[upbeat music] - [Announcer] Ready to learn?

- Hi!

- Hi, friends!

- [Announcer] It's time to share a story, read, and write- - Let's take it from the beginning.

- [Announcer] Discover science, sing- ♪ Hello, friends ♪ - [Announcer] Play and so much more.

- We're exploring with light.

- [Announcer] Stay tuned for lessons and activities.

- And the key word is- - Apple.

- Awesome!

[upbeat music] - [Announcer] Funding for this program was provided by The JPB Foundation.

- Hi, friends!

My name is Darlene Thomas and I'm so excited to share a story with you today.

The title of today's book is called "Seasonal Adventures."

Written by Johnny Ray Moore, and illustrated by Cbabi Bayoc.

Stick around after the story, and I'll show you how you can make your very own seasonal collage at home.

Are you ready to hear the story?

[children cheering] Let's get started.

"Welcome to spring!"

"Tireless tadpoles swim with ease.

"North wind gently combs the trees.

"Green grass growing on a hill.

"Newborn, chirping, Whippoorwills.

"Ravens cawing in the wind.

"Dogwoods dressed with leaves, again.

"Quails astir about the fields.

"Amongst the shrubs are daffodils.

"April showers somewhat soon.

"Cloudless skies again by noon.

"Life's anew with sounds unheard, "all because spring has occurred.

"Welcome to spring!

"Welcome to summer!

"Sun rays dancing, ponies prancing, "kittens on their mother's back.

"Frogs all hoppy, puddles sloppy.

"Ducks are going quack, quack, quack!

"Thunder crashing, lightning flashing, "raindrops cooling thirsty Earth.

"People cheering, dusk appearing, "runners racing to be first.

"Daisies blooming, cats assuming, "dogs are sleeping on the lawn.

"Daylight fading, cows parading "back to shelter at the barn.

"Welcome to summer!

"Welcome to fall!

"Mornings with a bit of chill, "Jack Frost sprinkled down the hill.

"Stacks of hay all turning brown, "lined so neatly on the ground.

"Farmers plowing fields now bare, "leaves all scattered here and there.

"Acorns from the mighty oak.

"Chimneys coughing puffs of smoke.

"Supper at the brink of dusk, "plates all filled with just enough.

"Twinkling stars at evening's end "let us know fall now begins.

"Welcome to fall!

"Welcome to winter.

"Snow is falling, plop, plop, plop!

"Covering trees and mountain tops.

"Mice are searching in the earth.

"Lone wolf howls for all it's worth.

"Furry bunnies near a cave "watching chipmunks misbehave.

"Reindeer nosy with their stares.

"Snoring, fuzzy wuzzy bears.

"Leaves of color scattered 'round "covering tracks upon the ground.

"Gliding geese against the sun.

"Another season's just begun.

"Welcome to winter!"

The end.

I hope you enjoyed the story, "Seasonal Adventures."

Now stick around, for our activity today we're going to make seasonal collages.

All you will need for this activity is some white glue, a base to stick your seasonal materials on, and you can use any flat surface, you can use paper or cardboard, or maybe even a shoebox top.

It's up to you.

But today I'm going to use paper.

You can use white paper or blue paper.

If you white paper is the only color that you have and you want to use a different color, you can always use crayons or markers to color your paper before adding your materials.

Today, I'm going to use this blue paper to represent the sky.

And now I'm going to show you some seasonal materials that I found around my home.

And I'm gonna be using some of these materials to represent the seasons in my collage.

So I know many of you have seen these in your neighborhood.

They come in all different shapes, colors, and sizes, and these are leaves.

And these leaves fall from the trees in the fall season.

And I think it will just add fresh leaf color and texture to my collage.

Next I have a recycled cover from some products that I use around the house, and I was thinking that I could use either the orange or the yellow to represent the summer sun.

What do you think?

I think I'll go with the yellow today.

Next I have some beautiful tissue paper that I've saved from a party that I went to.

I just thought the flowers were so gorgeous.

But if you don't have tissue like this at home, you can always grab a piece of facial tissue or any other kind of soft tissue you have at home and you can use markers to color your own flowers onto the paper.

And I'm sure it will come out beautiful.

And the next item I have is some recycled tin foil, and it's so shiny and shimmery, it reminds me of the glistening rain drops that fall during spring time.

Finally, for the last season of winter, I have these cotton balls that I found in my bathroom.

And if you don't have cotton balls at home, you can definitely ball up a piece of facial tissue into a circle in your hand to make a snowball for winter.

I'm going to tear up little tiny pieces of this tin foil, and start making my rain drops for my collage.

And when I'm all done, I'll show you my seasonal collage.

I am all done.

Can you find the four seasons in my collage?

Let's find them together.

I see many different colored leaves that you might find in the fall season.

I see green leaves and red leaves and yellow leaves and orange leaves, and my favorite thing to do is to step on the really crunchy ones and listen to them go crunch, crunch, crunch.

I see the big, hot sun that shines down on us in the summer time.

And one of my favorite thing to do in the summer is to go to the beach.

I see the shimmering raindrops watering the beautiful flowers that grow in the spring time.

I love to pick them and smell them.

They smell so beautiful.

And I see the cold, wet snowballs that you can barely hold in your hands that I love to make in the winter season.

That's four seasons in all, winter, spring, summer, and fall.

Remember, friends, when you're making your own collage, you do not have to use these same materials, you can use anything that you find around your home that reminds you of the four seasons.

Just ask a trusted adult to help you find those items.

And don't forget to ask friends or family members to try to guess which materials match each season.

I had a really fun time reading the story "Seasonal Adventures" for you today.

And I hope you enjoy making your seasonal collage as much as I enjoyed making mine.

I also hope wherever you are, you are enjoying the weather.

Goodbye.

[upbeat music] [frog croaking] - Oh, hi, friends!

I was just thinking about my favorite season.

You know, spring, summer, fall, winter.

What's your favorite season?

Really?

That's awesome.

I love summer.

You know, because during summer time it's really hot, you can go swimming, and my favorite thing is to watch little frogs kind of hop all over the place.

They're like the cutest little things ever.

Hey, you noticed how frog and hop have kind of that same middle sound?

Yeah, listen carefully.

Frog and hop.

Huh, well how convenient is that, because today the sound we're going to be focusing on is actually that ah sound.

Do you know what letter represents that ah sound?

It's the letter O.

Today we're going to focus on short O ah.

Before we get to work, let's get our ears ready and listen to some sounds.

Let's do some on set fluency practice.

So what's gonna happen is I'm gonna say a word.

I want you to repeat the word and then tell me what is the first sound you hear in the word, the on set, the beginning sound.

So for example if I said the word bat, you would say bat, and then you would tell me that first sound in bat, which is buh.

Okay?

Let's try another one together.

What's the first sound we hear in the word happy?

You would say happy, huh.

Are we ready?

Let's do this.

What's the first sound you hear in the word candle?

Candle, kuh.

Awesome.

What is the first sound you hear in the word table?

Table, tuh.

Very nice.

What's the first sound you hear in the word baker?

Baker, buh.

Beautiful.

How about what is the first sound you hear in the word jungle?

That's right, jungle, juh.

Okay, what's the first sound you hear in the word garden?

Garden, guh.

All right, last one, what is the first sound you hear in the word listen?

Excellent, listen, ull.

Before we make some words, let's review our sounds.

I'm gonna show you a letter card, I want you to tell me the name of the letter and then the sound that it represents, okay?

So what is this letter?

H. What sound does it represent?

Huh.

What's the letter?

C. What sound does it represent?

Cuh.

What's the letter?

T. And what sound does it represent?

Tuh.

What's the letter?

B.

What sound does it represent?

Buh.

What's the letter?

G. And what sound does it represent?

Guh.

All right, last one, what's the letter name?

L. And what sound does it represent?

Ull, that's right, give your brain a kiss.

Awesome job.

All right, let's start building some words.

Our letter for today is O.

And we're going to focus on its short sound, which is ah, like octopus.

Say ah, ah, octopus.

Great.

We hear the short O sound in the middle of many words like knot, cot, cob, and rod.

O makes the short sound because it's like it's closed in, like a closed syllable, so the vowel can't say its full name, so it's saying its short sound, ah.

Repeat again, ah, ah, octopus.

Awesome.

All right, before we start building our words, let me see if you can actually hear that short ah sound in words.

If the word I say has an ah in it, you're gonna give me a thumbs up.

If it doesn't, thumbs down.

Let's see how you do.

Hot.

That's right, hot does have the ah sound in the middle.

How about the word pet?

Nope.

How about the word rot?

Mm-hmm.

How about the word bet?

How about the word cat?

No fooling you.

All right, last one, how about the word rod?

All right, let's start with our first word, hot.

What sound do we hear in the beginning of hot?

Huh, huh.

Okay, that's one of the sounds we practiced at the beginning, so that's going to be represented by our letter H. Huh, so huh, ah, now we need the tuh.

What letter represented that tuh sound?

That's right, it was the letter T. Okay, let's blend through this word, huh, ot.

Little faster, hot.

Read it, hot.

Okay, now how would we turn hot into cot?

Like a little bed you can sleep on.

Hmm, which sound is changing?

Hot, cot.

Oh, I feel the difference in the beginning, so I'm not gonna need the huh anymore, I'm gonna need the letter that represents kuh.

Let's blend it.

Cuh, ot.

Little faster, cot.

Read it, cot.

All right, how would I turn cot in cob?

Like corn on the cob.

Mm, a really good summer time meal.

Okay, let's see which sound is changing?

Cot, cob.

Oh, definitely at the end.

So we're gonna get rid of the tuh, and I need to put the letter that represents buh.

That's right, I need my B.

Let's blend it, kuh, ob.

Faster, cob.

Read it, cob.

All right, how would I turn cob into job?

Think about where we're feeling the difference in our mouths.

Cob, job.

That's right, in the beginning.

So we're gonna remove the kuh, and we're gonna add the letter that represents juh.

That's right, J.

One of my favorite letters.

All right, let's blend it, juh, ob.

Job.

Read it, job.

All right, how do we turn job into jog?

Like let's go for a little run.

All right, where do we feel the difference?

Job, jog.

Did you feel it at the end too?

Yep, you're right.

So which letter represents that guh sound?

You got it, G. Let's blend it, juh, og.

Little faster, jog.

Read it, jog.

All right, how would we turn jog into bog?

Like a swampy kind of area.

That's right, we feel the change in the beginning, so we're gonna get rid of the juh, and we're gonna add...

Awesome, our buh, and we turned it into... Let's blend it, buh, og.

Little faster, buh, og.

Read it, bog.

All right, challenge question, how would we turn bog into blog?

Oh!

So buh, oh, blog.

Where do we feel the difference.

Yeah, you kind of feel it after the buh, right?

So what do we feel?

Let's see, buh, ull.

Ooh, what letter is gonna represent that ull sound?

Yeah!

So I'm going to slide over my B and I'm gonna add that ull.

Let's blend this together.

Buh, ull, og.

Little faster, blog.

Read it, blog.

Awesome job.

Thank you so much for working with me today on our short O sound, which is?

That's right, everyone say ah, ah, octopus.

Well, until next time, bye!

[upbeat music] - Hello, my name's June, and I'm here to teach you guys how to do a cartwheel.

So if you don't like people seeing your stomach, then you can tuck in your shirt.

So first, you have to do this pose called a lunge.

You first put your foot up and your hands up high, and then try to put your hand first, one hand first and then another hand, and then kick your feet up, like this.

And then land in a lunge.

Thank you.

[upbeat music] - [Omar] Hello, friends at home, how are you?

We've missed you!

Do you know who we are?

Wait, Lily, maybe they don't who we are.

Do you think it could be the voice?

- [Lily] Or is it because we're behind this curtain?

- [Omar] Should we maybe- - [Lily] Yeah.

- Hey there, friends, I'm Omar.

- And I'm Lily.

- And we're behind this sheet because we're exploring with light.

Friends at home, what's the light like where you are?

- [Lily] Do you have a lamp on?

- [Omar] Are you by the window?

Is the sun coming through?

- [Lily] Or is there no light?

Is it dark?

- [Omar] Or are you sitting in the glow of a TV or a device?

- [Lily] Well, Omar and I were going on a walk during the day and loved playing with our shadows.

And then we thought, how could we make these shadows inside?

- So we found these sheet, we found a flashlight, and we started telling stories.

[upbeat music] - [Lily] One summer night, Omar and I went for a walk and we noticed far in the distance, a glowing light.

Can you see it, friends at home?

Fireflies!

Omar, I need to take a closer look.

How can we catch these fireflies?

- [Omar] Oh, I have an idea.

I think we can catch the fireflies in a clear jar.

- [Lily] That's perfect!

Let's run around the field and catch as many fireflies as we can.

Here we go!

- [Omar] How many did we catch?

- [Lily] I don't know, let's count.

Count with us, friends at home.

- [Omar] One, two, three, four, five.

- [Lily] We caught five fireflies.

- [Omar] And they're so beautiful, Lily.

- [Lily] Let's take our five firefly friends on an adventure.

- [Omar] Oh, I know, let's take them toward the creek, that way, I think they'll like it there.

- [Lily] Great idea.

[dramatic music] Omar, what happened?

Are you okay?

- [Toad] Don't keep these fireflies all for yourself.

Leave some of those tasty snacks for your amphibian friends.

- [Lily] Omar, who was that?

- [Omar] I don't know.

I tripped on a rock and now I hear this voice from somewhere.

- [Lily] You know what, Omar, I think that's a glowing toad.

- [Omar] Huh, glowing toad?

Did you hear what the glowing toad said though?

Maybe we shouldn't be keeping these fireflies in a jar.

- [Lily] But they're so pretty.

- [Omar] Well, that's true.

Let's see how many fireflies we have left.

Friends at home, count with us.

- [Omar And Lily] One, two, three, four.

- [Omar] So we had five fireflies, and then we lost one, that leaves us with one, two, three, four fireflies.

That's not so bad, Lily.

That's two fireflies for you, and two fireflies for me.

Plus, we're almost to the creek.

I can hear it, let's go.

- [Lily] Omar, this creek is so beautiful.

I'm sure our four fireflies agree.

But wait, I think this one really wants to be out there.

I think it's being called to the water.

- [Omar] Should we let it go?

Should we listen to the glowing toad?

- [Lily] I think we have to.

[gentle music] - [Omar] Wow, that's so magical.

- [Lily] How many fireflies do we have now, Omar?

- [Omar] Let's count them together.

- [Omar And Lily] One, two, three.

- [Lily] Well, at least we have three.

[dramatic music] Omar, be careful of this steep hill.

- [Omar] Oh no, Lily!

Are you okay?

That was a real swirl down that steep hill.

- [Lily] Yeah, I'm okay, but what about our three fireflies?

- [Omar] Let's see, we have one, two.

Wait, we only have two fireflies now?

And before we fell down the hill, we had three.

One firefly must have gotten away.

- [Lily] Well, that's not so bad.

There's two of us, so one for me and one for you.

- [Omar] Yeah, that's true.

But wait, Lily, your firefly doesn't look so good.

It's flickering.

- [Lily] Oh, little firefly, hang in there.

Omar, do you think something's wrong?

Maybe it has to go to the doctor?

- [Omar] Or maybe it just needs to be back out there with its friends.

Maybe we need to let it go.

- [Lily] Oh, I'm going to miss my firefly friend.

Bye.

But look Omar, it's glowing again.

- [Omar] Oh, it looks so happy again.

Oh, Lily, Lily, look at the time.

We have to get back home.

- [Lily] I think you're right, Omar, let's go.

[upbeat music] Omar, what a fun day we had.

But now that I'm thinking about it, will your firefly be happy all alone in that jar?

- [Omar] Hmm, I hadn't thought of it that way.

- [Lily] Well, I don't know about you, but I wouldn't be happy all alone in a jar.

- [Omar] Yeah, I think I have to let it go.

- [Omar And Lily] Bye, firefly.

- [Omar] Now we have no fireflies left.

- [Lily] Wow, Omar, what an adventure we had.

We started with five fireflies.

- [Omar] Then I tripped on a rock and we met a glowing toad and one firefly fell out.

Then we had four fireflies.

- [Lily] Then one of the fireflies got called to the creek, so we had three fireflies remaining in the jar.

- [Omar] Then we tumbled down the steep hill, and one firefly got away.

So we only had two fireflies left.

- [Lily] Then my firefly wasn't doing so well, so I had to set it free, so only one firefly remained.

- [Omar] Then we realized, maybe one firefly wouldn't be so happy all alone in the jar, so we let that one go too.

- [Lily] Omar, do you see that's happening?

[upbeat music] - [Omar] Lily, the fireflies, they're back.

- [Lily] One, two, three, four, five.

Our five fireflies came back to us.

- [Omar] And there's even more, they brought their friends.

- [Toad] That's the spirit.

Nature needs to be in nature.

- Hey, friends at home, if you want to tell a shadow story just like we did, all you need is a sheet and a flashlight.

What's your story about?

Are there other characters in it?

Items from your life?

How many characters?

Does the number of items change?

Does the number of items stay the same?

- Those are great questions, Omar.

And friends at home, if you catch insects in a jar in real life, make sure to put holes in the top of the jar and have a wet paper towel inside.

And remember, friends, math is all around us.

Go see what math you can find today.

- Bye, friends out there.

- Hi, I'm James and I have three boys, Jayden, Jordan, and Justin.

The most important part of being a father to me is being present with my kids and watching them grow.

Well, you know sometimes these walks, man, I learn so much about you.

I'm always looking for cool ways to hang out with my kids and learn with them.

What's this right here?

- It's a pipe.

- A pipe?

I find that they are opportunities everywhere to learn.

Sometimes a simple walk will bring on the best talks with your kids.

If you give them a chance to speak, they will educate you, they will surprise you.

I don't know, it's a little bit cold and you taught me that snakes don't really like the cold, right?

- Yeah.

- Something that I love to do with my kids is to leave an open ended question.

Instead of giving them a yes or no question, I like to give them questions that they have to actually think about it.

Oh, look at this.

Sometimes I just don't know the answer to their questions, and that's okay.

We'll go back home and we will research it.

that just gives us another opportunity to bond and to learn together.

[upbeat music] - Hi, friends, my name is Cassondra and these are my helpers.

- Noel.

- And Emery.

- And we're here today to do a fun science experiment with you.

Today, we are going to be learning a little bit more about shadows.

Friends at home, have you ever noticed your shadow before?

What about you, Noel and Emery?

Have you ever noticed your shadow or maybe something else making a shadow before?

- Yeah, I have.

- Where did you notice that?

- When I was walking.

- When you were walking!

What about you, Noel, have you ever noticed a shadow before?

- Sometimes when I'm holding a drink, my drink's shadow will be next to mine.

- Oh, wow!

Okay, great.

So today we are going to be learning some more about shadows.

Now I don't know if you've ever noticed it before or not, but shadows sometimes look dark, and sometimes they look like a light shadow.

And today we're going to be learning about why that happens.

So in order to make a shadow, we're going to need a couple things.

One thing we're going to need is a light source.

So for our experiment, we're going to be using this lamp as our light source.

If you try this experiment at home, you might be able to use a lamp, if you ask a trusted adult to help you.

Or maybe you could use a flashlight, or maybe just the light in your room.

You'll also need some items that can block the light.

Now today we're going to be learning about two different kinds of items.

One kind of item, like this cup here is called transparent.

This cup here is transparent.

Can you try to say that word, transparent.

- [Children] Transparent.

- Good job, transparent.

So we're going to be using some items that are transparent like this cup.

And a transparent item is going to make a light shadow.

And it does that because when the light goes into this transparent item, a lot of the light still comes through.

So it will make a shadow, but it will be light.

You might say that a transparent item is see-through.

When I look through the cup, I can still see you, friends at home.

I can still see you.

This transparent item is see-through.

You could also say that it is clear.

So this transparent item lets a lot of the light through.

And we're going to see how it makes a light shadow.

Should we show our friends at home how it makes a light shadow?

- [Children] Yeah.

- Yeah?

Could you go turn off the lights for us?

All right, friends at home, we're going to put this transparent item under the lampshade so that you can see the shadow.

Noel and Emery, can you see the shadow?

- [Children] Yes!

- Can you see it, friends at home?

Do you see how that looks light?

Do you see how it looks light, the shadow?

- [Noel] Yeah, it looks like an outline.

- Looks like an outline, that's a good point.

Now look at this item instead.

Does this one look different?

- [Noel] It looks like just the whole item, it isn't an outline, it's like thick, it's the whole thing.

- You can see the whole thing, exactly.

So this item here... Look at the difference, do they look different?

- [Noel] Yeah, they're changing.

- Look very different.

Do you see that, friends at home?

Okay, can you turn the lights back on for a minute?

Thank you.

So this cup is called opaque.

Can you try to say that, opaque.

- [Children] Opaque.

- Good job.

Opaque.

This cup is opaque.

If I try to look through this cup, I can't see you.

This cup is opaque, and opaque means that when the light goes through, the item blocks the light.

And that makes the shadow look dark, because the light is not coming through this time, so the shadow will look dark.

So that is an opaque item.

I'm gonna put the word opaque over here, and there is a picture of what it looks like when we have an opaque item.

So now for your experiment, we are going to be using some different items, and we are going to try to figure out if the item is transparent or if it is opaque based on looking at the shadow.

So if it is transparent, what kind of shadow would we expect to see?

What will it look like?

Will it be dark or will it be light?

- It will be- - Light.

- Light.

- The transparent shadow will look light, and then if the item is opaque, will the shadow look light or dark?

- Dark.

- It'll look dark, yep.

Okay, so we're gonna take a look at the shadows that these items made, and we'll try to figure out is the item transparent or is the item opaque, and then we'll try to figure out what the item is.

Are you ready?

- [Children] Yeah.

- Yeah?

Okay, are you ready, friends at home?

All right, so Noel and Emery, could you go and turn off the lights again?

All right, and just stand right over here, so that you can see our shadows.

All right, so I am going to get an item here, now no peaking, close your eyes.

All right, I'm going to put my item in here.

Okay, take a look, can you see my shadow?

- [Children] Yes.

- Friends at home, can you see it?

Does this item look like it is probably transparent, making a light shadow, or opaque, making a dark shadow?

- [Emery] Opaque.

- [Cassondra] You think it's opaque?

- Yeah, I think it's opaque, because it isn't just an outline.

- Oh, so what do you think this item is?

- I think it's a fork.

- A fork, you're right.

Did you get that, friends at home?

That one is opaque, and it was a fork.

Let's try another one.

Close your eyes.

All right, let's try this one.

And go ahead and look.

What about this shadow?

- I think it's transparent.

- What do you think, Emery, transparent?

- [Emery] Yeah.

- Oh, you're right.

Do you know what it is?

- [Emery] I think it's a jar, like a salt jar.

- Oh, wow, you're right.

It was, it's a salt shaker and it is transparent.

Did you notice it had a light shadow?

- Yeah, I noticed it had an outline.

- Okay, close your eyes, let's try another one.

Okay, look.

Tell me about this shadow.

- I think that's opaque.

- [Emery] Opaque.

- How did you know it's opaque?

- Because there's not like an outline, it's the whole thing.

- You see the whole thing.

And what do you think it is?

- I think it's a pair of scissors.

- Scissors, you're right!

Did you get that, friends at home?

They're scissors and they're opaque.

Should we try one more?

- [Children] Yes!

- Okay, great, let's try one more.

Close your eyes.

Okay, look.

- I think that's transparent.

- I think it's transparent.

- Transparent?

How did you know that?

- 'Cause it's an outline.

- It's an outline.

Do you see that, friends at home?

Do you see the outline?

- Yeah, it looks like a faint image of it.

- What do you think this is?

- A water bottle.

- A water bottle?

You're right!

Thank you.

Friends at home, thank you for joining us.

Can you turn on the lights?

Thank you so much for joining us for this experiment, friends at home.

If you try this at home, you could try to find some other items that are transparent or opaque.

Maybe for example, you could get a piece of paper, maybe you could get a plastic bag.

Think about it, is this one transparent or opaque?

What about this one?

What kind of shadow will they make?

Thanks so much for joining us today, friends.

- [All] Bye!

[upbeat music] [James speaking in foreign language] - You know, sometimes these walk, man, I learn so much about you.

[James speaking in foreign language] What's this right here?

- It's a pipe.

- A pipe?

[James speaking in foreign language] I don't know, it's a little bit cold and you taught me that snakes don't really like the cold, right?

- Yeah.

[James speaking in foreign language] - Oh, look at this.

[James speaking in foreign language] [upbeat music] - Welcome to Let's Learn Living History, my name is Miss Chayney, and today we're in the gallery of Tiffany lamps here at New York Historical Society.

You may have noticed that I'm wearing clothes a bit different from clothes that you and I would wear today.

These are clothes from about 100 years ago.

Clothes that would've been worn by the women who designed the lamps behind me, the Tiffany Girls.

First we'll start with a few vocabulary words, to help us on our way.

First, lampshade.

A lampshade covers a light bulb to keep the light from shining directly into your eyes.

Second, stained glass.

Stained glass is glass that is colored either by painting or through chemicals.

Third, mosaic.

Have you ever done a puzzle before?

It's very similar.

A lot of small pieces that come together to create a big, beautiful picture.

There were four steps to creating these lamps, and they were all done at Tiffany Studios.

The first step is making the glass, which is just heated up sand.

The second step to making these lamps was designing the lamp and making a pattern.

Each lamp design started out as a watercolor, then it was turned into a 3D model made of plaster.

Once that was approved, it was then turned into a pattern.

Third step was glass selection and glass cutting.

Artisans would select glass such as these to then cut them according to the pattern.

The fourth and final step was to assemble the lamp by gluing the pieces together using metal and heat in a process called soldering.

The Tiffany Girls of Tiffany Studios were a group of women who worked together to design Tiffany lamps, such as the ones behind me.

They primarily worked on designing the lamps as well as selecting the glass and then cutting it into the different patterns.

The Tiffany Girls had work opportunities that other women in the early 1900s did not have.

For example, they were able to work as artists and they could earn the same amount of money as a man at Tiffany Studios.

They also had opportunities to gain larger positions within Tiffany Studios.

For example, Clara Driscoll, who led the women's glass cutting department.

Now let's take a closer look at the lamps.

This lamp was designed by Clara Driscoll.

I spy with my little eye a white petal.

I also spy with my little eye a stem.

These three have something in common, can you spot the similarity?

That's right, they're all flowers.

Here we have yellow daffodils, black-eyed Susans, and my favorite, dogwood.

Let's take a look at this lampshade.

What do you notice about the pattern?

It's not flowers.

I see eyes, I also see wings, and a body.

It's a dragonfly.

Thank you for joining us as we explore the fascinating history of Tiffany lamps here at New York Historical Society.

[upbeat music] - Hello, everyone.

- Hello.

- Today we are going to make a collage.

What is a collage?

Collage is when we glue and arrange pieces on paper or other materials.

Let's look at the materials that we have today to make our collage.

Look, I have paper.

White.

- [Children] Black.

- Black.

And I have, what is this?

What do I have on my tray?

- [Children] Glue.

- Glue and a craft stick, to put the glue.

Now when you put the white paper on the black or the black on the white, they contrast.

It means that you can see them clearly.

Now I'm going to choose one to make my shapes.

I'm gonna choose the black paper.

Now question, how do you think I can use my hands to change the shape to make more shapes?

So now I'm gonna put my fingers really close to each other, wiggly, wiggly, wiggly, and now we're gonna tear one towards me and the other way.

[paper ripping] Did you hear the sound?

- Yeah.

- What is that?

I made a really long shape.

It looks like a rectangle.

Can I do it again?

- [Child] Yeah.

- I'm gonna wiggly, wiggly my fingers really close to each other and I'm gonna pull.

It looks like a- - Square.

- A square.

It looks like a square.

Let me try another.

Can I tear the corner of the paper?

- [Children] Yes.

- What shape it's gonna be?

- Triangle.

- A triangle.

- A triangle.

Wow, you know it.

Can I make a curved shape?

- Yes!

- But I need to go fast or slow?

Going slow, turn, turn the paper, keep turning the paper, almost, almost, not quite.

Can I do so more?

- Yes!

- I'm going to make it more curved.

I made a curved shape.

- Oh, maybe it just looks like a, what's its name?

- It looks like an oval, right?

Now I'm going to try one more shape.

What is that?

This is a freeform shape.

- A freeform shape?

- Look it's bumpy and it has some edges that are pointy and curved.

Now this is the freeform shape.

Freeform shapes are the shapes that look like things that we see in nature, like a tree, or a leaf, or a cloud.

Now that I did my shapes, it's your turn.

What paper are you gonna choose?

Are you gonna choose the light paper or the darker paper to tear the shapes?

- The white paper.

- [Lia] You're gonna choose the white, the lighter?

- Yeah.

- Good.

Can you show me your pinchy fingers how you're gonna rip the paper?

Wiggly, wiggly.

- Do you like my rectangles?

- You are doing amazing.

I'm gonna help you to try to make one curved shaped.

If you pinch like this, and you can turn the paper, and you keep turning.

Let's try it, you can make it, keep turning and turning.

Keep turning slowly.

Keep turning.

Keep turning the paper.

I like that you're going slow.

Keep going.

You got it, you can pinch those corners to make it more round.

- Look at this triangle.

- I love it.

I love this triangle.

You have so many that look like a triangle.

- So Lia?

- Yes?

- So these are for a collage?

- Those are for a collage.

All right, friends, now it's our time to arrange the shapes and glue them down to make our collage, okay?

Can you help me?

- [Children] Yeah.

- Okay, so I have so many shapes, so I'm going to select some.

Can I pick five?

I like the square, the freeform shape, and the triangles, and the circle.

I'm not gonna use all of them.

Where should I put the square, should I put it on the top or the bottom of the paper?

- The top.

- [Lia] On the top?

Good idea.

Now and the triangle, should I put it close or spread apart?

- Spread apart.

- [Lia] Spread apart?

Like this, in the middle?

- [Child] Yeah.

- Okay.

One almost in the corner and the other on the bottom of the back up paper.

Okay, now I wonder where I'm gonna put the freeform shape.

- I think you put it right there.

- [Lia] In the corner?

- [Child] No.

- On the side?

- Yeah.

- Like this?

I like it.

And the circle, should I put it really close to the freeform shape?

I think I like it like this.

I have some that are spread apart and some really close, almost touching, okay?

Should I put the glue now?

- [Children] Yeah.

- [Lia] I have a song, do you want to sing with me?

- [Children] Yeah.

- [Lia] Okay.

- [All] Dip, dip, dip, tap, tap, tap, spread, spread, spread like butter on bread.

Leave the stick, and press, press, press.

- Now it's your turn.

You need to select five shapes, the ones that you like the most, and then you're gonna arrange it to glue it, okay?

Perfect, let's do it.

Which one you gonna pick?

- This is my favorite shape.

- [Lia] That's your favorite?

Okay, where are you gonna place it?

On the top or the bottom?

- I'm gonna put it right here.

- On the top of the paper?

Great.

[light music] Are you ready to glue?

- [Children] Yeah!

- Fantastic.

Remember the song.

Let's do it together, grab the shape.

- [All] Dip, dip, dip, tap, tap, tap, spread, spread, spread like butter on bread.

- It goes all around, around, all around the edges.

[light music] Good job.

You did it!

You have your first shape glued.

- Tap, tap, tap.

- Look, I did it.

- Tap, tap, tap.

- Oh, I'm done!

- You're done?

Okay, fantastic.

Now I want to see you hold your collage, because I want to see it, can you do that?

Those collages are awesome.

You did such a good job.

Now Jake, what shape did you make?

- I made triangles and freeform shapes.

That one, that one, and that one.

- [Lia] So you have freeform shapes.

- [Jake] And I got two triangles.

- [Lia] Ava, now let's see, what shapes did you make?

- [Ava] I make a circle.

- [Lia] Show me where is the circle on the top or the bottom of the paper?

- [Ava] On the bottom.

- On the bottom.

Kathy, can I see your collage?

The paper on the side is huge.

Okay, what is in the middle?

What kind of shape is that?

- This one?

- [Lia] Yes.

- [Kathy] Oh, that's just a freeform shape.

- Fantastic.

Good job, my friends, thumbs up.

You did fantastic.

Now it's your turn to make your own light and dark collage.

What shapes will you make?

Have fun, artists.

- [Announcer] Funding for this program was provided by The JPB Foundation.

[upbeat music] ♪ [dramatic music]