[bouncy music] - [Narrator] Ready to learn.

- Hi.

- Hi.

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

- Let's read it back.

- [Narrator] Discover science, sing.

♪ Some... ♪ - [Narrator] 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?.

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

[bouncy music] - Hi everybody my name is Maria.

- And I'm Mia.

- And this is sweet little Hopper.

Hopper loves to sit with us during stories.

And I don't think he really listens to the stories because at some point he's going to be sleeping here or he's going to be sleeping here or behind me.

But he likes to sit with us 'cause we're his favorite people, aren't we?

Yes.

Mia and I are her best favorite people but don't tell anybody.

So Mia, I have a question for you and my friends I have a question for you as well.

Have you ever ridden on a school bus?

- Yes, but only for school trips and going to school.

- That's usually the reason why.

Why you would be on a school bus.

And when I used to be a teacher, I would sometimes go on the school bus with my students when we would go on field trips.

But sometimes I didn't like the bumping, bumping, bumping, but school buses are fun.

What did you like about riding in a school bus?

- I like that it was all my friends and all my classmates in like a car basically.

- Yeah, you got to see your friends before school starts.

You get to chat with them and then you get to school, okay?

So just like the name of the book I'm reading to you is, "School Bus."

The name of the book is "School Bus."

I'm sure you guessed that.

Now, the author and illustrator is Donald Crews and Donald Crews is actually in his 80s and he has been writing books and illustrating them for a very long time and he lives in the state of New Jersey.

So this book is called, "School Bus" and it just... And on the jacket it says, "What is large or small, "bright yellow, and filled with students?"

School bus.

Climb up aboard and let Donald Crews take you to school and home again.

Now, Mia I have a question and I have a question for you friends while Mia's answering it.

Why do you think school buses are yellow?

They could be red.

They could be black.

Maybe you have a black car.

We have a brown car.

- Yes.

- They could be white, right?

They could be purple.

Why are they yellow?

Why are school buses yellow?

Mia.

Why are school buses yellow?

- Probably because it shows it's like a bright color.

So you put... You couldn't miss it you couldn't crash into it or anything.

- Yeah, so think about the precious cargo, who is the precious cargo in the school bus?

- The kiddies.

- Children, right?

We wanna keep children safe.

So a long time ago, and this was probably about 1939 close to 100 years ago, maybe about 80 years ago, there was a decision that school buses would be yellow and that decision has not changed in order for precious cargo, incredible children that you are and you are to be safe 'cause we want children to be safe going to school.

So school bus.

And I mean other parts of the world, school buses are different colors.

I've even heard of pink school buses.

- Wow, I like that.

- You would like that.

- That's fun.

- But in America, our buses are yellow and that is for safety reasons, okay?

So yellow school buses.

It's actually really cool.

I'm sure you may have seen this before but seeing a big parking lot where all the school buses are parked, right?

Yeah, they have to park somewhere.

Large and small, yeah.

There are small school buses, there are big school buses.

Empty yellow buses cross the town.

So you might see this... Well, you may not 'cause you might be at home, but early in the morning, all the school buses leave the yard, the bus yard, they all leave to pick children up and take them to school.

And at the end of the day, once they've dropped all the children off, they go back to their yard to sleep and rest and their engines rest.

Oh, I see a blue bus here and the bus... That's the city bus, okay?

- Our city buses are white and blue I think.

- Yeah, yeah.

And it says 84 Brooklyn and Brooklyn is in New York.

Stop.

That's a stop sign.

And school buses we don't see it here maybe we'll see it later.

Have a little stop sign on the side so that cars can not go around them because-- - [indistinct] very smart.

- Yes 'cause we need school buses to be safe.

And I do wanna say a long time ago, not 200 years ago in 1827, that's when the first school...

It's just called a school hack, a school hack, okay?

Back then it was horses.

Horses would take children in wagons to school.

And back then schools especially in rural and towns that were far away were school houses.

Do you know what a school house is?

- I do.

- What does a school house mean?

- It's like in the olden days it was a house and it would have kids from like toddlers to like teenagers all learning in one room.

- Yeah, it's called a school house now we have different grades and in your classroom, all the kids are the same age as you.

But back then especially if it was a school in a small town, and there were lots of small different towns around and there weren't many people around.

They would put all the children in the room together and they would all learn what they needed to learn but it was called the school house way of learning, okay?

So they would have back then school hacks that would take them.

And it was a horse and a wagon that [indistinct].

So the school buses changed over the years.

But in 1939 as I said the decision was made to make them all the same and to make them yellow for safety reasons and they've stayed yellow since then.

- I also think yellow is pretty cool.

- I like yellow.

- Cooler than white.

- Yeah, I like yellow.

And we want you guys to be super safe 'cause you are a precious cargo.

Go.

The bus is going.

Just look at all the buses taking all these children to school.

Going this way, picking up kids.

Going that way.

And it's so nice you know.

Families know that they can drop their children at the bus stop and they can get into their school bus and families feel good that children are getting to school safe, which is so important.

Here it comes.

Oh, look at all these children waiting for their bus.

And it's so nice.

They get to see their friends.

You remember when you used to wait for your bus and you'd see your friends-- - [indistinct].

- Yeah, it's such a nice feeling to see all your friends while you're waiting for the bus.

- Very colorful.

- Very colorful, yeah.

Now, the families are saying bye see you later because the children on the bus going to school.

Full buses head for school.

And you see they're nice and safe in the yellow box.

And they're at school right on time, yes.

When you're on the... Well, usually when you're...

Here we are.

Here we are.

These look like high school students, right?

- Maybe like middle school.

- Middle to high, yeah.

Middle to high school.

Here we are right on time.

That's a nice thing.

When you're on a school bus you're usually on time.

- [indistinct] pink school?

- They have a pink school.

That's pretty awesome.

School is over, that was fast.

And all the buses are back.

Full buses cross the town back home.

Home again.

See, kids are happy to see their families.

Look at this little hug here, how sweet.

That's lovely.

Home again.

Is that the last page.

- Yeah, I think so.

- The end.

That was lovely.

So I am not the best artist.

Mia actually is a lot better at drawing than I am.

- No.

- Yeas you are.

You've always been, "I'm not good at drawing."

But yes I'm going to show you if I can do draw a school bus, that means you can draw a school bus, okay?

So this is what you need, okay?

You need a piece of paper.

It could be a piece of paper of any color but white might be nice, okay.

And a little... You could use a clip board or you could sit your paper on a book just so that it's nice and hard, okay.

So I'm gonna put my paper on this clip board.

Mia do you wanna grab a dark marker so you can start...

So we can start drawing?

So I'm gonna tell you some simple instructions to draw a school bus, okay?

So I have my little cheat sheet here.

So excuse me if I look from time to time.

Now, even though it's quite simple.

So you have...

Does your marker work Mia?

Is that good?

- Yes.

- So you have your marker ready, okay.

So I'm gonna try and draw with you seeing it... With you seeing this, okay.

So the first step is to make a rectangular rounded shape.

Can you do that?

So you draw a line.

This mark smells like blueberries and draw a line.

- This one... - And you don't wanna make like a sharp corner.

So you just round it a little, okay.

I'm gonna round it a little.

And I'm gonna round it here.

- Mine looks like more of a circle but-- - Oh no, that's fine.

That's great.

- Sounds okay.

- Okay, so that's the first step.

I'm gonna round mine a little more.

The next step is drawing two circles on the bottom for the wheels.

Let's see.

Quite easy.

And make the little inside of the wheel that the spokes go.

So you've done your rounded circle.

You've done your wheels.

Mia's looks really good.

Now, you're going to draw two more rectangles.

One rectangle is going to be horizontal and another rectangle is going to be vertical.

And this is how it goes.

So you don't want it to go on the end because first you're going to do the door.

So we're gonna do the rectangle here and which is the door.

Mia?

- All right.

- That's the door, the school bus door.

And we are going to do a rectangle here because kiddies need to see outside the window and these are my windows for my bus.

So those are my two rectangles.

Should we have a little handle for the door?

- Sure.

- Yeah, okay.

Now, we need a window for the bus driver.

So you are going to draw like a half square above right here towards the top and that's the window for the bus driver.

That's my school bus.

Oh, we need to write school bus, okay.

Of course I don't know if I can write backwards.

I'm gonna write school bus.

S-C-H-O-O-L B-U-S. School bus.

Nice and simple.

What color are you going to color your school bus?

- And you can draw some happy faces inside the window.

- That's a nice idea Mia.

Happy faces in the window going to school.

Here we go.

Lovely and they're all happy no one looks sad when they're going to school they all look happy.

And then you could start coloring your school bus.

I brought some yellow, but maybe you have a bus and then... You have a school bus in another country and you wanna make it another color.

You wanna make it yellow like our buses here.

And then here we are.

Here's our beautiful school bus.

So you see how simple it was to draw a school bus.

And if you don't have time, just squiggle your yellow so that people see.

Let's see.

Lovely.

Oh, that's super cute and I love the little faces.

So thank you for drawing the school bus with us.

- Thank you so much.

- And I wish you a great day and we hope to see you again soon.

Bye.

- Hi friends, Andrew here and it's time for a song.

Today we'll sing, "Twinkle Twinkle Little Star."

I'm guessing you know this one.

If not, just follow along with me.

Ready to sing?

Let's go.

♪ Twinkle, twinkle little star.

♪ ♪ How I wonder what you are ♪ ♪ Up above the world so high ♪ ♪ Like a diamond in the sky ♪ ♪ Twinkle, twinkle, little star ♪ ♪ How I wonder what you are ♪ Forget about the stars in the sky you all are stars right here.

Now, did you notice the words highlighted in yellow and how about what's underlined?

First, let's look at the word star.

Here I underlined the vowel A plus the consonant R because they're kind of like a team.

But it's a team where the R is the boss.

The R tells the vowel what to do.

For AR, we don't hear the A at all we only hear the letter Rs name.

That shows you how bossy R really is.

Let's look at the word are next.

Here, even the E can't help because it doesn't stand for any sound, R is still the boss.

Finally, let's look at the word world.

What sound does OR stand for here?

Is it the sound you expect or is it different?

Share your good thinking with a family member and I'll see you again soon.

[bouncy music] - Hello scholars.

Welcome to our wonderful day of learning.

My name is Anna and I'm a Universal Literacy Reading Coach over at P.S.

011 Highbridge, which is in the Bronx.

Today, we're going to be learning about something called a prefix.

What's a prefix?

That's a great question.

What's a prefix?

A prefix is a group of letters that are placed before the root or base of a word.

That prefix changes the meaning of the word.

For example, if I have the word happy, which means to be filled with joy.

Like I'm happy that you're here today.

Well, if I add the prefix on to it, it changes the meaning and now it becomes unhappy, which means the opposite of being happy or not happy.

Different prefixes have different meanings.

Let's go through some of the most common prefixes that you'll see in the books that you're reading then we'll have some fun reading and creating new words.

So, our first prefix is un .

Everyone say un.

So un means not or the opposite of.

Another prefix, re.

Say re, okay.

When you see re at the beginning of the word, it means to do it again.

Another prefix is pre.

Say pre, okay.

When you see pre that usually means before.

And the last one we're going to work with today is dis.

Everyone say dis, okay.

So dis similarly to un also means not.

So knowing the prefix of a word can actually help you read a word.

Isn't that amazing?

Watch this.

I see this word, wow, that's a long word.

But I see D-I-S, which I know is a prefix.

Let me remove it and see if I can figure out the root word or base word.

I noticed split between double consonants.

Now let's blend each part con nect.

Oh, connect.

Now, let me add back my D-I-S prefix dis.

Dis connect.

Disconnect.

Oh, so connect I know is to put together so disconnect is not put it together.

Like when I disconnect my phone from the charger.

See how that helped me read the word.

Let's read a few words together with prefixes.

Now, I want you to first identify the prefix, read the root word, and then read it altogether.

Just like I did.

Connect.

Disconnect.

So what's the prefix in this word?

That's right.

Dis is the prefix.

So let's figure out the root word.

What's that root word?

That's the word like.

Now let's add back our prefix.

Dis like.

So what's the whole word?

Dislike, which means to not like something.

Let's go to the next word.

Let's identify that prefix first.

That's right.

Pre is the prefix.

So what's our word?

View.

Put it all together.

Preview.

Oh, to look at something before.

Remember pre means before.

Let's go to the next word.

Whoa, this looks like a long one but I know you can do it.

What's the prefix?

That's right.

Un.

And I like how some of you noticed that there is a suffix there.

You're right, there's that ed ending.

Let's see if we can figure out the word.

[indistinct].

Oh yeah, organized, okay.

So let's add back our prefix unorganized.

That means to not be organized.

Who's not organized here?

Really?

Come on guys let's organize ourselves.

All right.

Next word.

What is the prefix?

That's right, re.

Now what is this word?

Don't let the I-N-D word sound trick you.

This is one of our exclusions.

So I is going to say, I hear not [indistinct].

So this word is wind.

So rewind.

So I know when you're watching videos at home you guys rewind things like on your DVR.

Ask a trusted adult at home there used to be a time we'd have to rewind video tapes, so long ago.

And let's do this one.

What's this prefix?

That's right, pre.

What's our root word?

Test.

Pretest.

So it's the test before you actually take the real test.

All right.

Last word.

That's right.

Dis is our prefix.

So what's our root word?

In fect.

Infect.

Let's add on our prefix.

Disinfect.

So I bet a lot of you are doing this at home now where you're disinfecting your homes, right?

Disinfect.

Awesome job.

For our next activity, I want you to go get a piece of paper and something to write with.

Go.

Take your piece of paper and fold it into quarters.

Do that by folding it in half and then folding it in half again.

Then write each of our prefixes into one of the sections.

Un, re, pre, and dis.

Let's see if we can figure out the new words based on the clues.

Point to the prefix on your paper that will make the new word.

Which prefix do we need to add to the root word heat to make it mean heat before?

That's right, pre.

As in preheat.

Point to the prefix that will make like mean not like.

That's right, dis.

As in dislike.

Point to the prefix that will make the opposite of tie.

That's right, we add un.

As in untie.

Which prefix do we add to make write again?

That's right, add re.

As in rewrite.

Point to the prefix to make this mean pay before.

Correct.

Pre as in prepay.

Which prefix is used for the opposite of pack?

That's right, we add un for unpack.

Last one.

Point to the prefix that would make this mean to use again.

Correct.

We add re as in reuse.

Wonderful work.

Now turn over your paper so we can write some words with prefixes.

Knowing prefixes can help you also become a better writer.

The great thing about a prefix is that it's just added to the beginning of the root word or base word.

You don't have to change anything with the original word.

Isn't that great?

All right.

Let's see if you can help me fill in these couple of sentences with some words that have prefixes.

So I dislike.

Dislike.

Well, think of the word like, remember we don't have to change how we spell like we're just adding dis in front of it and we spell dis, D-I-S.

So I dis and like 'cause remember E is making I [indistinct].

I dislike when I forget to preview.

Preview.

Well, the prefix in preview is pre the word or root word is view.

So pre, P-R-E, and then view V-I-E-W.

I dislike when I forget to preview the directions.

Well, that's a bad thing to do.

Before I rewrite.

All right, what's the prefix?

We here in the word rewrite.

That's right, re and we spell re, R-E. Re now the word write.

Write.

Isn't it great how the root word doesn't change we just slap the prefix right in the beginning?

So cool.

I dislike when I forget to preview the directions.

Before I rewrite my paper I'm must review.

Well, we did preview before now we need review.

That's right.

We need the R-E meaning to view it again.

V-I-E-W.

I dislike when I forget to preview the directions.

Before I rewrite my paper, I must review the spelling of each unknown word.

So unknown is the word we want.

That's right, our prefix is un.

We spell that U-N. Now known, this is a little tricky.

Did you know that there is that K-N combination for the [indistinct] sound?

You did?

You're so smart.

Known, here we go.

Let's read through our sentences one last time.

I dislike when I forget to preview the directions.

Before I rewrite my paper, I must review the spelling of each unknown word.

That's such great advice.

Scholars, you did an unbelievable job today.

You worked with prefixes to read and create new words.

You used un which means the opposite of or not like unhappy.

You used re, which means to do something again like review.

You used pre, which means before like preview.

And you used dis, which means not like dislike.

See how many words with prefixes you can find in the books that you are reading.

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

Bye.

[bouncy music] - Hi artist, my name is Juanita I'm an artist and teaching artists with Studio in a school.

Today, we're going to work with some objects I found around my home.

Let's look at some of the things I found.

I noticed that this pencil sharpener has a top, a bottom, and sides.

We call this a three-dimensional object or 3D.

I wonder what you noticed about this cup.

You're right.

It has a top, a bottom, and sites.

What did you think is the difference between this cup and this piece of paper?

Which one do you think is three dimensional?

You're right.

The cup has a top, a bottom, and sides.

This piece of paper is flat.

We call this two dimensional or 2D.

Today, we're going to explore how we can make art with three-dimensional objects we find at home.

A three dimensional work of art is called a sculpture.

Let's gather our materials.

Today, you will need to find and collect 3D objects from your home to work with.

This may be recycled and repurpose 3D items like shells, old keys, paper clips, rubber bands, small toys, popsicle sticks, steering sticks, straws, spoons, wood scraps, corks, bottle cap, lids, string, [indistinct], ribbons, feathers, cotton balls, q-tips, tinfoil, [indistinct], fabric, cardboard rolls, art cartoons, plastic cups, or anything else you can find.

You can keep your collection in a bag or a box.

You will also need a piece of cardboard to use as a base.

This can be a piece cut from any box.

A cereal box is a good option.

You can ask a trusted adult to help you find your objects.

Let's get started.

Let's look closely at this interesting objects that I found.

[bouncy music] How do I know these are three-dimensional?

Yes, they each have many sides.

Are there any that are not three dimensional?

[bouncy music] These pieces of tissue paper and aluminum foil are flat, but I can still use them.

Maybe I can make them three dimensional.

[bouncy music] What will happen if I crumple this tissue paper?

[bouncy music] Look, it reminds me of a ball.

What will happen if I fold my piece of aluminum foil?

[lighthearted music] Look, they're no longer flat.

They are both three dimensional.

I think I'm going to sort my objects to get ready to use them.

I noticed that some of them have the same shape.

I'm going to organize them by shape.

[cheerful music] There I sorted my objects.

Here I have what reminds me of balls.

These are cylinders.

Here I have circles.

Here I have triangles.

And this group here is my rectangles.

I noticed that some of the objects are of similar size.

I'm going to put the tall objects together and the short objects together.

[cheerful music] Now I've finished.

I have two groups, tall, short.

Now I'm going to get my cardboard piece to use as the base.

[lighthearted music] A base is the home for our sculpture, a space to build on top of.

What do you think I can do with these interesting objects?

I wonder what ideas you may have.

Let's try some ideas.

I think I want to make my objects into something taller.

I'm going to build with them.

Let's stack them.

[lighthearted music] Let's see.

This stack is not very strong though.

It's a little wobbly.

I wonder what can I do to make it stronger?

Maybe I can put my wider pieces on the bottom to make a foundation for my sculpture.

And I'm gonna try this.

[lighthearted music] Now I can keep building up.

[lighthearted music] [indistinct] [lighthearted music] Okay, let's put something on top.

[lighthearted music] So make sure is... [lighthearted music] [indistinct] stuff here, okay.

[lighthearted music] Look, I made a tower.

I'm going to make another tall tower of objects the same size as this one.

[lighthearted music] I'm gonna grab some objects from my... Let's see.

[lighthearted music] [playful music] Nope.

[playful music] Look, I made my second tower and they're of the same size.

[playful music] Let's make another stack.

These are starting to remind me of buildings or the towers of a castle.

[playful music] I like this towers but I have other objects I would like to add.

I wonder what can I do with them?

[playful music] Maybe I can connect my towers.

[playful music] I think I can use this [indistinct] stick to make a bridge.

[playful music] How can I get it to connect?

[playful music] I can put it right across the top of these towers.

[playful music] There, I connected my two towers with bridges.

How many bridges did you see?

Correct, there's four.

One, two, three, four.

One is a q-tip the other three are craft sticks.

I wonder how can I connect this tall tower to the shorter one?

[bouncy music] I'm going to use this piece of cardboard to connect them.

[bouncy music] Oh, it's leaning like a slide.

But I want it straight like a bridge.

What can I do?

Maybe I can lift the top pieces of my small tower and put my cardboard under those pieces.

Let ne try that.

[bouncy music] There, I made another bridge that connected my short tower to my tall tower.

I wonder how many more bridges I can make to connect these towers.

[bouncy music] They look like little walkways.

You could go across to get from one side to the other.

Maybe I can also [indistinct] some pieces to connect these towers.

[bouncy music] I'm finished.

Now I'm going to move around my sculpture to look at it from different angles.

Does it change when you look at it from the side?

What do you notice if we look at the sculpture from above?

You can ask a trusted adult who has a camera to take a picture of this sculpture when you're done.

You can also draw it.

I really like the way this sculpture is balanced and the way the parts are connected.

I like how I found wider objects to use as a foundation.

This made my towers really strong.

Now it's your turn.

How many towers would you make?

How would you connect them?

Have fun artists.

Try to take a picture of your sculpture or draw it when you're finished.

[bouncy music] - Hello friends.

I'm so glad to see you.

I really couldn't wait.

Can you clap your hands and count to eight.

Let's clap our hands eight times together.

Ready?

Go.

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

Beautiful.

Friends, those are the words to one of my favorite songs to sing in the music room.

I like to sing it because one, it immediately lets my children know how happy I am to see them.

Two, it lets them know I'm excited to make music with them as I am with you today.

The song goes like this friends.

Listen one time.

♪ I'm so glad to see you ♪ ♪ I really couldn't wait ♪ ♪ Can you clap me your hands and count to eight ♪ Let's clap our hands together, ready?

Go.

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

Good job.

Now friends that time we clapped our hands this time let's sing the song and how about we tap our heads.

You think we can do that?

Try to sing it with me this time.

Ready?

Here we go.

♪ I'm so glad to see you ♪ ♪ I really couldn't wait ♪ ♪ Can we tap our heads and count to eight ♪ Go.

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

Good job tapping your head.

Now friends do you think we could do two things at once?

How about we try to clap our hands and snap our fingers?

Like this.

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

Also, if you can't snap or are just learning to snap, don't worry you can always just touch your fingers together.

Like that.

Let's try it.

One, two.

I'm so glad to see you clap and snap.

♪ I'm so glad to see you I really can't wait ♪ ♪ Can we clap our hands and snap our fingers ♪ ♪ And count to eight ♪ Let's go.

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

Good job.

What other kind of movements do you think you could add?

I have seen children tap their head, jump up and down, spin around [indistinct] counting to eight.

See if you can come up with your own movements and make it your own and have fun with it.

Let's do it one more time friends.

Let's see what should we do.

How about we jump up and down?

Well, you jump up and down I'm gonna play my ukulele for you.

And by the way friends, yes, this is a ukulele and the chords I'm playing are C major, F major, and G major.

So if you have a ukulele or guitar at home, you can pull it up and play it.

Here we go one more time friends, jumping up and down.

Here we go.

♪ I'm so glad to see you I really couldn't wait ♪ ♪ Can we jump up and down and count to eight ♪ Good.

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

Good for you friends.

♪ I'm so glad to see you I really couldn't wait ♪ ♪ Welcome to Let's Learn it's gonna be great ♪ Let's make some music.

Today in Let's Learn, we're going to be exploring something that is found in all of the songs that we sing.

That something is called pitch.

Do you know what that is?

I think I should let you know I'm not talking about throwing a baseball.

Just what is pitch in music?

Listen as I sing two different pitches.

Here's the first one.

♪ This is the first pitch ♪ ♪ This is the second pitch ♪ Did you hear how they were different?

Listen, when I play two different pitches on my recorder.

[high pitch flute music] [low pitch flute music] Did you hear how they were different?

With my voice and also the recorder, the first pitches were high and the second pitches were low.

In music, we use the word pitch to describe how high or low a sound is.

Listen as I play some pitches on my ukulele.

[low intensity ukulele music] I wonder, did you hear that the pitches were going from low to high or high to low?

Which one do you think?

From low to high.

We can hear pitches in all of the songs we sing.

Today, we're going to learn a song called, "Rain, Rain, Go Away."

You might've heard it before.

We're going to listen for how the pitches in the song might be higher or lower and we're going to discover how we might write these higher and lower sounds.

Let's get to it.

[cheerful ukulele music] [upbeat drum music] One of my favorite sounds in the whole world is the sound of rain.

Sometimes it comes down softly and gently tapping on your window.

Sometimes it's coming down so hard and so fast.

It can be a bit scary.

I'm playing the sound of the rain on my drum friends, my hand drum.

If you have a drum at home or something you can use as a drum, like a tupperware bowl or maybe a book, you can play the sound of the rain at home too.

I even have an instrument that sounds like rain.

This right here this is called the rain stick.

Listen.

[rain stick rain music] Do you hear the rain?

I love this sound.

Even though I love the rain, when I was little, if it was coming down too hard, I wasn't allowed to go out and play.

So I was taught this song called, "Rain, Rain, Go Away" and I'd like to teach it to you.

Friends can you keep a beat with me?

Music has a beat, a steady beat.

Just like your body has a heartbeat and it keeps going and going.

I'm gonna pat beat on my chest, but you can keep the beat anywhere.

You could tap it on your head, on your shoulders, you could even clap the beat.

Listen one time keep the beat with me and.

♪ Rain, rain, go away ♪ ♪ Come again some other day ♪ ♪ All the children want to play ♪ ♪ Rain rain, go away ♪ Good.

Does that sound familiar?

Maybe you know this song.

I think I hear some sounds or pitches in Rain, Rain, Go Away that are higher and lower.

Friends, I'm gonna ask you to echo me as I sing Rain, Rain, Go Away.

I'm gonna move my arms up and down when hear the sounds getting higher or lower.

You do the same.

It'll be my turn then your turn.

Echo.

♪ Rain, rain, go away ♪ ♪ Come again some other day ♪ ♪ All the children want to play ♪ ♪ Rain, rain, go away ♪ Good.

Did you hear the pitches getting higher or lower?

Were you able to show the pitch changing with your arms?

Good.

Friends, let's do it one more time this time we're gonna do it together.

We'll sing the song and show the pitch moving higher or lower by moving our arms up and down.

Here we go.

Ready?

And.

♪ Rain, rain, go away ♪ ♪ Come again some other day ♪ ♪ All the children want to play ♪ ♪ Rain, rain, go away ♪ Good job.

Now friends, let's discover how we might write higher and lower sounds.

How did you do with learning Rain, Rain, Go Away.

Good.

Do you remember how we used our arms to show the pitch getting higher or lower?

Good.

Take a look at my [indistinct] friends.

I have these hearts here that we can think of as the beats to the music.

And I remember we said music has a beat, steady beat just like our body has a beat or a heartbeat.

Keeps going and going.

Friends, we read music the same way that we read words from left to right.

Let's say Rain, Rain, Go Away and with our finger and our eyes will follow along to the beat.

Let's go.

♪ Rain, rain, go away ♪ ♪ Come again some other day ♪ ♪ All the children want to play ♪ ♪ Rain, rain, go away ♪ Good.

Now friends did you hear that some of these beats had one long sound and some of them or one of them, the first part had two short-short sounds.

I'm gonna use these umbrellas friends to show how some of the beats have one long sound, as in rain, rain, go away.

That's the way the words go with the rhythm.

Rain, rain, go away.

Or long, long, short-short, long [clapping].

Good.

Now friends we've shown the beat, we also show the way the words go or the rhythm but what about the pitch?

How could we show that sounds are higher or lower.

Let's listen to the first part of Rain Rain Go Away using our arms.

Rain, rain, go away.

That first sound right there, rain.

Does it sound higher or lower?

That one's higher friends.

So why don't we take this umbrella and put it higher.

Good.

What about this second beat?

Rain, rain, higher or lower?

It's lower.

So we'll keep this one lower than this one.

Good.

What about this third beat here?

Rain, rain, go...

Rain, rain, go... That one's higher.

So we'll move this short-short sound up.

Now friends what about this last beat?

Does it sound higher or lower?

Rain, rain, go away.

You think this one sounds higher?

How would that sound?

Rain, rain, go away.

No, this one's lower.

So we'll keep it lower.

Now friends, we can think of these particular sounds as so and me.

So me, so-so me.

Can you put your hand up and do that with me?

Like this.

So me, so-so me.

Good friends.

Now there's something else that can help us to see high and low or what we're learning here as so and me.

Friends check out this line I've added.

Friends, when so is above the line me is below the line.

So me, so-so me.

Rain, rain, go away.

Good friends.

But you know what?

We could even add more lines.

Friends, look I've added two more lines.

You can see when I add lines, I create spaces.

I've created these spaces here friends and we could say that when, so is in a space, me is in the space below.

And when me is in a space, so is in the space above.

Friends, in music we have high and low sounds and we can use lines and spaces to show the pitch getting higher or lower.

So me, so-so me.

Good job friends.

Here's a little song I like to end with friends it's called," I'll See You Again."

♪ I'll see you again ♪ ♪ I'll see you again ♪ One of these days.

♪ One of these days ♪ ♪ I'll see you again.

♪ ♪ We're singing and dancing ♪ ♪ And having more fun ♪ ♪ I'll see you again ♪ ♪ I'll see you again ♪ One, two, ready, stop.

Thank you for making music with me today friends.

I'll see you next time.

Bye now.

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

[bouncy music] [upbeat music]