerto Rico, Keshawn was also awarded the Global Citizen Curtis Scholarship for 2019. The Curtis Scholarship includes an all expenses-paid trip to South Africa.  This meant Keshawn had to make a tough decision and choose between the two opportunities to travel overseas. Because of his passion to address issues of social justice and gentrification, Keshawn opted to accept the Curtis Scholarship and will soon be traveling to South Africa.  He felt strongly that the mission of Global Citizen Curtis Scholarship more closely aligned with his own personal values.

 

The Global Citizen Poverty Project has a goal to eliminate extreme poverty by 2030 (Source: Global Citizen). Global Citizen focuses on areas such as education, food, hunger, access to water, and sanitation. As part of the trip to South Africa, Keshawn and other awardees will meet with various organizational leaders to learn what avenues the leaders have used in their attempts to alleviate poverty, and how these solutions can help Keshawn address poverty issues here at home.

In the Fall of the 2019-2020 school year, Keshawn will return to Aiken High School, having seen other parts of the world. Keshawn hopes to apply what he learns in South Africa locally and impact the lives of Cincinnati residents experiencing poverty. ABC is extremely excited to see how this experience shapes his future choices and the path that lies ahead for Keshawn. 

In 2014, Frank O’Farrell walked into the Activities Beyond the Classroom office with three things: a passion to help kids find their voice, extensive experience in filmmaking, and an idea for a summer camp. Now, five years later, he manages Fourthwall Youth Studios and provides extracurricular programming in filmmaking on a year-round basis, and is a finalist for a highly respected Impact100 $100,000 grant.

ABC is proud to be the fiscal sponsor of Fourthwall Youth Studios, an initiative that was inspired by O’Farrrell’s son’s struggles as a teenager. “My [then] teenage son was struggling in school, and as a result, he was getting into more and more trouble. I wanted to help him, and others like him, by giving them a creative outlet and a means to find their voice.”

Fourthwall Youth Studios offers junior and senior high school students a unique opportunity to learn the ins and outs of the film industry, and in the process, develop their 21st century skills and their self-confidence. While many filmmaking programs are offered throughout Cincinnati, none has the focus on developing and preparing students for a future in multimedia quite like Fourthwall Youth Studios. This immersive hands-on program originally started as a youth summer camp, and after a successful pilot year yielding awards and recognition, Fourthwall expanded to include an afterschool program for students throughout Greater Cincinnati.

During the school year, Fourthwall holds workshops to teach up-and-coming filmmakers how to utilize and care for the production equipment including cameras, lights, and editing software. In the summer, Fourthwall offers week-long summer camps with the same focus.

Throughout the workshops and camps, student-filmmakers work in teams to create narrative film projects. A clear expectation is given to filmmakers, requiring them to complete their film projects both on time and within their budget. Every student at Fourthwall Youth Studios is given the opportunity to try the various tasks that go into the creation of film projects, including:

• Script writing
• Production Planning
• Camera Operations
• Editing
• Post-Production work

Many of the films created by students have won awards and recognition, including The White House Student Film Festival.

Preparing students with the 4Cs

According to O’Farrell’s research, many of today’s employers do not feel that young adults are equipped with the soft skills needed to be effective in the workplace. These 21st Century Skills, often referred to as the 4Cs, are collaboration, critical thinking, creativity, and communication. Though these skills are highly sought out by employers, O’Farrell found that high school curriculum alone was not sufficiently teaching them.

Collaboration

Through collaborative work, Fourthwall students grow to understand how important each team member is to the finished project. Furthermore, at Fourthwall, students learn that working together helps the teams attain their desired outcomes is the most efficient way possible.

Ella, who will be a senior at School For Creative and Performing Arts, works as the producer for the Second Sunday on Main project. Ella joined Fourthwall Youth Studios in September 2018, and was hired as a member of Crews-for-Hire in February 2019. “So much of what we do revolves around collaboration. If you can’t work well with others, your project is going to suffer, so it is critical to not only work well together but to have an understanding and respect of each persons’ role and to keep the group organized,” said Ella.

Critical Thinking

While working on films, students learn to think on their feet and adapt to situations that may be beyond their control. Romel, a rising senior at DePaul Cristo Rey, said creating a successful film project starts with intensive planning. “I learned the importance of planning out everything.” Romel also learned that even with proper planning, it is important to be able to pivot when necessary, for the sake of the film project. Romel goes on to explain the importance of, “skills, like how to be flexible, and creatively adapt to any situations that [may] arise. These have played into my everyday life too.”

Creativity

Working with real-world clients at Fourthwall gives student-filmmakers many opportunities to exercise their creativity. Ella explains how some clients “give us a ton of content, ask us to fix it, and make it into a story. When presented with this, I have found solutions, like creating a narrative with my team, or figuring out an alternate way to present the story.”

Communication

Filmmakers at Fourthwall learn many aspects of verbal and written communications. Students learn the value of active listening during pre-production meetings in an effort to ensure that the finished product is in line with the client’s needs. Creating a narrative that conveys the desired message requires the student-filmmakers to interpret the client’s needs, and turn the client’s needs into a compelling story. In order for the production crew to clearly grasp the director’s vision, the director has to give the crew clear instructions on how to bring about the desired results.

Ella explains that Fourthwall has had a huge impact on her communication skills. According to Ella, “Most of my directing, on our projects, doesn’t revolve around actors for commercials, but instead making sure the crew is in good shape and everyone knows what their job is.”

“Being here at Fourthwall has greatly improved my communication skills overall through each project I am a part of,” Romel said, in agreement. “I worked on several projects and promotional videos for small businesses and companies. For example, I am responsible for the behind-the-scenes video for the company Abre, while preparing for July’s Second Sunday on Main, and also working on my own standalone short film. In the Abre behind-the-scenes project, I am co-editor and interviewer. In the Second Sunday on Main project, I am the camera operator and co-editor. And in my own short film, I will write, direct, and edit the project myself,” says Romel. He makes it very clear just how important it is to communicate effectively when wearing multiple hats, and being involved in many on-going projects at once.

Crews-for-Hire give real-life work experience

Beginning during the 2018-2019 school year, Fourthwall Youth Studios launched Crews-For-Hire, in an effort to offer students real-world work experience in a professional environment. Student-filmmakers receive pay in exchange for their services, which are offered to local organizations in and around the Over-The-Rhine neighborhood.

Student workers in Crews-For-Hire are responsible for the production of film projects from beginning to end. Each film project starts with a thorough discovery process. During this initial phase, students hold a pre-production planning meeting with each potential client, develop client briefs, and finally prepare and present the client with their proposal, outlining the scope of the film project. Once a client approves a proposal, the Crew-For-Hire handles all of the on-location shooting, including capturing B-Roll and behind the scenes footage. The student workers then use the raw video footage to edit and prepare for the initial client review. From there, students gather feedback from the client, and create a finished product that meets the client’s objectives. One of the current Crews-For-Hire projects currently in the works is a film project for Second Sunday on Main, a reoccurring street festival in Over-The-Rhine.

Life after High School

During the 2018-2019 school year, O’Farrell and his team took on a new initiative to help participants prepare for life after high school, and help student-filmmakers prepare their college application to the film school of their choice. According to O’Farrell, many high school counselors are unfamiliar with the admissions process for film schools throughout the country. Because of O’Farrell’s nearly 30 years of experience in the film industry, Fourthwall now aids student-filmmakers by allowing them to utilize the facility and equipment to create their own film projects, produce a reel of their work for submission, and even assist in completing the application itself. Many students at Fourthwall have gone on to film schools because of the extra efforts that O’Farrell and his team have provided.

Feedback from the Fourthwall Family

Parents, mentors, and past students had lots of great things to say about Fourthwall Youth Studios and how it is filling a critical need by providing hands-on training to youngsters interested in film.

“How has Fourthwall impacted other parts of your life?”

“Corban will never forget this experience. It provided a multi-layer approach to expose him to the entire filmmaking process, improve and offer new skills, collaborate as part of a team, allow creative freedom, and, importantly, help boost his confidence.”

-Parent

“My son has Aspergers and has difficulty with group dynamics, but he sailed through Fourthwall. He has confidence in his ability to actually succeed at something and he went to school this fall with a more positive outlook. We are now looking at colleges with film majors.”

-Parent

“Fourthwall fills a void in Cincinnati that is just now beginning to be
understood…teaching 21st Century skills through film development.”

-Mentor

“It has inspired me to go to school for film and audio production.”

-Student

“I love the idea of furthering their writing skills, collaboration skills, interpersonal skills, and at the same time they have fun making a movie. This program builds creativity and innovation.”

-Parent

Making an Impact: Impact 100 Finalist

Due to the proven success of the program, and its availability to students of any ethnicity, gender, household income level, or regardless of disability, Fourthwall Youth Studios has been named a finalist for an Impact 100 Grant. Impact 100 is a Cincinnati-based organization that awards four, $100,000 grants to non-profit organizations in Cincinnati that impact the community in many, great ways, and only six organizations make it this far in the application process. Should Fourthwall receive this Impact 100 grant, they will be able to purchase a van, which will help ease the difficulties brought on by transportation issues of students and film equipment.

According to the National Federation of State High School Associations, students who engage in high school athletics out-perform non-athletes in an academic setting.  A 2012 study found that high school athletes:

• have higher GPAs
• score higher on standardized testing
• have a lower rate of absenteeism

This results in an increased rate of graduation, higher than that of other student groups (Lumpkins 2012).  Some of Lumpkins’ findings are based upon earlier research, which shows that students who participate in high school athletics tend to have an enhanced feeling of belonging and a higher level of engagement within their social networks, (McNeal 1995).  This positive peer pressure has been shown to decrease dropout rates among student athletes.

Participation in Sports Leads to Healthier Students

Another factor that appears to have a positive impact on how a student athlete performs in the classroom setting is a heightened focus on physical health and nutrition.  Improved physical health and well-being leads to a lower rate of absenteeism, which can have a positive impact on learning outcomes.  Simple tactics, such as eating breakfast on a regular basis, are directly linked to improved cognitive function and higher information retention rates, (Aldolphus 2013).

Leadership Development On and Off the Field

Involvement in team sports helps student athletes develop their leadership skills.  Through interactions with teammates, students learn how to leverage their skills to impact the team’s performance.  “Due to peer influence, common experiences, and shared proximity, team leaders shape the attitudes and beliefs of their teams,” (National Federation of State High School Associations).  Working in teams also provides opportunities for students to develop trust.  Students learn to depend upon their teammates and have a better understanding of the role they play in helping the team perform.  Coaches can help foster team building by providing ample opportunities for athletes to interact with each other, as well as by rewarding team-focused behavior.

Coaches and Staff Have a Positive Impact on Athletes

In addition to the development of interpersonal relationship skills they build with their teammates, high school athletes are also given an opportunity to develop healthy relationships with positive adult role models including their coaches, trainers, officials, and athletic directors.  These interactions have been linked to positive outcomes in the student athlete’s behavior, as well as their psychological development.  Students learn how to follow directions and develop respect for authority figures.  Additionally, having strong relationships with positive adult role models enhances the student’s problem solving skills as these mentors can help a student navigate difficult situations. 

According to the High School Eligibility Guide for Student Athletes, Ohio High School Athletic Association’s eligibility requirements for 2018-2019 school year state that “students must receive a passing grade in a minimum of five one-credit courses or the equivalent thereof in the prior grading period,” (OHSAA).   Because of these eligibility requirements, coaches regularly monitor the progress of their students during the grading period to help identify any opportunities for improvement.  For parents of high school athletes, this means having an extra set of eyes looking out for the well being of their children.

Our Role in Shaping The Future

Athletic programs at area high schools do far more than provide structured playtime for students.  These programs help support educational outcomes, foster healthier lifestyles, and create better citizens through participation in high school sports.  Activities Beyond the Classroom is responsible for managing the athletic programs at thirteen CPS high schools.  We provide nine Athletic Directors to oversee on-site activities at ten high schools, as well as manage each school’s athletic fund. These athletic funds pay for equipment, uniforms, officials, transportation, security, and more.  ABC takes great pride in the role that we play in helping to shape the future by providing vital resources that make it possible for local high school students to participate in sports.

While Silverton Paideia Academy serves its local neighborhood, it also acts as a magnet school for the Cincinnati Public School district.  The core focus of the magnet school portion of Silverton is leadership development.  Because of their dual enrollment approach, students in the neighborhoods surrounding Silverton, as well as students from across the district, are given the opportunity to enhance their leadership skills.  As the lead agency for Silverton Paideia Academy, Activities Beyond the Classroom is fortunate to be a partner in the school’s development and successes.

In the 2015-2016 school year Silverton Paideia adopted the “Leader in Me” program, an evidence-based approach to cultivate life-ready leaders.  This whole-school approach is designed to incorporate leadership skills at every level, from as young as preschool, all the way up to the school’s administration and culture.

The Leader in Me program is built upon Stephen Covey’s “Seven Habits of Highly Effective People”.  Through the program, students are taught critical thinking, problem solving, and decision making skills that will serve them throughout their lifetime.  One particular concept that students at Silverton are taught is “moonshot thinking.” When using this approach, they are encouraged to create lofty goals and create a strategy to achieving those goals utilizing the many resources they have at their disposal including peers, teachers and technology.

The goal of the Leader in Me program is to cultivate responsible, caring, compassionate and productive individuals.  Throughout the school day, students at Silverton participate in DEAL clubs (Drop Everything And Lead).  The DEAL clubs allow students to explore their interests from a variety of topics, with everything from arts to insects. Additionally, every student at Silverton gets to participate in student-led Town Hall sessions.  During the Town Hall sessions the students discuss topics they deem important while enhancing their public speaking and leadership skills. 

Vision For The Future

The CPS Vision 2020 initiative has a goal of ensuring equity, access, and opportunity for all CPS students by the year 2020 (https://www.cps-k12.org/academics/Vision2020).  Each school is given the autonomy to determine how they will achieve the district-wide goal.  Thus, Silverton elected to focus their efforts on becoming a Digital Leadership Academy. 

In the 2018-2019 school year, Silverton Paideia began the transition which included an influx of technological devices, a blended curriculum, and additional opportunities that incorporate technology including after-school clubs that focus on coding and 3D printing. Because of this influx of technology, every student at Silverton has 1:1 access to a laptop computer, opportunities to interact with the school’s 3D printer, and the chance to work in the new Mac Lab.

Silverton continues to work toward cultivating digital leaders, defined as students who “embrace technology and act responsible in its usage.” Thus, Principal Kristen Grode made the decision to partner with Hamilton County Education Service Center to ensure the teaching staff was well prepared to help the students and integrate technology in their curriculum.  As a result, each teacher received one-on-one technology training, in which they were taught advanced computer skills and encouraged to increase their risk threshold. 

Silverton Paideia’s Resource Coordinator, Linda Johnson-Towles, is an ABC employee who works to improve parent engagement and defining the role parents play in developing digital leaders. On May 21, 2019, Silverton Paideia hosted a “TLIM and Digital Leadership Day” in which parents and community partners, such as Activities Beyond the Classroom, were invited to tour the school and learn first-hand about the changes the school has made in the areas of leadership and technology advancement. 

During this event, ABC was able to speak with parents, students, and educators about their experiences in these programs.  One parent, Jennifer, has three children who attend Silverton (in Kindergarten, 1^st and 3^rd grades).  She says she has noticed a positive change as a results of the technology rich curriculum.  Her children choose to continue learning at home versus using the home computer to play video games or watch videos. “They come home and ask to use the computer to do activities such as Zearn.” 

At Silverton, each kindergartener is paired with a 4^th Grade Buddy.  The 4^th Grade Buddy works with the younger students to help them understand the technology.  They also help the kindergartners make good choices, and even correct them when they misbehave.  “This is my favorite part of the school,” Jennifer exclaimed as she entered a Kindergarten class, filled with pairs of older and younger students using tablets.

In the Vocab Lab, students were dancing to music generated by achieving a record high score on a computer problem.  Parents and guests were thrilled to see students out of their seats and working collaboratively! Students did not appear to notice they were learning new words as their combined score bank continued to climb.

In the Mac Lab, visitors spoke with the young ladies who participated in the Girls Who Code after-school program.  The students demonstrated how they use coding algorithms to create games and apps.  One student had created a dancing dinosaur game called “Rex”.  She explained that she was inspired by her father, who had introduced her to block coding when she was younger.  Due to her interaction with the afterschool program, she learned how to integrate music in the program, and thus “Rex” was born. 

Linda Johnson-Towles, who also leads the Girls Who Code program, explained that the students also use this blocking technique outside of the computer lab.  “When they are faced with difficult situations they use this technique to breakdown the problem into smaller bits.  This makes it easier for them to address the problem and come up with solutions.” Another instructor explained that some of her students have adopted using PowerPoint presentations when they ask their parents for something they really want. 

As CPS Schools like Silverton Paideia Academy continue to work toward achieving the district-wide Vision 2020 initiative, student access to resources such as technology will continue to increase.  Activities Beyond the Classroom is proud to partner with CPS to help foster an environment where learning and personal development go hand in hand. 

In March 2019, 28 sixth grade students from Woodford Paideia Academy embarked on a journey that exposed them to art from around the globe, music of historical relevance, and southern culture’s relevance to African American History.

Arts & Culture are core focus areas at Woodford Paideia Academy, an elementary school on Cincinnati’s east side. In 2019, the school administrators, including Activities Beyond the Classroom Resource Coordinator Felicia Anderson and Principal Ross Turpeau, designed a unique Arts and Cultural experience for their graduating sixth-grade class. The trip gave students the opportunity to learn about arts & culture by exploring Nashville, Tennessee, the music capital of America. During the trip, students also toured three Historically Black Colleges & Universities (HBCU’s), including Kentucky State University (Frankfort, KY), Tennessee State University (Nashville, TN) and Fisk University (Nashville, TN).

Arts & Culture-Based Curriculum

Woodford Paideia Academy teaches students about arts and culture inside the classroom year-round. The trip to Nashville gave the students an up-close and personal view of art installations, historical relics, and culturally significant parks and structures. “We feel that it is important for students to experience art and culture in addition to learning about it in the classroom environment,” said Felicia Anderson, Resource Coordinator.

Ms. Anderson and Principal Turpeau worked diligently to ensure that all students could afford to attend; making the trip part of their curriculum meant that a portion of the trip could be paid for through the school’s annual budget. Anderson, a graduate of Fisk University (one of the HBCUs the students toured), knew from her experience that Nashville was the perfect place to allow students to learn about their African American heritage and the contributions that African Americans have made in the areas of education, arts, civil rights, and politics.

As part of the hands-on experience, the trip encouraged the students to start thinking about their future. Sixth grade is a critical time for children who attend Cincinnati Public Schools to begin planning their post-secondary education.   

In CPS, students transition directly from the elementary school environment to the high school environment following their sixth-grade year. Students and their families get to select the high school they will attend, and many of those choices are based upon the future direction the students wish to take after high school.

Departing On Their Journey

During the first leg of their trip, students made a stop in Frankfort, Kentucky where they visited Kentucky State University, a public HBCU. There, students got to explore KSU’s campus and learn about educational opportunities well within their reach and just a few hundred miles from home. When asked why she felt it was important to take the students on such a trip, Anderson said, “We wanted the students to know that as long as they continue to work hard and apply themselves, there is no limit to where they can go.”

A few hours after departing Kentucky State University, students arrived in Nashville, Tennessee where they visited various culturally important sites and explored the city’s rich history. One such place was Tennessee State University, a public university and HBCU. The students were shown around the vast and beautiful campus, checking out what life is like for a student at the University.

Skylar, one of the students who attended the 2019 Arts & Culture Trip, indicated that before the trip she had set a goal to attend UCLA when she graduates from high school. However, after visiting the three HBCUs, she has since changed her mind, and now has the goal to attend Tennessee State University. One of the factors that led to her change of heart is the academic support offered through TSU’s free tutoring program.

Skylar is a straight-A student who plans to attend Walnut Hills High School in the fall of 2019-2020. She has set a goal for herself to get a “full ride” scholarship to eliminate the cost of her higher education. Skylar comes from a large family, she is one of six children and does not want to place any financial burden on her parents. She hopes to become an anesthesiologist when she grows up.

Last Stop, Fisk University!

The final leg of the trip included a stop at Fisk University, one of the oldest HBCUs in the country, and Nashville’s oldest institution of higher education. Students got to burn off some energy while at Fisk University; the students toured Fisk’s campus in small groups while competing in a scavenger hunt. During the hunt, students were tasked with finding various buildings on campus and learning about the historical figures for which the buildings were named. One of the stops during the tour was the Van Vecton Art Gallery, home to an original Pablo Picasso painting. They also visited the John Hope Frankin Library which includes an art gallery and historic relics.

Many of the small group tours at Fisk University were led by members of the legendary Fisk Jubilee Singers. The Fisk Jubilee Singers are a world-renowned group of vocal singers and students at the University. The singing group formed initially in 1871 to help generate funds for Fisk University during Reconstruction (Source). Since its inception, the group has traveled the world performing for key political figures and dignitaries. Naturally, the Fisk tour concluded at Jubilee Hall, where students were treated to brief ensemble performed by a few of the Jubilee Singers.

In addition to visiting the schools, students also toured Centennial Park while they were in Nashville. There they toured The Parthenon, a life-size replica of Athens, Greece’s architectural marvel. When the students were not busy learning about Nashville’s rich artistic roots, they got to visit Dave & Busters where they participated in team-building activities.

Jason, another 6th grader at Woodford Paideia Academy said that the best part of the trip for him was “getting to know my other classmates outside of school!” Jason will be attending Withrow University High School in the fall, and afterward, his goal is to attend Fisk for his post-secondary education. He liked Fisk’s smaller campus size, where he feels “it will be easier to get to know everybody.” Although Jason plans to pursue a degree in Engineering, with his charismatic attitude, it wouldn’t be surprising if he ends up running for public office someday!

Activities Beyond the Classroom employs 8 Resources Coordinators who work in 7 CPS elementary schools and one high school. Our Resource Coordinators work day-in and day-out to enrich the educational experience for students at the schools they serve. Thanks to their efforts, students are given learning opportunities that far exceed the walls of the school building. We are proud to partner with CPS and expand learning beyond the classroom. We truly seek to enrich every child, and ensure every opportunity.

Walnut Hills High School is the only school in the Cincinnati area that has a girl’s rugby team.  Any female student in the area who is interested in playing rugby at the high school level has only one option: playing for the Walnut Hills team. 

Walnut Hills currently has four players that attend Withrow University High School.  Two of these young ladies shared their stories with us.

11^th grader Koryana Mitchell has played 2 seasons of rugby for the Walnut Hills team.  She was first introduced to the physically challenging contact sport by her older sister.  At first glance, Koryana was not interested in playing. “It was not my type,” she stated. “I didn’t like the idea of getting dirty.”  Coaches encouraged her to give it a try, and to her surprise she fell in love.  “Now I don’t mind getting dirty!” Koryana enjoys watching traditional football, so she finds the intensity of rugby play to be thrilling. 

Jayla Twitty, 12^th grade, has been a part of the Walnut Hills team since its inception four years ago.  At first she was nervous to be playing on a “startup team,” but her concerns were quickly put to rest.  Like the young team, Jayla’s skills have continued to progress over the years. She has even been asked to play on three additional teams.  In her spare time, Jayla plays with an elite statewide team (the Celtic Elites), a regional high school team (Midwest Thunderbirds), and an All-star team.  Playing on the regional team has afforded her the opportunity to travel abroad to play rugby internationally.  In August 2019, Jayla will travel with her team to play a tour in Ireland.

The Evolution of a Team

Head coach Nick Geary has been involved with rugby his entire life.  When he began refereeing, he noticed that there were lots of female rugby teams in northern Ohio, but none in the Cincinnati area.  He decided to change that.  Thus, he reached out to the Walnut Hills Athletic Director to put together a team that included Walnut Hills students, as well as girls from across the district and beyond.  In addition to Withrow, girls from Anderson, Indian Hill and Mason High Schools currently play on the Walnut Hills team.

The Junior Varsity and Varsity teams at Walnut have approximately 31 players; which means some girls play for both teams to ensure that they have the minimum number of players and subs. Because there are not any other local teams for the girls to play against, they are required to play teams throughout Ohio including teams from Columbus and as far away as Cleveland.  Each year the team plays in an annual rugby tournament which is held in Indiana. 

The team plays half of their games away, which often requires the team to travel 2-4 hours just to play a game. This adds to the amount of time that teammates have to bond and get to know each other, but unfortunately also means that it is challenging for parents and family members to support the team during their away games. 

Building Lifelong Connections

Coach Geary is glad to have the girls interact with many girls outside of their immediate circle.  According to Geary, allowing girls from different schools and various walks of life has proven to be positive for the girls involved.  The girls get to see life from a different perspective due to playing with a mix of students they would not normally encounter in their day-to-day lives.  One student, for example, was struggling in her studies, missing a lot of school and experimenting with drugs before she joined the rugby team.  Geary has seen the young lady completely transform her life.  “Before she was hanging with the wrong crowd, now she has a scholarship!”

Playing with girls outside of her local school district, city and even beyond her state has helped Jayla build a vast network.  “Our coaches encourage us to build lifelong connections with the other players.  This will allow us to work together in the future.” 

How Rugby Brings Out the Best in Players

The sport of rugby is a very physical game.  Unlike most sports, the players are responsible for calling their own plays.  This helps the girls develop their decision making skills and self-reliance.  Rugby is also a great way to boost self-confidence and maturity among players.  Once when Geary was coaching a college team in upstate New York, a parent approached him to thank him for helping their daughter come out of her shell.  “She used to be scared of her own shadow”, proclaimed the parent. “Now she is an entirely different person.  It’s like she just bloomed!” 

Coach Geary attributes the traditions of the sport for helping to encourage team work and collaboration.  During the game the girls are required to band together for a play called the scrum.  The girls quickly learn to rely upon each other to prevent the risk of injury and to increase their effectiveness during this play.  Unlike most competitive sports, in rugby success on the field is seen as a group effort, and players are not often recognized individually.  After each game both teams come together for a social gathering, where they eat and drink and get to know girls from all over the state. 

Both of the girls we interviewed were glad they joined the Walnut Hills rugby team.  “Stepping out of the box was great!  I had to do it just to get into this sport, now I actually love it.” Jayla encourages more girls to get involved with rugby.  “Just go for it!”

Activities Beyond the Classroom’s partnership with CPS means that more girls like Koryana and Jayla are able to be involved in extracurricular activities. In addition to managing the athletic budgets for all 13 CPS high schools, ABC employs athletic directors at nine local schools. We are honored to play such a key role in shaping the lives of CPS students.

Check out this awesome video, highlighting the Walnut Hills girls rugby team, done by WCPO/ABC-9.

https://www.youtube.com/watch?v=rQpKW6uvXPA