WEBVTT

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Well, Elmer was supposed to meet me here today, and I guess he's not here.

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So could we call him by clapping our hands?

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Now on the count of three.

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One, two, three.

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I'm going outside and see if I can find Elmer.

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I think I hear him.

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Elmer, why weren't you here?

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Well, I'm tired. I've been walking everywhere. I forgot how to fly.

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Well, do you think everyone could show them how a bird flies?

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Yes.

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Well, let's show Elmer how a bird flies. Now you watch Elmer.

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One, two, three.

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Why are you so loud? I think I remember.

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Now would everyone sit down and let me see if I can remember how to fly.

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Now I'll lift up my wings.

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Can I have my flying?

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Bell School has been very fortunate for the past three weeks to have Mr. Bruce Potts from Urban Gateway come to our school and work with five rooms of our hearing impaired children.

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And from what I've observed, it's been a very, very valuable experience.

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Do you like that?

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What do you say, Alberto? What does the bird say?

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What does the bird say, Alberto?

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Hey, Elmer.

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Alberto, we forgot to tell them thank you.

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Thank you. Thank you. Thank you.

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Oh, aren't they beautiful dancers?

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Oh, this is so exciting.

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Many times the kids can really express feelings that they have inside of them.

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But for one reason or another, having to express them.

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And when they have the puppets, the puppet can do the things that they haven't been doing, such as they can show anger, they can show excitement without any inhibitions and any shyness involved.

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Because it's not them that's doing it, it's puppets that's doing it.

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I totally agree.

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Today, the children will tell the story that they invented for their favorite puppet from the restaurant.

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What did he see in the restaurant?

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Yeah, good. Did you walk in the restaurant?

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He wants something to eat. He's hungry.

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What did he pick? Pizza or pie? What? Sandwich?

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Yeah.

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Oh, and some pop and then what? For dessert.

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Oh, and then he said thank you, goodbye. Did he pay for his food?

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He paid.

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How much did the food cost?

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How much?

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25 cents?

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Oh, a dollar 25. Very good. Thank you.

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I'm very sad.

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If you had money, you'd be happy.

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He says, ba-ba-ba.

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I like the dress. I like my new dress. You have a beautiful new dress.

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Where did you go for your dress?

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You went to the store?

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You like the dress.

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I saw this dress and this was the best dress.

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Was that your favorite dress? Beautiful.

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Did your mother like the dress?

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Oh, the dog mother liked the dress. Very good.

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Finished? Thank you.

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Thank you.

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Thank you. Where are your other friends?

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The children.

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Really? Are you okay?

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Good. Do you go to the restaurant together? Yes? No?

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What do you eat at the restaurant?

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I go to the restaurant for food.

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You told me the restaurant before.

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What do you eat at the restaurant? French fries?

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A sandwich.

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And what do you drink?

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You drink water?

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No. Why not?

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That's not good for you.

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Bye. Thank you.

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I like to eat dog food.

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I like to roar every day.

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But I like to eat dog food.

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Why are you mad?

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Why are you mad?

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Why? Oh, he's hungry?

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It's not funny.

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Your name is Mrs. Toothy.

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I have a husband.

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My baby was born a puppy.

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The mother is going to the store.

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The mother buys a dress.

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This is a story that Noah wrote in green.

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And he is going to play basketball with his tail.

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He shoots the basket, the orange basket, into the holder.

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He is with his friends.

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They run around the court.

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They play and the yellow team wins.

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Oh, what a wonderful story about me.

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I'm Arthur Shapiro, principal of Skinner Elementary and Special Education Center.

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I'm sitting with Ms. Joyce Greenberg, who has been teaching my visually impaired children drama skills.

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The reason I was interested in having that program at my school was to help these visually impaired children become aware of their body in space.

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And to control their movements.

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Not to make their movements wasteful.

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That is, their body movements should not be wasteful movements.

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Is that what you do?

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Yes.

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Let me see if you can program it.

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Well, you did indicate when I first began here that the children did need work in being aware of their bodies and controlling them.

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And we have done a lot of activities along that line.

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Using music, using sense awareness type activities.

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And always bringing in things from home that I'm asking them to touch or asking how they can use them in different ways.

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And of course, we do things like mirrors and different kinds of activities.

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Where they learn to use their own space and they develop facial awareness.

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I think they're doing beautifully.

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From what I've seen, I know they're doing really well.

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I'm very happy with the program.

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Girls, I brought something to share with you today.

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I'd like you to look at it and see how many different ways can you think to use it.

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All right, if you know, if you have an idea, raise your hand.

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I know.

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I know.

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Okay, everybody.

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Take the bath.

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I know.

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Okay, I know.

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Okay, just pass it on to them.

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Just look at the expression on them.

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Okay.

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Okay.

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How do you think they feel?

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Don't count it.

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And while you're doing that, you can't just look at this.

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How do you think they feel?

128
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Okay, pass them.

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Pass them.

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We have three.

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Okay, did you all see?

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Over.

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I think I saw one over there.

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Easy.

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You may not all be able to see this clearly from where you are,

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but this was the first one with the girl looking at the horse.

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Man.

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All right, you think you felt man.

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Okay.

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What gives you that impression?

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I'm talking to Gregory now.

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What gave you the impression she was mad?

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The one with the boxers, fighters.

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Okay, how do you think...

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Oh, wait, wait a minute.

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Okay, how do you think the standing up boxer?

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That's what he wants.

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Okay, wait, one at a time.

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He feels like he don't want to get involved with it.

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Uh-huh, you think so, huh?

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He thinks he's going to be a millionaire.

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All right, and what about the one who's down on the floor?

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He's mad.

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He's mad.

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He's mad.

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Wait, wait, wait, one at a time.

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Raise your hand if you have something to say.

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Okay, Carmela.

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How do you think the one who's knocked down feels?

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He's scared of the fighter.

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And you're sitting and not touching anyone.

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You're moving under all your lazy, terrible spryer.

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I want to see those web beings run.

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All right, now you're turning into an energetic spryer.

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And you want to get those web beings on all over this place.

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Now you're an artistic spryer.

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You're very artistic.

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How will you spin your web if you're very artistic?

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You want to go?

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We're going to do boys and girls mirror exercise now.

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But they're your partner.

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And one of you is the mirror.

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One of you is the person looking in the mirror.

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And you're looking at your mirror.

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And your reflection.

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Now move quietly.

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No voices.

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No voices.

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And your voices.

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Quietly.

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And concentrate.

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Look in your mirror and disclose.

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Don't try to fool your mirror.

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All right, concentrate.

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You're looking in the mirror.

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You're not trying to fool our mirrors.

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You want our mirror to work with us.

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Concentrate.

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Okay, now breathe.

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And now whoever was the mirror before,

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become a person who got the reaction.

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Don't change the light.

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Don't change the light.

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The one who was the mirror before now got the reaction.

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And the other one from the mirror.

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Ready?

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Begin.

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No voices.

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All right.

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Slow motion.

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Ready?

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Now hold your fingers.

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Now add your wrists.

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Finger and wrist.

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All length.

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Now add the elbow.

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Finger, wrist, elbow.

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Make it comfortable, Bing.

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Don't we, yeah.

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Finger, wrist, elbow.

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Now add your shoulders.

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Now add your head.

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Now add your thighs.

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Now add your legs.

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Ready?

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All right.