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

- Hi!

- Hi!

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

- Ssh!

- [Narrator] Read and write.

- Let's read it back.

- 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!

My name is Lynda.

And I'm a teaching artist with the NYC Children's Theater.

I am so excited to be spending time with you today!

Today, we're going to be exploring one of my very favorite cities in the entire world.

It's a city with tall skyscrapers, and Broadway theaters.

Can you guess what city I'm talking about?

That's right!

New York City!

Where I live.

Today, we're going to be reading "ABC NYC".

A book about seeing New York City.

Written and pictures taken Joanne Dugan, and designs by Pamela Hofland.

Now this not your average A-B-C book where A is for Apple, B is for Book, and C is for Cow.

No, through our letters, we're going to be exploring the sites and attractions of New York City.

I hope you see some familiar sites, and learn new things, too.

Now, you do not need anything for today's activity.

Just yourself.

So find a comfy spot, sit down, and make sure to put on your listening ears, and your imagination caps.

Now friends, before we begin, can you remind me how many letters are in our alphabet?

That's right, 26 letters.

Which means, we'll be seeing 26 NYC sites.

Let's begin.

"A is for Atlas.

"He cannot wave to you, because he is carrying "the world on his shoulders."

That is a statue at Rockefeller Center, friends.

"B is for Bagel.

"Some say they are better with butter."

What do you think, friends?

Do you like your bagels with butter or cream cheese?

Or, maybe even jam.

However you take your bagel order, I think we can all agree that they're very delicious.

"C is for Chrysler Building.

"It sparkles silver on a sunny day.

"D is for Dog.

"Meet Snoop, Biggie, Kiera, "Axel, Lucy, Loulou, Cookie, "Misty, and Timothy."

Friends, if you're walking out and about in New York City, you can always be sure to see a dog.

How about we use our voices to make a sound of a dog?

Ready?

One, two, three.

Woof, woof, woo-woo, ruff, ruff, ruff.

[laughing] Good job, friends.

I think I heard a Chihuahua.

My kind of sounded like a Chihuahua.

"E is for Escalator.

"Always hold the rail.

"F is for Flat-Iron Building.

"It is one of the flattest skyscrapers in Manhattan."

See friends, how it's flat and angular?

"G is for Grand Central.

"And it is very grand, indeed."

Grand Central Station is very important, friends, for travelers coming in and out of the city.

Now, can you tell me, how do people travel in and out of Grand Central Station?

If you said "Train", that's right.

By train.

"H is for Hotdog.

"Ketchup, mustard, relish, onions, "cheese, or sauerkraut.

"I is for Ice Skate.

"Glide in winter, or summer."

And you can go ice skating in Rockefeller Center, Bryant Park, Central Park.

"J is for Jackhammer.

"Cover your ears!

They're very loud.

"K is for Keys.

"A building superintendent carries the keys to many doors."

Superintendent, that's a new word.

Do you know what a superintendent is?

And what they do?

A superintendent is someone who takes care of, and manages a building.

It can be an office building, or an apartment building, like the one that I live in.

"L is for Little Red Lighthouse.

"It lives under the George Washington Bridge.

"M is for Manhole Cover.

"There are more than 500,000 to jump on."

Those are all over the streets, and the roads.

"N is for News Stand.

"You can buy more than the news."

That's true, friends.

You can buy snacks, or water, or magazines, and newspapers, as well.

"O is for Obelisk.

"this Central Park monument is much older "than your grandmother."

And there are many monuments and statues that you can find in Central Park.

"P is for Penguin.

"Watch them at the zoo."

I love penguins, friends.

And I love going to the zoo.

I personally go to the Central Park Zoo.

Have you ever been to the Central Park Zoo?

Or maybe, you have been to a local zoo near you.

I have an idea, friends.

Why don't we use our voices and our bodies to act out one of our favorite animals we might see at the zoo.

Okay, I got mine in mind, do you have yours?

Okay, on the count of three, let's act it out.

Ready?

One, two, three.

Roar!

[laughing] I was a lion, how did yours go?

Great use of your bodies and voices, friends.

"Q is for Queensborough Bridge, that is.

"R is for Rice.

"Can you eat it with chopsticks?

"S is for Subway.

"Take a train from A to Z."

Now friends, I ride the subway as a New Yorker.

And sometimes they can be crowded, and maybe run with delays to make you late.

But it's so amazing, because the New York City Transit System is the largest in the world.

There are 472 train stations across the five boroughs.

Pretty amazing, friends.

"T is for Taxi.

"Stop one by holding your hand up in the air."

A tax is a way that you can get around New York City, if you don't wanna take the train, or the bus, or if you're in a hurray.

And you have to hail a cab.

Now, what does it mean to hail?

To hail means to wave, or to call, friends.

Why don't we practice hailing a taxi together?

It's very easy.

Here's the first step.

Hold out your hand like you're waving to a friend.

And then, you're going to use your outside playground voice, and say, "Taxi".

Let me demonstrate first.

Ready?

Taxi!

Easy.

Why don't we try it together.

Ready?

Together, one, two, three.

Taxi!

Oh, very good, friends.

You're very ready to hail a taxi, but please do not ride any public transit, or take cars, or taxis alone.

You must be chaperoned by a very trusted grownup.

"U is for Unisphere.

"Take the subway to Queens to seethe world's largest globe.

"V is for View.

"There is one out every window."

Friends, what do you see when you look out your window?

Let's see what I see.

I see a building, and I see the top of it, because I'm on the top floor.

I also see fluffy, white clouds.

"W is for Water Tower.

"Count them."

Let's count.

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

In that one small area of the city.

"X is for Xylophone.

"Street performers play their music all day and night."

We're gonna talk more about music in just a moment.

"Y is for Yarmulke.

"These small caps come in many patterns and colors.

"Z is for Zoom.

"New York City never stops."

That's it, friends, A to Z.

"ABC NYC".

You know, seeing the city through our alphabet actually gave me a new perspective, or way to see the world around me, by looking for the small things.

I hope that it inspires you to have a new perspective, or way to see the world around you.

Now, I couldn't end, I couldn't have our whole time together without a little music.

So, I'm going to pull out my tiny piano.

Because music, and art, and theater is one of the things that makes New York City so amazing, friends.

Going to see a musical, or play, at a Broadway theater.

Oh, so fun.

So, why don't we sing our alphabet A-B-C song together?

Do not fret if you do not know the melody, or the tune.

I will sing it with on "La".

Shall we sing it together?

♪ Do the first note ♪ or warm, ♪ Woo ♪ Okay, here we go.

♪ La la la la la la la ♪ ♪ La la la la la la la ♪ ♪ La la la la la la ♪ ♪ La la la la la la la ♪ ♪ La la la la la la la ♪ ♪ La la la la la la la ♪ Okay friends, so now we're going to add in our alphabet.

A to Z.

And instead of singing ♪ Now I know my A-B-C's ♪ ♪ Next time won't you sing with me ♪ We're gonna add some new lyrics that say, "Now we've seen our N-Y-C, "and we've learned our A-B-Cs."

Do you like the new lyrics?

Okay, it's okay if you don't.

We'll just go through it together.

Here's our first little intro.

Together.

[piano playing] ♪ A-B-C-D-E-F-G ♪ ♪ H-I-J-K ♪ ♪ L-M-N-O-P ♪ ♪ Q-R-S ♪ ♪ T-U-V ♪ ♪ W-X ♪ ♪ Y and Z ♪ ♪ Now we seen our N-Y-C ♪ ♪ And we've learned our A-B-Cs ♪ [gasping] Yes, thank you for going with the flow with me on that one.

I loved singing with you and trying new lyrics.

Thank you so much for joining me today, friends.

I had so much fun exploring music, and "ABC NYC" with you.

And I hope that this book is a reminder, that there are magical and special sites and sounds all around the world that you are in.

You just have to remember to look up, down, and all around.

Friends, have an amazing day.

Bye!

- Hi friends, my name is Carlton.

And today, we'll be singing "Five Little Ducks".

Are you ready to sing along with me today?

♪ Five little ducks went out one day ♪ ♪ Over the hill and far away ♪ ♪ Mama duck said quack, quack, quack, quack ♪ ♪ But only four little ducks came back ♪ One, two, three, four.

♪ Four little ducks went out to play ♪ ♪ Over the hill, and far away ♪ ♪ Mama duck said quack, quack, quack, quack ♪ ♪ But only three little ducks came back ♪ One, two, three.

♪ Three little ducks went out to play ♪ ♪ Over the hill, and far away ♪ ♪ Mama duck said quack, quack, quack, quack ♪ ♪ But only two little ducks came back ♪ One, two.

♪ Two little ducks went out to play ♪ ♪ Over the hill and far away ♪ ♪ Mama duck said quack, quack, quack, quack ♪ ♪ But only one little duck came back ♪ We're down to one.

♪ One little duck went out to play ♪ ♪ Over the hill and far away ♪ ♪ Mama duck said quack, quack, quack, quack ♪ ♪ But only no little ducks came back ♪ Uh-oh.

♪ Sad mama duck went out one day ♪ ♪ Over the hill and far away ♪ ♪ Mama duck said quack, quack, quack, quack ♪ ♪ And all of the five little ducks came back ♪ One, two, three, four, five.

Great job, friends!

I hope you enjoyed this song!

See you next time.

[bright music] - Hi, my name is Meridith.

And we're gonna have so much fun today.

We're gonna play with words by adding and taking away sounds.

We're gonna practice blending words with a new vowel pattern.

An then, we're gonna read words all by themselves and in sentences.

Let's get started.

Let's play a game.

We're going to add sounds to words.

For example, if I say the word, Say, and I add a -Tt, after the Ss-, I get Stay.

Say became Stay.

Let's try one together.

Say Dive.

Now, add an -Rr sound, after the -Dd.

Drive.

Dive became Drive.

Here's another.

Say Tie.

Now ad a -Tt and the end of the word.

Tight.

Tight.

Tie became Tight.

Here we go.

Pet.

You say it.

Now add an -Ss before the -Tt.

Pest.

Pet became Pest.

Last one.

Say Ring.

Now add a -Bb to the beginning of the word.

And we get Bring.

Ring became Bring.

Great job.

We can also delete sounds from words, or take sounds away.

Listen, if I say the word, Play.

And I take away the -Ll sound, the new word is Pay.

Play, without the -Ll, is Pay.

Let's do it together.

Say Paint.

Now, take away the -Tt, and you're left with Pain.

Paint, taking away the -Tt, is pain.

Here's another.

Say Scent.

Now say it again without the -En sound.

Set.

Scent became Set.

Say Grain.

Now takeaway the -Gr at the beginning, and you're left with Rain.

Last one.

Say Shelf.

Now take the -Ff away, at the end.

And you're left with Shell.

Shelf became Shell.

Fantastic.

Here we have a picture of Ice Cream.

Ice Cream is the key word that's going to help us remember the Long I sound.

I, Ice Cream, I.

You say it.

I, Ice Cream, I.

Look at all the spellings we have to represent the Long I sound.

You might remember I, contestant, E. Like in the word, Tide.

You might remember the trigraph, I-G-H.

Remember, that's three letters that are making one sound, I.

Like in the word, Tight.

You might remember when a Y is at the end of a one-syllable word, it says, I.

Like in Try.

Today, we're gonna talk more about the Long I sound in words.

Let's take a look.

Here we have a word that looks like a closed syllable.

We have one vowel, and it's closed in by some contestants.

Usually we would think this has a short vowel sound, -eh.

But a small number of words use this pattern for the Long I sound, I.

So we can try both sounds to see which sounds right.

To see if it sounds like a word we might know.

Let's try it.

Ka-eh-nn-d. Kend.

No, that doesn't sound like a word that I know.

Let me try a Long I sound.

Ka-I-n-d. Kind.

Kind, that means to be nice, to be sweet.

Kind.

That sounds like a word that I know.

So when I see an I in this pattern, I'm going to have to try a Short -eh, and a Long I, to see which sounds right.

Here I have a word that has an I in it.

And it looks like a closed syllable, because it has two letters at the end, closing it in.

But we just learned that words that have I, that look like closed syllables, might have a pattern that says a Long I sound.

So we need to try it both ways.

I stretched out the letters for us, so we can say each sound, and then bring them closer together to say them faster, like the word.

Let's try it.

Let's try the Long I sound first.

Wa-I-Ll-Dd.

Now let's bring them a little closer.

Wa-I-Ll-Dd.

And a little closer.

Wa-I-Ll-Dd.

I hear the word, Wild.

That sounds like a word I know.

I know animals can either be pets at home, or they can be wild animals that live out in the real world.

Let's try the Short I sound, just to be sure.

Wa-il-Dd.

Willed.

No, that doesn't sound right.

I think it's the word, Wild.

Here we have a picture of the ocean.

The ocean is the key word to help us remember the Long O sound.

Here we have a variety of spellings that represent the Long O sound.

You might remember O, contestant, E. Like in Home, or Note.

And here we have some vowel teams that represent O.

We're going to look at some other patterns today that have the Long O sound.

Here I have a word that has an O in it.

It's just one vowel, and it looks like a closed syllable.

But we know now, that sometimes these words look like closed syllables, but have Long vowels.

Let me try it both ways.

Ha-O-Ld-Dd.

Hold.

I hold my pencil.

That sounds like a word I know.

Let me try the -Ah sound.

Ha-ah-l-d. Hald.

No, that doesn't really sound like a word I know.

It must be the word, Hold.

Let's do one together.

Let's do this one together.

Again, I stretched out our word, so that we can say each sound, and then bring them closer together to blend them faster.

Remember -th is a diagraph, so it's one sound, -th.

Let's do it.

Let's try the Long O sound first.

Ba-o-th.

A little closer.

Ba-o-th.

Ba-o-th.

Both.

I recognize that word.

Both.

It means I want the peanut butter and the jelly.

I want both of them on my sandwich.

Hmm?

Let's try the Short O sound, too.

B-ah-th.

Well, that almost sounds like the word, Bath.

But that'll be an -Ah sound, not an -Ah sound.

B-ah-th is not a word.

So it must be Both.

I want both things.

Okay, now lets do our blending lines.

I'm gonna help you out with the first couple of words, with the sounding out.

But then, I'm gonna read in a whisper voice, so I can hear your big, beautiful reading.

Let's do the first line.

Here we go.

Mild, Mild.

Child, Child.

Keep going.

Mind, Grind.

What did you notice about our first line?

That's right.

All of the I's have the Long I sound.

Let's read the second row.

Hold, gold, bolt, troll.

What was the pattern in the second row?

That's right.

All of the O's were Long O's.

Now I want you to be careful in the third row.

I don't want you to get tricked.

Here we go.

Pond, poll, hint, hind.

Oh no!

Were you tricked?

That's right.

In the first word here, the O wasn't long.

It had the -Ah sound.

Sometimes we're going to need to try both sounds.

Pond.

Pond.

Let's try the Long O. P-on-d. Nope, I don't know a word that says Powned.

But I do know a pond has frogs and ducks.

Pond.

And what about this one?

Did it have a Long I, or a Short -Eh?

Hint.

Hint.

That's right, it was a short sound.

But Hind had a Long I. Hind are the back legs of an animal, like a dog has hind legs in the back.

Let's take a look at a sentence.

Let's read a passage from the text, "Gulls Fly".

Gulls are seagulls.

Let's do it.

I'll read in my quiet voice, and you read in your big, beautiful reading voice.

"Gulls dive, scold and fight "to find snacks from other gulls "and people on the beach."

Hmm?

Wow!

This passage had Long I's, in a vowel, contestant, E. And and -igh, and -ind.

All those Long I's.

And did you see the Long O in scold?

Great reading.

Wow!

Who knew I and O were going to be so tricky?

We now know that in a small set of words, I might look like it's supposed to say -eh.

But it's really gonna say Long I.

And O might look like it should say Short -Ah, but it really says Long O.

So today, when you're reading, I want you to see if you can find words with this new pattern, and try them both ways.

With the short sound, or the long sound.

Good luck, see you next time.

[bright music] - Hi there, friends at home.

My name is Lily, and I'm so happy to be here with you today.

You know, I've been looking out my window out a lot, because it's still kind of cold here in New York City.

And I'm just so excited for the spring.

And as I was looking out my window, I realized that my window is a rectangle.

I know that because it has four straight sides.

It has four right corners, and the opposite sides are the same length.

Look around where you are.

Is there a rectangle nearby?

Hmm?

Well, that got me thinking about rectangles even more.

I looked to the side of me, and realized this wall is a rectangle.

That wall is a rectangle.

The wall in front of me is a rectangle, and the wall behind me is a rectangle.

And then I looked up.

The ceiling is a rectangle.

I looked down, the floor is a rectangle.

And all of these rectangles fit together.

They make a box.

I'm living in a box.

I wonder if Omar lives in a box, too.

Let's give him a call, and see.

Omar, Omar, Omar.

- Lily!

Hey!

It's good to see you.

- Hi, Omar, how are you, friend?

- I'm doing good, what's going on?

- Well, I was just thinking about how I live in a box, Omar.

All of the walls around me are rectangles.

The ceiling is a rectangle.

And the floor is a rectangle.

Do you live in a box, Omar?

- Well, let me see.

Yeah, the ceiling's a rectangle.

And the walls around me, rectangles.

And the floor, yeah, Lilly, I live in a box, too.

I'm in a box!

Huh?

This makes me think, Lily.

You and I have played a lot of games together, at home with rectangles, and other shapes.

But those have been flat shapes, like this.

- Yeah.

- But the box that we're inside of, made up of all these rectangles, that's something different.

That's a 3-D shape.

- 3-D?

Three Ds?

D, D, D?

- Yeah, sort of.

The D stands for dimension.

3-D objects have three dimensions, which means they aren't flat.

They fill up space.

Like this.

- Oh.

- See how it takes up space.

- Yes, I see.

Huh?

- Let me show you another 3-D object.

One that I think might help us understand.

So, this is a very famous 3-D object, that I actually, that I recently visited myself, here in Egypt.

Can you guess what it might be?

- Hmm, are there really famous boxes in Egypt?

- Well, it's not a box, it's another type of 3-D object.

It's a pyramid.

Do you know about the pyramids in Egypt?

- Omar, I have heard of these very famous 3-D shapes.

- Okay, let me tell you more about them.

So, they're enormous.

Look how small I am next to the Great Pyramid.

- Oh, my.

- I know.

Well, when I first walked up to it, when I first saw that pyramid, I saw a big triangle.

But then I started walking around it.

And I saw another triangle.

And then I walked a little more, another triangle.

And then I walked a little more, another triangle.

And I realized that pyramid that huge pyramid, is a 3-D object.

It's made up of many flat shapes.

All the triangles together, are on the sides.

And the square, at the bottom, they make the pyramid.

- So cool, Omar.

I really want to be visiting a pyramid.

- Well, Lily, you can.

And friends at home, you can, too.

Pretend you're here with me in Egypt.

Let's all pretend that we're inside a of pyramid.

Here, I'll show you how, stand up, stand up.

Okay, so we're going to imagine we're inside a pyramid.

So we have to draw the triangle walls around us.

Draw the first wall.

One.

Two.

Three.

Four.

And Lily, don't forget the square floor underneath you.

Okay, now we're inside of our pyramid.

Let's dance.

And friends at home, be careful not to hit your head on the sloping walls.

[lively dance music] - Omar, that was so fun.

I loved dancing in my pyramid.

And as I was dancing, Omar, I was thinking, there's a very famous building nearby, where I live in New York City, that I think is one of these special 3-D shapes that you're talking about.

Let me show you, and I wonder if you can guess what it is.

- Lily!

That's the Flat Iron building in New York.

- It is!

- I love that building.

I used to walk by it all the time.

Okay, so this is a 3-D object.

So I see that it has flat shapes on every face of the building.

I see the long rectangle on one side.

And a long rectangle on the other side.

And, I can guess, I'm pretty sure that there's another long rectangle on the back.

And then, there's a triangle on the top and the bottom.

Lily, the Flat Iron Building, it's a different type of 3-D object.

It's a triangular prism.

- Oh, triangular prism?

- Yeah, so far we explored a few types of 3-D objects.

We've explored pyramids, and triangular prisms.

- Oh, and weren't we also talking about boxes?

- Oh, yes, yes.

- Is that a special 3-D object?

- Yeah, great job, Lily.

A box is a rectangular prism.

- Oh.

- You know, Lily, there are big 3-D objects all around us.

Like the pyramids, like the Flat Iron Building.

But there also smaller 3-D objects, right in our very homes.

- Wait, there's 3-D objects all around me?

- Yes, Lily, just like the box that you're in, they're all around you.

And I have a game that will help us find them.

It's called "3-D Shape Scavenger Hunt".

[triumphant music] [excited children shouting] This game, Lily, helps us find the shapes, that make up 3-D objects.

So, here's how we'll play.

I'll show you a shape face, and then both of us will go searching to see if we can find a 3-D object that has that shape, as one of it's faces.

Friends at home, you can play, too.

We'll all look for objects that have the same shape face.

It's a fun, 3-D shape scavenger hunt.

- Oh, sounds great, Omar.

I'm ready to play.

- Okay, our first shape is a circle.

[bell ringing] When I say go, find a 3-D shape that has a circle face.

Ready, set, go!

[lively music] Okay, Lily, what did you find?

What 3-D object did you find that has a circle shape?

- All right, I found this canister, which has a circle on the top, and a circle on the bottom.

I found this candle.

It also has a circle on the top.

And a circle on the bottom.

And then, I realized, my yoga mat, when it's rolled up, there's a circle on this side, and a circle on this side.

What about you?

- Whoa, Lily, you found so many, Lily, great job.

I found in the kitchen, this can.

Which has a circle on the top.

And a circle on the bottom.

You know, Lily, these 3-D objects that we found, the ones that have circles, they have a special name, too.

These are cylinders.

- Ah, cylinders, cool, Omar.

Okay, I'm ready to find a new shape.

- Okay, here we go.

Find a 3-D shape somewhere around you, that has a triangle face.

[bell ringing] Ready, set, go.

[lively music] Lily's still searching, let's see what she finds.

Lily, tell me, tell me.

What 3-D object did you find with a triangle face?

- That was kind of hard, Omar.

But I realized this candle holder has a triangle on the bottom, and a triangle on the top.

But rectangles on the sides.

And then, I found this thing that my candle was in.

There's a triangle on every side.

Omar, I think this is like that pyramid that you were telling me about.

- Yeah, Lily, you found two different types of 3-D objects.

You found a pyramid, and a triangular prism.

Really good job.

You know, I have to say.

I didn't, I wasn't able to find any 3-D objects with a triangle face.

It's kind of hard.

But if I find one, I'll show you later.

Okay, okay, let's search for our final 3-D shape.

Lily, friends at home, find a 3-D shape that has a rectangle face.

[bell ringing] Ready, set, go.

[lively music] - What did you find?

- Okay, Omar, you know, this book is definitely a rectangle.

And when I move it, and look at the sides, there's rectangles on every side.

And then I found these two boxes.

One is quite long, and one's a little shorter.

They have many rectangle sides.

And they have two sides that have a special type of rectangle, a square.

What did you find, Omar?

- Okay, I found this box of face masks.

Which has a rectangle on every side.

I also found this piece of chocolate.

Which has a rectangle on every face.

- Oh, I love it, Omar, this is so fun, searching for these shapes.

But you know what, Omar?

I just feel like I wanna dance.

- Let's dance, then.

And I have an idea.

When we're dancing, why don't we each pick a type of 3-D shape that we'll dance inside.

Friends at home, you do the same.

Ready, let's dance.

[lively dance disco music] - Omar, it always feels great to dance with you.

- Ah, it really does.

Lily, I noticed you were dancing in a lot of circle patterns, spinning and spinning.

Were you dancing inside of a cylinder?

- You know I was.

What about you?

What were you dancing in?

- I was dancing in a rectangular prism.

I was trapped in a box.

Lily, thanks so much for playing with me today.

And friends at home, keep a look out for 3-D objects, big and small, all around you.

Pay attention to the faces on the 3-D objects.

What face do you see?

And if you want, you can turn it into a fun scavenger hunt game, like we did.

- Thanks so much, Omar.

That was so fun, I learned so much about 3-D shapes.

And thank you for playing with us, friends at home.

Remember, math is all around you.

Go see what math you can find today.

- Bye, bye, Omar.

- Bye, Lilly.

Bye, everyone.

[bright music] - Hi, I'm Cynthia.

An artist with Studio in a School.

Today, we will make a collage using scissors to make our shapes.

The materials we will need are, three sheets of paper that are different colors.

You can use printer paper, construction paper, magazines, newspaper, or whatever paper you can find.

We'll need a pair of scissors, and either glue or tape.

Do you remember what a collage is?

A collage is a type of art where you glue pieces of paper, or fabric, onto a background.

For today's collage, we're going to use three sheets of paper that are different colors.

I'm going to use the black, red, and yellow.

And I'll use the red as my background.

I'll use the yellow and black to cut shapes with.

We know that we can make shapes by tearing the paper.

We can also make shapes using scissors to cut them out.

Do you know how to use scissors safely?

- [Narrator] Ask a trusted adult for help using scissors.

- Let's review how to hold the scissors the correct way.

I like to hold the scissors using my writing hand, which is my right hand.

Which hand do you use to write with?

Let's look at the scissors.

There is the blade, which is the metal part.

This is the part that is sharp, so we have to be careful here.

There are also two loops.

There's a smaller loop at the top, where you can put your thumb through.

And there is a bigger loop here at the bottom.

This is for three other fingers, or if you want, you can fit four fingers through it.

And then, you can open and shut, and open and shut.

When you're holding scissors, the thumb should always be at the top.

If the thumb is towards the ceiling, kind of like if you're holding a thumb's up, and the other fingers are at the bottom, the blade should be facing away from you.

If you have the blade pointing towards you, this is very unsafe.

You might get hurt.

So make sure it's facing away from you.

I try not to walk around with scissors.

But if you do need to bring scissors somewhere else, this is the right way to hold it.

You should have the blades shut, like this.

And hold it in your hand, like this.

So that the loops are facing up.

Okay, now we can start.

Let's take one sheet of paper.

First, I'm going to cut a straight line with the scissors.

I'm going to continue to cut, and I'm cutting slowly so that I can keep it straight.

I have two shapes now.

I have two rectangles.

One is thick, and one is thin.

These are called geometric shapes.

Geometric shapes are shapes that you might have learned in math class.

They are squares, circles, triangles, and rectangles.

I'm going to see if I can make another shape with this.

As I cut, I also move the other hand along the paper.

Oh, now, I have a square.

I have two squares.

What shape can I get out of this?

What if I cut a line going diagonally across the paper?

I'm starting at the corner here.

When I'm cutting, I'm making sure my other hand is not directly in front of the blade.

It should be at the side.

I'm gonna finish it right at the other corner.

What shape is this?

I have two triangles.

All right, I have a few shapes here.

I wonder if I can make another shape?

Hmm?

I wanna make a small circle here.

I'm going to make this paper smaller first.

To make a circle, I need some curved lines going around.

So when I cut, maybe I should cut out a curved line like this, from one edge, and turn the paper while I cut.

I just trimmed off one of the corners.

I think, maybe I can continue.

Do you notice what I'm doing with my other hand, that's holding the paper?

I'm turning it as I cut.

Now I have a circle.

I'll take a second sheet of paper now, to cut out more shapes that are not geometric.

What could that look like?

I wonder if I can cut another type of line here?

Maybe one that is wavy.

As I'm cutting, I open and close the scissors very slowly.

And while I'm closing the scissors, I'm turning the paper, so that it cuts a curved line.

I'm also cutting very slowly, so I can control where this line is going.

Wow, look at these curved lines.

I wonder if I can cut another line using this?

I'm turning the paper to the left and to the right while I'm cutting, and seeing where this line goes.

It's kind of like drawing a line with the scissors.

This is a shape that doesn't have a name, and it's an organic shape.

Organic shapes are shapes that you might find in nature.

Like clouds.

I cut a shape with wavy lines.

This time I'm going to try, maybe zigzag lines.

Every time I cut, I turn the paper in a different direction.

Wow!

Now, this shape has these spikes on it.

I'm going to change this edge of the paper, too.

This time the zigzags are wider.

I have some big shapes.

I'm going to make some smaller shapes, too.

Now I have all of these shapes, but I notice that my background paper, is going to be too small for all of these.

I can cut down some of these shapes to make them smaller.

Okay, now I have some small shapes and some big shapes.

I'm going to pick eight to 10 shapes to use.

How can I arrange these shapes?

I can start with this circle here.

I can place it towards the top of my paper.

I have this organic shape, which can go below the circle.

I have a second organic shape here, I can place it in this bottom corner, or I can put it on the right side.

Oh, I think I'll have to close to these two geometric shapes, too.

So that it's almost touching.

I think I will add another organic shape.

I have a second wiggly shape in black.

Hmm?

Where should I put it?

You can overlap your shapes, too.

Oh, I like it over the circle.

Maybe I can put these two triangles close together, so it makes a new shape.

Because I have two different colors for the shapes, when I put one shape onto of another shape, you can see it really well.

This is one arrangement.

I really like this, but I'm going to try a new arrangement.

But I'll try to remember this, in case I wanna glue this arrangement down later.

This time, I'll start with the big triangle.

Okay.

This is another arrangement.

Sometimes, I like to turn my paper around to see what it looks like from a different angle.

What do you see here?

Okay.

Let's try one more arrangement.

This time, I'll start with the organic shape.

I like to arrange my shapes a couple of different times, because the results are so different.

And it's also a lot of fun.

Now, I'm ready to glue the shapes down.

I'm going to use my glue stick.

You can use liquid glue or tape.

I'm also going to use a scrap paper to keep my table clean.

What shape should I glue down first?

I have so many here.

I have some shapes that are on top of another shape, like this organic shape here.

I want to glue that shape first, and then put the yellow shapes on top.

So, I'm going to move the yellow shapes to the side, and I need to turn the shape over.

I'm putting glue all along the edges of the paper.

And I'm using the other hand to hold the shape down.

It's okay if you get some glue on your hands.

Try to remember where your shapes go.

It was right here.

And, you want to press your shapes down, getting to all the edges, make sure it's flat on the paper.

Sometimes I do a shake test, to see which shapes are still moving.

I've glued down all of my shapes.

And here's my collage.

Now let's look at this collage together.

How many geometric shapes do you see?

Can you count them?

Can you see the organic shapes?

These are the shapes that don't have names, and they can be made out of zig-zag lines, or squiggly lines, or curvy lines.

What will your organic shapes look like?

Now it's your turn to make your own collage.

What kind of geometric shapes will you cut?

Try a few different arrangements and have fun exploring.

That's it for today's lesson.

I'll see you next time.

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

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