[bright music] - [Narrator] Ready to learn?

- Hi!

- [Narrator] It's time to share a story.

- Sshh!

- [Narrator] Read and write.

- Let's read it back.

- [Narrator] Discover science.

Sing.

♪ Somewhere ♪ - [Narrator] Play, and so much more.

[feet stomping] - Cupcake!

- Very good!

- [Narrator] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

- Mm-hm.

[bright music] - [Narrator] Funding for this program was provided by the JPB Foundation.

[bright music] - Hi friends, how are you today?

Awesome.

So, I don't know you heard about this book before, but, it's a classic book.

It is one of my favorite books.

And I would love to share it with you.

Let's read the title.

"Here we go round "the Mulberry Bush" by Sophie Fatus and by Fred Penner.

And this book is about a bunch of different routines that children do as they go throughout their day.

I'm wondering, hmm?

What do you do throughout your day?

What routines do you do?

Can you name one?

What are you thinking?

Good, what else?

Yeah?

Cool!

Well let's see if any of those routines that you do at home are the same as the children in this book.

All right.

"Here We Go Round the Mulberry Bush" "Here we go round the mulberry bush, "the mulberry bush, the mulberry bush.

"Here we go round the mulberry bush "early in the morning.

"This is the way we jump out of bed "jump out of bed, jump out of bed.

"This is the way we jump out of bed "early in the morning.

"This is the way we wash ourselves, "wash ourselves, wash ourselves.

"This is the way we wash ourselves "early in the morning."

So what you see here in these three pictures are the different ways the children wash themselves.

Some wash indoors with the help of mom, in a tub.

Some children wash outdoors with a pail of water, and a cup, or a sponge.

And some children can take a shower all my themself.

And some children still need help and take a shower with mom.

So these are the different ways we wash ourselves.

So let's look back very quickly.

First, they're waking up.

It's early in the morning.

Next, they jump out of bed.

Then, the children wash themselves.

Let's keep reading to see what other routines the children will do.

"This is the way we brush our teeth, "brush our teeth, brush our teeth.

"This is the way we brush our teeth "early in the morning.

"This is the way we comb our hair, "comb our hair, comb our hair.

"This is the way we comb our hair, "early in the morning."

Did you comb your hair this morning?

Did you brush your teeth this morning?

Did you jump out of bed this morning?

Maybe you've done one of those three routines.

Let's keep reading to see what's another routine in the morning.

"This is the way we put on our clothes, "put on our clothes, put on our clothes.

"This is the way we put on our clothes, "early in the morning."

I really like her outfit 'cause she has a color on that matches my sweater, red.

And she's also wearing one of my favorite colors, pink.

Do you see any colors on the children's clothes that are similar to the ones you're wearing?

Cool.

"This is the way we eat our food, "eat our food, eat our food.

"This is the way we eat our food, "early in the morning."

Look at all this delicious food they're eating.

So these are different types of breakfasts that you're looking at.

Because in the morning, we eat breakfast.

"This is the way we clean our bowls, "clean our bowls, clean our bowls.

"This is the way we clean our bowls, "early in the morning."

And so just like there's different ways to wash yourself, There's different ways the children clean their bowls.

Some use a sink indoors, and on the side they put the dishes to dry, or the bowls to dry.

Some children clean outdoors, just like how they wash themselves outdoors.

They wash their bowls outdoors in the pail of water.

And some wash them inside, either alone or with a helper.

"This is the way go to school, "go to school, go to school.

"This is the way we go to school, "early in the morning."

What are some of the ways that they go to school?

Some travel by bus.

Some children walk.

And some travel by bicycle.

How do you get to school?

"This is the way we wave goodbye, "wave goodbye, wave goodbye.

"This is the way we wave goodbye, "early in the morning."

So all these children are different.

And in being different, some speak a different language.

So another way to say goodbye is [speaking in a foreign language], or [speaking in a foreign language].

And all of them are saying goodbye to each other with a wave, early in the morning.

That is the end, I'll see you next time.

- [Child Narrator] Maria, [speaking in a foreign language].

"Maria, The Super Helper" [cat purring] [cat meowing] [bird chirping] [lively music] [lively music] [bong!]

[lively music] [rooster crowing] - Hmm.

- [Child Narrator] [speaking in a foreign language] [father snoring] As the day begins, a clear sun brightens the beautiful home of Maria and her family.

[lively music] [father snoring] [children laughing] [speaking in a foreign language] Maria, the super-helper, and her siblings, enjoy cleaning the house together.

[lively music] [whooshing] [giggling] [speaking in a foreign language] They clean the room and laugh at all the silly things they do.

[lively music] [popping] - [Boy] Huh!

[lively music] [cloud popping] [speaking in a foreign language] [children singing] They dance while they sweep the porch and sing a fun tune.

[chicks chirping] [lively music] [water splashes] [whistling] [speaking in a foreign language] Maria and her siblings wash the dishes and their little hands have so much fun.

[lively music] [speaking in a foreign language] They all go on a walk to collect wood.

[lively music] [chicks chirping] [speaking in a foreign language] [splatting] The children jump and play with the chicks, hens, and pigs.

[pigs squealing] [water splashing] [speaking in a foreign language] Flip, flop, splish, splash.

[water splashing] Maria and her brothers wash clothes by hand with mom, and follow the singing of water, flip, flop, splish, splash.

[lively music] [bell chiming] [speaking in a foreign language] - [Child] Yum, yum.

- [Child Narrator] The super-helpers eat a delicious snack with mom.

[crunching] [lively music] [laughing] [lively music] [speaking in a foreign language] The super-helpers play with mom and dad and congratulate each other by saying, "We did it!"

[deep sigh] [lively music] [speaking in a foreign language] The best way to end the day is with a big family hug.

[lively music] - Hi, movers and shakers.

This is Violet, and I'm here with my sister, Ivy.

- Hi!

- And we're gonna sing a song with you called, "Green and Speckled Frogs".

And this a counting song.

So put up three fingers.

All right, ready?

- Mm-hm.

♪ Three green and speckled frogs ♪ ♪ Sit on a speckled a log ♪ ♪ Eating the most delicious worms ♪ ♪ Yum, yum ♪ ♪ One jumped into the pool ♪ ♪ Where it was nice and cool ♪ ♪ And now there are ♪ ♪ Two green speckled frogs ♪ ♪ Two green and speckled frogs ♪ ♪ Sitting on a speckled log ♪ ♪ Eating the most delicious worms ♪ ♪ Yum, yum ♪ ♪ One jumped into the pool ♪ ♪ Where it was nice and cool ♪ ♪ And now there is one green speckled frog ♪ ♪ One green and speckled frog ♪ ♪ Sitting on a speckled log ♪ ♪ Eating the most delicious worms ♪ ♪ Yum, yum ♪ ♪ One jumped into the pool ♪ ♪ Where it is nice and cool ♪ ♪ And now there are no green speckled frogs ♪ - All right, that was pretty silly.

Thanks for singing with us!

- Thanks!

[bright music] - Hi, my name is Meridith, and today we're gonna say, blend, and read words with the Long A sound.

Let's get started.

Let's play a game called "Same, Different".

In this game, I'm gonna say two words, and we're gonna see if they have the same vowel sound, or a different vowel sound.

Watch how it goes.

If I say Pain, Page, hmm?

Let me stretch those words out.

Pain.

I hear an A sound in the middle.

Let's try the other word.

Page.

I hear an A sound in the middle.

They have the same vowel sound, Long A.

Let's try one together.

If I say Rat, Rain.

Hmm?

Let's stretch those words out.

Rat.

I hear an Ah sound.

That's a Short A sound.

How about Rain?

Rain.

I hear a Long A sound.

Do they have the same vowel sound?

No, they don't.

We have a Short A, and a Long A.

Let's do another one.

Rake, Rack.

Can you stretch it out for me?

Rake.

What vowel sound do you hear?

That's right, it's a Long A sound.

How about Rack?

Stretch it for me.

Rack.

Ah, is the vowel sound.

That's a Short A.

Are they the same?

No, they're different.

Here's another one.

Cat, Can.

You stretch them.

What vowel did you hear in Cat?

I heard an ah, too.

That's a Short vowel, or a Short A, I should say.

What about in can?

You stretch it.

That's right, it's another ah.

They both have a Short A sound.

So do they have the same vowel?

Yes, they do.

Great job.

Today, we're going to be talking about the Long vowel A sound.

Here we have a picture of an acorn.

A, Acorn, A.

You say it.

A, Acorn, A.

You may be familiar with this spelling of A.

A, consonant, E. Here the A is saying A, and it's followed by a consonant and an E. The E doesn't say anything.

It just reminds the A to say A.

Here is a new spelling.

A-I, it's a vowel team.

Here the A is saying A, and the I isn't saying anything.

A-I, A.

You say it.

A-I, A.

Here is another vowel team.

A-Y saying A.

Again, the A is saying A, and the Y isn't saying anything.

A-Y, A.

You say it.

A-Y, A.

Let's look at some words with our new vowel teams.

Let's look at this word.

I see that the A is followed by a consonant and then an E. So, I know that the E is telling the A to say A.

Let's read this word.

Cake.

This is an A, consonant, E spelling for the Long vowel A sound.

Let's take a look another word.

Here's another word.

I see an A followed by an I. I know A-I is the vowel team that says A.

So I can read this word, Pain.

A pain is something that happens when you get hurt.

Pain.

The A-I is the vowel team saying A.

Let's look at another word.

In this word, I see an A is followed by a Y.

Now remember, a Y can be a consonant, or sometimes it acts like a vowel.

When it's in a vowel team like this, the Y is acting like a vowel.

And I know the A-Y vowel teams says A.

So I can read this word, Stay.

Stay.

It means to stay in one place.

Stay.

I think we're ready to read some words together.

Okay, I have a word here for us to read together.

What do you remember about A-I?

A-I is a vowel team that says A.

Here, I stretched the word out for us so that we could say each sound.

Let's do it.

W-ai-t. Hmm, let me bring them a little closer together.

And then we'll say the sounds a little faster.

W-ai-t. A little closer.

W-ai-t. What's the word?

Wait.

Wait means to stop what you're doing for a little while so other people can catch up.

Wait.

Here's another word.

Do you see a vowel team?

That's right, A-Y.

What does A-Y say?

A-Y says A. I stretched out our sounds for us.

Let's say them together.

P-l-ay.

Let's bring them a little closer.

P-l-ay.

And a little closer.

P-l-ay.

What's the word?

Play.

Let's look at these two words.

Do you see vowel teams?

I do, too.

In the first word we have A-I.

What does A-I say?

That's right, it says A.

Let's say the sounds and read the word.

Ch-ai-n. Chain.

A chain is when you take links and you put them together.

Like to make a necklace.

Or you might use it for your bicycle.

A chain.

Here we have a different vowel team.

That's right, A-Y, which says A.

Let's say the sounds and read the word.

G-r-ay.

Gray.

That's the color gray.

Now what do you notice about A-I that's different than A-Y?

A-I is in the middle of two consonant sounds.

So even though we have two consonants over here, remember C-H is a diagraph, and it says one sound.

So we got one sound, consonant sound, A-I, and then another consonant sound.

Is A-Y in the middle of two consonant sounds?

No.

A-Y will always be at the end of the word.

So we have consonants, and then we have A-Y.

And that's the difference between A-I, and A-Y.

Now, let's blend and read.

Let's look at the first row.

I'll sound out the first word with you.

And then, I'll read in a whisper voice.

So I can hear your reading.

Let's do it.

R-ay, Ray.

Keep going.

Tray, Clay.

What did you notice about our first row of words?

That's right, they all have the A-Y vowel team.

R-ay, Ray, there's our vowel team.

Let's look at row number two.

I'm gonna read in a whisper voice so I can hear your reading.

Pail, Tail, Paint.

What did you notice about row number two?

Yes, we have our A-I vowel team.

It's in the middle of the two consonant sounds.

Over here, there's an extra consonant over here.

But there's still an A-I between the consonant sounds.

Paint.

All right, I'm gonna warn you, we don't wanna get confused in row number three.

Pay attention to the vowels.

Ready?

Let's do it.

Braid, game, day.

Did you get tricked?

Here we have our vowel team, A-I.

And here we have our vowel team A-Y.

But in the middle, we had an A, consonant, E. Because don't forget, all of these different ways spell the sound A.

Now, let's read a passage from "Animal Tails" by Bryan Langdo.

We're going to read this smoothly.

Meaning we're not gonna stop at every word.

We're going to group our words together.

I'm gonna read in a quiet voice.

So I can hear your big, beautiful reading.

Take a second to look at the words before we get started.

Here we go.

"How can a dog use it's tail?

"A dog may wag it's tail fast "to say, 'Hi!

I am so glad to see you.'

"A dog may chase it's tail to play."

Hmm, I heard some wonderful reading.

But I want you to remember some of these words have the Short A sound, -ah, like wag and fast.

Some of our words had our new A-I vowel team.

Like Tail.

Or our new A-Y vowel team, like Say or Play.

I even saw a word that had a vowel, consonant, E, like Chase.

So each of these words we need to be really careful to pay attention to the vowel pattern.

So we know what the vowel is saying.

Today we learned so much about the Long vowel A sound.

We learned two ways to spell it.

We learned vowel team A-I, and vowel team A-Y.

We said words, we blended words, we read words, and we even read a paragraph.

You did a wonderful job.

Today when you are reading and writing, look for words that have the Long A sound.

And see if it's spelled with an A, consonant, E, and A-I, or an A-Y.

See you next time.

[lively music] - As a parent, I know I'm my child's first and most important teacher.

So I'm constantly looking for learning opportunities.

What I discovered, is that they're everywhere.

- [Child] Five, four, three, two, one.

Zero.

- Good.

- [Woman] Whether we're at home, on the bus, or in the park.

There's always something I can do to get my little one thinking and learning.

The more my child learns outside of school, the more prepared he'll be for the classroom, plus learning together can be really fun.

Children learn best during activities that are part of their everyday routine.

- Four, five, six.

- [Woman] So we practice basic math skills, like counting and number recognition, all through the day.

- I spy with my little eyes, number six.

Yay!

- [Woman] When we go for walks around the city, I talk with my child about math concepts like sizes, shapes, and patterns.

Comparisons are his favorite.

[woman speaking in a foreign language] At home, laundry is a perfect chance for us to work together on matching and sorting.

Can you help me find the other blue sock?

[bright music] Ah, good job.

When I introduce math to my child early on, I'm giving him a headstart in school, and in life.

My little laundry sorter might just be tomorrow's rocket scientist.

[bright music] [lively music] - Hi Learners, my name is Trinette.

- Hi, callers, my name is Skylar.

And we're so excited to be working with y'all for today's math lesson.

Before we begin, you will need to ask a trusted adult to help you gather some materials.

You will need something to write with and something to write on.

Whether it's a pencil, or sheet of paper.

Skylar and I will count to ten while you gather those materials.

So, ready, set, go.

Begin.

One, two, three, four, five, six, seven, eight, nine, 10!

Great job, Learners, you got back just in time.

Take those items and place them to the side.

For today's lesson, Skylar, and Learners at home, we're going to do something called duplicate and extend patterns.

All that means is, we're gonna be working with patterns and figuring out what comes next in the pattern.

Here's our first example.

I have some ballon weights.

So Skylar and I are gonna line them up and create a pattern.

I have silver, so we'll keep it here so they can see it.

Here's the next one, blue.

Silver, blue, silver.

Now let's stop for a moment.

Let's look at it again.

Say the colors with me.

Silver, blue, silver, blue, silver.

Hmm?

What would come next in the pattern?

- Blue!

- Blue.

Learners, did you say blue, as well?

Yes, that is correct.

So, I'm gonna slide over a blue.

Let's look at the pattern again.

Silver, blue, silver, blue, silver, blue.

Let's think about this.

Don't say anything just yet.

Learners at home, as you can see, we're duplicating the pattern.

You're seeing the same pattern.

What would come after the blue balloon weight?

- Silver.

- Great!

Did you say silver, as well?

Excellent.

So, I'm gonna slide it over.

We have just completed and extended our pattern.

- Silver, blue, silver, blue, silver!

- Excellent job.

Here's our next example of duplicating and extending patterns.

So I grabbed some lemons and oranges from the kitchen.

Skylar and I are going to create a pattern, and then show you what will come next in the pattern.

So here we have what, what are these?

- Lemons.

- This is a lemon.

So just place it there so our Learners can see.

So, we're gonna have a lemon.

And then we have a little orange, or this may be a clementine, it's too big for an orange.

Okay, so right now we have two.

What would come next?

- Lemon.

- Okay.

And then, we will put another one.

- Clementine.

- Okay.

So now we have lemon, clementine, lemon, clementine.

Let's extend the pattern.

What would come next?

What do you think?

- Lemon.

- Lemon.

Do you agree at home?

Yes, lemon.

What would come next in the pattern?

- Clementine.

- So we're going to extend that pattern, I'm gonna add another little clementine, some people call them cuties, we call them halos, all types of names.

What would come next?

- Lemon.

- Okay, let's show our Learners at home.

- Lemon.

- Whoa, that's a lot.

- Okay, so let's see.

Lemon, clementine, lemon, clementine, lemon, clementine, lemon.

Well, there's so many, that it's kind of like going off our screen.

So let's try to move these over.

Learners at home, can you tell Skylar and I what would come next in the pattern?

- Clementine!

- Did you say that?

Awesome, great job, Learners.

All right, now we're gonna put all these away.

- We have more lemons, but we have no more clementines.

- Yeah, which is why we stopped adding to our pattern.

- But why don't you get some oranges?

- We could, but we're done with that one.

Let's move on to the Legos.

Learners, we also have some of Skylar's Legos.

And she choose the colors blue and green.

We're going to create a pattern, and I want you to tell me what would come next.

So right now we have blue, Skylar, what would be next?

- Green.

- Can you put the next color on top?

- Blue.

- Okay, continue, what would be next?

- Green.

- Learners at home, let's stop for a moment, what would be next?

So see what we have.

Blue, green, blue, green, blue would be next, excellent.

And then green.

So looking at our pattern, blue, green, blue, green, blue, green.

Let's try another.

I have some Lego blocks, as well.

And my pattern's going to be red, pink, red.

Learners at home, what would come next?

- Pink.

- Pink, great job.

So let's look at what we have.

Red, pink, red, pink- - Red, - Red.

Sshh!

Don't tell them.

What would come next?

Don't tell them, sshh.

Did you say pink?

Did you say pink as well?

- Pink.

- Excellent, so pink will complete the pattern.

Great job.

So what we did was, we have a pattern and we extended the pattern by adding another block.

Excellent.

- Look!

- Yes?

- A red, pink, red, pink, red, pink.

- Great job, Learners, and great job, Skylar.

Now we're going to move onto our next activity.

What are patterns?

It is something that is arranged following a rule.

Or something that is repeated over and over again.

Look at some examples below.

There's a pattern using the numbers one and two.

Here's the pattern, one, two, one, two, one, two, one, two.

You can also have a pattern using shapes, or colors.

This pattern has a red circle, blue, red, blue, red, and followed by blue.

We can also have patterns using shapes.

For example, star, heart, star, heart, star and heart.

Now it's your turn to try to complete the patterns with the next couple of examples.

Take a look at this pattern.

What comes next?

If you said the purple star comes next in the pattern, you are correct.

The pattern is star, circle, star, circle, star.

What comes next in this pattern of sun and clouds?

Did you say that the cloud would be the next picture in this pattern?

If so, you are correct.

The pattern is sun, cloud, sun and cloud.

Learners, please gather those materials that I asked to gather earlier with a trusted adult.

I would like for you to draw some patterns and then extend them.

I will do the first example.

I'm going to create a pattern using circles and hearts.

Skylar's gonna help me hold the board.

And here's my pattern.

I'm gonna draw a circle.

- Heart.

- Ssh, heart.

Circle.

Heart.

What would come next in my pattern?

So I'm gonna go back.

Circle, heart, circle, heart.

Did you say circle like Skylar?

Yes, circle.

Excellent.

So you're gonna do something similar.

Skylar, sit back.

And Learners, get ready.

You're going to take your pencil, and whatever you have to write with, and I want you to create a pattern using circles and triangles.

So for example, if you wanna do circle, triangle, circle, triangle, you can create that pattern.

Or it might be two circles, and two triangles.

It's your choice, but I wanna see some type of pattern using circles and triangles.

I will give you and Skylar maybe about 10 seconds to create your pattern.

Are you ready, get set, go.

Circles and triangles.

And you'll have 10 seconds.

Nine, eight, seven, six, five, four, three, two, one.

Excellent job, Learners, please put your pencils down and show me what you have.

Time's up, let's see what the Learners have at home.

Look at that Skylar, do you see all their beautiful patterns?

[gasping] Wow!

Excellent!

- Look what I did.

- Let's see what Skylar has.

Wow, so she has, let's say the pattern together.

Circle, triangle, circle, triangle, circle, triangle, circle, triangle, circle, triangle.

- I did a lot!

- That's a perfect pattern.

- I did a lot.

- Excellent job.

You guys did a fantastic job with your patterns, as well.

You can try something just like this at home.

We have some cards here that we usually play with.

And you can actually do patterns with numbers, or colors.

So, for example.

Here's what I'm going to show you.

And you can do this at home with a trusted adult.

So I'm going to create a pattern.

Just hold them, don't show it yet.

Using two colors.

I'm going to use red and blue.

Hold them.

- What marker are you gonna use?

- Red and blue, hold on.

Let's get one more.

- I'm going for the color orange.

- So here is our pattern of colors.

So I have red, blue, red, blue, what would come next?

- Red.

- Okay, can you pass me the red?

- And what would come next?

- Blue.

- Oh, but nope, it would go on the end.

Perfect, so I can create patterns using colors, or I can shuffle this deck up and maybe do a pattern using numbers.

Learners, I hope you had a fantastic time with us learning about patterns.

Until we meet again, see you soon!

Bye-bye.

- Bye-bye.

[upbeat music] [speaking in a foreign language] - Five, four, three, two, one, zero.

- Good.

[speaking in a foreign language] - Four, five, six- [speaking in a foreign language] - I spy with my little eyes, number six.

Yay!

[speaking in a foreign language] - [Woman] Can you help me find the other blue sock?

Ah!

Good job!

[speaking in a foreign language] [bright music] [lively music] - Hi, artists, my name is Daniel.

I am an artist for the Studio in a School.

And today, we are going to make a drawing using different colors.

And we're going to explore what happens when a line closes.

The materials that will need are, crayons, color pencils, or markers.

You will also need paper.

You can use drawing paper, notebook paper, printer paper, or any paper that you can find at home.

Artists, let's look at the crayons first.

What colors do you see?

We're going to only use the three primary colors.

Yellow, blue and red.

And also we're going to use a black crayon.

Let's begin our drawing.

You can start with any crayon, but I'm gonna start here with the black crayon.

Now, where should I begin?

On the top?

Middle?

Bottom?

Or maybe on the sides of the paper, or even the corners.

I'm going to start right here in the middle.

Artists, what do you notice?

I made a line.

What kind of line is this?

It is a straight line, a shorter straight line that goes from one side to the other.

Now, I would like to close my line.

I would like for this end of the line to connect with the other end of the line.

I'm just gonna move my hand around.

I'm going to continue here on this side, I'm just gonna move my hand almost like dancing a little bit.

What kind of line is this?

It's more like a wiggly, or squiggly line.

But I would like to close my line, so I'm going to continue going all the way here, all the way to the beginning.

What do you notice, artists?

We made a shape.

So when a line closes, we make shapes.

Now that is a strange shape.

I would like to close more lines.

When I'm thinking about shapes, I wonder what kind of shapes do we know?

What kind of shapes shall I make next?

Hmm?

I'm thinking about a shape that has three sides.

I'm gonna start on the edge of the side of the paper.

I would like to start with a straight line.

Oh, did you notice I put a little bit of more pressure using my crayon.

I'm gonna continue going, because we need to close this line all the way here.

I'm moving in a diagonal.

And I'm gonna continue moving this line all the way back to where we started.

Make sure that we close that line.

What kind of shape did we make?

Yes, we made a triangle.

Now I noticed something.

This shape has a name.

It has very precise sides.

It is geometric shape, but this one is more like a free-form shape.

Let's make more shapes.

Let's make maybe three more.

I'm going to change my color.

What color should I use next?

We can pick any of these colors.

I really like red.

I'm gonna choose red.

Shall I make a geometric shape, or the freeform shape?

We'll start a freeform shape.

Let's try this one here, towards the bottom.

And I'm just gonna move my hand up and down, up and down, big, oh, look at that.

What kind of line is this?

Yes, it is a zigzag line.

Let's make a zigzag line together.

Up and down, up and down, zigzag, zigzag.

Hmm.

But is it a shape yet?

What do we need to do to make it into a shape?

We need to close it.

So we need to bring this side of the line, all the way to the other side.

I'm gonna make a curve.

And it's going to be right on the edge of the first shape that we made together.

And it's going to go all the way here.

Is that a shape yet?

It's almost there, but what do we need to do?

We need to close it.

I really like this bump, bump, bump, so I'm going to try to close the shape, just by going bump, bump, bump.

Oh wow, that is a big shape.

So we have three shapes here.

Now, what other shapes can we make?

What happens if I take the curve from this shape, if I go like this, and I keep going with another curve.

What kind of shape is that?

It is a circle.

Let's change colors.

I'm going to use my blue.

And because I have a big shape here, the free-form shape, I would like to have a geometric shape, a circle right inside.

So I'm gonna start here inside this big red shape, and I'm gonna go around and close my line.

Wow, do you notice, we put a shape inside another shape.

Do you think I can make it longer?

Let me see if I can make a curve outside.

And I'm gonna close it, but it's a little big more elongated.

What kind of shape is that?

This one is a circle, but this one is an oval.

Okay artists, there are a lot of different shapes that we already know.

If we draw with our finger, four straight lines, we can make a square.

And if we make it a little bit longer, we made a rectangle.

But let's make one more shape on our paper.

Let's try to make a free-form shape, one that has straight sides, or wavy sides.

I like the blue, and this time I'm gonna start with a wavy line.

It's on the edge of the first shape.

But I would like to go over the other shapes, and I really like that line that dances.

The squiggly line, or wiggly line, it's dancing all around it, and it's going over the red shape, over the oval, and I'm closing my line to make a big shape.

Artists, how can we change these shapes a little bit more?

Why don't we add some color to these shapes?

So we used red, we used blue, we used the crayon, the black crayon.

Let's use a little bit of yellow, also.

Now, I would like to start here, inside the circle, but I'm going to go outside this little circle, all the way to the red shape.

And I'm gonna keep going.

I'm gonna go outside of the red shape, all the way to the top.

I'm gonna put yellow on the bottom.

So I'm gonna start outside of the shapes this time, and I'm gonna go inside the oval a little bit, and inside the big, blue shape that we did at the end.

What happened when the yellow went on top of the blue?

Let me put some more blue on top of the yellow.

What color do you notice here?

I'm getting a bit of green, even though I didn't have green in the beginning.

Now let me put some blue here on this triangle.

I'm putting a little bit of color inside the shape.

But remember, we can also keep going outside of the shape.

And I'm going to put a little bit of blue inside the red shape.

I'm gonna put it outside.

And also I'm going to put it next to this other shape on the top.

So I have blue, I have yellow.

Let me add a little bit of red, and I would like a big batch of red.

And I would like to start again here, inside the oval, and I'm pressing hard with my red.

Do you notice what happens when I press hard?

I'm gonna go out a little bit on top of the yellow to see what happens.

It changes a little bit.

And I'm gonna continue all the way on the bottom of the paper, all the way to this blue.

Wow, artists, do you notice how we're changing these shapes just be adding some colors?

After changing the shapes, adding a little bit of color, we can always go back and add some lines and marks.

I'm gonna use my black crayon, and going to have some, maybe wavy lines going on top of this yellow.

Small wavy lines, going on top and over this yellow.

All the way to the top corner.

I'm going to make a tiny wavy line, and I'm gonna press hard.

What do you notice happened when I pressed a little bit?

And I could also just walk around.

I'm going to walk on top of my blue.

Making little dots.

And I can over this blue shape, and the red color that I put here covers the bottom.

Artists, I was adding some colors, I was adding some marks and lines to these shapes, what else can we do?

We could add a little bit more color.

Maybe a little bit of red.

So let's have some red.

I really love red.

I'm gonna start here on the top corner.

I'm gonna stay outside the shapes.

So I'm gonna put a little bit of red inside this free-form shape.

And this is where it's going to travel all the way inside the blue shape, as well.

Hmm, let me choose a little bit of yellow now.

And I really like when yellow goes onto of the red.

And I'm gonna press hard here.

Now hold my paper, and put a little bit yellow on top of the red, begin to see orange here, and this yellow can go around these black dots, look at that.

It can go around and around, and around, and we're making new shapes, do you notice when we go around?

We're making new circles, or ovals.

And I always like to walk around with my crayons.

Just walk around the paper, all around the shapes, inside, outside, and I'm gonna go back inside this triangle.

And I always enjoy bringing back my black crayon to just add a little bit of lines, like a zigzag line here, or maybe putting more shapes in sight, like a squiggly shape, or a little rectangle right inside and touching the red big shape.

Artists, we could continue adding a lot of colors, a lot of lines and marks, and even more shapes to this drawing.

We discovered that when a line closes, we make shapes.

Now some shapes have very precise sides.

They're called geometric shapes.

And those are shapes that also have specific names.

In the middle, or towards the top of the paper, we have a small circle that we made by closing two curved lines.

I also notice this triangle that is right on the edge of the paper, on the side of the paper.

We also discovered that we can make our lines dance.

Like a squiggly line here, and put it together with a straight side, to make a free-form shape.

A shape that doesn't have a specific name.

And we also added different colors.

I love this patch of red color here, and I also like our mixing the yellow and the red right above this shape, on the top part of the paper, to make a little bit of orange.

And at the end, we were also adding different lines and marks.

Do you notice this wavy line right here going on top of the yellow patch of color, and going all the way to the top corner?

And I also noticed that we made little dots and larger dots here, using the black crayon.

Now let's take the look at the work of a younger artist.

Let's look at this drawing.

What shapes do you see?

I notice a small blue circle, but it's almost like an oval.

Where do you see it, where do you see it here?

I notice that it is right here on the bottom of the page.

And it has a darker patch of blue inside that circle.

Do you notice any free-form shape?

Notice a big one.

Notice this one here that has a lot of colors?

It begins like a wavy line.

And then it goes like a zigzag line, and it travels all here towards the middle of the paper, and it goes back, and one side of the line connects with the other side of the line to make this big, strange shape.

It's a shape that I've never seen before.

What kind of colors did the artist add to the shapes?

I really love the yellow.

Do you notice yellow on this paper?

Where do you see yellow on this paper?

I noticed some yellow here towards the top.

And I notice that the artist was moving the hand in different directions, like around and around.

And the artist also used yellow inside this big shape that we noticed earlier.

Any other colors that you notice?

How did the artist mix this green?

Yeah, I think he used a little bit of yellow and blue to get this green.

What about the lines and marks that we were adding at the end?

Do you notice the small, tiny short straight lines that the artist added using black crayon?

Right here on top of the yellow, on the top side of the paper.

Artists, it is your turn to close lines and make shapes.

I wonder what kind of shapes you will make?

What kind of colors, or lines and marks you will add to your drawing?

You can always ask a trusted adult to help you find and make shapes that we have never seen before.

And you can even invent names to these new shapes.

Have fun, and I'll see you next time.

[bright music] - [Announcer] Funding for this program was provided by the JPB Foundation.

[bright music] [instrumental uprise]