- Hi.

- Hi.

- [Narrator] It's time to share a story, read and write.

- Let's read it back.

- [Narrator] Discover science, sing.

♪ Somewhere - Play, and so much more.

- Cupcake!

- Very good.

- [Narrator] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

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

[upbeat music] - Oh, hey friends, how are you?

Oh, we're so happy that you're here.

My name is Yael and I'm an educator in Harlem and we live in Washington Heights in New York City.

- Hi, my name is Journey.

- She's my daughter.

- And my school is Harlem, New York and my grade is fourth grade.

[cheering] - So we are so excited to get to do a read aloud with you all today.

And it looked like you were checking yourself out in the mirror.

- Like this.

- Yeah.

It seemed like you really like yourself.

What are some reasons that you really like herself, Journey?

- Oh, no one never asked me that.

- Oh, well let me be the first.

- Okay.

The reason I like myself, you should like yourself too.

The reason I like myself is because I'm beautiful, I'm smart, I'm confident, and I'm funny.

And that's what's in my heart.

- That's great, thanks for sharing those things.

Those are great things to love about yourself.

What you were doing and said ties perfectly into the book that we're gonna be reading which is called I Like Myself written by Karen Beaumont, that's the author, she wrote the book, and illustrated by David Catrow.

That's the person who drew the pictures.

And let's look at the front.

I see the title, I see the author and the illustrator, and I see a character on the front.

I think she's the main character of the book.

And it looks like she's really happy.

And so friends, can you make a prediction about what we might read about in this book, I Like Myself?

I think we've given you some pretty good hints already.

Hmm, yeah, that's a great guess, yep.

Hmm.

Yep, that's another great prediction.

Well, let's find out.

I Like Myself.

I like myself.

I'm glad I'm me.

There's no one else I'd rather be.

She is really proud to be who she is.

That's great.

I like my eyes, my ears, my nose.

I like my fingers and my toes.

What's your favorite part of your body?

Hmm, yeah.

Oh, that's great.

Hmm, my favorite part or one of the parts that are my favorite I think are my eyebrows 'cause I can make them go up and down.

Can you all make your eyebrows go up and down?

Hmm.

Journey, what's one of your favorite parts of your body that you like about yourself?

- Also, no one never asked me before again.

- Really?

No one's asked you that either?

Well, today's your day then.

[laughs] So what's one of your favorite parts?

- Oh, my favorite part is my ears.

- Oh, why are your ears your favorite part?

- Because I can hear stuff.

I can hear birds chirping and I can hear my mom reading the book.

- That's great, okay.

- Also my hands.

- Oh, you like your hands too?

- Because I can itch my hair.

- [laughs] I like me wild.

I like me tame.

I like me different and the same.

I like me fast.

I like me slow.

I like me everywhere I go.

Is that her dog over there?

Yep.

[laughs] I like me on the inside too.

For all I think and say and do.

Inside, outside, upside down, from head to toe and all around.

I like it all.

It all is me and me is all I want to be.

Friends, do you notice anything about this illustration?

I think some of them figured it out.

Journey, you want to tell the rest?

- Yep.

- What's cool about this illustration?

- No one even asked me that before.

- Okay, I'm asking you now.

What's cool about this illustration?

- This is left over there.

Because this is the same as this.

- Oh, this picture right here is the same as the one on the cover.

That's so cool.

That's so awesome that you all noticed that.

And something else I noticed is about how the author writes the words in her book.

So let's read them again and maybe you can catch on to something I'm noticing too.

Inside, outside, upside down, from head to toe and all around.

I like it all.

It all is me.

And me is all I want to be.

Hmm, down, around, me, be.

Hmm, I'm noticing an interesting pattern.

That the words are doing.

Friends, can you take a guess?

Maybe our friends will tell us.

What do you notice about the words and the patterns they're making?

Hmm, let's show the words again.

Journey, you know what's interesting and different about the way the author's writing these words in the book?

Down, around, me, be.

- Okay, I'll tell you this real fast.

It's a pattern.

- It's a pattern?

- No, it's wait, I forgot that word.

- Hmm, it starts with an R. - Rhyme!

- Rhyming.

Great job, everybody.

[laughs] Sometimes we forget the words, right?

That's okay.

And I don't care in any way what someone else may think or say.

Well, it looks like this person right here is not being nice to her at all.

Does she let it bother her?

- [Journey] Nu-uh.

- No?

- Nu-uh.

- What is she doing?

You said it, I think you said it the last time you read this.

She is ignoring him.

She doesn't let his words bother her.

She lets them roll right off her shoulders and she keeps having a good time with her dog.

I may be called a silly nut or crazy cuckoo bird.

So what?

I'm having too much fun, you see, for anything to bother me.

Even when I look a mess, I still don't like me any less.

'Cause nothing in this world, you know, can change what's deep inside, and so... No matter if they stop and stare, no person ever anywhere can make me feel that what they see is all there really is to me.

She's saying nobody can make her feel any different about herself than she feels.

She gets to decide how she feels about herself.

And that is super powerful.

I'd still like me with fleas or warts or with a silly snout that snorts.

Or knobbly knees or hippo hips or purple polka dotted lips.

Or beaver breath or stinky toes or horns protruding from my nose.

That's a big horn right there.

- Also I was trying to figure out what's this.

- Oh, did you figure it out?

- Yes.

- It's her dog, right?

The back of her dog.

- Or, yikes, with spikes all down my spine or hair that's like a porcupine.

I still would be the same, you see.

I like myself because I'm me.

The end.

Friends, before we go, can you tell us one thing that you, I know there are so many more than just one thing, but can you tell us one thing that you like about yourself?

We want to hear it, shout it out.

You don't have to raise your hand, just shout it out.

Oh, that person said they like that they're brave.

Awesome.

Yep, I see.

Ooh, you like your beautiful brown skin.

I love that.

Oh.

You like your spiky hair?

Ooh, I see it.

Ooh, look at how spiky it is, Journey.

[laughs] Oh, you like that you're a good friend to others?

That's really a sweet thing to be.

That's a great thing to be, yes.

Oh.

And you love everything about yourself.

Wow, that's so great.

Friends, thank you so much for joining us for this read aloud.

We had such a good time reading it, right?

And Journey, do you have any words that you want to tell them before we go?

- No, thank you.

[laughs] - Hi, movers and shakers.

This is Violet, and I'm here again with my friend Jeremy.

And he's gonna help us sing a song.

First, I want to shout out one of our friends, Journey, who helps us read stories sometimes.

She requested this song because she wanted us to spread some joy and positivity during these challenging times.

- Thank you, Violet, once again for having me come on and share a song with you about feeling good.

I have a question for you.

What do you do when you're having a bad day?

- Hmm.

I like to laugh or play games with my friends.

I even like to sing and dance with them too.

- Nice, that's so funny because I love those same things too.

I love hanging out and singing with my friends.

It always makes me so happy.

In fact, I have a song that I think you would love and I think most of you would know.

If you do, feel free to sing along, move your hands, dance in your seat or jump up and down and dance and sing along with us.

It's called Can't Stop the Feeling.

♪ I got this feeling ♪ Inside my bones ♪ It goes electric wavy ♪ When I turn it on ♪ And if you want it ♪ Inside your soul ♪ Just open up your heart ♪ Let music take control ♪ I got that sunshine in my pocket ♪ ♪ Got that good soul in my feet ♪ ♪ Feel that hot blood in my body ♪ ♪ When it drops ♪ Ooh ♪ I can't take my eyes up off it ♪ ♪ Moving so phenomenally ♪ Room on lock the way we rock it ♪ ♪ So don't stop ♪ And under the lights ♪ When everything goes ♪ Nowhere to hide when I'm getting real close ♪ ♪ When we move, well, you already know ♪ ♪ So just imagine, just imagine, just imagine ♪ ♪ Nothing I can see but you when you dance, dance, dance ♪ ♪ Feeling good creeping up on you ♪ ♪ So just dance, dance, dance, come on ♪ ♪ All the things I shouldn't do ♪ ♪ But you dance, dance, dance ♪ Ain't nobody leaving soon so keep dancing ♪ ♪ I can't stop the feeling, oh ♪ So just dance, dance, dance ♪ I can't stop the feeling ♪ So just dance, dance, dance ♪ Come on - Thanks, everyone.

Thanks, Jeremy.

Hope you all had fun dancing.

[upbeat music] - Hello, scholars.

Welcome to a wonderful day of learning.

My name is Anna and I'm a universal literacy reading coach over at District Nine in the Bronx.

For today's lesson, I want us to review two short vowel sounds.

Do you want to review them with me?

Great.

Okay, first thing's first.

What is the short sound of A?

That's right, ah, like apple or cat.

Can you repeat after me?

A, apple, ah.

Awesome.

Now what is the short sound of I?

Exactly, it's ih, like itch or pit.

Can you repeat after me?

I, itch, ih.

Perfect.

Okay, so these two short vowels can be used to create a ton of words.

Do you want to create some words with me?

You want to do a making words activity with me?

Yes, so much fun.

Okay, so this is what you're gonna have to do first.

I need you to go get either some index cards or post-its, or you can even just get a piece of paper, but we're gonna need nine.

So either nine index cards, nine post-its, or a piece of paper cut up into nine pieces.

And don't forget to get something to write with.

Okay, once you have those materials, come right back here and we'll start our making words activity.

Go, what are you waiting for?

[clock ticking] Okay, so on each sheet of paper or each post-it, write the following letters.

M. A. S. P. T. I. N. B.

And C. Now you are absolutely ready for our making words activity.

First, I will make words for you to read.

You can also make them at home with your cards, but then I'll give you a chance to make some words completely on your own, based on what I dictate or say.

All right, let's start with some short A words.

As you see, my assistant Jordan has joined me while we do some of these short A words.

Okay, say hi to everybody.

- Hi.

[laughs] - Okay, so here is the first word.

Now, what you're gonna do is you're gonna take your finger to blend through all the sounds in the word.

Okay, so I'm gonna blend it and then you'll read it, okay?

All right, so let's blend the sounds together.

Tap.

Tap.

What's the word?

- Tap.

- Nice job.

All right, let's try another word.

Okay, once again, we're gonna take our finger.

Blend it through the word.

Now remember, you can be making these words right now with your cards at home.

Okay, cat.

Cat.

What's the word, Jordan?

- Cat.

- You didn't have to look at the word.

You knew it was cat?

- Yeah.

- You're so smart.

All right, let's try another word.

Remember, take your finger.

Blend through all the sounds.

Bat.

Bat.

- Bat.

- You didn't even look at the word again.

[laughs] You're so good at your sounds.

Okay, let's do another one.

Let's try this one.

Mat.

Mat.

What you think that word is?

- Mat.

- Nice job, mat.

You sure you don't want to teach this instead of me?

All right, let's do one more word together.

Okay, now this word.

Pat.

Pat.

What do you think this word is?

- At.

- Pat.

- Pat?

- Pat, good job.

- Like my Bill and Pat.

- Like Bill and Pat, right.

So Pat can be a name or pat can mean you pat someone on the head when they do a good job.

[laughs] Exactly.

All right, let's do a couple of nonsense words.

Those are words that aren't actually words but they follow the same pattern.

So in this case, they're gonna have that short A sound which is ah.

Say ah.

- Ah.

- Okay.

Let's try this first one.

- I give kisses scholars.

- You give kisses to the scholars.

Very nice, all right.

Let me get through the nonsense words, okay?

- Okay.

- All right, so.

Our first nonsense word.

Let's blend through it together.

Sab.

Sab.

Sab, can you say sab?

- Sab.

- Sab.

Good, okay.

Let's do another one.

Let's blend through this one, scholars.

Nat.

Nat.

Nat, can you say nat?

- Nat.

- Great.

All right, let's try this last one, and this is a tricky one because I am going to put a blend into the front of the word.

That means it's two letters but they each keep their individual sound.

Crazy.

- I know, I was doing it.

- So let's blend the sounds together.

Ready?

Scap.

Scap.

Scap.

- Scap.

- Awesome job.

Nice job, helper.

Okay, now let's try some short I words.

So remember, the short sound of I is ih.

So let's blend through these sounds together.

Tip.

Tip.

Tip, like your finger tip.

Okay, let's do another one.

Let's see if we can figure out what this word is.

Pit.

Pit.

Pit.

Okay, how about...

This word?

Bit.

Bit.

You guys are doing a really great job of blending those sounds together.

How about this word?

Perfect job.

Sit.

Sit.

Okay, let's do some made up words with this short I sound as well.

So what would this be?

That's right.

Bip.

Bip.

Okay.

How about...

This word?

Pim.

Pim.

All right, let's do one more.

Okay, blend those sounds together.

Awesome job.

Mip.

Mip.

Mip, wonderful.

All right, friends.

Now I want you to make some words.

I'm gonna dictate or say a word.

I want you to stretch the sounds that you hear and then I want you to use your cards to create your word.

Okay, so the first word I'll do with you, but the rest, you're all on your own.

So if the word is bat, let's stretch that word.

Bat.

Bat.

What are the sounds I hear in bat?

Another strategy you might want to use is to tap out the sounds.

So buh-ah-t.

Bat.

Okay, now let's spell it.

Buh.

Ah.

T. Bat.

All right, you ready?

Now it's your turn.

Can you figure out how to spell the word cat?

Go ahead.

Let's see your letters.

Not bad.

So I see a lot of friends that have these letters to make the word cat.

And you're correct.

C-A-T. All right, how about the next word?

Tip.

Like the tip of your finger.

Okay.

All right, show me what you got.

Nice.

I see a lot of t-ih-p.

Tip, T-I-P. All right, next word.

Bit.

Bit.

All right, show me.

Nice, you guys are really good at this.

Okay.

So I see... Buh-ih-t.

Bit.

How about this next one?

Pin.

I already see some people showing me.

Okay, so let's see what you got.

Pin.

Awesome.

Puh-ih-n. Pin.

Okay, this last one is a nonsense word.

That means it's made up.

But I know you'll be able to spell it.

Can you make the word bam?

It's one of my favorite words that's not really a word that you see in a lot of comic books.

Bam!

Make it.

Okay, show me what you got.

Awesome job, scholars.

Buh-ah-m, bam.

It's time to get some paper and a pencil.

It's writing time.

All right, let's write a sentence together using some of our short A, ah, and short I, ih words.

Repeat this sentence after me.

The cat bit the bat on the mat.

Excellent.

Okay, so whenever I write a sentence, I like to use lines to represent each word so I don't forget any of the words.

All right, so.

The cat bit the bat on the mat.

Okay.

So our first word is the, which is a high frequency word.

So we spell the, T-H-E.

Okay, now this word, cat.

What do you hear?

Yes, you hear that short A sound, ah.

So I want you to tell me.

How would I spell the word cat?

That's right.

Cuh-ah-t. C-A-T.

Okay, the cat bit.

Ooh, I hear a short I in there.

That means you're gonna tell me how to spell it.

So how would I spell the word bit?

You guys are getting really good at this.

Yeah.

Bu-ih-t.

Bit.

Okay, the cat bit the, oh, our high frequency word again.

T-H-E.

The cat bit the bat.

That's right, there's a short A sound in there.

So that means it's your word.

Go to it.

Awesome.

Buh-ah-t.

The cat bit the bat on.

Ooh, can you figure out on?

Nice job.

On, O-N.

The cat bit the bat on the, third time's the charm with this high frequency word.

T-H-E, the.

The cat bit the bat on the mat.

Okay, you're on.

How would we spell mat?

That's right, m-ah-t. M-A-T. And what do I need at the end of my sentence?

That's right, a period.

So let's read our sentence together one more time.

The cat bit the bat on the mat.

Wonderful job.

Scholars, you did such a wonderful job today working with the short A sound, ah, and the short I sound, ih.

Continue using your letter cards to make words and practice blending those sounds together.

So until next time, friends, be safe, keep learning and have fun.

Bye!

[upbeat music] - Hi, I'm Roxy.

- And I'm Achilles.

We are here today to talk to you about two very special words, shapes and forms.

First, we're going to review what a shape is.

Then we're going to learn more about forms.

We're going to be exploring forms both in our home and in the built environment.

The built environment is everything around us that's built by people.

Apartment buildings, bridges, schools, and stores are all part of the built environment.

Achilles, can you think of anything else that's part of the built environment?

- Fire stations.

- Fire stations.

- Houses.

- Houses.

- And office buildings.

- And office buildings.

Yeah, those are really good ones.

Can you think of any other things that are part of the built environment?

Monuments are part of the built environment.

Skyscrapers are part of the built environment.

Bridges are part of the built environment too.

And playgrounds are part of the built environment.

Who remembers what a shape is?

A shape is a two dimensional outline of an object.

That means that it's flat.

Let's review some of the shapes that we know.

Are you ready to review, Achilles?

- Yeah.

- Right, let's do it.

Okay, so let's ask our friends at home first what shape this is.

Can you tell us what shape this is?

What shape is this, Achilles?

- A square.

- A square.

How many sides does the square have?

- Four sides.

- Four side.

- One, two, three, four.

- How many corners does the square have?

- Four corners.

One, two, three, four.

- Yeah, it has four sides and four corners.

What shape is this?

Can you tell us what shape this is?

- It's a circle.

- It's a circle.

Does the circle have any sides or any corners?

- No.

- It has no sides and no corners.

Our friends at home, what shape is this?

Can you tell us what shape this is?

- A triangle.

- A triangle.

How many sides does the triangle have?

- Three sides.

One, two, three.

- How many corners?

- Three corners.

One, two, three.

- Excellent.

Okay, and we have one more shape.

We have a... What shape is this?

- A rectangle.

- A rectangle.

And how many corners do you see, Achilles?

- I see-- - Show us.

- One, two, three, four.

- Nice, and how many sides?

- One, two, three, four.

- Okay.

Remember that shapes are all around us.

A clock is a circle.

A window can look like a rectangle or a square.

Now that we remember all our shapes, let's learn a new word.

Has anyone ever heard the word form?

A form is different from a shape because it's three-dimensional.

You can pick it up and hold it in your hands.

It's not flat.

I'm going to show you a shape.

What shape is this?

We're going to take this shape, which is a-- - Square.

- A square, and we're going to turn it into a form.

We're going to make it 3D.

- Here?

- Mm-hmm.

All right.

We took a flat square and we made it three dimensional.

Do you know what this form is called?

Achilles, what's this form called?

- It's called a cube.

- It's called a cube.

Lets go over some more examples.

We just did a cube, which is the three dimensional form of a square.

There's also a pyramid.

A pyramid is the 3D form of a triangle.

And we have a cylinder.

A cylinder is the 3D form of a circle.

Let's find some examples of forms in our home.

When I say go, I want you to look around your home and find as many 3D forms as you can.

Achilles, are you ready?

- Yeah.

- Are you ready?

Let's go.

Try to find as many forms as you can.

Remember, a form is a 3D shape.

You have five seconds left.

Time's almost up.

And stop.

Okay, so Achilles is back with the objects that he found.

So Achilles, can you tell us more about them?

- I found a cube.

- Okay, what else?

- My cup and a ball.

- Okay, and-- - And a book.

- A book, right.

So the cube is the 3D form of what shape?

- Of a square.

- Of a square.

What about your cup?

What does this form come from, what shape?

- It comes from a circle.

- From a circle.

The sphere comes from what shape?

- A circle.

- A circle.

And this book is a rectangular prism and it comes from what shape?

- A rectangle.

- A rectangle, yeah.

So all of these are forms that come from shapes.

Earlier, we said that a circle can be made into a cylinder.

A circle can also be made into a sphere or a ball.

A circle can also be made into a sphere.

Where are some places that you've seen a cone before?

Where have you seen a cone before?

- I've seen a cone when I eat ice cream.

- Okay, so when you eat ice cream, right?

You use a cone.

Where have you seen cones before?

Maybe you've noticed them on the street.

Or maybe you've seen them in the gym.

Maybe you've noticed cones when you're having ice cream.

Or maybe you've seen them used to pour liquids.

Now it's time to make our own shape into a form.

Achilles and I are going to show you an activity you can do at home.

You can do it by yourself, or you can ask a grown-up at home to help you.

So all you need is a sheet of paper, and it could be any sheet of paper.

It doesn't have to be construction paper.

Next, let's decorate that sheet of paper with as many shapes as you can remember.

- [Achilles] Triangle.

Diamond.

Diamond.

Circle.

Triangle.

Circle.

Rectangle.

And square.

- After you've drawn your shapes, we are going to start rolling the paper like a cone.

So make sure that one side of your cone is wider than the other.

This gives it that cone shape.

That's good.

- Like this.

- So once you've made your cone-- - You tape it.

- Use some tape.

Yeah, tape it.

- And make sure the tape doesn't come off.

- Yeah, we have to make sure the tape doesn't come off.

There we go.

Okay, you can take the top and fold it down to make it flat.

- So it can stand.

- Yeah, so it could stand and look like a circle.

Okay, you've made a party hat.

You can make the base of your cone flat by taking the corner and folding it.

Then you can tuck that corner into your cone.

This will help the cone to stand up by itself.

Challenge number one.

Make more cones by creating different sizes and using different types of paper.

How many different types of cones can you make?

If you have time after making your cone, you can make more forms by crumbling up pieces of paper.

You can use any kind of paper that you have at home.

It doesn't have to be construction paper.

So I'm going to take my paper and crumple it up.

And then I'm going to mold it like clay into the kind of form that I want it to be.

So I want to make a pyramid.

So remember, a pyramid is the form of a triangle.

So I have to have a pointy top and a flat bottom.

So I can use my table to mold and make it flat at the base.

Okay?

So I can have my form keep its shape by using tape to hold it together.

- And then I come in.

- Okay, what form are you making, Achilles?

- I'm going to make a sphere.

- A sphere, okay.

Can you show us how to make a sphere?

- First you just crumple it up.

Until it's like a ball.

- Oh, like a ball, yes.

Let's see, do we need tape for it?

- Yes.

- Okay.

Hold it up here.

- I think I need more tape.

- Okay.

What other form should we make?

- We should make the last one.

The last one should be...

The last one should be a cube.

- A cube, okay.

We could do that one together.

So you crumple it up.

- I'm gonna do this.

[growls] - Okay, and then how do we make it into a cube now that it's all crumbled up?

- You put it against the, we put it against the table to make it flat on the bottom.

- Okay, and on the sides, right?

- On the sides.

- Okay.

- So it looks like a cube.

And then you tape it right away.

- Here, I'll hold it for you.

Right here.

All right, so we have a cube, a sphere, and a pyramid.

And these are all different kinds of forms.

Challenge number two.

Make as many forms as you can out of crumpled paper.

How many did you make?

Challenge number three.

What other fun things can you make with your cones and your forms?

Challenge number four.

Use clay to make more forms.

You can make forms out of clay by using your hands to press and mold the clay into the form that you want it to be.

Use the table to help you.

You could use the table to help to mold and flatten the clay into whatever shape you want it to be.

Use your hands too to press the clay.

You can use your fingers to make corners.

Challenge number five.

Share what you learned with a family member or a friend.

Teach them how to make forms.

Next time you're out in your community or looking out the window, count how many forms you can find.

Whether it's a trashcan or a building, I'm sure there's so many.

Thanks for exploring forms with us.

[upbeat music] - Hi friends, and welcome to the Memphis Zoo.

My name is Jenny and I am joined today by two very special friends, Rey and Aggie, the Nigerian dwarf goats.

[soft cheerful music] Goats, like our pet dogs and cats, are a very special kind of animal called domesticated animals.

This means that they've lived alongside people for a long, long time, and they've changed over time to better get along with people.

[soft cheerful music] Domesticated animals are different from wild animals.

Unlike domesticated animals, wild animals belong in the wild or in places like zoos that have resources and people who can take care of them properly.

Goats are herbivores, meaning they only eat plants.

And two of their very favorite types of food are grass and leaves.

Leaves and grass are very tough foods, which means they take a lot of digesting.

In fact, goats spend their whole lives in the process of digestion.

Like cows and sheep, goats have stomachs with four compartments to help with this non-stop digesting.

Goats have lived alongside people since 7,000 BC.

That's over 9,000 years ago.

Because goats eat so much grass and so many leaves, they can be really useful to people, almost like living lawnmowers.

[soft cheerful music] They can also help people by producing milk.

Have you ever tried goat milk?

Nigerian dwarf goats can produce up to three to four pounds of milk in one day.

While goats can be really great pets, they're not very easy to care for.

Goats are constantly eating, so they need a constant supply of grass or grass hay to stay full and healthy.

They're also very active, so they'll need a lot of space to roam around and play.

Goats are also very smart and very good at jumping, so they are excellent escape artists.

Of course, there are other great pets or domesticated animals that you can keep like cats, dogs, or rabbits.

These animals do all have very different care requirements.

So if you want to keep one as a pet, you will need to do a lot of research.

Wild animals, on the other hand, do not make good pets.

You should always leave wild animals alone when you see them.

But this doesn't mean that you can't help wildlife.

As it turns out, there are a lot of things you can do from home that will really help wildlife out.

If you use less plastic and recycle the plastic that you do use, there's a much smaller chance that plastic will end up in the homes of animals.

Using less electricity also helps to preserve wild places.

People often ask us, do goats actually eat everything?

You may have heard goats will eat anything, but that's not true.

Because they are very curious, they might take a bite of something they shouldn't, but they will very quickly realize when they've eaten something dirty or distasteful and they will spit it out.

Thanks so much for watching and joining me here at the Memphis Zoo.

Bye, friends.

[upbeat music] - Hello!

Hello.

Hello?

Hello.

Hello?

♪ Hello Hi, my name is Marisol and I'm a teaching artist with the New Victory Theater.

I am an actor, a director, a creator of original work, and sometimes I clown.

I'm coming to you today from my apartment in Philadelphia, where I live with my partner and my friend.

Ziggy.

That's right.

That's my friend Ziggy.

One of the fundamental principles of a lot of clowning is something called mask take.

Mask take is when the clown or the character gives a take to the audience, showing the audience their mask.

The mask stands in for maybe the whole face or your mask might be a red nose, sometimes called the tiniest mask, which some clowns wear, but not all.

Now, mask take is important because it's all about sharing with the audience how you feel, your reaction to something.

And this for me is the most magical thing about clowning, is that sense of connection with an audience.

So mask take is so important.

Now, it can be a little bit strange, if you have a partner on stage with you, to remember to mask take, because we're used to playing on stage with and to our partner rather than with and to an audience.

And that's why we are gonna practice mask take today with a little game and a little song.

So to get started, all you need to do is pick a song that you and your partner both know well.

All right, Zig.

You and I are gonna sing the alphabet song just like this.

When you are singing, you're gonna look at the audience, and when you're not singing, you're gonna look at your partner.

So simple, we're gonna pass the attention and the focus back and forth between us and practice looking at you when we sing.

Just like this.

Zig, would you like me to start?

Yes, please.

Okay, no problem, Zig.

All right, here we go.

♪ A B C D ♪ E F G Okay.

♪ H I ♪ J K ♪ L M N O P ♪ Q R ♪ S T U V ♪ W X ♪ Y and Z ♪ Now I know my ABC's ♪ Next time ♪ Won't you ♪ Sing with me Now, you may have noticed in that last round that we very politely tossed the focus back and forth between us.

But if we add a little bit of character onto this clown relationship, well, it might not always go so smoothly, eh Zig?

[chuckling] So for example, one of us might decide to sing a little too long.

I think it might be Ziggy.

[clears throat] ♪ 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 I know my ABC's ♪ Next time won't you ♪ Sing with ♪ Me ♪ Me, me ♪ Me, me ♪ Me, me, me, me, me, me, me, me ♪ Now for our last round of practice with mask take, we are going to imagine that Ziggy and I have two very different styles in which we like to sing.

I'm gonna sing in a sort of operatic style.

And my friend Ziggy here is going to sort of rap the song.

You ready, Zig?

Absolutely, yeah.

All right, here we go.

[clears throat] ♪ A B C D ♪ E F G ♪ H I J K L M N O P ♪ Q ♪ Q R S ♪ T U V ♪ W X and Y and Z [clears throat] ♪ Now I know my ♪ ABC's ♪ Next time won't you sing with me ♪ [clears throat] ♪ Next time won't you ♪ Sing with ♪ Me Yeah!

All right, friends.

Now it's your turn to practice your mask take.

You can practice with a parent or a guardian, with a sibling or a cousin, or even a favorite stuffed animal, like I have today.

[clears throat] I am not an animal.

I am a mythical creature.

Oh.

Sorry, Zig.

You can practice with your favorite beloved stuffed mythical creature.

Oh, thank you.

Oh, thank you very much.

Oh thank you, oh thank you very much.

[laughs] All right, Ziggy.

All right, friends.

Have a great time and we will see you next time here.

After a while, crocodiles.

[whinnies] [laughs] - I forget my line.

- [Barney] It's hello, my name is Sarah.

- Your name is also Sarah?

Hello, my name is Sarah and I'm a teaching artist at the New Victory Theater.

I'm here with my partner Barney-- - [Barney] Hello.

- In my version of the New Victory Theater.

And for this week's arts break, we'll be focusing on clowning and the fun of making mistakes.

Here's the setup for our bit.

Barney will be saying this from behind the camera.

- [Barney] Three, two, one, action.

- That's my cue to say, hello, my name is Sarah.

That's all I have to do.

But I'm going to mess it up in three different ways.

First, I'm gonna get the timing wrong.

- [Barney] Three, two, one.

Action.

- Hello.

My name is Sarah.

- [Barney] Cut, you said your line a little bit too early.

- Oh.

My bad.

Next, I'm gonna take Barney too literally.

- [Barney] Let's try this.

I'll say three, two, one, action, then you take a breath and then you say your line.

- Can do.

- [Barney] Three, two, one, action.

- Your line.

- Cut.

I don't mean say the words your line.

I mean say, hello, my name is-- - Spatula.

- [Barney] Nope, Sarah.

- Sarah.

Lastly, I'm gonna get distracted.

- [Barney] Three, two, one, action.

- Oh, sorry.

This book is amazing.

- [Barney] Three, two, one, action.

- Yeah, I know what you mean.

This is my friend.

- [Barney] Three, two, one, action.

- Look what I found.

[cymbals clang] - [Barney] Cut.

- To review.

First, pick a task.

Set up the bit by making it clear what you're supposed to be doing.

Next, mess up the task.

You can make mistakes like I did.

Wrong timing, too literal, got distracted.

Or you can find your own ways to mess up.

Lastly, experiment with repeating your mistake.

Hi, friend.

Maybe it's funny if you repeat it three times.

Maybe it's funny if you repeat it nine times.

Or maybe it's funny if you just do it once.

That brings this week's arts break to a close.

I hope you had fun exploring ways... Ways to make mistakes.

And cut.

- [Barney] I'm supposed to say that.

- Oops!

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

[upbeat jingle]