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Kindergarten

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produced by WHA Television for the Wisconsin School of the Air.

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We're going to take a look at what we're going to do next week.

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Kindergarten, produced by WHA Television for the Wisconsin School of the Air.

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We're going to take your hands and move more.

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We're going to take your hands and move more.

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We're going to take your hands and move more.

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What are these puppets doing?

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They are using gestures.

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Movements or actions would tell us something.

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You'll watch Taffy and see if you can understand what these actions mean, but she's trying to tell you.

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Can you guess what that action means?

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It means come here, that's right.

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What about this gesture?

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It means I don't want to listen.

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What does this gesture mean?

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Do you think it means hello?

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Or maybe it could mean goodbye.

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That's one gesture that has more than one meaning.

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Now let's see if you can use some gestures.

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What gesture would you use to say I don't want to look at it?

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Is that what you do? Put your hands over your eyes?

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Yes, probably.

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And what kind of a gesture would you use to say goodbye?

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Might you do that?

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Yes.

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And what about if you wanted someone to be very quiet?

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What kind of a gesture would you use?

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That means be quiet, doesn't it?

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And what gesture would you use if you were very sick to your stomach, if you had a stomachache?

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Might you hold your stomach like Taffy's doing?

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I think so.

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Have you ever seen people use a gesture like this and they shake their fist?

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That usually means they're angry, doesn't it?

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And what about when people scratch their hands and they're kind of puzzled?

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Seems they're trying to remember, try to think of something with me.

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Do you think gestures are important?

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Yes, they are. We do a lot of talking with them.

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How would you like to learn a gesture song?

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First time, I'll just sing it for you.

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In other words, then I'll ask you to sing it with me.

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Yes.

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No.

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Maybe.

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No.

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Yes.

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I'm up.

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Come here.

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Say there.

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Sit down.

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Get up.

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What will I do?

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I don't know.

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Do you?

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All right.

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This time, I'll sing just a part of it and ask you to repeat it after you listen to this first part.

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Yes.

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No.

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Maybe.

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No.

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Yes.

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I'm up.

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Do you sing that with me?

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Yes.

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No.

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Maybe.

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No.

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Yes.

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I'm up.

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Now listen to this next part.

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Come here.

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Say there.

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Sit down.

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Get up.

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All right.

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You sing that.

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Come here.

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Say there.

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Sit down.

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Get up.

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All right.

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You sing that.

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Come here.

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Say there.

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Sit down.

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Get up.

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Good.

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The last part.

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Listen to this.

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What will I do?

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I don't know.

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Do you?

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Do you?

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Do you?

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You sing that.

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What will I do?

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I don't know.

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Do you?

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All right.

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This time, let's sing it and add some gestures to it.

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Are you ready?

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Yes.

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No.

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Maybe.

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Maybe.

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No.

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Yes.

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I'm up.

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Come here.

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Say there.

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Sit down.

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Get up.

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What will I do?

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I don't know.

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Do you?

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Good.

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This time, I'm going to just sing it and not do the gestures.

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You do the gestures.

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Are you ready?

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Yes.

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No.

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Maybe.

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Sit down.

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Get up.

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What will I do?

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I don't know.

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Do you?

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Good.

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This time, I'm going to just sing it and not do the gestures.

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No.

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Yes.

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I'm up.

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Come here.

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Say there.

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Sit down.

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Get up.

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What will I do?

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I don't know.

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Do you?

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Now, this last time, I'm going to have you sing it and I'm going to do the gestures.

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Ready?

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Sing.

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Do you know what kind of a gesture that is?

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That's a gesture of surprise.

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And it means that I almost forgot something very important.

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Today is the day that we're celebrating the birthdays of all the children who have had birthdays this month of February.

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So all of you children who have had birthdays this month come and sit very close in front of the television set.

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Come up very quietly.

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Remember, this is a very important occasion.

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And only the children with birthdays this month.

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But before I like your birthday cake and before we sing your song, let's look at our February calendar line and see what else we're celebrating this month.

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Someone has a birthday on February 3rd.

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I wonder if it's one of you boys who are sitting up very close in front.

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And here's another one.

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Cake on February 10th.

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I think that belongs to one of you girls who are sitting up in front.

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On February 12th, we celebrate Abraham Lincoln's birthday.

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You know who he is, don't you?

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One of our presidents.

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And everyone knows what we celebrate on February 14th.

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Valentine's Day, that's right.

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February 21st, we celebrated.

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You think it could be one of your teachers' birthdays?

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Perhaps.

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And on February 22nd, we celebrate George Washington's birthday.

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That's right.

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We celebrate our first president.

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And did you notice there was another cake here on February 18th?

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This is a cake of someone that my mother thinks is very important.

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It says on it, Mrs. Mark, yes, February I celebrate my birthday too, so this month I get to help blow off the candles.

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Oh, Charlie, what are you doing with your hands in the frosting?

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Shame on you.

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Now, while I like the candles, we will sing your birthday song, and then we'll ask you to stand up.

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All the children with birthdays this month, and I'll ask you to blow out the candles.

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Are you all ready, all of you birthday children?

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Sing it up in front.

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All right.

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Who has a birthday?

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Who has a birthday?

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Who is a lucky, he or she?

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Who is it who can it be?

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Stand up and let us see.

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All right, birthday boys and birthday girls, blow out your cake.

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And you know, when we have a birthday cake, this usually means that we have a birthday guest.

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And we better not let any more time go by before we sing our birthday.

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Our guest song, our guest will be here before we're ready.

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Are you ready?

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Arrange your clothing, smooth your hair, sit tall and straight on the floor or chair.

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We have a visitor to a claim.

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How do you do?

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We're very glad you came.

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We're very glad you came.

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Today our visitor is a dancer, and here she is.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We're very glad you came.

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We'reenden-

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What a dinner!

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F Lucky!

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Lightful Dance, Jan.

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Children, this is Jan Strader, a dancer from the university.

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Jan, we've been talking about gestures,

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and we learned a gesture song.

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I wonder if we sang it to you if you could add movement to it

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and make a gesture dance.

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Should we sing it for our children?

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All right.

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Yes.

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No.

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Maybe.

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No.

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Yes.

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I'm up.

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Up here, stay there, sit down, get up.

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What will I do?

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I don't know.

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Do you?

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Now, do you think you could add movement to that

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and make a dance?

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All right.

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We'll sing it for you again.

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Yes.

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No.

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Maybe.

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No.

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Yes.

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I'm up here, come here, stay there, sit down, get up.

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What will I do?

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I don't know.

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Do you see she added movement to our gesture song and had a dance,

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didn't she?

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Were you able to understand her dance?

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Were you able to understand the gestures?

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Good.

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Now, you watch her and see if you can understand what

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she's trying to tell you now.

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She was pulling something, wasn't she?

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A wagon, perhaps?

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And was it heavy?

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Yes, I can so.

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Do you think the music helped tell her?

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Probably it did.

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Now, I'm going to ask you to push these heavy wagons

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across the floor.

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But first of all, you've listened to the music

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and I think that'll tell you, it'll help you.

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All right, are you all ready?

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Stand up and push those heavy wagons across the floor.

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Push.

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Oh, do you have them over there with it along?

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Why are they so heavy?

283
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Are they filled with blocks or rocks or stones or what?

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Whatever they are, I think we should unload them.

285
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But now, don't unload them by just tipping over the wagon

286
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and dumping everything over the floor.

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You might break something.

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We'll take them out one thing at a time.

289
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But before you start, you listen to the music

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and it'll help you.

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All right, are you ready to unload your wagons?

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Everyone began to unload yours.

293
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One thing at a time, no remember.

294
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Oh, finally, do you have them unloaded?

295
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Good.

296
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Now let's pick our wagons back where they belong.

297
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Do you think they're going to be as heavy as they were before?

298
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You listen to the music, I think it'll tell you.

299
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Take your wagons back and everyone sit down.

300
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Jan, would you like to have me help you pull your wagon back?

301
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All right, I'll take the handle.

302
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Did you know you were dancing?

303
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Yes, you were.

304
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Yes, you were.

305
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That's the kind of dancing that nearly anyone can do in any way

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they want.

307
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I think a good name for it is imaginative dance.

308
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You used your imaginations, didn't you?

309
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And you used movement.

310
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And do you know that this is a kind of dance

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that anyone can do any way they'd like to?

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You can dance by yourself or if you'd like,

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you can dance with a friend.

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Or you can dance to tell a story or you can just dance

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because you want to move this way and that way.

316
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Or you can dance with music or without music.

317
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Or you could even dance indoors or outdoors.

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I'm going to pantomime something that I do.

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I want you to see if you can guess what it is you watch me.

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I will tell you this much, it's something that I do

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after the children have gone home from school.

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You watch me and see if you can guess what it is.

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Music

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Music

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Music

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Music

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Music

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Music

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Music

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00:18:44,340 --> 00:18:48,340
Music

331
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Music

332
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Music

333
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Good, you guess what I was doing?

334
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Well, let me tell you. First of all, I erased the blackboard

335
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and then I got some of the children's paper

336
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and I made them all in order and put them on my desk.

337
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And then I was pouring pictures of Jews getting ready for the afternoon children.

338
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Why don't you pantomime what you do on the way home from school

339
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and see if your teacher can guess what it is?

340
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After the broadcast, why don't you do that?

341
00:19:20,340 --> 00:19:22,340
Will you all be doing the same things on the way home?

342
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No, you won't.

343
00:19:23,340 --> 00:19:27,340
And perhaps your teacher would like to pantomime for you what she does.

344
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She perhaps doesn't do the same things I do.

345
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Movements are interesting, aren't they?

346
00:19:32,340 --> 00:19:38,340
The puppets did movements and the dancer did and you did and I did.

347
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And you found out that you could dance just as the dancer did, didn't you?

348
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Were you surprised?

349
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Music

350
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Of course, you can dance just like anyone else can.

351
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You wave at him if you think he can dance as well as you do.

352
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Goodbye.

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Music

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Kindergarten is designed under the supervision of Professor David C. Davis,

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University of Wisconsin School of Education.

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Your teacher has been Ruth Moore.

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Production by W.H.A. Television for the Wisconsin School of the Air.

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Music