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

- Hi.

- Hi, friends.

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

- Let's take it from the beginning.

- [Speaker] Discover science, sing.

♪ Hello, friends ♪ - [Speaker] Play.

- Oh!

- And so much more.

- We're exploring with light.

- [Speaker] Stay tuned for lessons and activities.

- And the keyword is?

- Apple.

- Awesome!

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

[upbeat music] [upbeat music] - Hi, everybody, my name is Maria.

And this is...?

- Miller.

- Miller.

And this is Hopper, Hopper is very excited.

And Miller is, how old are you, Miller, now?

- 11.

- 11.

And our sweet Hopper is four-years-old.

So today we are going to read a book to you, and the name of the book is... - Perfect Partners.

- Perfect Partners, okay?

And on the cover, what do you see, Miller?

- [Miller] A cat that has a paintbrush, and it looks like the cat likes to paint.

- So it's a cat with a paintbrush, and he looks quite happy about painting.

And there's a whole bunch of stuff that you would use- - Art supplies.

- To paint.

Yes, art supplies, I forgot the word for a second.

And, yeah, so the author of the book is Mary Amato, and the illustrator is Rashin Kheiriyeh.

So I am so excited to read this book.

Cat love purring.

Purr.

- And?

- Parading.

- And?

- Pouncing.

- And?

- Posing.

- [Maria] Lots of Ps.

And, of course, another P, polishing off whatever was on her plate.

But most of all, cat loved...?

- Painting.

- That's another P. Painting is my...?

- Passion.

- [Maria] Passion, another P. Cat said to herself, she does love to paint, but sometimes it can be- - Lonely.

- Lonely.

Yes, Sometimes painting can be a one person activity unless you're in an art club, right?

Or you're painting with your friends or something like that.

So she sees this poster, one day cat saw an interesting poster.

- [Miller] Do you love to paint?

Meet other painters!

Bring your brushes and let's paint together.

Friday, The Art Club.

- What a nice invitation!

Inviting her to paint, and all she needs to bring is her paint brushes, right?

Okay, she couldn't wait to meet other cats just like her.

So she just assumed, she made an assumption, right, that it should be the other cats just like her there.

How perfect!

- Perfect!

- Cat purred.

But on Friday night she felt a pang of anxiety.

Why do you think she felt anxious, Miller?

- Because she was meeting new people that she's never met before.

- Yeah, and that's very normal, right?

- Mm-hmm.

- When do feel anxious sometimes?

- Usually sometimes like when I was going to kindergarten, I felt very anxious.

- Oh yeah, because it was a new school, you were meeting new friends, it's very normal to feel anxious when you're doing something new.

And these are the thoughts that are going through her head.

What if no one else comes?

- [Miller] What if the other cats don't like my painting?

- What if the other cats don't like me?

Sometimes we worry that people will not like us.

And usually they do.

"Pishposh," she said to herself, "you need partners in art.

Give it a try, cat!"

[Maria chuckles] I think sometimes we have to talk to ourselves, right?

- Off she pedaled to the club.

- Off she pedaled.

By the time she arrived, the place was packed.

Meow!

I guess that's her way of saying hello in cat language, and she can't see who is there.

"Ruff."

"Ruff."

"Ruff."

"Ruff."

Oh, something about your ruff made Hopper come right back.

Hopper, you wanna come sit with us?

Come on, come on.

Come on, you heard the ruffing?

Hopper heard the ruffing, he wanted to come back, he's back.

Oh!

- And then scared.

- [Maria] Oh, I guess she got nervous, right?

The ruffing sort of startled her.

And what happened?

- [Miller] She jumped, and she knocked over a lot of paint.

- [Maria] She knocked over a whole bunch of the paint.

And look at the expression on their faces.

Are they upset with her?

- They are angry because she knocked over all the paint, and all the things with that.

- [Maria] I don't think they're angry, I think they look surprised.

- Yeah.

- They seem sweet, they just seem a little surprised like, "Hey, what happened?"

Cat panicked and pedaled home.

- [Miller] Why even try?

- Why even try?

The next day, she tried purring and parading and pouncing and posing, but she felt more alone than ever before.

She began to pace.

Pace means you're walking up and down.

- "You need partners in art, cat."

She said to herself, "Perhaps you should try again."

- Oh, it's true.

I like the self-talk.

Sometimes we do need to just talk to ourselves, push ourselves to do new things.

All week cat painted, and painted, and painted, but she's painting alone, right?

- Hmm.

- By Friday she was prepared, she packed up her pictures and her paintbrushes, and off she pedaled.

Again, the place was packed, cat peeked in.

"Ruff."

[laughs] - Yeah.

- Oh, she's greeting them in their language, very cute.

And they go... - "Meow."

- "Meow."

"Meow."

- "Meow."

- Oh, that's so sweet.

- "Meow."

- They're speaking each other's language.

Now every Friday night, partners in paint, in art paint passionately together.

Squeak, oh, we have a new friend, that's a little mouse.

[laughs] And I'm sure the mouse will be very welcome.

The end.

What a lovely story!

So I'm in my kitchen because I needed to find a surface where we could paint.

And Miller is going to paint a cat.

So the thing about this is that we have different painting supplies at home.

We have these dot paints, we have watercolors, but there's so many interesting things that you can use at home to paint.

You can use food coloring, if an adult lets you mix it with water.

You can even paint with fruit, you could use the juice from a piece like a blueberry, or strawberry to paint, or you could use chalk or crayons, or something like that.

So there are many ways in which you can paint without paint, but today we're going to use paint.

So, Miller, we're going to get started.

I wanna make sure everyone can see your work.

We thought you could paint a cat.

How does that sound?

- Good.

- But you could paint the dog, you paint the little mouse that came in.

So what would you like to do, Miller, to start painting your cats?

- I'd like to use these.

- The watercolors, okay.

- Yes.

- So I'm gonna open.

So what are you thinking?

What are you thinking?

Do you think maybe...

I'm thinking about the face of the cat.

What shape could you use for that?

- A circle.

- A circle.

So you're gonna paint your circle.

Okay.

So Miller is painting his circle, and here we go.

And then... Oh, you know what?

There we... Oh, very nice.

Very nice.

Okay.

And what is that?

Oh my gosh, great job, Miller.

So I can see that he is making the shape of the cat.

Okay.

Excellent.

Okay.

And then, Miller, what other part of the body are you going to do next?

Now I am going to do the ear- - Yeah.

- The ear- - No, like fill in the ears.

- Fill in the ears.

- And the nose and- - Oh-oh!

- Like the circumference.

- Okay, so what colors are you going to use for that?

- Use the, like... - And let me show, everyone can see.

Okay, here you go.

So you're going to do the ears now.

Excellent!

- I'm gonna use the red.

- Oh, nice.

That's a great idea.

That's a great idea.

And excellent!

And then now you're going to do other parts of her face?

- I'm going to do the nose.

- The nose.

I love it.

- For the nose I'm gonna use.

- Oh, the dot.

A great idea.

And what about the eyes?

- We'll make it have... We'll do these.

- What color?

And so I love the way you are using these different types of paint.

- Black.

- Okay, and you can paint your animal in any way you want.

It's looking very cute.

I love your cat, Miller.

[laughs] And then what are those?

Are the little legs and then a tail.

It needs a nice long squiggly tail.

[laughs] Perfect.

And hold up your card.

- Perfect.

- Perfect.

And here [laughs] is Miller's little cat.

And, of course, any animal you paint, or anything you paint will be perfect.

- Perfect.

- Thank you for listening to our story, and thank you for watching us paint, and hopefully painting with us.

We will see you soon.

Have a great day!

Bye.

- Bye.

[upbeat music] - Hi friends, my name is Anna.

I was just thinking about how I love taking a drive in the car, and there's nothing better than just visiting faraway places with your friends or with your family, riding a bike, going on a hike.

If you could jump in a car right now and go anywhere, where would you go?

Oh, those are some pretty interesting places.

Well, my favorite modes of transportation is either to drive or to hike.

And that actually kind of works out perfectly because today the sound we're going to be focusing on is the long i sound, spelled I consonant E. So in school you may have heard of this with like magic 'e', that's what we're gonna be working on today, but specifically just with the long i sound.

Does that sound like fun?

Of course it does.

Okay, so before we get started with our spelling though, I want you to get those ears ready, okay, while I clear my board.

Cool!

Okay, so let's practice segmenting words.

I'm gonna tell you a word.

I want you to break it apart into its individual sounds.

So for example, if I said the word "hike", you would say, hike, huh-i-kuh.

Okay?

So you see how I broke "hike" into its individual sounds.

All right, you ready to try some?

How about the word "bike"?

So bike.

Good, buh-i-kuh.

How about the word "mike"?

Awesome!

Mm-i-kuh.

How about the word "bite"?

Buh-i-tuh.

Okay?

How about the word "like"?

Il-i-kuh.

All right, last one.

How about the word "nine"?

Excellent!

Hnn-i-hnn for nine.

Okay, now let's see how this magic 'e' really works.

What happens is, I'm gonna write a word.

Now how would we read this word?

Well, let's kind of blend through it together.

Puh-ah.

Now what sound is this "i" gonna make here?

That's right, it's not gonna say "i".

Hmm.

That's actually a short vowel sound.

It's gonna say "ih", right?

So puh-ih-hnn.

All right, so what's the word?

Pin.

Now watch what happens when I add magic 'e' to the end.

Here "e" is actually coming here and telling "i" to say it's long sound, or to say it's name.

So no longer do we say pin, now we're gonna go, puh-i-hnn.

Puh-ine.

Pine.

All right, how about this word?

Let's start first by blending what we see here.

Huh-id.

Huh-id.

Say it.

Hid.

Now when I add that magic 'e', remember that "e" is telling "i" to say its name.

Sometimes in school you might mark it as vowel consonant E. So what's it now saying?

So instead of saying hid, it's now huh-ide.

Huh-ide, put it together.

Hide.

Awesome!

How about this one?

Can you read that word for me?

Beautiful, the word is rid.

Rid.

Now I'm gonna place my magic 'e' there.

What is this word going to turn into?

Good!

Rid turned into ride.

All right, do you think we can try one more?

Let me get a little more space on my board here.

All right, here we go.

Read the word.

That's right.

Kuh-it.

Kit.

Now what will this word turn into?

That's right, kit turn into boo-boo-boob.

Kite.

Because E is telling I to make its long sound and say I.

All right.

Would you like to try some continuous blending to read some more words with that long I sound spelled with I consonant E?

Of course, you wanna practice?

Okay, gimme a minute to clear my board again.

Tah!

Okay, so let's read through these words using our continuous blending.

So starting with the first sound, going all the way through, and then reading it really fast, okay?

I'm gonna help you with the first two lines, after that I think you're ready to do this on your own.

Okay?

Buh-ike.

Bike.

Remember we're focusing on E telling I to make its long sound, okay?

Muh-ike.

Mike.

El-ike.

Like.

Hun-ine.

Nine.

Okay, you do this one without me.

Ready?

What's the word?

Side.

How about the next one?

Ride.

Two more.

Dine.

Okay, last one.

Notice there's a die graph there.

White.

Awesome job!

- [Speaker] Let's review.

Think of our sound for today, and let's see how you do with these questions.

What sound does "i" make in this word?

If you said "ih" because the word is pin, you are correct.

What sound does "i" make in this word?

If you said I, you are correct, the word is pine.

- It's time for the lightning round.

When a word appears on the screen, read it as fast as you can.

If you need to blend the sounds first, do so.

Ready?

Let's go.

So how did you do?

Did you say...?

- [Speaker] Bit, bite, rid, ride, fin, and fine.

If you got all six correct, give yourself a high-five.

- Remember I consonant magic 'e' helps the vowel or in this case "i" say it's name or it's long sound, which is what, friends?

That's right, I.

Friends, you did such a wonderful job working with the I Consonant E spelling pattern for long "i".

See if you can find more of these words in books that you're reading with your friends, and with your family.

Well, until next time, bye.

[upbeat music] - Hey y'all, I'm Jewel, and I'd love to dance.

[upbeat music] [upbeat music] [upbeat music] [upbeat music] - Hello friends, I'm Shawn Bible, a dance professor at Manhattanville College, and these are my students.

- Hi, I'm Paige.

- Hi, I'm Jessy.

- Hi, I'm Danielle.

- Hi, I'm Lexi.

- Hi everyone, welcome.

Have you been in a dance studio before?

Did you notice what shape our dance studio is?

- [Speaker] Here's a drawing that shows what the dance studio looks like from above.

- That's right, it's a big rectangle because it has four long sides and four square corners.

Did you also notice the mirrors on the walls that the dancers use to look at themselves?

[upbeat music] How about the bars on the ground that the dancers use to hold onto?

A dance studio is a space where dancers come to take class and learn how to move their bodies through space.

- Like outer space?

- Well, not exactly.

There are two kinds of space: Personal space and public space.

Personal space is a space that's very close to you, it's very close to your body.

And if you extend your arms out as far as you can, that's your personal space without moving your feet at all, keeping them grounded.

At school you might talk about your personal space as your bubble space, or staying in your bubble.

- Can you see it?

- No, but you can feel it.

Everyone stand up.

Friends at home, stand up.

Plant your feet on the ground, and don't move, stay there.

And now move your arms and your torso and your head as much as you can in that space without moving your feet.

Maybe it's like a tube, you have to move up and down, and you can't get out, only at the top and at the bottom.

Or you're in a big bubble that you can't get out of, only on the inside, pressing all the walls.

[upbeat music] Great job everyone!

A good time to use your personal space is when you're meeting new people.

[upbeat music] It's always a good idea to have some personal space between the two of you, so that everybody feels comfortable.

[upbeat music] Great job using your personal space, everyone.

In dance, the space beyond your personal space or bubble space is called your public space or your shared space.

[upbeat music] Public space is the space all around your body.

Everywhere you go, wherever you're moving, all the space in the room.

[upbeat music] The dancers are moving in their public space in the dance studio right now.

[upbeat music] Friends at home, join us.

Move around in the public space that you have in the room that you're in.

So let your body move.

Reach beyond, you can move your feet.

Reach towards the walls, reach towards the floor, reach towards the ceiling, reach towards the sky.

[upbeat music] Great job everyone!

Let's play a game.

How about every time I say "personal space", you start moving in your personal space, wherever you are.

And then when I say "shared space", you move in your shared space.

So we'll go from small movements of personal space to big movements of public space.

Are you ready?

[playful music] Here we go.

Personal space.

[playful music] Shared space.

[playful music] Personal space.

[playful music] Shared space.

[playful music] Personal space.

[playful music] Shared space.

[playful music] Great job, everyone!

Fantastic!

One time I was in public space or a shared space, and I noticed everyone moving in different directions.

Those directions are called pathways.

We have three types of pathways.

The first pathway is a straight pathway, the second pathway is a curved pathway, and the third pathway is a zigzag pathway.

This is what a straight pathway looks like from above the dance studio.

Danielle, can you show us moving in a straight pathway?

[upbeat music] Danielle is walking on a tightrope from one point to the other in a perfectly straight line.

Friends at home, can you draw a straight pathway with me with your finger?

Here we go.

Great job!

Some other examples are walking down the stairs, and walking down the aisle.

Friends at home, can you stand up and move from one point to the other in the room that you're in in a straight pathway?

Go.

[playful music] Great job, everyone!

The second type of pathway is a curved pathway, and a curved pathway is an arc, or like walking in a circle.

This is what a curved pathway looks like from above the dance studio.

Jess, can you show us what it's like to move in a circular pathway?

[upbeat music] Great job, Jess!

Really nice walking and moving in a circular pathway.

Friends at home, can you make a circular pathway with me using your fingers?

Here we go.

Wow!

Great job, everyone!

Have you moved in a circular pathway today?

Some other examples of moving in a circular pathway might be... Hmm, can you think of any?

How about walking around a [indistinct] [upbeat music] Or being on a roller coaster?

Or jogging around a track outside?

Those are all great examples of a circular pathway.

Do you wanna move in a circular pathway?

Let's all stand up and walk in a circular pathway around the space that we're in.

Let's make a circle.

[playful music] Great job, everyone!

Fantastic work.

The third type of pathway is a zigzag pathway.

And that pathway connects multiple points together using straight lines.

So it's like a straight pathway connecting multiple points rather than just two.

A straight pathway connects one point to another point, a zigzag pathway connects more points.

- [Speaker] This is what a zigzag pathway looks like from above the dance studio.

- Paige, can you show us what a zigzag pathway looks like?

[playful music] Great job!

Friends at home, can you draw a zigzag pathway with me with your finger?

Great job!

We're connecting multiple points with straight lines.

The three types of pathways that we moved in today are straight lines, curved pathways, and zigzag pathways.

So we talked about a lot of space today.

We talked about our personal space, moving close within our body.

We talked about public space, moving big into this public space, expansive, moving our feet all around the rooms.

And then we talked about the pathways that we move in: A straight pathway, a curved pathway, and a zigzag pathway.

Thank you, everybody.

It's been so great dancing with you.

Thank you so much for joining us in our dance studio.

Bye-bye.

[upbeat music] - Hi friends!

My name is Cassandra, and these are my helpers.

- Noel.

- And Emerie.

- And we're here today to bring some science into the kitchen.

Today we are going to be learning how we can take some simple ingredients, and transform them into something else, something really delicious that we can eat.

So today we are going to be working with some flour.

Right, here's our flour.

Here's what it looks like.

It's a powder.

Here's the word "flour".

So we're gonna start by using the flour.

And this right here is called yeast.

The yeast will help our bread to rise.

So this is some yeast.

Our yeast needed to be activated depending on what kind of yeast you're using, it might just look like a powder, like our flour.

We'll also be using some sugar, a little bit of sugar, and that's like food for the yeast.

We'll have some salt, and a little bit of warm water.

So Noel and Emerie are going to be helping me to put these ingredients together.

We're gonna mix them up, we'll show you how to knead the ingredients to turn it into some dough, and then we're going to let the dough rise.

And then later we're going to bake the dough and turn it into bread that we can eat.

Are you ready, Noel and Emerie?

- Yeah.

- Yes.

- Are you ready, friends at home?

Let's give it a try.

So we're gonna start with our flour.

Now, Emerie, could you take this bowl of yeast and put it in the flour?

[upbeat music] Good.

Let's use a spoon and get all of it out of there.

Okay.

Now, Noel, could you put the sugar in for us?

Great.

Emerie, how about adding some salt?

[upbeat music] Good job!

And, Noel, how about if you take this water and pour it into our ingredients for us?

[upbeat music] Thank you, Noel.

All right, so let's just take a look at what this looks like right now.

We've got some powdery flour, our yeast is looking pretty bubbly, we've got some water in there.

Now we are going to see how these ingredients transform as Noel and Emerie mix them up, and then knead it.

Okay, so here we go, we've got two spoons.

Can you two mix this up for us?

[upbeat music] Good, you're doing great.

Could I see one of those spoons for a minute?

Thank you.

All right.

So look, friends at home, we're mixing up these ingredients, and we're going to turn it into dough.

We're going to see how the consistency changes.

Look at that!

Look at how it's changing.

Noel and Emerie, look at this.

Do you see how it's changing?

- Yeah.

- Yeah.

- Looks different now.

All right, so let's show our friends at home how to knead their dough.

All right, let's move our spoons over to the side.

We're going to put this on our counter, and we're going to knead it.

You might have to add a little bit of flour to your counter, depending on how sticky your dough is.

Ours looks pretty good, so I'll put it right there.

And, okay, Noel and Emerie, and friends, let's just look at how we knead this.

I'll just move these out of the way.

Okay, so can you watch?

So you're going to use the heels of your hands to press into the dough and fold it over.

And you just keep doing this.

You'll notice that the consistency of the dough will change.

It will seem more elastic, and it won't look dry like this.

Okay?

So we're going to knead it and turn it into our dough for our bread.

Can you try this, Noel?

Try to knead the dough.

Press it, your heels of your hands in.

Yeah, and then fold it over.

[upbeat music] Okay, keep going.

Press your heels in.

Good!

And fold the bread over, now fold it over this way, and press in some more.

Good!

Good job, Noel!

Emerie, do you wanna try it?

- Yeah.

- Good, go ahead.

Knead the bread.

[upbeat music] Good job!

[upbeat music] Good job!

All right.

Can I see it?

You're doing great.

All right, friends at home, so let's take a look at this bread.

This is the dough, the dough for our bread.

Look at how it's changed.

Look at it.

It doesn't look the same anymore at all.

Look at our bread dough.

How did you like kneading it, Noel and Emerie?

- I liked it.

- Doesn't it feel kinda neat?

- Yeah.

- It feels neat, right?

- Yes.

- It feels a little sticky.

[upbeat music] Feels pretty nice.

All right, it's looking pretty good.

All right, so the next step is going to be that we have to let our dough rise.

We are going to put our dough into a bowl, we're gonna put it back into our bowl, we are going to cover it up with a wet cloth.

And then we'll put this bowl over on our oven, so that it's nice and warm, and we'll see if our dough has risen up.

All right, friends, we'll see you again in a little bit.

Our dough has been rising for about 20 minutes, so we're going to check on it now.

Are you ready, Noel and Emerie?

- Yeah.

- Yes.

- You ready to see what it looks like?

Okay, so I'm gonna uncover it.

Oh, wow!

Friends at home, look at it.

Look, how much it's transformed!

So how does it look different, Noel and Emerie?

- It like rised, it's turned bigger.

- It got much bigger.

- They are foamed.

- More formed?

- Yeah.

- Like it's more formed like the shape of the bowl now?

- Yeah.

- Okay.

And do you notice there's lots of little holes in there?

- Yeah.

- Yeah, from the yeast.

Wow!

So friends at home, Noel and Emerie are going to poke it one time, and let's see what happens when you poke the bread one time, the dough?

Can you go ahead?

Poke it.

What happens when you poke your finger into the dough?

- It's like, it feels cool.

- Okay, it feels cool.

- Yeah.

- What do you think, Noel?

- Like the dough like goes back down to like its original form.

- Okay.

So when you poke your finger in it, the indentation stays there.

Can you see that, friends at home?

All right, so now that's our dough.

We're going to transform this again into something yummy that we can eat.

So Noel and Emerie, what is this yummy thing that we're going to be making?

- Bread.

- Yeah.

- That's right.

We're going to transform this now into bread.

So we are going to take this dough.

Oh, wow, it feels so neat.

It's so fun to touch this dough.

We're gonna take the dough out of the bowl, and we're going to put it on our cookie sheet.

And we are going to let this rise a little bit more, and then we'll check on it again, and it will be ready to go into the oven, and we'll turn it into bread.

Our dough is done rising.

Take a look at it, friends at home, see how it transformed.

All right, Noel and Emerie, are you ready?

- Yes.

- Yeah.

- We're going to take our dough and put it in the oven, and turn it into bread, and we'll be able to eat it.

Are you ready?

- Yeah.

- Okay.

So step over here, Noel.

We're gonna take our bread, we're going to put it in the oven, it's going to bake for about 20 minutes.

Can you see it in there, friends at home?

We're gonna check on it in about 20 minutes, and hopefully we'll have some bread to eat.

The timer just went off, I think our bread is ready.

Are you ready to see it?

- Yeah.

- Yes.

- Okay, let's get it out of the oven.

[upbeat music] All right, let me just put the towel down.

All right, here we go.

Look, friends, we made bread.

Okay, let me cut off a piece for Noel and Emerie, now to tell us how we did, okay?

- Okay.

- It is hot though, okay?

So just be careful.

Ooh!

It's so hard to cut.

Did we get it?

[playful music] Okay, here we go.

And let's cut a piece here for each of you.

All right, so here we go.

Here's a piece for you, Noel; and a piece for you, Emerie.

Try it.

Show our friends at home.

How did we do?

- Wow, this is actually so good.

- Is it good?

- Yum.

- It's good?

I'm so proud of you for making bread.

Great job!

Thank you for joining us, friends at home.

- Bye.

- Bye.

- Bye.

[upbeat music] - Hello, artists, my name is Katherine.

- My name is Belinda.

- Today we're going to be making a special kind of artwork called a self-portrait.

- Katherine, what is a self-portrait?

- A self-portrait is an artwork that an artist makes about themselves.

- That sounds fun, I want to make one too.

- Okay, let's get started, but first, let's look over our materials.

Today we're going to be using oil pastels, or a crayon or pencil to draw our portrait, watercolor paint, a paintbrush, water, watercolor paper, and a mirror.

You can look in a mirror before you start drawing your self-portrait, or you can keep one nearby, so you can look as you work.

To get started, I'm gonna choose a brown and blue oil pastel to draw the lines and shapes, then I'll add color later.

First, I'm going to draw the biggest shape, the shape of my head.

I'm going to feel the shape with my hands, I feel an oval.

What shape do you feel?

Is your oval longer, shorter, or a little bit lighter?

I notice that the top of my head by my forehead is wider.

Now let's go to the chin.

That's a lot smaller.

I'm gonna keep this in mind as I draw my self-portrait.

I'm gonna begin my drawing with very light lines, that way I can make changes as I go along.

Also going to make my oval nice and big, that way I can fit in all the facial features.

I'm gonna make it a little bit darker.

[playful music] Next, I'm going to add the two lines for the neck.

Next, we're going to draw the different parts of our face.

Let's begin with the eyes.

Let's gently feel the shape of our eyes.

Go all the way around.

This also feels like an oval except it's smaller, and I noticed that it's pointier on both ends.

I'm gonna leave some space for my forehead and draw the eyes.

My eyes are of curved oval.

One.

And then I'll draw a second.

Nice and slowly, so I can draw everything that I felt.

Okay, our eyes have a small circle shape inside of them, that's the iris.

I'll draw the iris next.

Above our eyes, our eyebrows, let's take a feel.

Gently feel the shape of your eyebrows.

I feel an oval, it's longer, little thinner, and this time it's going down.

[playful music] It's time to draw our nose.

Our nose is right in the middle of our face, in between our eyes.

Pick up your fingers once again, and let's feel our nose together.

Notice that the top of my nose is thinner, and as I walk my fingers down, it gets wider.

It's like a triangle shape.

Hmm.

Except the corners on the bottom are little curves.

[upbeat music] - Katherine, I drew my nose, but I think I wanna make it a little bigger.

What do you do when you wanna change something?

- That's a great question, Belinda.

This happens to artists all the time.

You can try drawing right over it.

- Like this?

[upbeat music] - Great problem-solving, Belinda.

- Thanks.

- Now I'm going to add my mouth to my self-portrait.

Let's take a feel.

Gently trace the shape of your mouth.

It's also a pointy oval pointing downward.

But what if I open my mouth like this?

Hmm, it changes.

I think I'm gonna take a look at the shape of my mouth with my mirror.

[upbeat music] What feeling does that show?

I looked surprised.

Hmm.

We can show different feelings when we have our mouth closed.

Let's try it out.

What if I do this with my face?

What feeling am I showing?

I think I'm gonna draw my mouth surprised.

Belinda, what kind of feeling are you gonna show in your self-portrait?

- I'm gonna draw a curved line to show a happy feeling.

- Okay, that sounds great.

I'm going to continue drawing slowly.

[upbeat music] Next, I'm going to add the shapes on the outside of my face.

Let's begin with the ears.

The shape of my ear feels curved.

[upbeat music] Hmm.

What else is on the outside of our head?

Hair.

I'm going to draw a bumpy shape to draw my hair.

Bump, bump, bump, bump, bump, bump, bump.

[playful music] First I'm gonna make some dark lines, and then I'm gonna add some lighter lines in between.

[playful music] [playful music] - I am gonna draw some curly lines to make my hair.

[playful music] - You can use all different kinds of lines and shapes to draw your hair.

I wonder how you'll draw it.

What details can we add to show more about who we are?

Hmm.

I think I'm gonna try the eyelashes.

I also noticed that when I open my mouth wide, I could see the bottom of my teeth.

I'm gonna add that detail as well.

What details will you add to your self-portrait?

Okay, I think we're done, Belinda.

What do you think of mine?

- It looks great.

I noticed the details you've added: the teeth, and the eyelashes.

- Thank you, Belinda.

I tried to go slowly and draw every shape that I felt.

What details did you add to yours?

- [Belinda] I added earrings.

- I noticed that you used curly lines to show your hair.

- Yes, I did.

I wonder how we can add color to our portraits?

- That's a good idea.

We can use watercolor to finish our self-portraits.

You can do this too if you have watercolors.

You could also use any other material to add color.

To get started, we need to wake up our watercolor paint.

I'm gonna dip my paintbrush in the water, and go back and forth, and I'm gonna bring my brush to my paint.

I'm going to add the water until the paint looks a little bit shiny.

That's when I know it's ready.

[playful music] [playful music] I notice that when I put the watercolor paint on top of the oil pastel line, they push away the paint, they resist the watercolor.

[playful music] Okay, now I think I'm gonna add a little bit of color to my hair.

[playful music] [playful music] I can even paint the area around my face.

That's the background.

I am done with my self-portrait.

Belinda, did you complete yours?

- I did.

Wow, look how the color changed in your self-portrait.

- [Katherine] I chose blue for my background.

What color did you choose, Belinda?

- [Belinda] I chose green because it's my favorite color.

- I didn't know green was your favorite color.

I learned something new about you from your self-portrait.

[playful music] It's fun to share who we are in our self-portraits.

How about you?

What lines and shapes will you use to draw your self-portraits?

What special details will you add?

When you're done, you can share your self-portrait with someone and tell them about the choices you made.

Have fun, artists!

- Have fun, artists!

[upbeat music] - Hello!

Hola, my name is Brenda.

Mi nombre es Brenda.

Today we're gonna be learning about each other, something about me, as that I speak English and Spanish.

Now there are many things that we can learn about one another.

Like what our favorite color is, how we are feeling, where we are from, things like that.

So I just shared that I speak two languages, dos idiomas: English and Spanish.

Let's learn five words, cinco palabras, in Spanish.

They are: Familia, libro, azul, feliz, and lapiz.

What about you?

Do you speak another language?

What about your familia, family?

Here, say it with me: Familia.

Familia.

Did I speak another language?

My mom taught me how to speak Spanish when I was little.

My teachers at school, they taught me how to speak English.

[playful music] It is really amazing and fun to speak another language.

What else can describe you?

What about how we feel sometimes?

For example, I feel excited, emocionada, when I read a book, but maybe you get excited when you go outside and play.

We all feel different things.

Some other feelings you can feel are: Happy, feliz; angry, enojado; sad, triste.

What makes you feel angry, enojado?

Sometimes I get angry or enojado when I lose to a game of tic-tac-toe, but then I realize that I am playing with a friend, and that I don't need to win in order to have fun.

What about sad, triste?

What makes you sad?

Something that makes me sad is not being able to see my cats.

I have three cats, tres gatos, and I have some pictures that help me remember them, so I get less sad when I see those pictures.

How about happy, feliz?

Say it with me, fe-liz.

What makes you happy?

I get happy when I listen to my favorite song.

Sometimes I even do a little dance because I'm happy, I'm listening to my favorite song.

There are many things that we can feel, and our emotions and so many other things makes us unique, unico.

Now what does unique mean?

Unique means that you are one of a kind, and that there is no one like you.

What are some ways in which you are unique?

What about the language that we speak?

Or what we can do, what we can't do?

Our favorite color, what our favorite food is, things like that.

Can you think of anything else that makes you unique?

What about where your family is from?

Familia.

My familia is from Mehico, or Mexico.

I was born in California.

What about the things that we can do?

I can do this with my thumb.

It's kind of gross.

Okay.

I want us to do an activity together.

I want you to get five things, cinco cosas, from around your home that describe you.

That means things that tell me something about you, like your favorite color, your favorite food, your favorite activity, your favorite toy, things like that.

I'm gonna go ahead and choose five things, cinco cosas, from around my home, from mi casa.

Okay?

You do the same.

[upbeat music] [upbeat music] All right, I got my five items, mi cinco cosas.

First here I have a book, un libro.

And what this says about me is that I really like to read.

Book in Spanish, again, it's libro.

Say it with me, libro.

Libro.

My next thing is the scrunchy, and it's blue.

Blue is my favorite color.

Blue in Spanish is azul.

Azul.

Azul.

My next thing is this little fidget toy.

It's really squishy, and it's also yellow, amarillo.

And I really like to use this one, I'm a little nervous sometimes.

[upbeat music] My next two items kind of go together, and they are this notebook, libreta; and this pencil, lapiz.

And they go together because I really like to write, and I like to draw in here.

[upbeat music] So libreta, and this is a lapiz.

Say it with me, lapiz.

Lapiz, pencil.

So those are my five items that say something about me.

These items, they are really special to me.

What about yours?

Are they special to you?

Why?

Por que?

Mine are special to me because they make me feel happy, feliz.

We all have different things that make us feel happy, but they might not be the same things, and that is okay.

Sometimes we might even like the same things, and that is also okay.

I have friends and family, they sometimes like the same things as I do, and that is always okay.

I hope you learned a little bit about me, and I also hope that you play this activity with a friend, un amigo; or your family, familia, to learn more about them.

It is really interesting to learn about other people and what makes them unique.

You will learn that everyone around you is unique, unico.

There is no one like you, you are one of a kind.

Let's review the five words, cinco palabras, that we learned in Spanish today.

We learned familia.

Familia, and here I have a little drawing of my familia.

There's me, my mom, and my three cats.

Familia.

Next I have libro.

Libro.

I also have here, next is lapiz.

Lapiz.

Azul.

Azul.

And feliz.

Can you show me with your face what feliz means?

Feliz.

Thanks, gracias, for learning with me.

Adios, bye.

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

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