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Transcript: Poetic Tunes | Primary Lesson | TVOkids
(gentle music plays)
TVOkids Power Hour of Learning. Teacher Edition, appears over an animated blue sky with fluffy clouds.
A female narrator says,WELCOME TO TVOKIDS
POWER HOUR OF LEARNING.
TODAY’S PRIMARY LESSON IS POETIC TUNES.
Teacher Robert sits with his back to a black upright piano. He wears a black teeshirt and glasses with dark blue frames. Robert has short brown hair combed away from his face. He appears to be in his thirties. A guitar case leans against a wall behind him, next to a grey sofa. A pair of closed doors have shades pulled over their windows.
Robert says,
HELLO, BOYS AND GIRLS,
AND WELCOME TO
ANOTHER EXCITING EPISODE
OF TVOKIDS POWER HOUR
OF LEARNING.
MY NAME IS ROBERT,
A caption beneath Robert reads “Primary 1–3. Teacher Robert”.
I AM SO HAPPY TO BE BACK HERE
AGAIN WITH YOU TODAY.
UH, I'M VERY EXCITED
BECAUSE TODAY'S LESSON IS GOING
TO BE ABOUT TWO OF MY PASSIONS.
AND UH, MY FIRST PASSION,
OF COURSE, IS MUSIC.
UH, MUSIC IS SOMETHING
THAT IS IN MY LIFE
AND IS EVERYWHERE IN MY LIFE,
I SHOULD SAY.
I LOVE TO WRITE MUSIC,
I LOVE TO, UH, COMPOSE MUSIC,
MAKE MUSIC.
AND I LOVE TO LISTEN TO MUSIC,
AS I'M SURE YOU BOYS AND GIRLS
LOVE TO LISTEN TO MUSIC AS WELL.
UM, I LOVE
TO PLAY INSTRUMENTS.
AS I SAID, MUSIC
IS EVERYWHERE IN MY LIFE.
AND I WANTED
TO ALSO TODAY TALK TO YOU
ABOUT ANOTHER PASSION OF MINE,
AND THAT'S POETRY.
AND I'M GOING TO TALK TO YOU
A LITTLE BIT ABOUT HOW POETRY
AND HOW MUSIC GO HAND IN HAND
TOGETHER SOMETIMES.
SO, HOW THEY
TIE IN TOGETHER.
AND SO, TODAY WE'RE GONNA TALK
A LITTLE BIT ABOUT POEMS
AND UH, HOW A POET
WRITES A POEM.
AND UH, SOME OF THE THINGS
THAT THEY USE
TO PUT IN THEIR POETRY.
AND UH, WE'RE GONNA HAVE
A LOT OF FUN DOING IT.
SO, WE'RE GONNA TALK ABOUT ALL
KINDS OF DIFFERENT POEMS TODAY.
AND UH,
THE STYLE OF WRITING,
THE DIFFERENT TYPES
THAT ARE OUT THERE,
AND HOW SOME OF THEM
ARE VERY STRUCTURED
AND HOW SOME OF THEM
ARE NON-STRUCTURED,
MEANING HOW SOME OF THEM
FOLLOW RULES
AND HOW SOME OF THEM
JUST KINDA DO THEIR OWN THING.
UH, AND POETRY IS LOTS OF FUN.
SO, UM, POEMS.
NOW, HOW DOES ONE WRITE A POEM?
YOU MIGHT BE THINKING, UH,
THERE'S A LOT OF DIFFERENT
WRITING THAT MAYBE YOU DO.
MAYBE YOU WRITE
ON YOUR OWN.
UH, MAYBE YOU WRITE
FOR SCHOOL.
BUT UH, HOW DO WE GET STARTED
IN WRITING A POEM?
WELL, BOYS AND GIRLS,
UM, HAVE YOU EVER EXPERIENCED
SOMETHING REALLY GREAT?
REALLY SOMETHING FANTASTIC.
MAYBE SOMETHING...
THAT'S, UH--
I KNOW-- MAYBE SOMETHING
THAT REALLY TASTES REALLY GOOD,
LIKE YOU HAD A VERY GOOD COOKIE
ONE DAY, OR CAKE.
AND UH, YOU WANT TO BE ABLE
TO TALK ABOUT IT
OR CAPTURE IT IN WORDS.
WELL, THAT'S WHAT A POEM IS--
WANTING TO CAPTURE FANTASTIC
THINGS LIKE THAT IN WORDS.
UM, ON THE FLIP SIDE OF THAT,
MAYBE YOU'RE HAVING
ONE OF THOSE DAYS
THAT JUST ISN'T
GOING YOUR WAY.
AND UH, YOU WANTED
TO MAYBE CAPTURE THAT DAY
TO MAKE YOURSELF FEEL BETTER
BY USING WORDS.
WELL, THAT'S WHAT POETRY
IS ALL ABOUT.
WE USE POEMS TO CAPTURE
THOSE MOMENTS IN TIME
WHERE, UH--
AND EXPRESS THOSE MOMENTS
IN TIME WITH WORDS
AND UH, WE USE ALL KINDS
OF DIFFERENT ELEMENTS
AND DIFFERENT, UH, TRICKS
AND DIFFERENT TOOLS,
UH, TO UH, PORTRAY THE POEM.
AND, UH, WE TAKE A LOT OF PRIDE
IN HOW WE WRITE IT,
SO THAT IT'S CAPTURING
THAT MOMENT
IN THE BEST WAY POSSIBLE.
UH, NOW,
I TALKED A LITTLE BIT ABOUT
HOW SOME POEMS ARE STRUCTURED
AND SOME ARE NOT SO STRUCTURED.
AND SOME FOLLOW RULES AND SOME
DON'T FOLLOW SO MANY RULES.
AND UM,
IT REALLY DOESN'T MATTER
WHAT TYPE OF POEM
THAT YOU ARE WRITING.
WHAT REALLY MATTERS IS THAT
IT REALLY IS MEANINGFUL TO YOU.
AND WHEN THE READER
PICKS IT UP,
THEY ARE KIND OF GOING,
"AH, I UNDERSTAND."
OR WHEN THEY'RE
LISTENING IN ON, UH,
ON WHAT YOU'RE FEELING
THROUGH THE POEM.
SO, WHEN WE TALK ABOUT POETRY,
POEMS ARE REALLY, UH,
A STYLE OF WRITING
THAT HAS A LOT OF FEELING
INVOLVED.
IT'S A STYLE OF WRITING
THAT CAPTURES A MOMENT IN TIME
AND IT'S A STYLE OF WRITING
THAT, UH, IS ALSO A STYLE OF ART.
AND WE'LL GET TO SEE
SOME OF THAT ART LATER ON
'CAUSE SOME OF IT IS VERY ARTISTIC.
AND WE'RE GOING TO SEE HOW IT
BLENDS INTO SOME VISUAL ART,
ART WE CAN SEE,
AND OF COURSE, HOW IT BLENDS
INTO SOME MUSICAL ART--
ART THAT WE CAN
PUT TOGETHER TO MUSIC
AND UH,
HAVE IT SOUND REALLY GREAT.
UM, SO, AS I WAS SAYING BEFORE,
BOYS AND GIRLS,
POEMS ARE AN EXPRESSION
OF FEELINGS.
AND UH, FEELINGS AND MUSIC
GO HAND IN HAND AS WELL.
UM, WE LISTEN TO SOME SONGS
AND UH,
WE CAN TELL IF A SONG IS A
HAPPY SONG OR AN EXCITING SONG,
OR WE CAN TELL IS A SONG
IS MAYBE ONE OF THOSE SONGS
THAT IS A LITTLE BIT SAD.
UH, AND MAYBE, UH,
MAYBE IT GETS US TO THINK
A LITTLE BIT.
AND SO, OFTEN TIMES WHEN WE
LISTEN TO THE WORDS OF A SONG,
SO THE LYRICS,
THOSE ARE THE--
THOSE ARE THE PIECES OF POETRY
INSIDE THE MUSIC.
AND SO, I THOUGHT TODAY,
BOYS AND GIRLS,
THAT WE WOULD DO
SOMETHING LIKE THAT.
WE WILL TAKE A PIECE OF POETRY
AND TURN IT INTO MUSIC.
NOT ONLY THAT,
WE'RE ACTUALLY GONNA WRITE
OUR OWN POEM. OKAY?
SO, UM, WE CAN FIND POEMS
IN ALL KINDS OF GREAT PLACES.
WE FIND THEM IN BOOKS,
OF COURSE,
UM, BUT ONE OF THE BEST PLACES,
AS I JUST SAID BEFORE,
IS IN OUR SONGS.
AND I'M SUPER EXCITED
TO SIT DOWN WITH YOU
AND MAYBE WRITE UP,
MAYBE A FUNNY SONG OR MAYBE
SOMETHING THAT'S, UH,
YOU KNOW,
THAT'S SORT OF JUST KIND OF
LIKE A MINI SONG,
SOMETHING FUN TO DO,
THAT WE CAN TURN INTO A,
UH, FROM A POEM INTO A SONG
AND SEE HOW WELL
WE DO WITH THAT.
AND WE CAN HAVE
SOME FUN WITH IT.
WE DON'T HAVE TO BE
SUPER SERIOUS,
BECAUSE NOT ALL POEMS
ARE SERIOUS.
THEY'RE SOMETHING, UH,
THEY'RE SOMETHING THAT
WE CAN TAKE LIGHTLY AS WELL.
OKAY. WHAT IS A POEM?
WHAT IS IT?
WELL, A POEM,
AS I MENTIONED BEFORE,
IS A WAY OF WRITING,
AN ARTISTIC WAY OF WRITING.
UH, IT'S AN ART FORM.
OKAY?
SOME POEMS DO HAVE STRUCTURE,
OKAY?
THAT MEANS THEY FOLLOW
A SET OF RULES.
OKAY?
UH, AND THOSE SET OF RULES
ARE LAID OUT TO ACHIEVE
A STYLE OF POETRY.
SO, SOME--
THERE ARE SOME STYLES OF POEMS
THAT REQUIRE
A CERTAIN AMOUNT OF WORDS,
AND THERE ARE OTHER
STYLES OF POEMS
THAT DON'T REQUIRE
ANY RULES AT ALL.
AND SOME THAT JUST REQUIRE
A FEW RULES.
AND SO WE'RE GOING
TO TAKE A LOOK
AT A HANDFUL OF DIFFERENT POEMS
IN A LITTLE WHILE,
BUT I WANTED TO TALK ABOUT
SORT OF THE ELEMENTS
OF WHAT MAKES A POEM.
SO, STRUCTURED
OR NON-STRUCTURED,
MANY POEMS HAVE
THESE ELEMENTS IN THEM.
THE FIRST ELEMENT
IS CALLED A STANZA.
UH, A STANZA
IS JUST A FANCY WORD
FOR A GROUP OF LINES
IN A POEM.
IT'S JUST BASICALLY
THE LINES IN A POEM.
SO, THAT'S A STANZA. OKAY?
THE NEXT ONE I WANTED
TO TALK TO YOU ABOUT--
AND YOU PROBABLY KNOW
ABOUT THIS ONE ALREADY--
IS RHYME.
RHYME IS WHEN TWO OR MORE WORDS
SHARE THE SAME ENDING
OR SOUND SIMILAR, OKAY?
THEY SOUND LIKE THE SAME.
UM, AND UH,
IN POEMS, THERE'S OFTEN
A LOT OF RHYMES, OKAY?
THEY CAN BE FOUND
AT THE END OF LINES,
UH, TO HELP THE POEM SORT OF
RHYME ALONG AS IT GOES ALONG.
OKAY?
BOYS AND GIRLS, CAN YOU THINK
OF ANY RHYMING WORDS?
Robert leans forward.
Robert continues, I'M SURE YOU CAN
THINK OF SOME IF IT, UH,
IF YOU REALLY PUT
SOME THOUGHT INTO IT.
RHYMING CAN BE FUN
SOMETIMES.
UH, BUT IT ALSO CAN BE
HARD TO DO.
WHAT ABOUT, HMM...
"RICE" AND "MICE"?
THERE'S A GOOD RHYME.
WHAT ABOUT, UH,
"BAKE" AND "CAKE"?
OR "PANTS" AND "DANCE"?
THAT ONE'S A GOOD RHYME.
UH, WHAT ABOUT
"GOOSE" AND "DUCK"?
Robert smiles.
I'M JUST JOKING,
THAT ONE DOES NOT RHYME.
(chuckling)
Robert smiles as he says, THAT ONE DOESN'T RHYME.
I'M JUST BEING SILLY.
OKAY.
SO, I'M SURE YOU CAN THINK
OF A LOT OF DIFFERENT
RHYMING WORDS.
PROBABLY BETTER
THAN I CAN.
UM, LET'S GO BACK TO THE
ELEMENTS OF A POEM, THOUGH.
POEMS ALSO HAVE SOMETHING
CALLED FIGURATIVE LANGUAGE,
AND FIGURATIVE LANGUAGE
IS A REALLY FANCY WORD.
UH, SOME FANCY WORDS,
AND BASICALLY,
FIGURATIVE LANGUAGE
ARE WORDS THAT
ARE PUT TOGETHER
TO CREATE A PICTURE
IN A READER'S MIND. OKAY?
SO WHETHER YOU'RE READING
THE POEM YOURSELF
OR YOU'RE JUST LISTENING
TO THE POEM,
IT'S WORDS THAT SORT OF PAINT
A PICTURE IN SOMEBODY'S MIND.
OKAY?
SO FOR EXAMPLE,
A WRITER COULD JUST SAY,
"HEY, THERE ARE SOME FLOWERS."
BUT THE POET,
SOMEONE WHO WRITES POETRY,
THEY WOULD WRITE,
"THE FLOWERS WERE STRETCHED OUT
FURTHER THAN ANY OCEAN
"AS THE WIND BLEW THEM
LIKE WAVES OF THE SEA."
DO YOU SEE THE DIFFERENCE?
I PAINTED A PICTURE
WITH THAT ONE.
SO YOU'VE GOT ONE HAND,
WHERE SOMEBODY JUST WROTE,
"HEY, THERE'S SOME FLOWERS."
AND THEN THE POET WROTE
THAT LONG, BEAUTIFUL,
UH, SORT OF PICTURESQUE,
UH, VERSION
WHERE THE FLOWERS
WERE STRETCHED OUT
FURTHER THAN ANY OCEAN,
AND THE WIND BLEW THEM
LIKE WAVES OF THE SEA.
SO, THAT GAVE THE READER
OR THE LISTENER
A LITTLE BIT MORE
OF A PICTURE.
DID YOU GET MORE OF A PICTURE
WHEN I READ THAT ONE,
BOYS AND GIRLS?
A PICTURE IN YOUR HEAD
OF FLOWERS MAYBE BLOWING
A LITTLE BIT?
OR MAYBE A WHOLE STRETCHED-OUT
FIELD OF FLOWERS
WITH THE WIND BLOWING THE TOPS
OF THEM BACK AND FORTH.
THAT'S WHAT I SORT OF PICTURE
IN MY HEAD,
WHEN I HEAR THAT ONE.
UH, SO FIGURATIVE LANGUAGE
IS SO VERY IMPORTANT
BECAUSE IT DOES PAINT
THAT IMAGE IN OUR HEADS
AND UH,
GIVE US A GREAT IDEA
OF WHAT THE POET WAS TRYING TO
TELL US THROUGH THEIR WRITING.
SO, UH, IT TAKES
A BIT OF PRACTICE,
BUT A GOOD POET
BECOMES VERY, VERY GOOD
AT THE FIGURATIVE LANGUAGE,
AND VERY GOOD AT PAINTING
PICTURES IN OUR HEADS.
SEE? THERE'S THAT
ARTISTIC PART AGAIN,
THAT ARTISTIC
PART OF WRITING.
POEMS ALSO CONTAIN SIMILE.
SIMILE IS THE COMPARISON OF
TWO THINGS THAT ARE NOT ALIKE,
BUT HAVE SOMETHING
IN COMMON.
THE POET CAN USE
THE WORDS LIKE "LIKE"
TO MAKE THAT COMPARISON.
SO, THE POET CAN USE
THE WORD "LIKE"
TO MAKE THE COMPARISON OF
TWO THINGS THAT AREN'T ALIKE.
FOR EXAMPLE,
"THE DISHES WERE PILED
ON THE COUNTER LIKE A TOWER."
"THE DISHES WERE PILED ON THE
COUNTER LIKE A TOWER."
DO YOU KNOW WHO'S REALLY GOOD
AT USING SIMILES?
ZOEY FROM WACKY WORD SONGS.
I WANT YOU
TO CHECK THIS OUT,
AND LEARN A LITTLE BIT MORE
ABOUT SIMILES.
An animated yellow sun rises in a blue sky. Letters spelling “Wacky” bounce. A blue curtain closes and “Wacky Word Songs” appears on the curtain.
TVO Kids Presents.
(energetic music and singing)
♪ IT'S THE WACKY
WACKY WORD SONGS ♪
OH, YEAH!
“With Zoey.”
(screaming as a rollercoaster rumbles on a track)
A television screen shows people riding a roller coaster. Zoey looks at the screen. She wears a denim jacket, decorated with pins, over a yellow shirt. Zoey’s long brown hair flows down her back.
Zoey says, WHEW! HI.
I RODE
THAT ROLLER COASTER.
IT WAS KINDA SCARY,
BUT I WAS AS BRAVE
AS A LION.
An animated lion smiles.
Zoey continues, THE COASTER
WENT UP SO HIGH,
IT SOARED
LIKE AN EAGLE!
An eagle flies across Zoey’s television screen.
NOTICE THE COMPARISON I MADE
TO DESCRIBE MY WILD RIDE?
THOSE COMPARISONS
ARE CALLED SIMILES.
The animated word simile bounces beneath Zoey as she talks.
A SIMILE IS A WAY
TO DESCRIBE SOMETHING
BY COMPARING IT
TO SOMETHING DIFFERENT
IN AN IMAGINATIVE WAY.
WE USE THE WORDS "LIKE" OR "AS"
IN SIMILES.
TIME TO FLY LIKE A BIRD
INTO MY SONG!
Zoey sits on a tree stump. She wears a cowboy hat, a red bandana, a plaid shirt, brown jeans, and cowboy boots. A guitar leans against the tree stump. Zoey’s stump sits in front of decrepit barn with missing windows. Behind the barn, there is blue water under a cloudy sky.
HOWDY!
THEY CALL ME SIMILE SAM
'CAUSE I LOVE SIMILES!
(country music plays)
Zoey sings as she sits at a table. An animated bear sits beside her.
♪ IT'S DINNER TIME
AND I'M HUNGRY AS A BEAR ♪
♪ MY BEANS ARE COLD AS ICE ♪
A block of ice forms around an animated can of beans.
Zoey points to a bowl as she sings.
♪ BUT I JUST DON'T CARE ♪
♪ I'LL SING LIKE A BIRD ♪
An animated bird lands by Zoey as she sits on her tree stump. The stump appears on a dark stage, between red stage curtains.
Zoey sings,♪ AND SHINE LIKE A STAR ♪
Stars flash around Zoey. She holds her guitar as she sits in a wooden shed.
Zoey sings,♪ I'LL PLUCK THE STRINGS
OF MY TINY GUITAR ♪
(Zoey plays a chord)
Three Zoeys appear dancing in the shed.
Zoey sings,♪ DO THE SIMILE BOOGIE,
DANCE WITH ME ♪
♪ FLOAT LIKE A BUTTERFLY,
THAT'S A SIMILE ♪
An animated butterfly floats past Zoey as she sings.
♪ USE "LIKE" OR "AS"
TO COMPARE DIFFERENT THINGS ♪
♪ THEN FLAP YOUR ARMS
LIKE A PAIR OF CHICKEN WINGS ♪
Zoey flaps her arms as an animated bucket of chicken wings uses a pair of wings to fly past.
♪ I'VE BEEN BUSY AS A BEE,
WORKIN' LIKE A DOG ♪
An animated bee flies. A grey and white animated dog runs past Zoey as she holds up her hands and pants.
Zoey sings,♪ WHEN I LAY MY HEAD DOWN ♪
♪ I SLEEP LIKE A LOG ♪
An animated log falls. Three Zoeys dance in a pasture as cows graze.
Zoey sings,♪ I'LL WAKE UP FEELIN'
AS LIGHT AS A FEATHER ♪
Animated blue feathers fall.
Zoey sings,♪ AND WE CAN MAKE
MORE SIMILES TOGETHER ♪
♪ DO THE SIMILE BOOGIE,
DANCE WITH ME ♪
♪ DO THE SIMILE BOOGIE,
DANCE WITH ME ♪
♪ DO THE SIMILE BOOGIE,
DANCE WITH ME ♪
♪ DO THE SIMILE BOOGIE ♪
Zoey bounces.
USING SIMILES MAKES ME FEEL
AS WISE AS AN OWL.
(chuckling)
Zoey smiles at an animated owl. The owl waves its wing. “Wacky Word Songs.” TVO Kids.
(giggling)
Apartment Eleven Productions.
An animated yellow sun shines.
(relaxing music)
Robert says, HEY, THAT WAS A FUN SONG
FROM ZOEY.
Primary 1–3, Teacher Robert appears beneath Robert.
Robert continues, AND LEARNED A LITTLE BIT MORE
ABOUT SIMILES THAT WAY.
UH, BOYS AND GIRLS,
I WANTED TO CONTINUE ON ABOUT
THE ELEMENTS OF A POEM.
UH, AGAIN, WE'RE TALKING
ABOUT ELEMENTS OF A POEM
WHETHER POEMS ARE STRUCTURED
OR NON-STRUCTURED,
MANY OF THEM
HAVE THESE ELEMENTS
AND THESE ARE THINGS
THAT UH, A LOT OF POEMS
HAVE WITHIN THEM
TO MAKE THEM GOOD POEMS-
POEMS THAT PEOPLE WANT
TO LISTEN TO OR READ.
UH, AND UH, ENJOY.
UH, AND MAYBE, UH, ALSO
SORT OF GIVE THAT PICTURE
OF WHAT IS HAPPENING
IN THE POET'S MIND
WHEN THEY WERE CREATING THE POEM
THEMSELVES.
SO, THE NEXT THING
IS REPETITION.
REPETITION, THAT'S RIGHT.
UH, WHEN LINES ARE REPEATED,
OBVIOUSLY, IS REPETITION.
WE HEAR THIS A LOT IN SONGS,
DON'T WE?
UH, AND SO, EARLIER,
I WAS TALKING ABOUT
HOW POEMS AND SONGS
KIND OF GO HAND IN HAND,
AND UH,
HOW THEY ARE VERY SIMILAR
IN A LOT OF WAYS.
WELL, WHEN WE LISTEN TO SONGS,
THERE'S A LOT
OF REPETITION IN IT.
AND UH, I UH,
IT'S INTERESTING TO SEE
THAT POEMS THEMSELVES--
ONE OF THE MAJOR ELEMENTS
OF A POEM
IS ALSO TO HAVE LINES
THAT ARE REPEATING THEMSELVES
TO MAKE AN IMPACT
ON THE READER OR THE LISTENER.
SO, REPETITION
IS SUPER IMPORTANT
TO BOTH A POEM AND A SONG
TO MAKE AN IMPACT ON
WHOEVER IS LISTENING TO IT
OR WHOEVER IS READING IT.
SO, THAT'S A VERY GOOD ONE.
UH, THE LINE.
UH, IT'S SIMPLY A ROW OF WORDS
IN THE POEM. OKAY?
SO, IF YOU CAN
PICTURE A POEM--
AND I WILL SHOW YOU SOME
EXAMPLES OF SOME POEMS--
BUT IF YOU CAN
PICTURE A POEM,
UH, IT'S A SERIES
OF LINES, OKAY?
AND UH, IT'S UH--
THE LINE IS SIMPLY A SINGLE ROW
OF WORDS IN THE POEM.
IT'S UH,
IT'S UH, CAN BE A SHORT ONE
OR A LONG ONE,
AND DEPENDING
ON THE TYPE OF POEM,
UH, YOU WILL SEE SOME
DIFFERENCES IN A LITTLE BIT,
BUT DEPENDING
ON THE TYPE OF POEMS,
UH, WE UH,
YOU WILL SEE, UH,
LINES THAT ARE--
DO HAVE THE RHYMING SCHEME,
SOME THAT DON'T.
UH, AND YOU'LL,
UH, ALSO, UH,
HAVE LONGER LINES
FITTING IN WITH SHORTER ONES,
DEPENDING ON
THE STYLE OF POETRY
THAT THE POET DECIDED
TO CREATE WITH.
UH, THE NEXT THING ON MY LIST
IS A THEME.
THEME IS A MESSAGE THAT THE POET
IS TRYING TO TELL THE READER
OR THE LISTENER
OF THE POEM.
SO, THE THEME
IS BASICALLY THE TITLE.
IT'S THE MESSAGE ITSELF.
UH, OFTEN TIMES, UH,
THE THEME, UH,
SOMETIMES IS ONE OF THOSE THINGS
THAT WE DON'T REALLY GET
UNTIL WE GET THROUGH
THE ENTIRE POEM.
SOMETIMES WE GET IT
RIGHT WHEN WE READ THE UH,
THE TITLE ITSELF.
AND SO THE THEME IS THERE
TO HELP THE READER UNDERSTAND
WHAT THE POET WAS THINKING
AT THE TIME,
WHILE THEY WERE CREATING
THE POEM ITSELF.
AND SO,
THE POET CREATES A THEME
AND HOPES THAT THE READERS
OR THE LISTENERS UNDERSTAND
WHAT THE THEME IS
WHILE THEY'RE WRITING IT,
THEY'RE CREATING IT.
AND SO, UH,
IT BECOMES SOMETHING THAT
THEY CAN SHARE WITH OTHERS.
UH, THE MOOD IS THIS FEELING
OF THE POEM.
OKAY, SO IT'S BASICALLY
THE FEELING SOMEBODY GETS.
AND SO, DO YOU REMEMBER
WHEN I WAS FIRST TALKING
ABOUT WANTING TO
CAPTURE MOMENTS WITH WORDS
BY WRITING A POEM?
SO, CAPTURING THOSE MOMENTS
LIKE EATING THAT COOKIE.
UH, IT'S THE MOOD, UH, THAT'S
THE FEELING WITHIN THAT MOMENT.
OKAY, SO SOMETHING IS SO YUMMY,
IT TASTES SO GREAT.
BOY, I WISH I COULD
PUT INTO WORDS
HOW GREAT
THIS COOKIE TASTES.
UH, IT SOUNDS FUNNY TALKING
ABOUT A COOKIE LIKE THIS,
BUT SOMETIMES A COOKIE
TASTES SO GREAT,
UH, YOU REALLY WANNA
WRITE IT INTO WORDS.
AND UH, YOU KNOW,
WHO KNOWS?
MAYBE PEOPLE HAVE MADE POEMS
OUT OF EATING COOKIES BEFORE,
AND THEY CAPTURED
THAT MOMENT IN TIME,
AND UH, CREATED
A BEAUTIFUL POETRY
OUT OF EATING YUMMY TREATS
LIKE THAT.
UH, SO, THAT'S THE MOOD.
NOW, RHYTHM IS ANOTHER ONE.
RHYTHM IS THE BEAT OR THE SOUND
AND THE FEEL OF A POEM.
OKAY?
I WAS KINDA SAVING THIS ONE
FOR LAST,
BECAUSE WE ALL KNOW
HOW MUCH I LOVE MUSIC,
AND WHEN I THINK OF POETRY
I ALSO THINK OF MUSIC,
OBVIOUSLY.
UH, SO, POEMS HAVE
A SOUND AND A RHYTHM,
JUST LIKE A SONG.
SO, WHEN YOU'RE GOING
THROUGH A POEM, UH,
THE WRITER HAS WRITTEN IT
IN A CERTAIN WAY,
WHERE THEY WANT IT
TO BE READ.
UH, AND SOMETIMES YOU HAVE
TO READ IT A FEW TIMES
TO UNDERSTAND THE RHYTHM
OF HOW THEY WANT IT READ.
SO, WHETHER THERE'S RHYMING
IN THERE TO HELP US,
OR WHETHER THERE'S
SYLLABLES IN THERE,
UH, TO HELP US
GO THROUGH AND READ
AND UH,
HELP US GO THROUGH,
THERE'S A BIT OF A RHYTHM,
AND THAT'S SORT OF A BEAT
AND A SOUND
THAT THE, UH, POET
WANTS US TO UNDERSTAND.
SO, IT'S NOT JUST
THE THEME OR THE MOOD,
BUT THE RHYTHM OF IT
IS IMPORTANT TO POETRY.
AND I THINK THAT'S WHERE WE CAN
SORT OF CAPTURE THE CONNECTION
TO MUSIC IN POEMS,
BECAUSE, BOYS AND GIRLS,
THERE HAVE BEEN
A LOT OF POEMS OUT THERE
THAT ORIGINALLY STARTED OFF
AS JUST POEMS
AND THEN SOMEBODY
CAME ALONG AND SAID,
"WOW, THIS IS
SUCH A GREAT POEM.
"I WOULD LOVE
TO TURN IT INTO A SONG.
"I WOULD REALLY LOVE
TO TURN THAT INTO A SONG."
UH, AND SO,
BOYS AND GIRLS,
TALKING ABOUT RHYTHM, UM...
I WOULD REALLY LIKE
TO TALK ABOUT, UH,
HOW I CAN MAKE RHYTHM SOUNDS
WITH MY GUITAR.
AND IN FACT, WHY DON'T WE HAVE
A LITTLE BIT OF A BODY BREAK
AND PLAY A LITTLE GAME?
UH, I'M GOING TO MAKE MY GUITAR
SOUND LIKE A RHYTHM.
IN FACT, I'M GONNA MAKE IT SOUND
LIKE THE RHYTHM OF A TRAIN,
A CHOO-CHOO TRAIN. OKAY?
AND YOU'RE GOING TO MOVE AROUND
TO THE SPEED OF THAT RHYTHM.
SO, WHAT I'M GOING
TO ASK YOU TO DO IS,
UH, WHEN WE'RE READY TO GO,
YOU'RE GONNA STAND UP AND
GIVE YOUR BODY A LITTLE STRETCH,
A MOVE AROUND,
AND WHEN I START PLAYING
TO THE RHYTHM OF
THE TRAIN SOUND ON THE GUITAR
YOU'RE GONNA MOVE AROUND,
AND DON'T FORGET
TO MOVE AROUND THOSE ARMS
Robert moves his arms.
Robert continues, LIKE THE
CHOO-CHOO TRAIN DOES.
AND WHEN I GO FASTER,
YOU'RE GONNA GO FASTER.
WHEN I GO SLOWER,
YOU'RE GOING TO GO SLOWER.
IT'S A LOT OF FUN.
LET'S GIVE IT A TRY.
The animated sun shines. Robert holds his guitar.
OKAY, BOYS AND GIRLS.
I HOPE WE'RE ALL
STANDING UP.
GIVE YOURSELF
A LITTLE SHAKE.
ALL RIGHT, REMEMBER,
WE'RE MOVING AROUND OUR ROOM,
WHEREVER YOU'RE
WATCHING ME RIGHT NOW,
AND WE'RE MOVING TO THIS RHYTHM,
THE TRAIN RHYTHM.
I'M GOING TO START OFF
REALLY SLOW,
THE TRAIN IS JUST LEAVING
THE STATION.
♪ (plays slow blues riff) ♪
Robert smiles as he strums his guitar.
Robert says, SO, WE'RE MOVING SLOWLY.
Robert looks down at his guitar as he plays.
♪ (guitar riff) ♪
Robert says, GET YOUR ARMS MOVING.
Robert looks happy as he plays.
Robert smiles and says, VERY GOOD!
Robert looks down as he strums, then closes his eyes.
Robert says, OH, THIS IS FUN.
Light reflects off Robert’s glasses as he looks down at the guitar. His arm moves as he plays. He looks up.
♪ (rhythm changes) ♪
Robert says, MAYBE A BIT QUICKER NOW.
♪ (guitar strumming speeds up slightly) ♪
Robert looks down at his guitar and then up again. He smiles as he plays.
Robert says, THAT'S IT, KEEP IT MOVING,
THOSE ARMS!
MAYBE BRING THE KNEES UP.
Robert moves his head as he plays. He looks down at the guitar, then closes his eyes as he plays.
Robert says, VERY GOOD!
Robert smiles. He looks down at his guitar as he plays.
Robert says, ALL RIGHT.
LET'S SEE IF WE CAN GO
EVEN FASTER.
♪ (guitar playing speeds up) ♪
Robert leans closer to his guitar as he plays. He looks down at the strings and then smiles.
Robert looks down as he strums.
Robert says, VERY GOOD.
KEEP GOING!
♪ (guitar strumming)
Robert looks down at the guitar as he plays.
Robert looks up. Light reflects off his glasses. He looks down at his finger work as he plays.
Robert opens his mouth.
Robert says, OH, YES.
KEEP MOVING
A LITTLE BIT QUICKER.
Robert looks down, then closes his eyes as he plays.
Robert says, IT'S FUN!
Robert smiles and looks down at the guitar.
Robert says, MOVING LIKE A TRAIN.
♪ (steady guitar playing) ♪
Robert strums harder as he hunches over the guitar. He watches his fingers as he plays.
♪ (rhythm changes) ♪
Robert looks up and smiles as he plays. He looks down at his fingers as he strums. Robert glances up and smiles broadly.
♪ (guitar)
Robert looks down and intently watches his fingers. He strums and looks back up.
Robert smiles as he looks down at the guitar. He glances up and then back at his guitar.
Robert smiles.
Robert asks, ARE YOU GETTING TIRED?
Robert looks at his guitar.
Robert says, LET'S SLOW THAT TRAIN DOWN
A LITTLE BIT.
WE'RE GONNA SLOW IT DOWN
JUST A LITTLE BIT.
Robert slows his strumming. He smiles as he looks up from his guitar.
♪ (guitar slows down) ♪
Robert looks up as he plays, then looks back down.
♪ (slow guitar) ♪
Robert closes his eyes as he plays.
Robert says, NOW THAT TRAIN'S COMING BACK
TO THE STATION.
Robert looks at his finger work as he plays.
♪ (slow guitar)
WELL DONE,
BOYS AND GIRLS.
THAT WAS A LOT OF FUN.
The animated sun shines in the blue sky.
(relaxing music)
Robert says, OKAY, THAT WAS FUN.
THAT HELPS CLEAR OUR MINDS OUT
FOR A LITTLE BIT OF POETRY,
SOME STUFF LIKE THAT.
UM, AND UH,
HELPS OUR BODIES TOO.
OKAY? SO UH, HELPS US GET MOVING
AND UH, UH,
KIND OF TAKE A NICE BREAK.
AND THAT WAS FUN.
I HOPE THAT YOU GOT UP
AND MOVED AROUND A LITTLE BIT,
AND UH,
MOVED TO THAT RHYTHM,
AND KINDA FELT THE INNER TRAIN
INSIDE OF YOU MOVING AROUND.
SO, IT WAS FUN FOR ME TOO.
UM, NOW, I WANTED
TO TALK TO YOU
A LITTLE BIT ABOUT THE TYPES
OF POEMS THAT ARE OUT THERE.
UH, WE TALKED ABOUT, UH,
WHAT'S IN POEMS,
THE ELEMENTS OF A POEM,
AND, UH,
NOW I REALLY WANT TO TALK
ABOUT THE POEMS THEMSELVES,
BECAUSE THERE ARE
A LOT OF POEMS
THAT ARE VERY UNIQUE
FROM ONE ANOTHER,
VERY DIFFERENT
FROM ONE ANOTHER.
UH, AND SOME OF THEM
ARE REALLY INTERESTING
TO SEE AND TO LISTEN TO.
AND SO,
I DO HAVE SOME POEMS
WITH ME RIGHT NOW,
AND UM, I THINK SOME OF THEM
ARE REALLY FUN TO LOOK AT
AND REALLY FUN TO READ
AND I THINK YOU WILL ENJOY
SOME OF THEM.
SO, LET'S SEE.
THERE ARE POEMS
THAT HAVE--
OH, THERE ARE POEMS THAT HAVE
HIDDEN MESSAGES IN THEM.
AND UH, YEAH,
IT'S REALLY COOL.
THEY HAVE LIKE HIDDEN MESSAGES
IN THEM,
AND IT'S SPELLED OUT
WITHIN THE POEM ITSELF.
SO, IT'S LIKE
A HIDDEN MESSAGE
SPELLED OUT
WITHIN THE POEM ITSELF,
UH THEY'RE CALLED
ACROSTIC POEMS.
ACROSTIC POEMS.
AND I'M JUST GONNA SHOW YOU
A SAMPLE OF ONE.
I'M JUST GONNA HOLD IT UP HERE
FOR YOU TO SEE.
Robert holds up a sheet of paper with a poem.
Red. Only for you. Show my love. Everyday.
OKAY, SO THAT'S CALLED
AN ACROSTIC POEM.
The first letter in each line of the poem is red. The letters are R, O, S, E.
OKAY?
"RED, ONLY FOR YOU,
"SHOW MY LOVE, EVERYDAY."
AND NOW NOTICE THAT, UH,
WHEN YOU LOOK
AT THIS POEM,
IF I GO TO THE TOP,
IT SPELLS OUT A WORD,
A HIDDEN WORD.
AND WHAT IS THAT HIDDEN WORD,
BOYS AND GIRLS?
R. o. s. e.
THAT'S RIGHT, IT'S "ROSE".
IT'S "ROSE".
SO, THIS ACROSTIC POEM
IS KIND OF LIKE A LOVE POEM,
IF YOU WILL,
THAT SOMEBODY WROTE.
AND THERE'S A HIDDEN MESSAGE
WITHIN IT
BECAUSE WE HAVE OUR LINES,
AND WITHIN THE LINES
WE HAVE ALL THOSE OTHER ELEMENTS
THAT WE SPOKE ABOUT.
AND THEN WE HAVE
THE MESSAGE HERE,
"ROSE",
HIDDEN WITHIN THE LINE.
SO, I THINK ACROSTIC POEMS
ARE A LOT OF FUN,
AND IT'S KIND OF
A NEAT VISUAL.
IT'S ALMOST LIKE ARTWORK.
IT'S KIND OF LIKE
A HIDDEN SECRET.
I MADE MINE STAND OUT
WITH THE RED INK.
UM, BUT YOU KNOW,
I THINK IT WAS KIND OF--
I THINK IT'S KIND OF NEAT.
Robert puts down the paper.
Robert continues, IT'S KIND OF LIKE LOOKING
AT A PIECE OF ARTWORK,
WHERE YOU GET TO SEE IT
STAND OUT A LITTLE BIT.
SO, ANOTHER SORT OF
ARTISTIC STYLE RIGHT THERE.
AND UH, YEAH,
I THINK IT'S KIND OF NEAT
TO BE ABLE TO PUT MESSAGES
INSIDE OF A POEM.
SO THOSE, AGAIN,
ARE CALLED ACROSTIC POEMS.
ACROSTIC POEMS. OKAY.
UM, THERE ARE POEMS
THAT DON'T RHYME.
AND, UH,
THERE ARE POEMS THAT DO.
UM, THERE ARE POEMS THAT, UH,
HAVE A LOT OF STRUCTURE
AND THERE'S A LOT OF POEMS
THAT DON'T.
UH, HERE'S A POEM
CALLED HAIKU.
IT'S CALLED A HAIKU STYLE.
UH, IT'S KIND OF FUN TO SAY,
"HAIKU".
AND THIS POEM, UH,
FOCUSES ON THE AMOUNT
OF SYLLABLES, OKAY?
SO, IT'S ONLY THREE LINES.
AND IT DOESN'T FOCUS ON RHYMING
OR ANYTHING LIKE THAT,
BUT I'LL GET YOU
TO TAKE A LOOK.
Robert holds a piece of paper in front of his face and peers over the top. The top of the paper has a drawing of half of a sun with purple and red scribbles around it. The bottom half of the paper has yellow stars.
Sunset high above. The sky is turning orange. Night is coming soon.
Robert says, OKAY.
AND IT SAYS...
Robert holds a piece of paper.
Robert says, LET ME GET IT HERE.
Robert peers over the top of the paper.
Robert reads, "SUNSET HIGH ABOVE.
"THE SKY IS TURNING ORANGE.
"NIGHT COMING--"
"--IS COMING SOON," SORRY.
"SUNSET HIGH ABOVE,
"THE SKY IS TURNING ORANGE,
"NIGHT IS COMING SOON."
SO, THIS PARTICULAR POEM,
THE HAIKU STYLE...
Robert puts the paper down.
Robert continues, IS A REALLY GREAT STYLE,
AGAIN,
THAT DOESN'T FOCUS ON RHYMING.
UH, BUT IT DOES FOCUS
ON THE SYLLABLES.
OKAY. BOYS AND GIRLS,
DO WE REMEMBER
WHAT SYLLABLES ARE?
Robert adjusts his glasses.
MAYBE THINK OF YOUR OWN NAMES,
THE SYLLABLES.
SO, MY NAME IS ROBERT.
HOW MANY SYLLABLES
IS IN MY NAME?
"ARE" IN MY NAME,
I SHOULD SAY.
RO-BERT.
(two claps)
Robert smiles.
Robert says, TWO SYLLABLES.
OKAY?
UH, SO-- UH, IT FOCUSES
ON THOSE SYLLABLES
AND PLACES THEM JUST SO
TO MAKE A BEAUTIFUL POEM.
AND AGAIN,
THAT ONE IS CALLED HAIKU.
AND UH, I JUST THINK
THEY'RE BEAUTIFULLY WRITTEN.
REALLY BEAUTIFULLY
WRITTEN POEMS.
UM, OH!
THERE ARE SOME REALLY, REALLY,
REALLY COOL POEMS OUT THERE.
AND UM,
THESE POEMS WRITE ABOUT--
THEY WRITE ABOUT A TOPIC,
BUT THE WAY YOU WRITE IT
IS REALLY INTERESTING.
YOU CREATE
A PIECE OF ART WITH IT.
SO, IMAGINE WRITING,
UH, A POEM
AND USING A PAGE
AND CREATING THIS ARTWORK
WITH THE WORDS OF THE POEM.
OKAY?
SO, SAY YOU WERE TALKING
ABOUT THE SUN,
AND YOU WOULD
WRITE YOUR POEM
AND CREATE
THE CIRCLE OF THE SUN,
AND THEN DO THE LINES
COMING OUT,
THE SUNBEAMS COMING OUT
WITH SOME MORE WORDS.
AND--
OR IMAGINE YOU WROTE
A POEM ABOUT A DINOSAUR,
AND YOU WROTE
THE WORDS OF YOUR POEM
IN THE SHAPE
OF A DINOSAUR.
THAT WOULD BE
REALLY GREAT.
UM, THESE POEMS
ARE CALLED SHAPE POEMS.
AND, BOYS AND GIRLS,
I HAVE ONE HERE.
Robert holds up a piece of paper. A poem is written in the shape of a funnel, wide at the top and narrower at the bottom. Two lines surround the poem.
Robert says, AND THIS ONE HERE
IS CALLED
TWISTER.
OKAY.
IT'S CALLED
TWISTER.
UH, AND...
I'M GONNA SHOW YOU HERE--
I'M JUST GONNA BACK IT UP
JUST SO EVERYONE CAN SEE.
The poem reads: The Twister. Swirling, whirling twirling. Woooo. Crashing. Thrashing. Smashing too. Uh Oh. Oh no. Go go hide!
Robert says, OKAY,
TWISTER.
SEE HOW IT'S SHAPED...
LIKE A TORNADO?
A lines get smaller at the bottom of the page.
AND THE WORDS
ARE STRETCHED OUT
AND SORT OF STRETCHED BACK--
BACK IN AGAIN
SO THAT IT'S THE SHAPE
OF THE OBJECT ITSELF.
OKAY, NOW, I'M GONNA PUT
AN OUTLINE AROUND IT,
BUT NOT ALL OF THEM
HAVE AN OUTLINE AROUND IT.
OKAY? AND OFTEN TIMES,
AGAIN,
THE SHAPE OF THE POEM
IS UH, IN UH, IN UH--
THE SHAPE OF THE POEM
IS ABOUT THE THEME.
SO, THE TITLE OF THIS,
THE THEME,
IS IN THE TITLE,
IT'S TWISTER.
AND IT SAYS, "SWIRLING,
WHIRLING, TWIRLING.
"WOOOO.
"CRASHING, THRASHING,
SMASHING TOO.
"UH OH.
"OH, NO.
"GO GO. HIDE!"
OKAY? SO,
THE POET WHO WROTE THIS
WAS THINKING ABOUT RUNNING
FROM A TORNADO, I GUESS.
WHO KNOWS?
MAYBE THEY WERE IMAGINING ONE
AND THOUGHT
WHAT THEY COULD DO.
Robert holds a paper by his face.
Robert continues, OKAY, AND I REALLY
LIKE THIS KIND
BECAUSE THE SHAPE POEM
IS A PIECE OF WORK ITSELF.
Robert puts the piece of paper down.
Robert says, AND SO, WHEN YOU CREATE
A SHAPE POEM,
BOYS AND GIRLS, YOU CAN REALLY
DO ANYTHING YOU WANT,
WHATEVER.
IT'S UP TO YOUR IMAGINATION.
GOING BACK TO TALKING
ABOUT THAT DELICIOUS COOKIE,
YOU CAN-- YOU CAN TALK ABOUT
EATING THAT DELICIOUS COOKIE
IN A SHAPE POEM,
AND CREATE A COOKIE,
UH, AS YOUR SHAPE.
SO, IT'D BE REALLY COOL.
BE LOTS OF FUN.
UM, THERE ARE ALSO
OTHER TYPES OF POEMS.
THERE ARE ONES THAT DO
A LOT OF RHYMING.
THERE ARE TYPES OF POEMS
LIKE THE FIVE-LINED LIMERICK,
AND RHYMING COUPLET.
NOW, THESE ARE
THE RHYMING STYLE POEMS
THAT MAKE ME THINK
OF MUSIC THE MOST.
OKAY?
UH, THEY HAVE RHYMING STYLES
ON LINES,
LIKE DIFFERENT STYLES
OF LINES,
AND WHAT I REALLY LIKE--
UH, WHAT I'D REALLY LIKE TO DO
TODAY, BOYS AND GIRLS,
IS UH, TAKE EVERYTHING WE'VE
LEARNED TODAY ABOUT POEMS
AND REALLY
WRITE ONE TOGETHER.
I'D LIKE TO WRITE ONE
AND I WOULD LIKE
TO CREATE A SONG WITH IT.
UH, AND SO, UH,
I DID BRING MY GUITAR,
AND I THOUGHT
WE COULD SIT DOWN
AND CREATE A SONG.
BUT FIRST, A POEM.
WE'VE GOTTA GET
THE WORDS DOWN.
UH, AND UH,
WE WOULD HAVE LOTS OF FUN
DOING THAT.
SO, WITH THE GUITAR,
WE COULD PUT IT ALL TOGETHER
AND UH, MAYBE SING--
SING TOGETHER WITH IT,
BUT A POEM FIRST.
WE CAN THINK OF ALL
THE COOL THINGS THAT UH,
YOU KNOW,
THAT WE'RE DOING RIGHT NOW.
AND LEARNING ABOUT
RIGHT NOW.
AND UH, MAYBE CREATE
A POEM OUT OF THAT
AND PUT IT TO SOME MUSIC
AND HAVE A GREAT TIME WITH IT.
UH, SO,
LET'S GET
THOSE WORDS DOWN FIRST,
AND REALLY START
THINKING ABOUT IT.
BUT BEFORE WE DIVE
INTO THE SONG OR THE POEM,
UH, WHY DON'T WE GET
A LITTLE BIT OF INSPIRATION
FROM OUR FRIENDS
AT BACKYARD BEATS?
WHERE IN THIS EPISODE,
NOT ONLY DO WE LEARN
A LITTLE BIT ABOUT SONGWRITING,
UH, BUT WE GET TO LEARN
A LITTLE BIT
ABOUT ONE OF MY
FAVOURITE INSTRUMENTS--
THE GUITAR, OF COURSE.
ENJOY, BOYS AND GIRLS.
The animated sun appears.
WHEE!
♪ (upbeat music)
TVO Kids and BMG Incorporated Original.
(giggling)
Monica smiles. Her long black hair falls in waves over her shoulders. Monica wears a pink tee shirt.
Monica says MY NAME IS MONICA,
AND MUSIC IS MY THING.
(imitates a trumpet)
Monica continues, I'M INVITING PRO MUSICIANS
TO MY BACKYARD
FOR EPIC JAM SESSIONS.
♪ ABSOLUTELY ♪
Monica continues, ALONG FOR THE RIDE
ARE JUNIOR JAMMERS
WHO LOVE TO MAKE
SOME NOISE.
(yodelling)
Monica says, TOGETHER, THEY INSPIRE ME
TO MAKE DIY CRAFT-STRUMENTS
FOR THE BIG PERFORMANCE.
Monica blows into a white pipe shaped like a brass instrument.
A woman says, COUNT US IN.
Kids count, THREE, TWO-- ONE!
Monica says, INSTRUMENTS IN HAND,
WE ALL JOIN IN--
WOO!
--AND MAKE SOME
BACKYARD BEATS.
Backyard Beats.
The word beats is formed with homemade instruments, created out of paper towel and toilet paper rolls with holes, a cardboard guitar, and pipe trumpet.
Monica wears a black and red plaid shirt under denim overalls. She appears to be in her twenties. On a blue table in front of Monica, there are two rulers, a pair of scissors, and paint brushes in jars of liquid.
Monica says, THERE'S SOMETHING ABOUT
THE SOUND OF SANDPAPER TO WOOD
THAT REALLY MAKES ME SMILE.
Monica dances as she rubs sandpaper against wood. She stops and looks around.
(rhythmic scratching over acoustic guitar strumming)
Monica rubs the wood. She stops.
(music stops)
HMM.
(scratching, acoustic guitar playing)
(footsteps approaching)
(guitar resuming)
Monica says, I KNOW THAT COWBOY!
BRETT KISSEL AND HIS GUITAR
ARE MAKING IT COUNTRY TODAY!
Brett wears a black cowboy hat. He wears an olive green shirt over a black tee shirt and a pair of blue jeans. Brett carries an acoustic guitar.
Brett says, HEY!
I DIDN'T SEE A DOORBELL
SO I MADE ONE
OF MY OWN.
Brett strums his guitar.
Monica says, BRETT KISSEL,
READY FOR THE HANDSHAKE?
Monica and Brett high five. They clap and dance, kicking their feet out, and spin.
(rock music playing)
Brett says, NAILED IT!
Monica says, THANKS FOR JOINING ME
IN THE BACKYARD
AND BRINGING YOUR GUITAR
FOR THE JAM SESSION LATER.
Brett says, MY PLEASURE!
Monica says, HOW DID YOU GET STARTED?
Brett says, YOU KNOW, WHEN I WAS
SEVEN YEARS OLD,
I GOT MY VERY FIRST GUITAR
FROM MY MIMA
AT CHRISTMASTIME.
IT WAS UNDERNEATH
THE CHRISTMAS TREE.
STILL THE BEST PRESENT
I EVER GOT.
Monica asks, WHAT WAS THE FIRST SONG
YOU EVER WROTE ON YOUR GUITAR?
Brett says, I WAS SEVEN YEARS OLD
AND I WROTE MY FIRST SONG
AND I BELIEVE IT WAS CALLED
"WASTIN' TIME".
Monica says, CAN I HEAR A LITTLE BIT?
Brett says, I DON'T THINK
I'VE PLAYED THAT SONG
SINCE I WAS
SEVEN YEARS OLD,
BUT IT GOES LIKE THIS.
(Brett strums his guitar)
Brett sings,♪ IF YOU ASK ME HOW I'M DOIN' ♪
♪ I'LL JUST SAY I'M FINE ♪
♪ AND IF YOU ASK ME WHAT I'M DOIN' ♪
♪ I'M JUST WASTIN' TIME ♪
Brett says, THAT'S HOW IT GOES.
Monica says, AMAZING!
Brett says, THANK YOU.
Monica says, SO, YOU'VE ALWAYS
BEEN COUNTRY?
Brett says, I HAVE. I GREW UP
ON A CATTLE RANCH
THAT'S BEEN IN MY FAMILY
FOR OVER 100 YEARS
BACK IN SAINT PAUL, ALBERTA.
Monica says, IT'S TIME
TO GET MY DIY ON.
I HAVE A CRAFT-STRUMENT
TO BUILD
SO I CAN BE READY
TO JOIN YOU ON STAGE.
Brett says, AND I'M GONNA GET THIS
ALL TUNED UP
SO I CAN BE A PART
OF THE BACKYARD SESSION.
SEE, I LIVE IN NASHVILLE NOW
BUT I'LL STILL ALWAYS BE
A CANADIAN KID.
Monica says, AND I'LL ALWAYS BE
A BRETT KISSEL FAN.
TIME TO GET CRAFTY!
(Brett plays an acoustic riff)
Brett says, THAT'S JUST A LITTLE SOMETHING
TO WISH YOU GOOD LUCK.
Monica says, OH, THANKS!
Brett says, YOU'RE WELCOME.
Three rocks stand on a tree stump. One has a star over one eye. A rock with blue lips and purple hair stands behind a drum set. The third rock has curly green hair, a top hat, and a red electric guitar.
The rock with a star over its eye says, BRETT KISSEL'S VISIT
CALLS FOR A GUITAR SOLO!
(imitating electric guitar)
The rock behind the drumset says, ROCKY,
WHERE'S YOUR GUITAR?
Rocky says, IT'S RIGHT HERE!
The green-haired rock says, NAH, THAT'S AN AIR GUITAR, MATE.
The drum player asks, YOU LOST YOUR GUITAR AGAIN, DIDN'T YOU?
Rocky says, YEE-ES.
The green-haired rock says, WELL, MONICA'S MAKING ONE NOW!
Monica traces the edge of a round bowl.
A caption reads Guitar Craft-strument. A meter beside the words indicates a difficulty level of orange, the level before the hardest difficulty, red.
Monica says, OKAY. THAT'S ALL
THE SUPPLIES I'LL NEED.
I'VE GOT
A BUNCH OF CARDBOARD,
A HOT GLUE GUN, CRAFT KNIFE,
STRING, SCISSORS,
WOODEN SKEWERS, TOOTHPICKS,
FISHING LINE, AND A MARKER.
Monica puts her hair in a ponytail.
♪ (rock music plays) ♪
The Body.
Monica traces a large metal bowl and then a smaller bowl.
Monica says, FIRST UP, I NEED TO DRAW
THE SHAPE OF THE GUITAR.
FREEHAND IS AN OPTION,
BUT CAN BE TOUGH.
SO A LITTLE TRICK IS TO USE TWO
DIFFERENT SIZE BOWLS AS A GUIDE.
NOW IT'S TIME
TO CUT OUT A FRONT
AND A BACK FOR THE GUITAR.
THEN, FOR THE FRONT,
TAKE A GLASS TO TRACE A HOLE
IN THE CENTRE.
THAT HOLE IS BASICALLY WHERE
THE SOUND WILL BE MADE LOUDER
AFTER I STRUM THE STRINGS!
Monica cuts the circle out with an xacto knife.
Monica continues, NOW, I NEED TO MAKE TWO LONG,
RECTANGULAR PIECES
THAT MAKE UP THE SIDE
OF THE GUITAR.
SO, MEASURE THE LENGTH
WITH STRING,
CUT THE PIECES,
AND NOW I'M READY
TO GLUE THE PIECES
TO THE FRONT OF THE GUITAR,
LIKE SO!
I THINK IT'S STARTING
TO LOOK LIKE AN ACTUAL GUITAR!
The Neck.
TIME TO MAKE THE NECK
OF THE GUITAR.
IT'S CALLED THE NECK
OF THE GUITAR BECAUSE--
WELL, IT KINDA LOOKS
LIKE A NECK, DON'T YOU THINK?
(a lone cricket chirps)
GIRAFFE NECK?
THE BASE OF THE NECK
SHOULDN'T BE WIDER
THAN THE CIRCLE IN THE MIDDL
BECAUSE THE STRINGS
HAVE TO LINE UP WITH THAT HOLE.
ONCE I'VE MEASURED AND CUT
THE NECK OF THE GUITAR,
I'LL TRACE IT
AND CUT OUT TWO MORE.
Monica smiles.
Monica continues, I'M GONNA GLUE THEM TOGETHER
TO MAKE IT MORE STABLE.
NOW, THE KEY TO MAKING
THIS THING WORK WELL,
SOUND GOOD, AND LAST,
IS TO MAKE IT STRONG.
SO, I'M GOING TO REINFORCE
THE BACK OF THE NECK
WITH EIGHT CARDBOARD RECTANGLES,
EACH ONE A BIT SMALLER
THAN THE NEXT.
STACK AND GLUE THEM TOGETHER
TO THE BACK OF THE NECK,
MAKING IT STRONG
FOR THOSE BLAZING SOLOS.
NOW, GLUE THE NECK TO THE BODY
OF THE GUITAR.
(imitating solo)
Monica sings,♪ WAH! WAH, WAH, WAAH ♪
Monica says, NOW FOR THE BRIDGE.
NOT THE OVER A RIVER KIND.
(drum rimshot)
Monica says, THE GUITAR BRIDGE IS THE PART
THAT HOLDS ALL THE STRINGS
IN PLACE.
I'M GOING TO CUT OUT
A SMALL RECTANGLE
THAT'S JUST A BIT WIDER
THAN THE BASE
OF THE GUITAR NECK.
USING SOMETHING POINTY,
POKE SIX HOLES
EVENLY SPACED
IN THE BRIDGE PIECE,
THEN LINE IT UP AND POKE HOLES
IN THE SAME SPOTS
ON THE FRONT OF THE GUITAR
LIKE THIS.
I'M MAKING A PRETTY STANDARD
ACOUSTIC STYLE GUITAR,
BUT THERE ARE MANY TYPES
OF GUITARS-
--AND THE SQUIGGLY-WIGGLY!
OKAY, I MADE THE
LAST ONE UP.
(drum rimshot plays)
Monica continues, TO HOLD THE STRINGS ON, I NEED
TO LINE UP THE BRIDGE PIECE
WITH THE HOLES IN THE GUITAR
AND GLUE IT IN PLACE.
THEN, BREAK OFF PIECES
OF THE BARBECUE SKEWER STICKS
AND GLUE THEM IN THE HOLES.
The Frets.
NOW, DON'T FRET,
BECAUSE IT'S TIME FOR THE FRETS!
HA!
I CRACK MYSELF UP.
(laughter)
Monica says, "FRET" IS OFTEN USED
AS A VERB,
MEANING SIMPLY TO PRESS DOWN
ON THE STRING BEHIND A FRET.
MUSIC TALK FOR "EACH FRET
GIVES YOU A DIFFERENT SOUND."
THERE ARE 16 FRETS AND
THEY GET CLOSER TO EACH OTHER
THE FURTHER DOWN THE NECK
THEY ARE PLACED.
THE EASIEST WAY IS TO DRAW
THE LINES ON FIRST,
THEN GLUE TOOTHPICKS DOWN
ON THE PROPER SPOTS.
BREAK TIME!
Monica holds a sandwich and a toothpick.
SAVE ONE TOOTHPICK
FOR YOUR TEETH.
(country music plays)
The Strings.
Monica says, NOW, I'VE GOT THE FISHING LINE.
WRAP IT AROUND THE BARBECUE
SKEWERS IN THE BRIDGE
AND THEN GLUE THEM IN PLACE.
DO IT FOR ALL SIX STRINGS.
NEXT, INSERT SMALL PIECES
OF THE BARBECUE SKEWERS
INTO THE HEAD OF THE GUITAR
TO ATTACH THE OTHER END
OF THE STRINGS TO.
WRAP THE STRINGS
AROUND THE SKEWERS
AND GLUE THEM INTO PLACE.
THE TIGHTER THE STRINGS,
THE BETTER THE SOUND.
The final step.
NOW, JUST GLUE THE BACK ON.
TA-DA!
(off-key strumming)
Monica strums the strings of the cardboard guitar. She points the neck upwards as she plays.
Monica says, WHILE I THROW SOME
FINISHING TOUCHES ON IT,
LET'S MEET RYDER,
WHO'S NOT ONLY
AN INCREDIBLE MUSICIAN,
BUT IS GOING TO SHOW US
WHAT THE GUITAR MEANS TO HIM.
A boy holds a guitar.
The boy has medium-length blond hair. He wears wears a black shirt with white sleeves.
RYDER:
I'M RYDER AND I PLAY GUITAR.
(upbeat strumming)
“Ryder. Junior Jammer.” Ryder plays a guitar in front of a house. “First Notes.”
Ryder says, I WAS IN THE MUSIC SHOP
AND I SPOTTED A GUITAR
AND I REALLY, REALLY WANTED IT.
AND SO I BEGGED MY MOM
TO GET ME IT.
WHEN MY MOM
BOUGHT ME THAT GUITAR,
I PROMISED HER
THAT I WOULD PLAY EVERY DAY,
AND I KEPT THAT PROMISE.
FIVE FAST FACTS!
I LOVE TO SKATEBOARD.
I'M A TENNIS PRO.
I REALLY LIKE VEGETABLES.
BROCCOLI OVER FRIES ANY TIME.
I LOVE TO ACT.
I'M THE LEAD SINGER OF MY BAND
CALLED GROUNDED.
I STARTED TAKING MUSIC LESSONS
FOUR YEARS AGO
WITH MY MUSIC TEACHER NICK.
A man with shaggy brown hair holds an electric guitar. He sits on a chair in front of Ryder. Ryder holds a guitar as he watches Nick intently.
Nick says, IF YOU GO TO A G--
Ryder says, I TAKE LESSONS EVERY WEEK.
(imitating guitar)
Ryder plays air guitar as he imitates a guitar.
♪ BOWWW ♪
The words Centre Stage appear over animated cardboard guitars.
Ryder says, I LOVE TO WRITE MY OWN SONGS.
IF I'M FEELING HAPPY OR
IF I'M FEELING DOWN OR ANGRY,
I JUST--
I'LL ALWAYS WRITE A SONG.
I START OFF WITH LIKE,
WRITING THE LYRICS.
AND THEN I PUT IN
SOME GUITAR.
AND SOMETIMES THAT CAN BE HARD,
FINDING THE RIGHT THING
TO GO WITH THE WORDS.
RECENTLY I'VE BEEN
GETTING INTO COUNTRY MUSIC
AND IT'S TOTALLY
DIFFERENT STYLE.
TO REALLY CAPTURE
THE COUNTRY VIBE,
YOU GOTTA LEARN SOMETHING
CALLED THE HAMMER-ONS,
AND IT JUST MAKES IT SOUND
LIKE A WHOLE DIFFERENT THING.
YOU SORT OF RAISE YOUR FINGER
WHILE YOU'RE PLAYING IT
SO IT MAKES LIKE A--
Ryder imitates a guitar, ♪ DUHHN ♪
(strumming)
Living the dream.
Ryder says, I WANNA BE A FAMOUS
PROFESSIONAL MUSICIAN.
I'M GONNA HAVE TO WORK HARD,
LIKE A LOT. PRACTISE.
I HAVE TO MAKE A GOOD SONG.
SOMETHING THAT EVERYBODY
WILL LOVE AND LISTEN TO.
MAKE SOME NOISE!
Ryder stands in front of a house as he plays his guitar and sings.
♪ IT'S A MYSTERY ♪
♪ I'M ON TOP OF THE WORLD ♪
♪ NO ONE CAN CATCH ME ♪
♪ IF THEY CAN ♪
♪ I'M ON TOP OF THE WORLD ♪
♪ JUST YOU SEE ♪
♪ WHAT I CAN ♪
(applause)
Ryder plays his guitar. He holds an arm across his stomach as he bows. He waves.
Rocky says, RYDER MAKES ME WANNA
ROCK AND ROLL!
The drum player says, WOW, ROCKY.
DON'T ROCK TOO HARD!
The green haired rock says, HE'S REALLY SHREDDING
THAT GUITAR!
Rocky loses his guitar and says, WHOA.
UM-- LUCKY BRETT KISSEL HAS HIS GUITAR!
The drum player says, HE'S HERE TO JAM NOW WITH RYDER AND MONICA!
Monica says, THE DIY GUITAR IS READY,
COMPLETE WITH
SOME COOL FLAMES.
LET'S PUT IT TO WORK
AND SEE HOW IT GOES.
READY, GUYS?
Brett says, WE'RE ALL TUNED UP
AND READY TO GO.
Ryder says, FOR SURE!
Monica says, COUNT US IN,
RYDER.
Ryder says, ONE, TWO--
♪(all playing country music their guitars together)♪
Brett, Ryder and Monica play their guitars. “Brett Kissel, Ryder and Monica.”
Brett sings♪ BROWN HAIR AND BLUE EYES ♪
♪ I WAS SKINNY AND SIX ♪
♪ I HAD SECOND-HAND SKATES
AND A NEW HOCKEY STICK ♪
♪ IT WAS NORTHERN ALBERTA ♪
♪ AND NOBODY THOUGHT ♪
♪ THAT THE KID FROM THE FARM ♪
♪ WOULD AMOUNT TO A LOT ♪
Ryder plays his guitar.
Brett sings, ♪ GROWIN' UP HOW I DID ♪
♪ WELL, I KNEW HOW TO WORK ♪
♪ SO I PRACTISED MY FIRST SEARS GUITAR ♪
♪ TILL I HURT ♪
♪ NOW I TRAVEL AROUND AND THEY PAY ME TO PLAY ♪
♪ AND WHEN PEOPLE ASK ME I'M SO PROUD TO SAY ♪
♪ I'M A CANADIAN KID ♪
♪ BORN AND BRED ♪
♪ HAVE TWO BOOTS ♪
♪ A TO ZED ♪
♪ AND ANYWHERE IN THIS WORLD ♪
♪ THAT I MAY LAY MY HEAD ♪
♪ I'LL STILL ALWAYS BE
A CANADIAN KID ♪
♪ YEAH, I'M A CANADIAN KID ♪
♪ BORN AND BRED ♪
♪ HAVE TWO BOOTS ♪
♪ A TO ZED ♪
♪ AND ANYWHERE IN THIS WORLD ♪
♪ THAT I MAY LAY MY HEAD ♪
♪ I'LL STILL ALWAYS BE
A CANADIAN KID ♪
♪ I'LL STILL ALWAYS BE
A CANADIAN KID ♪
Credits play.
(applause)
Monica smiles as she plays. Ryder holds his arm up.
Brett says, GOOD JOB!
TVO Kids. BMG Incorporated.
The animated sun shines.
Robert says, OKAY, BOYS AND GIRLS.
Primary 1–3. Teacher Robert appears beneath Robert.
Robert continues, UH, WOW. THAT WAS AMAZING.
THAT GIVES ME
SOME GREAT INSPIRATION
AND SOME REALLY GREAT
IDEAS TOO.
NOW, LET'S GET INTO
SOME POEM WRITING, OKAY?
NOW, UM, I'M JUST LIKE,
LOOKING AT, UH,
HOW WE'RE GOING TO
PUT THIS TOGETHER.
LET'S SEE.
WHERE DO WE START?
WELL, WE'RE ALL HERE,
TOGETHER ON
TVOKIDS
Robert takes a breath.
POWER HOUR OF LEARNING.
AND WE'RE LEARNING
ABOUT POEMS.
SO, HOW ABOUT THIS? UH--
LEARNING HERE TOGETHER
WITH ALL MY TVOKIDS FRIENDS...
I'M LEARNING AND...
IT'S FUN.
I WISH IT WOULD NEVER END.
HOW'S THAT SO FAR?
POEMS SEEM GREAT,
AND LIKE LOTS OF FUN.
OH, LOOK, EVERYONE.
WE'RE ACTUALLY WRITING ONE!
Robert smiles and glances down.
SO FAR SO GOOD.
I THINK THIS IS GOING TO BE
A GREAT POEM.
BUT THIS ISN'T
JUST ANY POEM.
NO.
WE'RE NOT DONE.
Light reflects off Robert’s glasses.
WE'RE GOING TO TURN
THIS LITTLE POEM INTO A SONG.
EH, THAT ONE KINDA RHYMES. IT FLOWS.
WELL, I GUESS
IT'S ALMOST THAT TIME
AND WE DO HAVE TO GO.
CAN'T WAIT TO SEE
YOU ALL AGAIN ON TVO.
THAT'S
TVOKIDS POWER HOUR
OF LEARNING,
THAT IS.
NOW, BOYS AND GIRLS,
THAT WAS A REALLY FUN WAY
TO WRITE A POEM WITH YOU.
UH, ALL OF THE LEARNING
ABOUT THE ELEMENTS OF POEMS
AND DIFFERENT TYPES
OF POETRY
HELPS ME DO THAT AND UH,
WE HAVE A PRETTY GOOD SILLY POEM
GOING WITH YOU.
IT'S SILLY
AND IT'S FUN TO DO.
AND I KNOW THAT WE CAN MAKE
A MINI SONG OUT OF THIS.
I'M GONNA MAKE A MINI SONG OUT
OF THIS AND PLAY IT FOR YOU,
AND WE'RE GOING TO HAVE
LOTS OF FUN.
UH, SO I'M GONNA
GRAB MY GUITAR,
I'M GONNA TAKE A LOOK
AT THE POEM,
AND SEE IF I CAN'T
PUT TOGETHER
A CUTE LITTLE SONG FOR US,
AND ENJOY IT THAT WAY
AND HAVE SOME FUN TOGETHER.
The animated sun shines. Robert holds his guitar.
OKAY, BOYS AND GIRLS.
WELL, WE WROTE THE POEM.
NOW IT'S TIME
TO PUT IT TO MUSIC.
AND I REALLY LIKED
THE LITTLE POEM THAT WE WROTE,
SO IT SHOULD BE
LOTS OF FUN.
IT'S JUST
A LITTLE TINY POEM,
SO IT'LL BE
A LITTLE FUN SONG.
SO, LET'S GET TO IT.
SO, I'M WONDERING IF MAYBE--
(strumming soft major chords)
Robert tilts his head as he strums his guitar.
Robert says, THAT SOUNDS PRETTY GOOD
FOR THE LITTLE POEM.
Robert glances down at the guitar as he plays.
(chords speeding up)
Robert looks up as he strums his guitar. He smiles.
Robert says, YEAH, THAT SHOULD SOUND
JUST FINE FOR IT.
NOW REMEMBER,
WE STARTED OFF BY SAYING,
"LEARNING HERE TOGETHER WITH
ALL OF MY TVOKIDS FRIENDS."
Robert glances down at the guitar as he plays. He moves his fingers along the neck of the guitar. Robert looks up.
Robert looks happy as he plays his instrument.
Robert sings as he plays his guitar.
♪ LEARNING HERE TOGETHER ♪
Robert smiles as he plays.
♪ WITH ALL MY TVOKIDS FRIENDS ♪
♪ I'M LEARNING AND IT'S FUN,
♪ I WISH IT'D NEVER END ♪
Robert glances down at his guitar, then smiles.
Robert sings,♪ POEMS SEEM GREAT AND IT'S LOTS OF FUN ♪
Robert’s guitar has stickers on it.
Robert sings, ♪ OH, LOOK, EVERYBODY,
WE'RE ACTUALLY WRITING ONE ♪
Robert plays his guitar.
Robert sings,♪ BUT THIS IS NOT JUST A POEM,
NO, WE'RE NOT DONE ♪
Light reflects off of Robert’s glasses.
Robert sings♪ GONNA TURN THIS LITTLE POEM
INTO A SONG ♪
Robert smiles.
Robert sings,♪ WELL, I GUESS IT'S THAT TIME
THAT WE HAVE TO GO ♪
Robert glances to the side.
Robert sings,♪ CAN'T WAIT TO SEE YOU AGAIN
ON TVO ♪
(guitar playing stops)
Robert says, THAT'S TVOKIDS POWER HOUR
OF LEARNING,
THAT IS.
BOYS AND GIRLS,
THAT WAS SUPER FUN.
WE WROTE A POEM
AND WE PUT IT TO MUSIC.
THAT WAS GREAT FUN.
THANK YOU,
BOYS AND GIRLS.
The animated sun shines.
Robert sits in his chair.
Robert says, WELL, THAT WAS LOTS OF FUN,
BOYS AND GIRLS.
THAT WAS GREAT!
I HAD FUN DOING THAT.
THAT WAS A LOT OF FUN.
OKAY. UH, BOYS AND GIRLS.
UH, WE ACTUALLY DID A POEM,
WE ACTUALLY DID A SONG.
UH, WE DID IT.
AND IT WAS A BIT--
IT WAS A BIT OF A MINI SONG
AND IT WAS SILLY
AND IT WAS FUN TO SING AND PLAY.
AND I GUESS WE WERE
THE POETS TOGETHER.
WE WERE THE WRITERS
OF THE SONG.
AND UH, WE USED SOME
OF THE ELEMENTS, LIKE RHYME.
AND UH, WE DEFINITELY--
I DEFINITELY HAD A GREAT TIME
DOING IT WITH YOU.
AND I HOPE
THAT YOU ENJOYED IT.
UH, REMEMBER TODAY,
BOYS AND GIRLS,
WE LEARNED A GREAT DEAL
ABOUT POETRY.
UH, WE LEARNED THAT POEMS--
POEMS CAPTURE MOMENTS
IN OUR LIVES WITH WORDS, OKAY?
SO, WE'RE USING WORDS
TO CAPTURE THOSE MOMENTS.
UH, AND WE LEARNED
THAT POEMS SOMETIMES DO
AND SOMETIMES DO NOT
HAVE STRUCTURES.
SO, SOMETIMES THEY FOLLOW RULES
AND SOMETIMES THEY DON'T,
DEPENDING ON THE STYLE OF POEM
THAT WE'RE USING.
UM, WE ALSO LEARNED
THAT THERE ARE MANY DIFFERENT
KINDS OF POEMS OUT THERE.
UH, ONES THAT YOU CAN
WRITE INTO SHAPES--
SO, REMEMBER THE TWISTER ONE,
THE ONE THAT WAS
THE TORNADO, OKAY.
WE ALSO LEARNED
THAT POEMS AND SONGS--
AND SONGWRITINGS
GO HAND IN HAND.
SO, POEMS, IS UH--
MANY POEMS HAVE BEEN
TURNED INTO SONGS.
AND SO, POEMS AND SONGWRITING
GO HAND IN HAND.
AND WE JUST DID ONE.
WE JUST WROTE A POEM AND
WE TURNED IT INTO A SONG.
THAT WAS SUPER FUN.
UH, AND UH, I REALLY,
REALLY HAD A--
REALLY HAD A GREAT TIME
WITH YOU DOING THAT.
WELL, BOYS AND GIRLS,
I HAD AN AMAZING TIME
WITH YOU AGAIN TODAY.
I WANTED TO THANK YOU AGAIN
FOR INVITING ME INTO YOUR HOMES
FOR THIS EXCITING EPISODE OF
TVOKIDS POWER HOUR OF LEARNING.
AGAIN, MY NAME IS ROBERT,
AND I WILL SEE YOU NEXT TIME.
THANK YOU SO MUCH.
♪ (upbeat music plays)
TVO Kids would like to thank all the teachers involved in the Power Hour of Learning as they continue to teach the children of Ontario from their homes.
TVOkids Power Hour of Learning. TVO.
TVOkids Power Hour of Learning. Teacher Edition, appears over an animated blue sky with fluffy clouds.
A female narrator says,WELCOME TO TVOKIDS
POWER HOUR OF LEARNING.
TODAY’S PRIMARY LESSON IS POETIC TUNES.
Teacher Robert sits with his back to a black upright piano. He wears a black teeshirt and glasses with dark blue frames. Robert has short brown hair combed away from his face. He appears to be in his thirties. A guitar case leans against a wall behind him, next to a grey sofa. A pair of closed doors have shades pulled over their windows.
Robert says,
HELLO, BOYS AND GIRLS,
AND WELCOME TO
ANOTHER EXCITING EPISODE
OF TVOKIDS POWER HOUR
OF LEARNING.
MY NAME IS ROBERT,
A caption beneath Robert reads “Primary 1–3. Teacher Robert”.
I AM SO HAPPY TO BE BACK HERE
AGAIN WITH YOU TODAY.
UH, I'M VERY EXCITED
BECAUSE TODAY'S LESSON IS GOING
TO BE ABOUT TWO OF MY PASSIONS.
AND UH, MY FIRST PASSION,
OF COURSE, IS MUSIC.
UH, MUSIC IS SOMETHING
THAT IS IN MY LIFE
AND IS EVERYWHERE IN MY LIFE,
I SHOULD SAY.
I LOVE TO WRITE MUSIC,
I LOVE TO, UH, COMPOSE MUSIC,
MAKE MUSIC.
AND I LOVE TO LISTEN TO MUSIC,
AS I'M SURE YOU BOYS AND GIRLS
LOVE TO LISTEN TO MUSIC AS WELL.
UM, I LOVE
TO PLAY INSTRUMENTS.
AS I SAID, MUSIC
IS EVERYWHERE IN MY LIFE.
AND I WANTED
TO ALSO TODAY TALK TO YOU
ABOUT ANOTHER PASSION OF MINE,
AND THAT'S POETRY.
AND I'M GOING TO TALK TO YOU
A LITTLE BIT ABOUT HOW POETRY
AND HOW MUSIC GO HAND IN HAND
TOGETHER SOMETIMES.
SO, HOW THEY
TIE IN TOGETHER.
AND SO, TODAY WE'RE GONNA TALK
A LITTLE BIT ABOUT POEMS
AND UH, HOW A POET
WRITES A POEM.
AND UH, SOME OF THE THINGS
THAT THEY USE
TO PUT IN THEIR POETRY.
AND UH, WE'RE GONNA HAVE
A LOT OF FUN DOING IT.
SO, WE'RE GONNA TALK ABOUT ALL
KINDS OF DIFFERENT POEMS TODAY.
AND UH,
THE STYLE OF WRITING,
THE DIFFERENT TYPES
THAT ARE OUT THERE,
AND HOW SOME OF THEM
ARE VERY STRUCTURED
AND HOW SOME OF THEM
ARE NON-STRUCTURED,
MEANING HOW SOME OF THEM
FOLLOW RULES
AND HOW SOME OF THEM
JUST KINDA DO THEIR OWN THING.
UH, AND POETRY IS LOTS OF FUN.
SO, UM, POEMS.
NOW, HOW DOES ONE WRITE A POEM?
YOU MIGHT BE THINKING, UH,
THERE'S A LOT OF DIFFERENT
WRITING THAT MAYBE YOU DO.
MAYBE YOU WRITE
ON YOUR OWN.
UH, MAYBE YOU WRITE
FOR SCHOOL.
BUT UH, HOW DO WE GET STARTED
IN WRITING A POEM?
WELL, BOYS AND GIRLS,
UM, HAVE YOU EVER EXPERIENCED
SOMETHING REALLY GREAT?
REALLY SOMETHING FANTASTIC.
MAYBE SOMETHING...
THAT'S, UH--
I KNOW-- MAYBE SOMETHING
THAT REALLY TASTES REALLY GOOD,
LIKE YOU HAD A VERY GOOD COOKIE
ONE DAY, OR CAKE.
AND UH, YOU WANT TO BE ABLE
TO TALK ABOUT IT
OR CAPTURE IT IN WORDS.
WELL, THAT'S WHAT A POEM IS--
WANTING TO CAPTURE FANTASTIC
THINGS LIKE THAT IN WORDS.
UM, ON THE FLIP SIDE OF THAT,
MAYBE YOU'RE HAVING
ONE OF THOSE DAYS
THAT JUST ISN'T
GOING YOUR WAY.
AND UH, YOU WANTED
TO MAYBE CAPTURE THAT DAY
TO MAKE YOURSELF FEEL BETTER
BY USING WORDS.
WELL, THAT'S WHAT POETRY
IS ALL ABOUT.
WE USE POEMS TO CAPTURE
THOSE MOMENTS IN TIME
WHERE, UH--
AND EXPRESS THOSE MOMENTS
IN TIME WITH WORDS
AND UH, WE USE ALL KINDS
OF DIFFERENT ELEMENTS
AND DIFFERENT, UH, TRICKS
AND DIFFERENT TOOLS,
UH, TO UH, PORTRAY THE POEM.
AND, UH, WE TAKE A LOT OF PRIDE
IN HOW WE WRITE IT,
SO THAT IT'S CAPTURING
THAT MOMENT
IN THE BEST WAY POSSIBLE.
UH, NOW,
I TALKED A LITTLE BIT ABOUT
HOW SOME POEMS ARE STRUCTURED
AND SOME ARE NOT SO STRUCTURED.
AND SOME FOLLOW RULES AND SOME
DON'T FOLLOW SO MANY RULES.
AND UM,
IT REALLY DOESN'T MATTER
WHAT TYPE OF POEM
THAT YOU ARE WRITING.
WHAT REALLY MATTERS IS THAT
IT REALLY IS MEANINGFUL TO YOU.
AND WHEN THE READER
PICKS IT UP,
THEY ARE KIND OF GOING,
"AH, I UNDERSTAND."
OR WHEN THEY'RE
LISTENING IN ON, UH,
ON WHAT YOU'RE FEELING
THROUGH THE POEM.
SO, WHEN WE TALK ABOUT POETRY,
POEMS ARE REALLY, UH,
A STYLE OF WRITING
THAT HAS A LOT OF FEELING
INVOLVED.
IT'S A STYLE OF WRITING
THAT CAPTURES A MOMENT IN TIME
AND IT'S A STYLE OF WRITING
THAT, UH, IS ALSO A STYLE OF ART.
AND WE'LL GET TO SEE
SOME OF THAT ART LATER ON
'CAUSE SOME OF IT IS VERY ARTISTIC.
AND WE'RE GOING TO SEE HOW IT
BLENDS INTO SOME VISUAL ART,
ART WE CAN SEE,
AND OF COURSE, HOW IT BLENDS
INTO SOME MUSICAL ART--
ART THAT WE CAN
PUT TOGETHER TO MUSIC
AND UH,
HAVE IT SOUND REALLY GREAT.
UM, SO, AS I WAS SAYING BEFORE,
BOYS AND GIRLS,
POEMS ARE AN EXPRESSION
OF FEELINGS.
AND UH, FEELINGS AND MUSIC
GO HAND IN HAND AS WELL.
UM, WE LISTEN TO SOME SONGS
AND UH,
WE CAN TELL IF A SONG IS A
HAPPY SONG OR AN EXCITING SONG,
OR WE CAN TELL IS A SONG
IS MAYBE ONE OF THOSE SONGS
THAT IS A LITTLE BIT SAD.
UH, AND MAYBE, UH,
MAYBE IT GETS US TO THINK
A LITTLE BIT.
AND SO, OFTEN TIMES WHEN WE
LISTEN TO THE WORDS OF A SONG,
SO THE LYRICS,
THOSE ARE THE--
THOSE ARE THE PIECES OF POETRY
INSIDE THE MUSIC.
AND SO, I THOUGHT TODAY,
BOYS AND GIRLS,
THAT WE WOULD DO
SOMETHING LIKE THAT.
WE WILL TAKE A PIECE OF POETRY
AND TURN IT INTO MUSIC.
NOT ONLY THAT,
WE'RE ACTUALLY GONNA WRITE
OUR OWN POEM. OKAY?
SO, UM, WE CAN FIND POEMS
IN ALL KINDS OF GREAT PLACES.
WE FIND THEM IN BOOKS,
OF COURSE,
UM, BUT ONE OF THE BEST PLACES,
AS I JUST SAID BEFORE,
IS IN OUR SONGS.
AND I'M SUPER EXCITED
TO SIT DOWN WITH YOU
AND MAYBE WRITE UP,
MAYBE A FUNNY SONG OR MAYBE
SOMETHING THAT'S, UH,
YOU KNOW,
THAT'S SORT OF JUST KIND OF
LIKE A MINI SONG,
SOMETHING FUN TO DO,
THAT WE CAN TURN INTO A,
UH, FROM A POEM INTO A SONG
AND SEE HOW WELL
WE DO WITH THAT.
AND WE CAN HAVE
SOME FUN WITH IT.
WE DON'T HAVE TO BE
SUPER SERIOUS,
BECAUSE NOT ALL POEMS
ARE SERIOUS.
THEY'RE SOMETHING, UH,
THEY'RE SOMETHING THAT
WE CAN TAKE LIGHTLY AS WELL.
OKAY. WHAT IS A POEM?
WHAT IS IT?
WELL, A POEM,
AS I MENTIONED BEFORE,
IS A WAY OF WRITING,
AN ARTISTIC WAY OF WRITING.
UH, IT'S AN ART FORM.
OKAY?
SOME POEMS DO HAVE STRUCTURE,
OKAY?
THAT MEANS THEY FOLLOW
A SET OF RULES.
OKAY?
UH, AND THOSE SET OF RULES
ARE LAID OUT TO ACHIEVE
A STYLE OF POETRY.
SO, SOME--
THERE ARE SOME STYLES OF POEMS
THAT REQUIRE
A CERTAIN AMOUNT OF WORDS,
AND THERE ARE OTHER
STYLES OF POEMS
THAT DON'T REQUIRE
ANY RULES AT ALL.
AND SOME THAT JUST REQUIRE
A FEW RULES.
AND SO WE'RE GOING
TO TAKE A LOOK
AT A HANDFUL OF DIFFERENT POEMS
IN A LITTLE WHILE,
BUT I WANTED TO TALK ABOUT
SORT OF THE ELEMENTS
OF WHAT MAKES A POEM.
SO, STRUCTURED
OR NON-STRUCTURED,
MANY POEMS HAVE
THESE ELEMENTS IN THEM.
THE FIRST ELEMENT
IS CALLED A STANZA.
UH, A STANZA
IS JUST A FANCY WORD
FOR A GROUP OF LINES
IN A POEM.
IT'S JUST BASICALLY
THE LINES IN A POEM.
SO, THAT'S A STANZA. OKAY?
THE NEXT ONE I WANTED
TO TALK TO YOU ABOUT--
AND YOU PROBABLY KNOW
ABOUT THIS ONE ALREADY--
IS RHYME.
RHYME IS WHEN TWO OR MORE WORDS
SHARE THE SAME ENDING
OR SOUND SIMILAR, OKAY?
THEY SOUND LIKE THE SAME.
UM, AND UH,
IN POEMS, THERE'S OFTEN
A LOT OF RHYMES, OKAY?
THEY CAN BE FOUND
AT THE END OF LINES,
UH, TO HELP THE POEM SORT OF
RHYME ALONG AS IT GOES ALONG.
OKAY?
BOYS AND GIRLS, CAN YOU THINK
OF ANY RHYMING WORDS?
Robert leans forward.
Robert continues, I'M SURE YOU CAN
THINK OF SOME IF IT, UH,
IF YOU REALLY PUT
SOME THOUGHT INTO IT.
RHYMING CAN BE FUN
SOMETIMES.
UH, BUT IT ALSO CAN BE
HARD TO DO.
WHAT ABOUT, HMM...
"RICE" AND "MICE"?
THERE'S A GOOD RHYME.
WHAT ABOUT, UH,
"BAKE" AND "CAKE"?
OR "PANTS" AND "DANCE"?
THAT ONE'S A GOOD RHYME.
UH, WHAT ABOUT
"GOOSE" AND "DUCK"?
Robert smiles.
I'M JUST JOKING,
THAT ONE DOES NOT RHYME.
(chuckling)
Robert smiles as he says, THAT ONE DOESN'T RHYME.
I'M JUST BEING SILLY.
OKAY.
SO, I'M SURE YOU CAN THINK
OF A LOT OF DIFFERENT
RHYMING WORDS.
PROBABLY BETTER
THAN I CAN.
UM, LET'S GO BACK TO THE
ELEMENTS OF A POEM, THOUGH.
POEMS ALSO HAVE SOMETHING
CALLED FIGURATIVE LANGUAGE,
AND FIGURATIVE LANGUAGE
IS A REALLY FANCY WORD.
UH, SOME FANCY WORDS,
AND BASICALLY,
FIGURATIVE LANGUAGE
ARE WORDS THAT
ARE PUT TOGETHER
TO CREATE A PICTURE
IN A READER'S MIND. OKAY?
SO WHETHER YOU'RE READING
THE POEM YOURSELF
OR YOU'RE JUST LISTENING
TO THE POEM,
IT'S WORDS THAT SORT OF PAINT
A PICTURE IN SOMEBODY'S MIND.
OKAY?
SO FOR EXAMPLE,
A WRITER COULD JUST SAY,
"HEY, THERE ARE SOME FLOWERS."
BUT THE POET,
SOMEONE WHO WRITES POETRY,
THEY WOULD WRITE,
"THE FLOWERS WERE STRETCHED OUT
FURTHER THAN ANY OCEAN
"AS THE WIND BLEW THEM
LIKE WAVES OF THE SEA."
DO YOU SEE THE DIFFERENCE?
I PAINTED A PICTURE
WITH THAT ONE.
SO YOU'VE GOT ONE HAND,
WHERE SOMEBODY JUST WROTE,
"HEY, THERE'S SOME FLOWERS."
AND THEN THE POET WROTE
THAT LONG, BEAUTIFUL,
UH, SORT OF PICTURESQUE,
UH, VERSION
WHERE THE FLOWERS
WERE STRETCHED OUT
FURTHER THAN ANY OCEAN,
AND THE WIND BLEW THEM
LIKE WAVES OF THE SEA.
SO, THAT GAVE THE READER
OR THE LISTENER
A LITTLE BIT MORE
OF A PICTURE.
DID YOU GET MORE OF A PICTURE
WHEN I READ THAT ONE,
BOYS AND GIRLS?
A PICTURE IN YOUR HEAD
OF FLOWERS MAYBE BLOWING
A LITTLE BIT?
OR MAYBE A WHOLE STRETCHED-OUT
FIELD OF FLOWERS
WITH THE WIND BLOWING THE TOPS
OF THEM BACK AND FORTH.
THAT'S WHAT I SORT OF PICTURE
IN MY HEAD,
WHEN I HEAR THAT ONE.
UH, SO FIGURATIVE LANGUAGE
IS SO VERY IMPORTANT
BECAUSE IT DOES PAINT
THAT IMAGE IN OUR HEADS
AND UH,
GIVE US A GREAT IDEA
OF WHAT THE POET WAS TRYING TO
TELL US THROUGH THEIR WRITING.
SO, UH, IT TAKES
A BIT OF PRACTICE,
BUT A GOOD POET
BECOMES VERY, VERY GOOD
AT THE FIGURATIVE LANGUAGE,
AND VERY GOOD AT PAINTING
PICTURES IN OUR HEADS.
SEE? THERE'S THAT
ARTISTIC PART AGAIN,
THAT ARTISTIC
PART OF WRITING.
POEMS ALSO CONTAIN SIMILE.
SIMILE IS THE COMPARISON OF
TWO THINGS THAT ARE NOT ALIKE,
BUT HAVE SOMETHING
IN COMMON.
THE POET CAN USE
THE WORDS LIKE "LIKE"
TO MAKE THAT COMPARISON.
SO, THE POET CAN USE
THE WORD "LIKE"
TO MAKE THE COMPARISON OF
TWO THINGS THAT AREN'T ALIKE.
FOR EXAMPLE,
"THE DISHES WERE PILED
ON THE COUNTER LIKE A TOWER."
"THE DISHES WERE PILED ON THE
COUNTER LIKE A TOWER."
DO YOU KNOW WHO'S REALLY GOOD
AT USING SIMILES?
ZOEY FROM WACKY WORD SONGS.
I WANT YOU
TO CHECK THIS OUT,
AND LEARN A LITTLE BIT MORE
ABOUT SIMILES.
An animated yellow sun rises in a blue sky. Letters spelling “Wacky” bounce. A blue curtain closes and “Wacky Word Songs” appears on the curtain.
TVO Kids Presents.
(energetic music and singing)
♪ IT'S THE WACKY
WACKY WORD SONGS ♪
OH, YEAH!
“With Zoey.”
(screaming as a rollercoaster rumbles on a track)
A television screen shows people riding a roller coaster. Zoey looks at the screen. She wears a denim jacket, decorated with pins, over a yellow shirt. Zoey’s long brown hair flows down her back.
Zoey says, WHEW! HI.
I RODE
THAT ROLLER COASTER.
IT WAS KINDA SCARY,
BUT I WAS AS BRAVE
AS A LION.
An animated lion smiles.
Zoey continues, THE COASTER
WENT UP SO HIGH,
IT SOARED
LIKE AN EAGLE!
An eagle flies across Zoey’s television screen.
NOTICE THE COMPARISON I MADE
TO DESCRIBE MY WILD RIDE?
THOSE COMPARISONS
ARE CALLED SIMILES.
The animated word simile bounces beneath Zoey as she talks.
A SIMILE IS A WAY
TO DESCRIBE SOMETHING
BY COMPARING IT
TO SOMETHING DIFFERENT
IN AN IMAGINATIVE WAY.
WE USE THE WORDS "LIKE" OR "AS"
IN SIMILES.
TIME TO FLY LIKE A BIRD
INTO MY SONG!
Zoey sits on a tree stump. She wears a cowboy hat, a red bandana, a plaid shirt, brown jeans, and cowboy boots. A guitar leans against the tree stump. Zoey’s stump sits in front of decrepit barn with missing windows. Behind the barn, there is blue water under a cloudy sky.
HOWDY!
THEY CALL ME SIMILE SAM
'CAUSE I LOVE SIMILES!
(country music plays)
Zoey sings as she sits at a table. An animated bear sits beside her.
♪ IT'S DINNER TIME
AND I'M HUNGRY AS A BEAR ♪
♪ MY BEANS ARE COLD AS ICE ♪
A block of ice forms around an animated can of beans.
Zoey points to a bowl as she sings.
♪ BUT I JUST DON'T CARE ♪
♪ I'LL SING LIKE A BIRD ♪
An animated bird lands by Zoey as she sits on her tree stump. The stump appears on a dark stage, between red stage curtains.
Zoey sings,♪ AND SHINE LIKE A STAR ♪
Stars flash around Zoey. She holds her guitar as she sits in a wooden shed.
Zoey sings,♪ I'LL PLUCK THE STRINGS
OF MY TINY GUITAR ♪
(Zoey plays a chord)
Three Zoeys appear dancing in the shed.
Zoey sings,♪ DO THE SIMILE BOOGIE,
DANCE WITH ME ♪
♪ FLOAT LIKE A BUTTERFLY,
THAT'S A SIMILE ♪
An animated butterfly floats past Zoey as she sings.
♪ USE "LIKE" OR "AS"
TO COMPARE DIFFERENT THINGS ♪
♪ THEN FLAP YOUR ARMS
LIKE A PAIR OF CHICKEN WINGS ♪
Zoey flaps her arms as an animated bucket of chicken wings uses a pair of wings to fly past.
♪ I'VE BEEN BUSY AS A BEE,
WORKIN' LIKE A DOG ♪
An animated bee flies. A grey and white animated dog runs past Zoey as she holds up her hands and pants.
Zoey sings,♪ WHEN I LAY MY HEAD DOWN ♪
♪ I SLEEP LIKE A LOG ♪
An animated log falls. Three Zoeys dance in a pasture as cows graze.
Zoey sings,♪ I'LL WAKE UP FEELIN'
AS LIGHT AS A FEATHER ♪
Animated blue feathers fall.
Zoey sings,♪ AND WE CAN MAKE
MORE SIMILES TOGETHER ♪
♪ DO THE SIMILE BOOGIE,
DANCE WITH ME ♪
♪ DO THE SIMILE BOOGIE,
DANCE WITH ME ♪
♪ DO THE SIMILE BOOGIE,
DANCE WITH ME ♪
♪ DO THE SIMILE BOOGIE ♪
Zoey bounces.
USING SIMILES MAKES ME FEEL
AS WISE AS AN OWL.
(chuckling)
Zoey smiles at an animated owl. The owl waves its wing. “Wacky Word Songs.” TVO Kids.
(giggling)
Apartment Eleven Productions.
An animated yellow sun shines.
(relaxing music)
Robert says, HEY, THAT WAS A FUN SONG
FROM ZOEY.
Primary 1–3, Teacher Robert appears beneath Robert.
Robert continues, AND LEARNED A LITTLE BIT MORE
ABOUT SIMILES THAT WAY.
UH, BOYS AND GIRLS,
I WANTED TO CONTINUE ON ABOUT
THE ELEMENTS OF A POEM.
UH, AGAIN, WE'RE TALKING
ABOUT ELEMENTS OF A POEM
WHETHER POEMS ARE STRUCTURED
OR NON-STRUCTURED,
MANY OF THEM
HAVE THESE ELEMENTS
AND THESE ARE THINGS
THAT UH, A LOT OF POEMS
HAVE WITHIN THEM
TO MAKE THEM GOOD POEMS-
POEMS THAT PEOPLE WANT
TO LISTEN TO OR READ.
UH, AND UH, ENJOY.
UH, AND MAYBE, UH, ALSO
SORT OF GIVE THAT PICTURE
OF WHAT IS HAPPENING
IN THE POET'S MIND
WHEN THEY WERE CREATING THE POEM
THEMSELVES.
SO, THE NEXT THING
IS REPETITION.
REPETITION, THAT'S RIGHT.
UH, WHEN LINES ARE REPEATED,
OBVIOUSLY, IS REPETITION.
WE HEAR THIS A LOT IN SONGS,
DON'T WE?
UH, AND SO, EARLIER,
I WAS TALKING ABOUT
HOW POEMS AND SONGS
KIND OF GO HAND IN HAND,
AND UH,
HOW THEY ARE VERY SIMILAR
IN A LOT OF WAYS.
WELL, WHEN WE LISTEN TO SONGS,
THERE'S A LOT
OF REPETITION IN IT.
AND UH, I UH,
IT'S INTERESTING TO SEE
THAT POEMS THEMSELVES--
ONE OF THE MAJOR ELEMENTS
OF A POEM
IS ALSO TO HAVE LINES
THAT ARE REPEATING THEMSELVES
TO MAKE AN IMPACT
ON THE READER OR THE LISTENER.
SO, REPETITION
IS SUPER IMPORTANT
TO BOTH A POEM AND A SONG
TO MAKE AN IMPACT ON
WHOEVER IS LISTENING TO IT
OR WHOEVER IS READING IT.
SO, THAT'S A VERY GOOD ONE.
UH, THE LINE.
UH, IT'S SIMPLY A ROW OF WORDS
IN THE POEM. OKAY?
SO, IF YOU CAN
PICTURE A POEM--
AND I WILL SHOW YOU SOME
EXAMPLES OF SOME POEMS--
BUT IF YOU CAN
PICTURE A POEM,
UH, IT'S A SERIES
OF LINES, OKAY?
AND UH, IT'S UH--
THE LINE IS SIMPLY A SINGLE ROW
OF WORDS IN THE POEM.
IT'S UH,
IT'S UH, CAN BE A SHORT ONE
OR A LONG ONE,
AND DEPENDING
ON THE TYPE OF POEM,
UH, YOU WILL SEE SOME
DIFFERENCES IN A LITTLE BIT,
BUT DEPENDING
ON THE TYPE OF POEMS,
UH, WE UH,
YOU WILL SEE, UH,
LINES THAT ARE--
DO HAVE THE RHYMING SCHEME,
SOME THAT DON'T.
UH, AND YOU'LL,
UH, ALSO, UH,
HAVE LONGER LINES
FITTING IN WITH SHORTER ONES,
DEPENDING ON
THE STYLE OF POETRY
THAT THE POET DECIDED
TO CREATE WITH.
UH, THE NEXT THING ON MY LIST
IS A THEME.
THEME IS A MESSAGE THAT THE POET
IS TRYING TO TELL THE READER
OR THE LISTENER
OF THE POEM.
SO, THE THEME
IS BASICALLY THE TITLE.
IT'S THE MESSAGE ITSELF.
UH, OFTEN TIMES, UH,
THE THEME, UH,
SOMETIMES IS ONE OF THOSE THINGS
THAT WE DON'T REALLY GET
UNTIL WE GET THROUGH
THE ENTIRE POEM.
SOMETIMES WE GET IT
RIGHT WHEN WE READ THE UH,
THE TITLE ITSELF.
AND SO THE THEME IS THERE
TO HELP THE READER UNDERSTAND
WHAT THE POET WAS THINKING
AT THE TIME,
WHILE THEY WERE CREATING
THE POEM ITSELF.
AND SO,
THE POET CREATES A THEME
AND HOPES THAT THE READERS
OR THE LISTENERS UNDERSTAND
WHAT THE THEME IS
WHILE THEY'RE WRITING IT,
THEY'RE CREATING IT.
AND SO, UH,
IT BECOMES SOMETHING THAT
THEY CAN SHARE WITH OTHERS.
UH, THE MOOD IS THIS FEELING
OF THE POEM.
OKAY, SO IT'S BASICALLY
THE FEELING SOMEBODY GETS.
AND SO, DO YOU REMEMBER
WHEN I WAS FIRST TALKING
ABOUT WANTING TO
CAPTURE MOMENTS WITH WORDS
BY WRITING A POEM?
SO, CAPTURING THOSE MOMENTS
LIKE EATING THAT COOKIE.
UH, IT'S THE MOOD, UH, THAT'S
THE FEELING WITHIN THAT MOMENT.
OKAY, SO SOMETHING IS SO YUMMY,
IT TASTES SO GREAT.
BOY, I WISH I COULD
PUT INTO WORDS
HOW GREAT
THIS COOKIE TASTES.
UH, IT SOUNDS FUNNY TALKING
ABOUT A COOKIE LIKE THIS,
BUT SOMETIMES A COOKIE
TASTES SO GREAT,
UH, YOU REALLY WANNA
WRITE IT INTO WORDS.
AND UH, YOU KNOW,
WHO KNOWS?
MAYBE PEOPLE HAVE MADE POEMS
OUT OF EATING COOKIES BEFORE,
AND THEY CAPTURED
THAT MOMENT IN TIME,
AND UH, CREATED
A BEAUTIFUL POETRY
OUT OF EATING YUMMY TREATS
LIKE THAT.
UH, SO, THAT'S THE MOOD.
NOW, RHYTHM IS ANOTHER ONE.
RHYTHM IS THE BEAT OR THE SOUND
AND THE FEEL OF A POEM.
OKAY?
I WAS KINDA SAVING THIS ONE
FOR LAST,
BECAUSE WE ALL KNOW
HOW MUCH I LOVE MUSIC,
AND WHEN I THINK OF POETRY
I ALSO THINK OF MUSIC,
OBVIOUSLY.
UH, SO, POEMS HAVE
A SOUND AND A RHYTHM,
JUST LIKE A SONG.
SO, WHEN YOU'RE GOING
THROUGH A POEM, UH,
THE WRITER HAS WRITTEN IT
IN A CERTAIN WAY,
WHERE THEY WANT IT
TO BE READ.
UH, AND SOMETIMES YOU HAVE
TO READ IT A FEW TIMES
TO UNDERSTAND THE RHYTHM
OF HOW THEY WANT IT READ.
SO, WHETHER THERE'S RHYMING
IN THERE TO HELP US,
OR WHETHER THERE'S
SYLLABLES IN THERE,
UH, TO HELP US
GO THROUGH AND READ
AND UH,
HELP US GO THROUGH,
THERE'S A BIT OF A RHYTHM,
AND THAT'S SORT OF A BEAT
AND A SOUND
THAT THE, UH, POET
WANTS US TO UNDERSTAND.
SO, IT'S NOT JUST
THE THEME OR THE MOOD,
BUT THE RHYTHM OF IT
IS IMPORTANT TO POETRY.
AND I THINK THAT'S WHERE WE CAN
SORT OF CAPTURE THE CONNECTION
TO MUSIC IN POEMS,
BECAUSE, BOYS AND GIRLS,
THERE HAVE BEEN
A LOT OF POEMS OUT THERE
THAT ORIGINALLY STARTED OFF
AS JUST POEMS
AND THEN SOMEBODY
CAME ALONG AND SAID,
"WOW, THIS IS
SUCH A GREAT POEM.
"I WOULD LOVE
TO TURN IT INTO A SONG.
"I WOULD REALLY LOVE
TO TURN THAT INTO A SONG."
UH, AND SO,
BOYS AND GIRLS,
TALKING ABOUT RHYTHM, UM...
I WOULD REALLY LIKE
TO TALK ABOUT, UH,
HOW I CAN MAKE RHYTHM SOUNDS
WITH MY GUITAR.
AND IN FACT, WHY DON'T WE HAVE
A LITTLE BIT OF A BODY BREAK
AND PLAY A LITTLE GAME?
UH, I'M GOING TO MAKE MY GUITAR
SOUND LIKE A RHYTHM.
IN FACT, I'M GONNA MAKE IT SOUND
LIKE THE RHYTHM OF A TRAIN,
A CHOO-CHOO TRAIN. OKAY?
AND YOU'RE GOING TO MOVE AROUND
TO THE SPEED OF THAT RHYTHM.
SO, WHAT I'M GOING
TO ASK YOU TO DO IS,
UH, WHEN WE'RE READY TO GO,
YOU'RE GONNA STAND UP AND
GIVE YOUR BODY A LITTLE STRETCH,
A MOVE AROUND,
AND WHEN I START PLAYING
TO THE RHYTHM OF
THE TRAIN SOUND ON THE GUITAR
YOU'RE GONNA MOVE AROUND,
AND DON'T FORGET
TO MOVE AROUND THOSE ARMS
Robert moves his arms.
Robert continues, LIKE THE
CHOO-CHOO TRAIN DOES.
AND WHEN I GO FASTER,
YOU'RE GONNA GO FASTER.
WHEN I GO SLOWER,
YOU'RE GOING TO GO SLOWER.
IT'S A LOT OF FUN.
LET'S GIVE IT A TRY.
The animated sun shines. Robert holds his guitar.
OKAY, BOYS AND GIRLS.
I HOPE WE'RE ALL
STANDING UP.
GIVE YOURSELF
A LITTLE SHAKE.
ALL RIGHT, REMEMBER,
WE'RE MOVING AROUND OUR ROOM,
WHEREVER YOU'RE
WATCHING ME RIGHT NOW,
AND WE'RE MOVING TO THIS RHYTHM,
THE TRAIN RHYTHM.
I'M GOING TO START OFF
REALLY SLOW,
THE TRAIN IS JUST LEAVING
THE STATION.
♪ (plays slow blues riff) ♪
Robert smiles as he strums his guitar.
Robert says, SO, WE'RE MOVING SLOWLY.
Robert looks down at his guitar as he plays.
♪ (guitar riff) ♪
Robert says, GET YOUR ARMS MOVING.
Robert looks happy as he plays.
Robert smiles and says, VERY GOOD!
Robert looks down as he strums, then closes his eyes.
Robert says, OH, THIS IS FUN.
Light reflects off Robert’s glasses as he looks down at the guitar. His arm moves as he plays. He looks up.
♪ (rhythm changes) ♪
Robert says, MAYBE A BIT QUICKER NOW.
♪ (guitar strumming speeds up slightly) ♪
Robert looks down at his guitar and then up again. He smiles as he plays.
Robert says, THAT'S IT, KEEP IT MOVING,
THOSE ARMS!
MAYBE BRING THE KNEES UP.
Robert moves his head as he plays. He looks down at the guitar, then closes his eyes as he plays.
Robert says, VERY GOOD!
Robert smiles. He looks down at his guitar as he plays.
Robert says, ALL RIGHT.
LET'S SEE IF WE CAN GO
EVEN FASTER.
♪ (guitar playing speeds up) ♪
Robert leans closer to his guitar as he plays. He looks down at the strings and then smiles.
Robert looks down as he strums.
Robert says, VERY GOOD.
KEEP GOING!
♪ (guitar strumming)
Robert looks down at the guitar as he plays.
Robert looks up. Light reflects off his glasses. He looks down at his finger work as he plays.
Robert opens his mouth.
Robert says, OH, YES.
KEEP MOVING
A LITTLE BIT QUICKER.
Robert looks down, then closes his eyes as he plays.
Robert says, IT'S FUN!
Robert smiles and looks down at the guitar.
Robert says, MOVING LIKE A TRAIN.
♪ (steady guitar playing) ♪
Robert strums harder as he hunches over the guitar. He watches his fingers as he plays.
♪ (rhythm changes) ♪
Robert looks up and smiles as he plays. He looks down at his fingers as he strums. Robert glances up and smiles broadly.
♪ (guitar)
Robert looks down and intently watches his fingers. He strums and looks back up.
Robert smiles as he looks down at the guitar. He glances up and then back at his guitar.
Robert smiles.
Robert asks, ARE YOU GETTING TIRED?
Robert looks at his guitar.
Robert says, LET'S SLOW THAT TRAIN DOWN
A LITTLE BIT.
WE'RE GONNA SLOW IT DOWN
JUST A LITTLE BIT.
Robert slows his strumming. He smiles as he looks up from his guitar.
♪ (guitar slows down) ♪
Robert looks up as he plays, then looks back down.
♪ (slow guitar) ♪
Robert closes his eyes as he plays.
Robert says, NOW THAT TRAIN'S COMING BACK
TO THE STATION.
Robert looks at his finger work as he plays.
♪ (slow guitar)
WELL DONE,
BOYS AND GIRLS.
THAT WAS A LOT OF FUN.
The animated sun shines in the blue sky.
(relaxing music)
Robert says, OKAY, THAT WAS FUN.
THAT HELPS CLEAR OUR MINDS OUT
FOR A LITTLE BIT OF POETRY,
SOME STUFF LIKE THAT.
UM, AND UH,
HELPS OUR BODIES TOO.
OKAY? SO UH, HELPS US GET MOVING
AND UH, UH,
KIND OF TAKE A NICE BREAK.
AND THAT WAS FUN.
I HOPE THAT YOU GOT UP
AND MOVED AROUND A LITTLE BIT,
AND UH,
MOVED TO THAT RHYTHM,
AND KINDA FELT THE INNER TRAIN
INSIDE OF YOU MOVING AROUND.
SO, IT WAS FUN FOR ME TOO.
UM, NOW, I WANTED
TO TALK TO YOU
A LITTLE BIT ABOUT THE TYPES
OF POEMS THAT ARE OUT THERE.
UH, WE TALKED ABOUT, UH,
WHAT'S IN POEMS,
THE ELEMENTS OF A POEM,
AND, UH,
NOW I REALLY WANT TO TALK
ABOUT THE POEMS THEMSELVES,
BECAUSE THERE ARE
A LOT OF POEMS
THAT ARE VERY UNIQUE
FROM ONE ANOTHER,
VERY DIFFERENT
FROM ONE ANOTHER.
UH, AND SOME OF THEM
ARE REALLY INTERESTING
TO SEE AND TO LISTEN TO.
AND SO,
I DO HAVE SOME POEMS
WITH ME RIGHT NOW,
AND UM, I THINK SOME OF THEM
ARE REALLY FUN TO LOOK AT
AND REALLY FUN TO READ
AND I THINK YOU WILL ENJOY
SOME OF THEM.
SO, LET'S SEE.
THERE ARE POEMS
THAT HAVE--
OH, THERE ARE POEMS THAT HAVE
HIDDEN MESSAGES IN THEM.
AND UH, YEAH,
IT'S REALLY COOL.
THEY HAVE LIKE HIDDEN MESSAGES
IN THEM,
AND IT'S SPELLED OUT
WITHIN THE POEM ITSELF.
SO, IT'S LIKE
A HIDDEN MESSAGE
SPELLED OUT
WITHIN THE POEM ITSELF,
UH THEY'RE CALLED
ACROSTIC POEMS.
ACROSTIC POEMS.
AND I'M JUST GONNA SHOW YOU
A SAMPLE OF ONE.
I'M JUST GONNA HOLD IT UP HERE
FOR YOU TO SEE.
Robert holds up a sheet of paper with a poem.
Red. Only for you. Show my love. Everyday.
OKAY, SO THAT'S CALLED
AN ACROSTIC POEM.
The first letter in each line of the poem is red. The letters are R, O, S, E.
OKAY?
"RED, ONLY FOR YOU,
"SHOW MY LOVE, EVERYDAY."
AND NOW NOTICE THAT, UH,
WHEN YOU LOOK
AT THIS POEM,
IF I GO TO THE TOP,
IT SPELLS OUT A WORD,
A HIDDEN WORD.
AND WHAT IS THAT HIDDEN WORD,
BOYS AND GIRLS?
R. o. s. e.
THAT'S RIGHT, IT'S "ROSE".
IT'S "ROSE".
SO, THIS ACROSTIC POEM
IS KIND OF LIKE A LOVE POEM,
IF YOU WILL,
THAT SOMEBODY WROTE.
AND THERE'S A HIDDEN MESSAGE
WITHIN IT
BECAUSE WE HAVE OUR LINES,
AND WITHIN THE LINES
WE HAVE ALL THOSE OTHER ELEMENTS
THAT WE SPOKE ABOUT.
AND THEN WE HAVE
THE MESSAGE HERE,
"ROSE",
HIDDEN WITHIN THE LINE.
SO, I THINK ACROSTIC POEMS
ARE A LOT OF FUN,
AND IT'S KIND OF
A NEAT VISUAL.
IT'S ALMOST LIKE ARTWORK.
IT'S KIND OF LIKE
A HIDDEN SECRET.
I MADE MINE STAND OUT
WITH THE RED INK.
UM, BUT YOU KNOW,
I THINK IT WAS KIND OF--
I THINK IT'S KIND OF NEAT.
Robert puts down the paper.
Robert continues, IT'S KIND OF LIKE LOOKING
AT A PIECE OF ARTWORK,
WHERE YOU GET TO SEE IT
STAND OUT A LITTLE BIT.
SO, ANOTHER SORT OF
ARTISTIC STYLE RIGHT THERE.
AND UH, YEAH,
I THINK IT'S KIND OF NEAT
TO BE ABLE TO PUT MESSAGES
INSIDE OF A POEM.
SO THOSE, AGAIN,
ARE CALLED ACROSTIC POEMS.
ACROSTIC POEMS. OKAY.
UM, THERE ARE POEMS
THAT DON'T RHYME.
AND, UH,
THERE ARE POEMS THAT DO.
UM, THERE ARE POEMS THAT, UH,
HAVE A LOT OF STRUCTURE
AND THERE'S A LOT OF POEMS
THAT DON'T.
UH, HERE'S A POEM
CALLED HAIKU.
IT'S CALLED A HAIKU STYLE.
UH, IT'S KIND OF FUN TO SAY,
"HAIKU".
AND THIS POEM, UH,
FOCUSES ON THE AMOUNT
OF SYLLABLES, OKAY?
SO, IT'S ONLY THREE LINES.
AND IT DOESN'T FOCUS ON RHYMING
OR ANYTHING LIKE THAT,
BUT I'LL GET YOU
TO TAKE A LOOK.
Robert holds a piece of paper in front of his face and peers over the top. The top of the paper has a drawing of half of a sun with purple and red scribbles around it. The bottom half of the paper has yellow stars.
Sunset high above. The sky is turning orange. Night is coming soon.
Robert says, OKAY.
AND IT SAYS...
Robert holds a piece of paper.
Robert says, LET ME GET IT HERE.
Robert peers over the top of the paper.
Robert reads, "SUNSET HIGH ABOVE.
"THE SKY IS TURNING ORANGE.
"NIGHT COMING--"
"--IS COMING SOON," SORRY.
"SUNSET HIGH ABOVE,
"THE SKY IS TURNING ORANGE,
"NIGHT IS COMING SOON."
SO, THIS PARTICULAR POEM,
THE HAIKU STYLE...
Robert puts the paper down.
Robert continues, IS A REALLY GREAT STYLE,
AGAIN,
THAT DOESN'T FOCUS ON RHYMING.
UH, BUT IT DOES FOCUS
ON THE SYLLABLES.
OKAY. BOYS AND GIRLS,
DO WE REMEMBER
WHAT SYLLABLES ARE?
Robert adjusts his glasses.
MAYBE THINK OF YOUR OWN NAMES,
THE SYLLABLES.
SO, MY NAME IS ROBERT.
HOW MANY SYLLABLES
IS IN MY NAME?
"ARE" IN MY NAME,
I SHOULD SAY.
RO-BERT.
(two claps)
Robert smiles.
Robert says, TWO SYLLABLES.
OKAY?
UH, SO-- UH, IT FOCUSES
ON THOSE SYLLABLES
AND PLACES THEM JUST SO
TO MAKE A BEAUTIFUL POEM.
AND AGAIN,
THAT ONE IS CALLED HAIKU.
AND UH, I JUST THINK
THEY'RE BEAUTIFULLY WRITTEN.
REALLY BEAUTIFULLY
WRITTEN POEMS.
UM, OH!
THERE ARE SOME REALLY, REALLY,
REALLY COOL POEMS OUT THERE.
AND UM,
THESE POEMS WRITE ABOUT--
THEY WRITE ABOUT A TOPIC,
BUT THE WAY YOU WRITE IT
IS REALLY INTERESTING.
YOU CREATE
A PIECE OF ART WITH IT.
SO, IMAGINE WRITING,
UH, A POEM
AND USING A PAGE
AND CREATING THIS ARTWORK
WITH THE WORDS OF THE POEM.
OKAY?
SO, SAY YOU WERE TALKING
ABOUT THE SUN,
AND YOU WOULD
WRITE YOUR POEM
AND CREATE
THE CIRCLE OF THE SUN,
AND THEN DO THE LINES
COMING OUT,
THE SUNBEAMS COMING OUT
WITH SOME MORE WORDS.
AND--
OR IMAGINE YOU WROTE
A POEM ABOUT A DINOSAUR,
AND YOU WROTE
THE WORDS OF YOUR POEM
IN THE SHAPE
OF A DINOSAUR.
THAT WOULD BE
REALLY GREAT.
UM, THESE POEMS
ARE CALLED SHAPE POEMS.
AND, BOYS AND GIRLS,
I HAVE ONE HERE.
Robert holds up a piece of paper. A poem is written in the shape of a funnel, wide at the top and narrower at the bottom. Two lines surround the poem.
Robert says, AND THIS ONE HERE
IS CALLED
TWISTER.
OKAY.
IT'S CALLED
TWISTER.
UH, AND...
I'M GONNA SHOW YOU HERE--
I'M JUST GONNA BACK IT UP
JUST SO EVERYONE CAN SEE.
The poem reads: The Twister. Swirling, whirling twirling. Woooo. Crashing. Thrashing. Smashing too. Uh Oh. Oh no. Go go hide!
Robert says, OKAY,
TWISTER.
SEE HOW IT'S SHAPED...
LIKE A TORNADO?
A lines get smaller at the bottom of the page.
AND THE WORDS
ARE STRETCHED OUT
AND SORT OF STRETCHED BACK--
BACK IN AGAIN
SO THAT IT'S THE SHAPE
OF THE OBJECT ITSELF.
OKAY, NOW, I'M GONNA PUT
AN OUTLINE AROUND IT,
BUT NOT ALL OF THEM
HAVE AN OUTLINE AROUND IT.
OKAY? AND OFTEN TIMES,
AGAIN,
THE SHAPE OF THE POEM
IS UH, IN UH, IN UH--
THE SHAPE OF THE POEM
IS ABOUT THE THEME.
SO, THE TITLE OF THIS,
THE THEME,
IS IN THE TITLE,
IT'S TWISTER.
AND IT SAYS, "SWIRLING,
WHIRLING, TWIRLING.
"WOOOO.
"CRASHING, THRASHING,
SMASHING TOO.
"UH OH.
"OH, NO.
"GO GO. HIDE!"
OKAY? SO,
THE POET WHO WROTE THIS
WAS THINKING ABOUT RUNNING
FROM A TORNADO, I GUESS.
WHO KNOWS?
MAYBE THEY WERE IMAGINING ONE
AND THOUGHT
WHAT THEY COULD DO.
Robert holds a paper by his face.
Robert continues, OKAY, AND I REALLY
LIKE THIS KIND
BECAUSE THE SHAPE POEM
IS A PIECE OF WORK ITSELF.
Robert puts the piece of paper down.
Robert says, AND SO, WHEN YOU CREATE
A SHAPE POEM,
BOYS AND GIRLS, YOU CAN REALLY
DO ANYTHING YOU WANT,
WHATEVER.
IT'S UP TO YOUR IMAGINATION.
GOING BACK TO TALKING
ABOUT THAT DELICIOUS COOKIE,
YOU CAN-- YOU CAN TALK ABOUT
EATING THAT DELICIOUS COOKIE
IN A SHAPE POEM,
AND CREATE A COOKIE,
UH, AS YOUR SHAPE.
SO, IT'D BE REALLY COOL.
BE LOTS OF FUN.
UM, THERE ARE ALSO
OTHER TYPES OF POEMS.
THERE ARE ONES THAT DO
A LOT OF RHYMING.
THERE ARE TYPES OF POEMS
LIKE THE FIVE-LINED LIMERICK,
AND RHYMING COUPLET.
NOW, THESE ARE
THE RHYMING STYLE POEMS
THAT MAKE ME THINK
OF MUSIC THE MOST.
OKAY?
UH, THEY HAVE RHYMING STYLES
ON LINES,
LIKE DIFFERENT STYLES
OF LINES,
AND WHAT I REALLY LIKE--
UH, WHAT I'D REALLY LIKE TO DO
TODAY, BOYS AND GIRLS,
IS UH, TAKE EVERYTHING WE'VE
LEARNED TODAY ABOUT POEMS
AND REALLY
WRITE ONE TOGETHER.
I'D LIKE TO WRITE ONE
AND I WOULD LIKE
TO CREATE A SONG WITH IT.
UH, AND SO, UH,
I DID BRING MY GUITAR,
AND I THOUGHT
WE COULD SIT DOWN
AND CREATE A SONG.
BUT FIRST, A POEM.
WE'VE GOTTA GET
THE WORDS DOWN.
UH, AND UH,
WE WOULD HAVE LOTS OF FUN
DOING THAT.
SO, WITH THE GUITAR,
WE COULD PUT IT ALL TOGETHER
AND UH, MAYBE SING--
SING TOGETHER WITH IT,
BUT A POEM FIRST.
WE CAN THINK OF ALL
THE COOL THINGS THAT UH,
YOU KNOW,
THAT WE'RE DOING RIGHT NOW.
AND LEARNING ABOUT
RIGHT NOW.
AND UH, MAYBE CREATE
A POEM OUT OF THAT
AND PUT IT TO SOME MUSIC
AND HAVE A GREAT TIME WITH IT.
UH, SO,
LET'S GET
THOSE WORDS DOWN FIRST,
AND REALLY START
THINKING ABOUT IT.
BUT BEFORE WE DIVE
INTO THE SONG OR THE POEM,
UH, WHY DON'T WE GET
A LITTLE BIT OF INSPIRATION
FROM OUR FRIENDS
AT BACKYARD BEATS?
WHERE IN THIS EPISODE,
NOT ONLY DO WE LEARN
A LITTLE BIT ABOUT SONGWRITING,
UH, BUT WE GET TO LEARN
A LITTLE BIT
ABOUT ONE OF MY
FAVOURITE INSTRUMENTS--
THE GUITAR, OF COURSE.
ENJOY, BOYS AND GIRLS.
The animated sun appears.
WHEE!
♪ (upbeat music)
TVO Kids and BMG Incorporated Original.
(giggling)
Monica smiles. Her long black hair falls in waves over her shoulders. Monica wears a pink tee shirt.
Monica says MY NAME IS MONICA,
AND MUSIC IS MY THING.
(imitates a trumpet)
Monica continues, I'M INVITING PRO MUSICIANS
TO MY BACKYARD
FOR EPIC JAM SESSIONS.
♪ ABSOLUTELY ♪
Monica continues, ALONG FOR THE RIDE
ARE JUNIOR JAMMERS
WHO LOVE TO MAKE
SOME NOISE.
(yodelling)
Monica says, TOGETHER, THEY INSPIRE ME
TO MAKE DIY CRAFT-STRUMENTS
FOR THE BIG PERFORMANCE.
Monica blows into a white pipe shaped like a brass instrument.
A woman says, COUNT US IN.
Kids count, THREE, TWO-- ONE!
Monica says, INSTRUMENTS IN HAND,
WE ALL JOIN IN--
WOO!
--AND MAKE SOME
BACKYARD BEATS.
Backyard Beats.
The word beats is formed with homemade instruments, created out of paper towel and toilet paper rolls with holes, a cardboard guitar, and pipe trumpet.
Monica wears a black and red plaid shirt under denim overalls. She appears to be in her twenties. On a blue table in front of Monica, there are two rulers, a pair of scissors, and paint brushes in jars of liquid.
Monica says, THERE'S SOMETHING ABOUT
THE SOUND OF SANDPAPER TO WOOD
THAT REALLY MAKES ME SMILE.
Monica dances as she rubs sandpaper against wood. She stops and looks around.
(rhythmic scratching over acoustic guitar strumming)
Monica rubs the wood. She stops.
(music stops)
HMM.
(scratching, acoustic guitar playing)
(footsteps approaching)
(guitar resuming)
Monica says, I KNOW THAT COWBOY!
BRETT KISSEL AND HIS GUITAR
ARE MAKING IT COUNTRY TODAY!
Brett wears a black cowboy hat. He wears an olive green shirt over a black tee shirt and a pair of blue jeans. Brett carries an acoustic guitar.
Brett says, HEY!
I DIDN'T SEE A DOORBELL
SO I MADE ONE
OF MY OWN.
Brett strums his guitar.
Monica says, BRETT KISSEL,
READY FOR THE HANDSHAKE?
Monica and Brett high five. They clap and dance, kicking their feet out, and spin.
(rock music playing)
Brett says, NAILED IT!
Monica says, THANKS FOR JOINING ME
IN THE BACKYARD
AND BRINGING YOUR GUITAR
FOR THE JAM SESSION LATER.
Brett says, MY PLEASURE!
Monica says, HOW DID YOU GET STARTED?
Brett says, YOU KNOW, WHEN I WAS
SEVEN YEARS OLD,
I GOT MY VERY FIRST GUITAR
FROM MY MIMA
AT CHRISTMASTIME.
IT WAS UNDERNEATH
THE CHRISTMAS TREE.
STILL THE BEST PRESENT
I EVER GOT.
Monica asks, WHAT WAS THE FIRST SONG
YOU EVER WROTE ON YOUR GUITAR?
Brett says, I WAS SEVEN YEARS OLD
AND I WROTE MY FIRST SONG
AND I BELIEVE IT WAS CALLED
"WASTIN' TIME".
Monica says, CAN I HEAR A LITTLE BIT?
Brett says, I DON'T THINK
I'VE PLAYED THAT SONG
SINCE I WAS
SEVEN YEARS OLD,
BUT IT GOES LIKE THIS.
(Brett strums his guitar)
Brett sings,♪ IF YOU ASK ME HOW I'M DOIN' ♪
♪ I'LL JUST SAY I'M FINE ♪
♪ AND IF YOU ASK ME WHAT I'M DOIN' ♪
♪ I'M JUST WASTIN' TIME ♪
Brett says, THAT'S HOW IT GOES.
Monica says, AMAZING!
Brett says, THANK YOU.
Monica says, SO, YOU'VE ALWAYS
BEEN COUNTRY?
Brett says, I HAVE. I GREW UP
ON A CATTLE RANCH
THAT'S BEEN IN MY FAMILY
FOR OVER 100 YEARS
BACK IN SAINT PAUL, ALBERTA.
Monica says, IT'S TIME
TO GET MY DIY ON.
I HAVE A CRAFT-STRUMENT
TO BUILD
SO I CAN BE READY
TO JOIN YOU ON STAGE.
Brett says, AND I'M GONNA GET THIS
ALL TUNED UP
SO I CAN BE A PART
OF THE BACKYARD SESSION.
SEE, I LIVE IN NASHVILLE NOW
BUT I'LL STILL ALWAYS BE
A CANADIAN KID.
Monica says, AND I'LL ALWAYS BE
A BRETT KISSEL FAN.
TIME TO GET CRAFTY!
(Brett plays an acoustic riff)
Brett says, THAT'S JUST A LITTLE SOMETHING
TO WISH YOU GOOD LUCK.
Monica says, OH, THANKS!
Brett says, YOU'RE WELCOME.
Three rocks stand on a tree stump. One has a star over one eye. A rock with blue lips and purple hair stands behind a drum set. The third rock has curly green hair, a top hat, and a red electric guitar.
The rock with a star over its eye says, BRETT KISSEL'S VISIT
CALLS FOR A GUITAR SOLO!
(imitating electric guitar)
The rock behind the drumset says, ROCKY,
WHERE'S YOUR GUITAR?
Rocky says, IT'S RIGHT HERE!
The green-haired rock says, NAH, THAT'S AN AIR GUITAR, MATE.
The drum player asks, YOU LOST YOUR GUITAR AGAIN, DIDN'T YOU?
Rocky says, YEE-ES.
The green-haired rock says, WELL, MONICA'S MAKING ONE NOW!
Monica traces the edge of a round bowl.
A caption reads Guitar Craft-strument. A meter beside the words indicates a difficulty level of orange, the level before the hardest difficulty, red.
Monica says, OKAY. THAT'S ALL
THE SUPPLIES I'LL NEED.
I'VE GOT
A BUNCH OF CARDBOARD,
A HOT GLUE GUN, CRAFT KNIFE,
STRING, SCISSORS,
WOODEN SKEWERS, TOOTHPICKS,
FISHING LINE, AND A MARKER.
Monica puts her hair in a ponytail.
♪ (rock music plays) ♪
The Body.
Monica traces a large metal bowl and then a smaller bowl.
Monica says, FIRST UP, I NEED TO DRAW
THE SHAPE OF THE GUITAR.
FREEHAND IS AN OPTION,
BUT CAN BE TOUGH.
SO A LITTLE TRICK IS TO USE TWO
DIFFERENT SIZE BOWLS AS A GUIDE.
NOW IT'S TIME
TO CUT OUT A FRONT
AND A BACK FOR THE GUITAR.
THEN, FOR THE FRONT,
TAKE A GLASS TO TRACE A HOLE
IN THE CENTRE.
THAT HOLE IS BASICALLY WHERE
THE SOUND WILL BE MADE LOUDER
AFTER I STRUM THE STRINGS!
Monica cuts the circle out with an xacto knife.
Monica continues, NOW, I NEED TO MAKE TWO LONG,
RECTANGULAR PIECES
THAT MAKE UP THE SIDE
OF THE GUITAR.
SO, MEASURE THE LENGTH
WITH STRING,
CUT THE PIECES,
AND NOW I'M READY
TO GLUE THE PIECES
TO THE FRONT OF THE GUITAR,
LIKE SO!
I THINK IT'S STARTING
TO LOOK LIKE AN ACTUAL GUITAR!
The Neck.
TIME TO MAKE THE NECK
OF THE GUITAR.
IT'S CALLED THE NECK
OF THE GUITAR BECAUSE--
WELL, IT KINDA LOOKS
LIKE A NECK, DON'T YOU THINK?
(a lone cricket chirps)
GIRAFFE NECK?
THE BASE OF THE NECK
SHOULDN'T BE WIDER
THAN THE CIRCLE IN THE MIDDL
BECAUSE THE STRINGS
HAVE TO LINE UP WITH THAT HOLE.
ONCE I'VE MEASURED AND CUT
THE NECK OF THE GUITAR,
I'LL TRACE IT
AND CUT OUT TWO MORE.
Monica smiles.
Monica continues, I'M GONNA GLUE THEM TOGETHER
TO MAKE IT MORE STABLE.
NOW, THE KEY TO MAKING
THIS THING WORK WELL,
SOUND GOOD, AND LAST,
IS TO MAKE IT STRONG.
SO, I'M GOING TO REINFORCE
THE BACK OF THE NECK
WITH EIGHT CARDBOARD RECTANGLES,
EACH ONE A BIT SMALLER
THAN THE NEXT.
STACK AND GLUE THEM TOGETHER
TO THE BACK OF THE NECK,
MAKING IT STRONG
FOR THOSE BLAZING SOLOS.
NOW, GLUE THE NECK TO THE BODY
OF THE GUITAR.
(imitating solo)
Monica sings,♪ WAH! WAH, WAH, WAAH ♪
Monica says, NOW FOR THE BRIDGE.
NOT THE OVER A RIVER KIND.
(drum rimshot)
Monica says, THE GUITAR BRIDGE IS THE PART
THAT HOLDS ALL THE STRINGS
IN PLACE.
I'M GOING TO CUT OUT
A SMALL RECTANGLE
THAT'S JUST A BIT WIDER
THAN THE BASE
OF THE GUITAR NECK.
USING SOMETHING POINTY,
POKE SIX HOLES
EVENLY SPACED
IN THE BRIDGE PIECE,
THEN LINE IT UP AND POKE HOLES
IN THE SAME SPOTS
ON THE FRONT OF THE GUITAR
LIKE THIS.
I'M MAKING A PRETTY STANDARD
ACOUSTIC STYLE GUITAR,
BUT THERE ARE MANY TYPES
OF GUITARS-
--AND THE SQUIGGLY-WIGGLY!
OKAY, I MADE THE
LAST ONE UP.
(drum rimshot plays)
Monica continues, TO HOLD THE STRINGS ON, I NEED
TO LINE UP THE BRIDGE PIECE
WITH THE HOLES IN THE GUITAR
AND GLUE IT IN PLACE.
THEN, BREAK OFF PIECES
OF THE BARBECUE SKEWER STICKS
AND GLUE THEM IN THE HOLES.
The Frets.
NOW, DON'T FRET,
BECAUSE IT'S TIME FOR THE FRETS!
HA!
I CRACK MYSELF UP.
(laughter)
Monica says, "FRET" IS OFTEN USED
AS A VERB,
MEANING SIMPLY TO PRESS DOWN
ON THE STRING BEHIND A FRET.
MUSIC TALK FOR "EACH FRET
GIVES YOU A DIFFERENT SOUND."
THERE ARE 16 FRETS AND
THEY GET CLOSER TO EACH OTHER
THE FURTHER DOWN THE NECK
THEY ARE PLACED.
THE EASIEST WAY IS TO DRAW
THE LINES ON FIRST,
THEN GLUE TOOTHPICKS DOWN
ON THE PROPER SPOTS.
BREAK TIME!
Monica holds a sandwich and a toothpick.
SAVE ONE TOOTHPICK
FOR YOUR TEETH.
(country music plays)
The Strings.
Monica says, NOW, I'VE GOT THE FISHING LINE.
WRAP IT AROUND THE BARBECUE
SKEWERS IN THE BRIDGE
AND THEN GLUE THEM IN PLACE.
DO IT FOR ALL SIX STRINGS.
NEXT, INSERT SMALL PIECES
OF THE BARBECUE SKEWERS
INTO THE HEAD OF THE GUITAR
TO ATTACH THE OTHER END
OF THE STRINGS TO.
WRAP THE STRINGS
AROUND THE SKEWERS
AND GLUE THEM INTO PLACE.
THE TIGHTER THE STRINGS,
THE BETTER THE SOUND.
The final step.
NOW, JUST GLUE THE BACK ON.
TA-DA!
(off-key strumming)
Monica strums the strings of the cardboard guitar. She points the neck upwards as she plays.
Monica says, WHILE I THROW SOME
FINISHING TOUCHES ON IT,
LET'S MEET RYDER,
WHO'S NOT ONLY
AN INCREDIBLE MUSICIAN,
BUT IS GOING TO SHOW US
WHAT THE GUITAR MEANS TO HIM.
A boy holds a guitar.
The boy has medium-length blond hair. He wears wears a black shirt with white sleeves.
RYDER:
I'M RYDER AND I PLAY GUITAR.
(upbeat strumming)
“Ryder. Junior Jammer.” Ryder plays a guitar in front of a house. “First Notes.”
Ryder says, I WAS IN THE MUSIC SHOP
AND I SPOTTED A GUITAR
AND I REALLY, REALLY WANTED IT.
AND SO I BEGGED MY MOM
TO GET ME IT.
WHEN MY MOM
BOUGHT ME THAT GUITAR,
I PROMISED HER
THAT I WOULD PLAY EVERY DAY,
AND I KEPT THAT PROMISE.
FIVE FAST FACTS!
I LOVE TO SKATEBOARD.
I'M A TENNIS PRO.
I REALLY LIKE VEGETABLES.
BROCCOLI OVER FRIES ANY TIME.
I LOVE TO ACT.
I'M THE LEAD SINGER OF MY BAND
CALLED GROUNDED.
I STARTED TAKING MUSIC LESSONS
FOUR YEARS AGO
WITH MY MUSIC TEACHER NICK.
A man with shaggy brown hair holds an electric guitar. He sits on a chair in front of Ryder. Ryder holds a guitar as he watches Nick intently.
Nick says, IF YOU GO TO A G--
Ryder says, I TAKE LESSONS EVERY WEEK.
(imitating guitar)
Ryder plays air guitar as he imitates a guitar.
♪ BOWWW ♪
The words Centre Stage appear over animated cardboard guitars.
Ryder says, I LOVE TO WRITE MY OWN SONGS.
IF I'M FEELING HAPPY OR
IF I'M FEELING DOWN OR ANGRY,
I JUST--
I'LL ALWAYS WRITE A SONG.
I START OFF WITH LIKE,
WRITING THE LYRICS.
AND THEN I PUT IN
SOME GUITAR.
AND SOMETIMES THAT CAN BE HARD,
FINDING THE RIGHT THING
TO GO WITH THE WORDS.
RECENTLY I'VE BEEN
GETTING INTO COUNTRY MUSIC
AND IT'S TOTALLY
DIFFERENT STYLE.
TO REALLY CAPTURE
THE COUNTRY VIBE,
YOU GOTTA LEARN SOMETHING
CALLED THE HAMMER-ONS,
AND IT JUST MAKES IT SOUND
LIKE A WHOLE DIFFERENT THING.
YOU SORT OF RAISE YOUR FINGER
WHILE YOU'RE PLAYING IT
SO IT MAKES LIKE A--
Ryder imitates a guitar, ♪ DUHHN ♪
(strumming)
Living the dream.
Ryder says, I WANNA BE A FAMOUS
PROFESSIONAL MUSICIAN.
I'M GONNA HAVE TO WORK HARD,
LIKE A LOT. PRACTISE.
I HAVE TO MAKE A GOOD SONG.
SOMETHING THAT EVERYBODY
WILL LOVE AND LISTEN TO.
MAKE SOME NOISE!
Ryder stands in front of a house as he plays his guitar and sings.
♪ IT'S A MYSTERY ♪
♪ I'M ON TOP OF THE WORLD ♪
♪ NO ONE CAN CATCH ME ♪
♪ IF THEY CAN ♪
♪ I'M ON TOP OF THE WORLD ♪
♪ JUST YOU SEE ♪
♪ WHAT I CAN ♪
(applause)
Ryder plays his guitar. He holds an arm across his stomach as he bows. He waves.
Rocky says, RYDER MAKES ME WANNA
ROCK AND ROLL!
The drum player says, WOW, ROCKY.
DON'T ROCK TOO HARD!
The green haired rock says, HE'S REALLY SHREDDING
THAT GUITAR!
Rocky loses his guitar and says, WHOA.
UM-- LUCKY BRETT KISSEL HAS HIS GUITAR!
The drum player says, HE'S HERE TO JAM NOW WITH RYDER AND MONICA!
Monica says, THE DIY GUITAR IS READY,
COMPLETE WITH
SOME COOL FLAMES.
LET'S PUT IT TO WORK
AND SEE HOW IT GOES.
READY, GUYS?
Brett says, WE'RE ALL TUNED UP
AND READY TO GO.
Ryder says, FOR SURE!
Monica says, COUNT US IN,
RYDER.
Ryder says, ONE, TWO--
♪(all playing country music their guitars together)♪
Brett, Ryder and Monica play their guitars. “Brett Kissel, Ryder and Monica.”
Brett sings♪ BROWN HAIR AND BLUE EYES ♪
♪ I WAS SKINNY AND SIX ♪
♪ I HAD SECOND-HAND SKATES
AND A NEW HOCKEY STICK ♪
♪ IT WAS NORTHERN ALBERTA ♪
♪ AND NOBODY THOUGHT ♪
♪ THAT THE KID FROM THE FARM ♪
♪ WOULD AMOUNT TO A LOT ♪
Ryder plays his guitar.
Brett sings, ♪ GROWIN' UP HOW I DID ♪
♪ WELL, I KNEW HOW TO WORK ♪
♪ SO I PRACTISED MY FIRST SEARS GUITAR ♪
♪ TILL I HURT ♪
♪ NOW I TRAVEL AROUND AND THEY PAY ME TO PLAY ♪
♪ AND WHEN PEOPLE ASK ME I'M SO PROUD TO SAY ♪
♪ I'M A CANADIAN KID ♪
♪ BORN AND BRED ♪
♪ HAVE TWO BOOTS ♪
♪ A TO ZED ♪
♪ AND ANYWHERE IN THIS WORLD ♪
♪ THAT I MAY LAY MY HEAD ♪
♪ I'LL STILL ALWAYS BE
A CANADIAN KID ♪
♪ YEAH, I'M A CANADIAN KID ♪
♪ BORN AND BRED ♪
♪ HAVE TWO BOOTS ♪
♪ A TO ZED ♪
♪ AND ANYWHERE IN THIS WORLD ♪
♪ THAT I MAY LAY MY HEAD ♪
♪ I'LL STILL ALWAYS BE
A CANADIAN KID ♪
♪ I'LL STILL ALWAYS BE
A CANADIAN KID ♪
Credits play.
(applause)
Monica smiles as she plays. Ryder holds his arm up.
Brett says, GOOD JOB!
TVO Kids. BMG Incorporated.
The animated sun shines.
Robert says, OKAY, BOYS AND GIRLS.
Primary 1–3. Teacher Robert appears beneath Robert.
Robert continues, UH, WOW. THAT WAS AMAZING.
THAT GIVES ME
SOME GREAT INSPIRATION
AND SOME REALLY GREAT
IDEAS TOO.
NOW, LET'S GET INTO
SOME POEM WRITING, OKAY?
NOW, UM, I'M JUST LIKE,
LOOKING AT, UH,
HOW WE'RE GOING TO
PUT THIS TOGETHER.
LET'S SEE.
WHERE DO WE START?
WELL, WE'RE ALL HERE,
TOGETHER ON
TVOKIDS
Robert takes a breath.
POWER HOUR OF LEARNING.
AND WE'RE LEARNING
ABOUT POEMS.
SO, HOW ABOUT THIS? UH--
LEARNING HERE TOGETHER
WITH ALL MY TVOKIDS FRIENDS...
I'M LEARNING AND...
IT'S FUN.
I WISH IT WOULD NEVER END.
HOW'S THAT SO FAR?
POEMS SEEM GREAT,
AND LIKE LOTS OF FUN.
OH, LOOK, EVERYONE.
WE'RE ACTUALLY WRITING ONE!
Robert smiles and glances down.
SO FAR SO GOOD.
I THINK THIS IS GOING TO BE
A GREAT POEM.
BUT THIS ISN'T
JUST ANY POEM.
NO.
WE'RE NOT DONE.
Light reflects off Robert’s glasses.
WE'RE GOING TO TURN
THIS LITTLE POEM INTO A SONG.
EH, THAT ONE KINDA RHYMES. IT FLOWS.
WELL, I GUESS
IT'S ALMOST THAT TIME
AND WE DO HAVE TO GO.
CAN'T WAIT TO SEE
YOU ALL AGAIN ON TVO.
THAT'S
TVOKIDS POWER HOUR
OF LEARNING,
THAT IS.
NOW, BOYS AND GIRLS,
THAT WAS A REALLY FUN WAY
TO WRITE A POEM WITH YOU.
UH, ALL OF THE LEARNING
ABOUT THE ELEMENTS OF POEMS
AND DIFFERENT TYPES
OF POETRY
HELPS ME DO THAT AND UH,
WE HAVE A PRETTY GOOD SILLY POEM
GOING WITH YOU.
IT'S SILLY
AND IT'S FUN TO DO.
AND I KNOW THAT WE CAN MAKE
A MINI SONG OUT OF THIS.
I'M GONNA MAKE A MINI SONG OUT
OF THIS AND PLAY IT FOR YOU,
AND WE'RE GOING TO HAVE
LOTS OF FUN.
UH, SO I'M GONNA
GRAB MY GUITAR,
I'M GONNA TAKE A LOOK
AT THE POEM,
AND SEE IF I CAN'T
PUT TOGETHER
A CUTE LITTLE SONG FOR US,
AND ENJOY IT THAT WAY
AND HAVE SOME FUN TOGETHER.
The animated sun shines. Robert holds his guitar.
OKAY, BOYS AND GIRLS.
WELL, WE WROTE THE POEM.
NOW IT'S TIME
TO PUT IT TO MUSIC.
AND I REALLY LIKED
THE LITTLE POEM THAT WE WROTE,
SO IT SHOULD BE
LOTS OF FUN.
IT'S JUST
A LITTLE TINY POEM,
SO IT'LL BE
A LITTLE FUN SONG.
SO, LET'S GET TO IT.
SO, I'M WONDERING IF MAYBE--
(strumming soft major chords)
Robert tilts his head as he strums his guitar.
Robert says, THAT SOUNDS PRETTY GOOD
FOR THE LITTLE POEM.
Robert glances down at the guitar as he plays.
(chords speeding up)
Robert looks up as he strums his guitar. He smiles.
Robert says, YEAH, THAT SHOULD SOUND
JUST FINE FOR IT.
NOW REMEMBER,
WE STARTED OFF BY SAYING,
"LEARNING HERE TOGETHER WITH
ALL OF MY TVOKIDS FRIENDS."
Robert glances down at the guitar as he plays. He moves his fingers along the neck of the guitar. Robert looks up.
Robert looks happy as he plays his instrument.
Robert sings as he plays his guitar.
♪ LEARNING HERE TOGETHER ♪
Robert smiles as he plays.
♪ WITH ALL MY TVOKIDS FRIENDS ♪
♪ I'M LEARNING AND IT'S FUN,
♪ I WISH IT'D NEVER END ♪
Robert glances down at his guitar, then smiles.
Robert sings,♪ POEMS SEEM GREAT AND IT'S LOTS OF FUN ♪
Robert’s guitar has stickers on it.
Robert sings, ♪ OH, LOOK, EVERYBODY,
WE'RE ACTUALLY WRITING ONE ♪
Robert plays his guitar.
Robert sings,♪ BUT THIS IS NOT JUST A POEM,
NO, WE'RE NOT DONE ♪
Light reflects off of Robert’s glasses.
Robert sings♪ GONNA TURN THIS LITTLE POEM
INTO A SONG ♪
Robert smiles.
Robert sings,♪ WELL, I GUESS IT'S THAT TIME
THAT WE HAVE TO GO ♪
Robert glances to the side.
Robert sings,♪ CAN'T WAIT TO SEE YOU AGAIN
ON TVO ♪
(guitar playing stops)
Robert says, THAT'S TVOKIDS POWER HOUR
OF LEARNING,
THAT IS.
BOYS AND GIRLS,
THAT WAS SUPER FUN.
WE WROTE A POEM
AND WE PUT IT TO MUSIC.
THAT WAS GREAT FUN.
THANK YOU,
BOYS AND GIRLS.
The animated sun shines.
Robert sits in his chair.
Robert says, WELL, THAT WAS LOTS OF FUN,
BOYS AND GIRLS.
THAT WAS GREAT!
I HAD FUN DOING THAT.
THAT WAS A LOT OF FUN.
OKAY. UH, BOYS AND GIRLS.
UH, WE ACTUALLY DID A POEM,
WE ACTUALLY DID A SONG.
UH, WE DID IT.
AND IT WAS A BIT--
IT WAS A BIT OF A MINI SONG
AND IT WAS SILLY
AND IT WAS FUN TO SING AND PLAY.
AND I GUESS WE WERE
THE POETS TOGETHER.
WE WERE THE WRITERS
OF THE SONG.
AND UH, WE USED SOME
OF THE ELEMENTS, LIKE RHYME.
AND UH, WE DEFINITELY--
I DEFINITELY HAD A GREAT TIME
DOING IT WITH YOU.
AND I HOPE
THAT YOU ENJOYED IT.
UH, REMEMBER TODAY,
BOYS AND GIRLS,
WE LEARNED A GREAT DEAL
ABOUT POETRY.
UH, WE LEARNED THAT POEMS--
POEMS CAPTURE MOMENTS
IN OUR LIVES WITH WORDS, OKAY?
SO, WE'RE USING WORDS
TO CAPTURE THOSE MOMENTS.
UH, AND WE LEARNED
THAT POEMS SOMETIMES DO
AND SOMETIMES DO NOT
HAVE STRUCTURES.
SO, SOMETIMES THEY FOLLOW RULES
AND SOMETIMES THEY DON'T,
DEPENDING ON THE STYLE OF POEM
THAT WE'RE USING.
UM, WE ALSO LEARNED
THAT THERE ARE MANY DIFFERENT
KINDS OF POEMS OUT THERE.
UH, ONES THAT YOU CAN
WRITE INTO SHAPES--
SO, REMEMBER THE TWISTER ONE,
THE ONE THAT WAS
THE TORNADO, OKAY.
WE ALSO LEARNED
THAT POEMS AND SONGS--
AND SONGWRITINGS
GO HAND IN HAND.
SO, POEMS, IS UH--
MANY POEMS HAVE BEEN
TURNED INTO SONGS.
AND SO, POEMS AND SONGWRITING
GO HAND IN HAND.
AND WE JUST DID ONE.
WE JUST WROTE A POEM AND
WE TURNED IT INTO A SONG.
THAT WAS SUPER FUN.
UH, AND UH, I REALLY,
REALLY HAD A--
REALLY HAD A GREAT TIME
WITH YOU DOING THAT.
WELL, BOYS AND GIRLS,
I HAD AN AMAZING TIME
WITH YOU AGAIN TODAY.
I WANTED TO THANK YOU AGAIN
FOR INVITING ME INTO YOUR HOMES
FOR THIS EXCITING EPISODE OF
TVOKIDS POWER HOUR OF LEARNING.
AGAIN, MY NAME IS ROBERT,
AND I WILL SEE YOU NEXT TIME.
THANK YOU SO MUCH.
♪ (upbeat music plays)
TVO Kids would like to thank all the teachers involved in the Power Hour of Learning as they continue to teach the children of Ontario from their homes.
TVOkids Power Hour of Learning. TVO.
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