Overall, nicely done. Thanks for implementing our notes in D1. We have a few tweaks to a few scenes below. 1. EXT. the park - day Elinor 46 Olive 33 Ari 36 Senor Tapir 12 Total Line Count 127 Really great! Such a fun and relatable story -- and totally something kids will want to try on their own. A HIGH SHOT up in the trees. We hear <BIRDS TWEETING, LEAVES RUSTLING, CRICKETS CHIRPING>, and then we hear... I really enjoy this and can see families looking to natural materials to find how they could make music! Just a few notes below. ELINOR (O.S.) Are you ready to play a new game? OLIVE (o.S.) I love new games! Maybe "Me too. What's the game, Elinor?" ArI (O.S.) Me too. What is it, Elinor? 2. Ext. The park - cONTINUOUS CLOSE ON: ELINOR. She smiles as she points to her ear. 4-21: In D1, they listened to the wind, which felt a bit too abstract, and we suggested to start with something more concrete. We'd like to use this as a way to show the audiece how the game is played, and to prime them to listen to nature. How about they hear the cricket and then finish the round, so we see the complete game. Ari crunching on the cracker is a good joke, and we'd love to keep it as an interruption, but please finish the round so the viewer understands what they were trying to do, and gets used to listening to nature. ELINOR It’s called “I Hear With My Big Ear”. Olive and Ari react with curiosity. OliVE Oooh ! I have a big ear. I have two of them. Ari What if I don’t have a big ear? I like this adjustment from Elinor -- very inclusive! Elinor Okay, let’s call it “I Hear with My Own Ear.” Maybe: ".. How do we play?" ArI Great. So ... How does it work? ELINOR I tell you what I hear, and you have to find what’s making the sound. OliVE Sounds like fun! ( giggle ) Elinor closes her eyes. Her ears swivel . <BIRDS TWEETING, LEAVES RUSTLING, CRICKETS CHIRPING>. ELINOR Okay, let’s go. I hear with my own ear something that sounds like ... Suddenly we hear <CRUNCH, CRUNCH, CRUNCH> ELINOR (CONT’D) Crunching! Olive and Elinor look puzzled. <CRUNCH> They turn and look at Ari, who has HALF A CRACKER in his hand and is clearly crunching the other half. Haha OLIVE It’s Ari eating a cracker! Elinor and Olive <giggle> and Ari looks a little guilty. ARI Oops. Sorry. Maybe "<GIGGLE> Do you guys get how to play?" ElinoR It’s okay, Ari. But do you both get the idea of how the game works? Ari nods, finishing his cracker. Olive nods too. OLIVE Yup . Can I try one? Should be "own ear" to match line 7 ELINOR Sure, Olive. What do you hear with your big ear? Olive <GIGGLES> then listens. Same as above OLIVE ( giggle ) I hear, with my big ear, something that sounds like ... Suddenly there’s a loud MUSICAL STRUM ON A GUITAR. OLIVE (CONT’D) Music?? Ari Where’s that coming from? Surprised, the three of them look around to find the source of the music. ON: SEñOR TAPIR, who is < strumming > his guitar in the park by THE GLOBE (or A GAZEBO). ELINOR It’s Señor Tapir. Come on! They hurry off to see him, as the < strumming> continues. 3. EXT. the park - conTINUOUS The kids rush up to Señor Tapir, who smiles and plays another flourish on his guitar. ElinoR Señor Tapir! Señor tapir Buenos Dias , amigos . So wonderful to see you. He plays a final flourish. ElINOR And wonderful to hear you. Ari points back to where they were. Ari We heard you playing your guitar from all the way over there. Olive So we had to come and say hello. "Let's add a fun moment here that reveals a little about who Sr. Tapir is. Maybe after he says, ""I'm so glad you did"" he says something like, ""I was just practicing a song I learned when I was traveling through the Andes Mountains."" And then launches into a short (limmerick-length) ditty that is funny and makes the kids laugh. Here's a suggestion, but feel free to write a better one about a Yak named Jack or whatever: There once was a Tapir from Peru You probably know him, do you? His friend is a llama He loves his mama And now he is singing for you! I think this will a) make Sr. Tapir more fun, and b) help motivate why the kids want to join the concert. After the kids giggle and laugh, he goes back to ""Are you coming to the concert later?""" SEñOR TAPIR I’m so glad you did. Are you coming to the concert later? ELINOR There’s going to be a concert?? Let's tweak these lines a bit. I think "play along" is a bit confusing. For 29, let's change to: "Si! The best kind of concert - the kind where anyone can join and play!" SEñOR TAPIR Si! The best kind of concert - the kind where anyone can play along. The air quotes are a bit weird. Instead, change to something like: "Even kids, like us?" Ari How do we “play along”? Señor Tapir gives his guitar a < strum> . Then Sr. Tapir responds: "Yes, anyone with musical instruments! It's exciting, isn't it?" SEñOR TAPIR With musical instruments! It’s exciting, isn’t it? Elinor, Olive and Ari look at each other. Elinor Very exciting ... except ... Ari We don’t have any instruments to play. Señor Tapir nods and strokes his chin. Feels a bit negative. Let's remove this line and instead have Elinor express her disappontment: "Aw, I really wanted to join the concert." SEñOR TAPIR Ah. That could be a problem. Olive sighs in disappointment. Then she looks at her trunk. She reacts with a smile. Olive Wait a second. I have my own built- in musical instrument. I can trumpet with my trunk. She demonstrates <TRUMPETING>. Elinor < laughs >. Ari does a back flip in excitement. Ari Haha ! I love when you do that. Olive Does that count? Señor Tapir is delighted. SEñOR TAPIR Of course! There are many different ways to make music. You just have to be creative. eLINOR So if we all find musical instruments, we can play in your concert? ".. See you later, amigos!" SEñOR TAPIR That would make me very happy! See you later. He walks off, < strumming> his guitar. "with … something" feels a bit vague. Maybe "with … some creative instruments". Also, make clear this is a parting message to Sr Tapir ElINOR We’ll be back in time for the concert with ... something . Elinor, Ari and Olive look at each other. ARI How are we going get our own musical instruments? ELINOR Señor Tapir said to be creative. Nice I like the intro to "being creative". I might say that means 'we need to think about it different ways'. so it shows there is more than one way to be creative. OLIVE Agree with Sara's note. Also adding that "it" is vague -- what is Olive referring to? The problem? Might be better to say, "We need to think about things in different ways." That means we have to think about it a different way. Elinor looks at Olive, and her trunk, then gets an idea. 45-47 is a nice bit ELINOR Olive made music with her trunk. Maybe we can make music with our bodies. What if I do this with my ears? Elinor taps her ears together. No sound. ElinoR (CONT’D) Anything? Ari Nope. How about this? Ari flaps his wings. No real sound. Elinor shakes her head. But then, in the distance, we hear a <TAP, TAP-TAP, TAP>. Elinor reacts. Her ears swivel. We think it’s best to focus right now on the sound and not mention musical instrument specifically yet. They get to that on the next page. Here we would say, “Wait. I hear with my own ear….something that sounds like….tap, tap, tap.” ElinOR Wait. I hear with my own ear ... something that sounds like ... a musical instrument. Ari Where? ELINOR It’s coming from the forest. Let’s go! 4. EXT. FOREST – A LITTLE LATER The three walk, looking around, with Elinor in the lead. "Musician" is a bit of an adult word. Replace with "I don't see anyone playing music around here." ArI Let’s say something more like, “I don’t see anything making that sound.” I don’t see any musicians around. Suddenly, there it is again. <TAP, TAP-TAP, TAP>. Elinor stops. Ari and Olive bump into her. Olive Ooof ! The repeating "run into each other gag" is cute. ARI Elinor. Why’d you stop? ELINOR Listen. Do you hear it? They all listen. And then ... <TAP, TAP-TAP, TAP>. ARI That tap-tap-tapping? OLIVE It sounds kind of like a drum. Might be clearer to say, “But I don’t see anyone playing a drum.” (instead of introducing the word “drummer”) ElinOR But I don’t see anyone drumming. So what’s making that sound? Ari An invisible drummer? ELINOR ( giggle ) I don’t think so. OLIVE Let’s spread out and see if we can find where it’s coming from. WIDE SHOT: They walk in different directions. And then, we hear <TAP, TAP-TAP, TAP>. They stop and listen. The tapping stops. They all walk in a different direction. They hear < tap, tap-tap, tap > again. They stop. Elinor points off in one direction. ELINOR This way. The others follow Elinor. And we hear, louder, a <TAP, TAP-TAP, TAP>. Elinor looks up. ELINOR (CONT’D) I think it’s up in this tree. They look up. ANGLE ON: A WOODPECKER hopping around on the side of the tree, searching for the right spot. Ari All I see is a bird hopping around. The bird stops and taps its beak on the trunk. <TAP TAP TAP> . Maybe "Oh look! That little bird…" since it’s the visual clue that has been added here ELINOR Listen. That little bird is making those tapping sounds. Ari Wow! That’s a pretty loud sound for such a little bird. Why d’you think it’s doing that? Olive reaches into her satchel and pulls out her NATURE BOOK. OLIVE Let’s see what I can find out in my nature book. She opens her book and flips through some pages, then finds the right one. Change to: "Hmmm. Oh, I think it's a woodpecker. Look" (it's weird she uses the word maybe. Presumably, she was looking for an image in her book of a bird that looks like the woodpecker) OlIVE (CONT’D) Hmmm . Oh! Maybe it’s a woodpecker. Look. CLOSE ON: Illustration in Olive’s book shows a woodpecker poking its beak into tree bark. "that tap holes in the tree" for consitency. If we use "poke" sometimes and "tap" othertimes, it's less clear that we are talking about the same thing. OLIVE (CONT’D) "Make holes" instead of "poke holes"? ( reading ) Woodpeckers are birds that poke holes in the tree to get at insects inside. It says they have a really strong and hard beak for tapping on the wood. From the book, we go to the live woodpecker as it starts pecking at the tree with a very loud <TAP, TAP-TAP, TAP>. This feels a bit clumsy. Maybe simplify as :"When the bird hits the hard wood, it makes a tap-tap-tapping sound" ELINOR Wonder if it’s simpler to say, “When you hit to hard things together, you get a tap-tap-tapping sound” That’s SO interesting! When you hit something hard with something else hard, you get a tap-tap-tapping sound. Ari starts moving his body to the <TAP TAP TAPPING>. Ari You also get a pretty cool beat. Elinor and Olive look at Ari and then <GIGGLE> and join the dance. The three do a goofy dance Kinda like https: // www.dropbox.com /s/ 5apjlyjsaggyvwg / calvin-hobbes-dance-comic.jpg?dl =0 until the bird STOPS TAPPING and flies off. ELINOR/aRI/OLIVE ( giggles and laughs) Elinor has a thought. Nice ElinOR This is a little confusing. Might be clearer to say something along the lines of, "If I were a bird with a hard beak to tap tap tap with, I'd have my own musical instrument. It would be like a drum. Just like Olive has her trumpet-trunk!" OR, “If I could find two hard things to hit together, like the bird’s beak on the tree, then I’d have my own musical instrument.” Then connect this to Lines 102-106 If I were a bird with a hard beak, I’d have my own musical instrument, like Olive and her trunk. ARI I guess we have to keep looking. Olive And listening. 5. EXT. FURTHER IN THE FOREST – A LITTLE WHILE LATER They walk, with Elinor in the lead. Suddenly, she stops. Olive and Ari bump into her again. OlIVE Oof . Ari Elinor? Why’d you stop again? ELINOR I hear with my own ear ... something that sounds like rattling. They get very quiet and they hear a <RATTLE RATTLE RATTLE> . OLIVE Is someone playing maracas? Haha. Ari I don’t know.( beat ) What are maracas? A THOUGHT BUBBLE appears over Olive’s head, with two MARACAS. Olive MIMES shaking a maraca in each hand. 80-82 is very nicely done. In 80, remove "wooden" OLIVE They’re these wooden instruments you hold in your hands. And they have stuff that rattles inside. So when you shake them they sound like... <RATTLE RATTLE RATTLE.> OLIVE (CONT’D) Just like that. Olive just gave a reasonable answer to this question -- it could be the maracas. So the question feels a little off. Does Elinor mean to ask "WHO is making that sound"? ElINOR But what’s making the sound? Ari looks around, then gets a funny idea. Should the emphasis be on "invisible" instead of "maracas"? Ari An invisible maracas player? You're ELINOR ( giggles ) You are so silly. They stop and listen for a second. And they hear it again. <RATTLE RTTLE RATTLE>. In unison they all point in the same direction. ElinoR (CONT’D) I think it’s coming from over there. CLOSE ON: Bean pods blowing in the wind. <RATTLE RATTLE> Some are GREEN and some are BROWN. Elinor, Ari and Olive approach and look at the bean pods waving and <RATTLING>. """Cool beans"" haha maybe ""But are the beans rattling?"" Also it may not be obvious to kids at home that these plants are beans. Add a beat here where Ari says, ""It's coming from these plants. But what are they?"" And then Olive fills him in: ""They're bean plants. See, the plant grows beans inside of these pods"". And then they get back to the inquiry: Ari ""Cool beans! But are the beans rattling?""" Ari Maybe say “….But is that what’s making the rattling sound?” Cool! Beans! ... But is that what’s rattling? They look around. "What else could it be?" Olive There isn’t anything else. ELINOR We need more observations! Ari looks more closely at the pods. Should this say, "pods" instead of "Beans"? ARI Some of the beans are green and some are brown. Elinor touches a green pod. It’s squishy. How does Elinor know that squishy things don’t rattle? Can we base this on her observations instead? Maybe say, “The green ones are squishy. They aren’t making the rattling sound.” ElINOR The green ones are squishy. Squishy things don’t rattle. Olive touches a brown pod and reacts. OLIVE This brown one isn’t squishy. It’s hard and dry. Ari squats down and finds some brown bean pods on the ground. One is split open, revealing the hard brown beans inside. Ari The beans inside are hard and dry too. A gust of wind blows on the hanging bean pods and they <RATTLE> in the breeze. Be more specific – “Listen. When the wind blows, the brown seeds rattle.” ElinOR Listen. When the wind blows, they rattle. Nice. Maybe ARI (TRIUMPHANTLY) Ari So the wind is the invisible maracas player. They all <giggle>. Then Ari picks up a brown pod each hand and shakes one <RATTLE> and then the other <RATTLE>. Ari (CONT’D) I can make them rattle, just like the wind. All of a sudden, Elinor gets an idea. elinor And that makes you ... Olive catches on and joins Elinor. Elinor/olive A maracas player! Ari looks from one hand to the other, and then realizes they’re right. He gives his “maracas” a few rhythmic shakes <RATTLE RATTLE RATTLE> Can we add something in about the beans here. “I am a maracas player. A bean maracas player! That means I’ve got an instrument for the concert.” Ari You’re right. I am a maracas player. That means I’ve got an instrument for the concert. OLIVE Now we just need an instrument for you, Elinor. Elinor smiles with an idea. "Let's have them make the realizations outloud, rather than hint at internal thoughts. ELINOR: Ari got the idea for his instrument from something we heard in the forest. ARI (proudly): That's called being creative! OLIVE: Can we do the same thing for Elinor's instrument? A THOUGHT BALLOON forms over Elinor’s head, and we see the WOODPECKER TAPPING ON THE TREE <TAP TAP TAP>. ELINOR: Well, we heard the woodpecker that sounded like a drummer ARI: Too bad you don't have a hard beak! ELINOR: Maybe I can use something else instead Replace the woodpecker in the thought bubble with a stick ARI: Right! We just need to find two hard things to hit together"" OLIVE: Then we can all play in Senor Tapir's concert!" ELINOR I think we already found one, but we just didn’t know it. ARI We did? What was it? A THOUGHT BALLOON forms over Elinor’s head, and we see the WOODPECKER TAPPING ON THE TREE <TAP TAP TAP> . 102-106: Can we connect this better with Line 72? We feel like we can get to this point in a smoother way. Also, for line 105, Could they say something like, “So if we find something strong and hard, and use it to hit something else hard, I can make a tapping sound like a drum.” (similar note to Sara but also adding in the idea of the sound.) ELINOR Remember when we thought we heard a drummer ... Olive smiles as she gets it. OLIVE But it turned out to be the woodpecker tapping its hard beak on the tree. Ari is trying to follow it. Ari Right. ... maybe replace "hard" with "else hard" ElINOR So if we find something strong and hard and use it to hit something hard, I can sound like a drummer. ari Right! So we just need to find two hard things to hit together. OLIVE Then we can all play in Señor Tapir’s concert! They hurry off. 6. EXT. FOREST – montage 1) Ari finds two sticks and hands them to Elinor. She tests them for hardness and nods “Yes”. Then taps them on the ground. Not much sound. She shakes her head “No”. 2) Olive holds out an APPLE, and Elinor taps it with the stick. No sound. Elinor shakes her head “No.” 3) Ari finds a SMALL hollowed out log and holds it up for Elinor. She tries tapping the stick against the log <TAP, TAP-TAP TAP>. All three nod their heads, “YES”! 4) They head back toward the park, Ari holding his BEAN PODS and Elinor holding her STICKS AND HOLLOW LOG. 7. EXT. PARK – MOMENTS LATER Elinor, Ari and Olive run to Sr. Tapir with their “instruments”. He is at the gazebo, strumming his guitar. There are some members of the COMMUNITY who have gathered for the show. Some are on blankets, others walking along and stop to watch etc. SEñOR TAPIR Amigos . You’re just in time for the concert. Did you find instruments to play? Would be good at some point for them to say something about trying these different ideas out. I’m not sure if kids will follow this in the montage and understand why the hollow log and stick is the best choice. ElINOR We sure did. We have Olive trumpeting on her trunk. Olive raises her trunk and <TRUMPETS!> Olive ( trumpets then giggles) And we have Elinor drumming on a hollow log. Elinor does a little <DRUMMING RIFF> tapping out rhythm with two sticks on the hollowed out log. Let's give this line to Ari, "And I'm playing the bean pod maracas" (dramatically) and then have Elinor recap the lesson: "We found all of these creative instruments by listening to Nature!" ELINOR And Ari playing bean pod maracas. Ari dances and shakes his bean pods <RHYTHMIC RATTLE>. Señor Tapir applauds enthusiastically. Would it sound to forced if he said something about the instrument being a wonderful design from nature and from your creative thinking? SEñOR TAPIR Wonderful, amigos ! Shall we make some music? Elinor, Ari and Olive react with excited <WALLA>. SONG: MAKE MUSIC, NATURALLY Sr. Tapir/elinor/olive/ari Sr. Tapir: There is music all around us From the birds and from the bees From the babbling of a brook And the whistling of a breeze If you want to make some music You can play along with me Use your own imagination And make music, naturally! ( spoken ) Join in amigos ! Elinor: I’ll tap these sticks just like a drum, S. Tapir: Tap along with me while I strum Elinor does a little <DRUM RIFF> using the sticks on the log, as Señor Tapir strums . Ari: Hear the rattling sound I make When I give these beans a shake. Ari shakes the bean pods and dances to the rhythm. Señor Tapir responds with a guitar flourish. Olive: With my trunk I’ll play along Adding trumpet to our song. Olive does a jazzy little “trumpet” solo on her trunk. ALL: If you want to make some music You can play along with me Use your own imagination And make music, naturally! SEñOR TAPIR There’s nothing better than making music - naturally! Si , amigos? ElinOR/ARI/OLIVE Si , Señor Tapir! ElinoR Let’s play it again! Sr. Tapir/elinor/olive/ari ALL: If you want to make some music You can play along with me Use your own imagination And make music, naturally! As they sing and play the final verse again, we ... FADE OUT.

EWW131 Make Music, Naturally D2 June 05, 2019

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ELINOR WONDERS WHY EWW131 Make Music, Naturally! By: Kate Barris Elinor’s Question: How can we make our own musical instruments? Logline: Elinor wants to find a way to make music with Sr. Tapir. Curriculum Goals: SEP1 . Asking questions a. Demonstrate curiosity about the greater world outside of their local environment c. Ask and/or identify cause and effect questions that can be answered by an investigation SEP4 . Analyzing and interpreting data b. Use the 5 senses and simple tools to gather and record data SEP6 . Constructing explanations a. Use background knowledge experiences, and data to construct reasonable explanations and theories of natural phenomena LS1 . Understand that all living things have external parts a. Identify and describe the physical characteristics of a variety of animals and plants b. Record observations about an animal’s or plant’s physical appearance. (Elinor and her friends observe plants and animals that make rhythmic sounds.) ND3 . Understand that structures and materials in the natural world can be used or can inspire the engineering of structures with similar function in the designed world. (Elinor and her friends make percussion instruments inspired by what they’ve observed.) Main Characters: Elinor, Ari, Olive, Sr. Tapir, audience members (no lines) Locations: Forest, Park Props: Sticks, hollow log, bean pods, beans, Sr. Tapir’s guitar FIRST DRAFT May 15, 2019 SECOND DRAFT June 5, 2019 Elinor Elinor/olive/ari Ari Olive Elion Mr. Dog Ari/olive Ari’s mom Ari’s little sister Air Ms. Mole Mr. Mole Art Olie Mr. Hamster Mary Lizzie Liszzie Mary & lizzie Mr. Hm Mr. N Kids Elinr Elinor/ari/Olive Senor tapir Oiive Oive (V.O.) (O.S.) (O.C.) (CONT'D) (SUBTITLE) (thing-ese)_ (thing-ESE) INT EXT I/E 7 1 6 3. EXT 1. EXT TRANSITION CIRCLE TIME SCIENCE STATION ACTIVITY BOARD COMPUTER STATION OPIE MONOLOGUE OPENING TITLES SEQUENCE COLD OPENING OPENING TITLES BLOCK AREA CIRCLE TIME SONG DOORWAY TO KINDERGARTEN COATROOM COATROOM - CUBBIES SENSES TABLE BAHTROOM BATHROOM CIRCLE RUB OPIE FANTASY DRAMA CENTRE CREDITS. PLAYGROUND - CATERPILLAR PLAYGROUND - NEAR THE SLIDES PLAYGROUND - TEEPEE LARGE SHRUB CUBBY AREA CLASSROOM HOLEY WALL CREATIVITY CENTRE CLASS - BETWEEEN MATH AND SCIENCE CIRCLE TIME RUG MATH CENTRE INT. CLASSROOM ICY SNOWY EXPANSE OUTSIDE SALLY'S HOUSE THE THINGAMAJIGGER FRICTIONARIUM FRICTIONARIUM - RAMPS THINGAMAJIGGER THINGAMAJIGGER -HEADING HOME NICK'S BACKYARD NICK'S BACK DOOR SERENDIP PATH SERENDIP FIRST PATH INT. SERENDIP CLOSER TO SCHOOL – A LITTLE LATER THE PARK DAY NIGHT AFTERNOON MORNING EVENING LATER MOMENTS LATER CONTINUOUS THE NEXT DAY CUBBIES SAME SAME TIME AERIAL ESTABLISHING SHOT CUT TO: FADE IN: FADE OUT. FADE TO: DISSOLVE TO: BACK TO: MATCH CUT TO: JUMP CUT TO: FADE TO BLACK.