PG-13 Players (PG stands for Peer Guidance) are peer educators from high schools across Middle Tennessee. Through their dramatic presentation of original skits, teen issues are brought to life.....not just talked about.
Contact our Youth Coordinator, Elisabeth, at 345-0952 for more information on the PG-13 Players!
|The PG-13 Players offer teens the opportunity to use their voice to inspire change. They address issues surrounding sexuality through theatre. The goal is not to give out easy answers but to explore options and build decision-making skills.|
The PG-13 Players are teens from high schools across Middle Tennessee. Each year, they receive training to equip them with the skills needed to serve as peer educators. In addition, they use those skills to develop and perform new skits dealing with teen issues about which they are passionate. Through their presentations, teen issues are not just talked about, they’re brought to life!
What does PG-13 mean?
PG-13 stands for Peer Guidance. It’s a play on the movie rating PG-13. Our teens talk about things that can be hard to talk about but believe that every teen deserves the knowledge and resources to make the best decision they can. We know that adolescence is the process to becoming an adult and part of that process is talking about tough issues.
What happens during a PG-13 Players performance?
The program consists of a series of short skits. The situations presented are left unresolved so that audience members can then join in the dialogue with the characters. By exploring the motivations, feelings, and choices of the characters, the audience participates in helping them make responsible decisions while beginning to build the skills needed to deal with real life situations. The goal of the PG-13 Players is to not give out easy answers, but to explore options and increase sensitivity in dealing with real-life situations.
PG-13 Players Topics
Each year the PG-13 Players develop skits on several issues they are passionate about that affect teens. The topics for 2012-13 are as follows:
PG-13 Players on-stage at Marathon MusicWorks for the launch of NPT's Children's Health Crisis: Sexuality.
Bullying: Taylor has just transferred schools and is excited to be in the same school as Chris, her freind from soccer camp. On her first day of school, Chris introduces Taylor to Alex, the captain of the soccder team. Alex does not like Taylor and uses her position to bully Taylor both on the field and online. Will Taylor stick up for herself? Can Chris figure out how to navigate this tough situation? Will Alex remember how it felt when she was bullied?
Sexual Decision Making/ Healthy Relationships: Cameron and Jordan both have boyfriends they have been with for a few months. Cameron is sure it is time to have sex with Mikael and is encouaging Jordan to do the same with Andre. Their friend Charlie realizes not everyone is on the same page and tries her best to encourage her friends to do what they feel is best Will everyone figure out what they are comfortable with in their relationships? Will everyone have their voices heard?
Schedule a Performance
The PG-13 Players can come to your school, place of worship, community center, or agency. To schedule a performance, contact Elisabeth at (615) 345-0952. A fee of $200 is requested for a performance; however, special rates may be negotiated.
Join the PG-13 Players
Open auditions are held each spring for dedicated high school students wishing to join the PG-13 Players; no drama experience is necessary. Training takes place during the summer and the performance season begins in September.
PG-13 Players receive financial support from The National Council of Jewish Women, Nashville Section. For more information, contact Planned Parenthood’s Youth Development Coordinator at (615) 345-0952.
Why Peer Education?
- Sloane BC, Zimmer CG. The power of peer health education. Journal of American College Health 1993; 41:241-245
- Milburn K. A critical review of peer education with young people with special reference to sexual health. Health Education Research 1995; 10:407-420.