Hello welcome everybody. On behalf of the American Federation and teachers, I want to thank you all for joining us for today's webinar on Teach Rock on the Dhamma, teaching, music and Community of South America. My name is Dina Donaldson and I am the Community Schools in early childhood education point person for a FT. I also have the pleasure of being your moderator tonight, but before we dive into the Web and RI want to take a minute to think today's virtual conference sponsor turnitin. Turnitin is a global company that is dedicated to ensuring the integrity of education and meaningful meaningfully improving learning outcomes. If you all want to learn more about turnitin, you can click on the company's logo on the right hand side of your screen. So now we're going to watch a short video just so you have a sense on how our webinars work. Hello everyone, welcome to our 2022 share my lesson virtual conference. My name is Kelly Booze, director of the American Federation of Teachers. Share my lesson before we begin. We'll go over a few housekeeping items. For those of you who have joined us many times before, you know that we make our webinars as engaging as we possibly can. So to get us started, please open up that group chat box and tell us where you are from and why you are joining us today and what interests you about this particular topic. In addition to the group chat, if you're joining us live, you will be able to provide some different reactions throughout the webinar today, so let us know what you're thinking and throughout the webinar, whatever reaction you want to give, share it with us and share it with your fellow participants. At the end of this webinar, we will be facilitating a question and answer session. Use that Q&A widget to submit any questions that you want us to ask the presenter. If you have any technical issues, please also use a Q&A widget and one of our share. My lesson team members is there and ready to respond to you. If you would like a copy of the slide deck or any of the related materials, you can find those in the resource widget. For those of you who want professional development credit, you will be able to download a PDF certificate at the conclusion of this web and are verifying your participation today. You do need to answer the poll questions that you will see throughout the webinar to access that certificate now, let's turn it back over to your moderator who will put up a sample poll question for you to try. The poll question is located directly in the slides. You can answer your question. And then hit submit. From all of us at share my lesson. Thank you for joining us today. Enjoy your webinar. All right, and here is that sample poll question that was mentioned so hand on hearts. Are you wearing pajamas right now? Alright everybody, take a minute to submit your answers and even like if you'd like to elaborate. You can do so in the chat box. I see. True. I know this is a funny one. I promise I am not wearing pajamas right now. OK. It's alright guys for the poll question, go ahead and click on one of the answers. No 100% yes or you know business on top and PJ's on the bottom. Which I think has become a standard uniform and you know these days. It would be just a few more seconds. Jan no PJS yet good for you. Alright. So I don't. And also if anybody's having trouble with accessing the pole or seeing the pole, let us know in the chats and can help you out. You're wearing clothes to advance. Yes, we are gonna hopefully we're gonna be dancing. There's some good music so we have. 56% of you saying no with 40% saying yes, that's a decent split. Alright so with that I have now the pleasure of introducing the wonderful presenters for today's webinar we have with us today. Christine Nick, who is the director of Policy and outreach at the Rock and Roll Forever Foundation. We also have with us the wonderful members of Ledama Mofar Vendola. From Venezuela, Laura class from Brazil, Daniela Serna from Colombia and Sarah Lucas from the US and I hope I pronounce those right. But thank you so much for being here, Christine. I'm going to turn it over to you. Thank you so much for that. Hi everyone, my name is Christine Nick. I work for the rock and Roll Forever Foundation which is the nonprofit that creates the teacher rock resource that we're going to be learning about this evening. 2 truck and the foundation were started by this lovely gentleman that you see here on your screen. Steven Van Zandt. Born out of a desire to have the arts brought into every classroom each day for every student. We're going to kick things off with an icebreaker. 'cause who doesn't love a good icebreaker? Before Icebreaker a poll question. So my poll question is, can you play music without an instrument? Yes. Maybe no. Please take a few minutes to answer. Alright, so I'm curious to see the results of our poll. Excellent yes great. So for those of you that said, yes, you're going to get a lot out of our session that we'll be looking at a little later on today. My next slide is just a quick icebreaker so the arts is a tool for reflection. This is a great do now when I think about my first year of teaching, I think very much of this Jackson Pollock feeding. I think of throwing a bunch of things at the wall and getting something much different than I expected it to be, but something just as beautiful as I could have imagined. So now I'm going to ask everyone that's watching to just take a minute and. Think about your career. Maybe focus on its entirety or just a specific time frame. What are some artworks that remind you of this period in your professional life? What do these pieces? Why do these specific art pieces or mind you of that time period? I'd love to see some of your responses in the attendees chat. So think about it, if you had to think of a piece of art that represented part of your teaching career, what would it be and why? I'll come on. Don't be shy folks. Maybe it's a song, maybe it is a TV show. Something that reminds you of. A certain point in your career, maybe it's this year. Maybe it's last year. Maybe it's your first year teaching. Oh, somebody said, sometimes the scream we can believe all that we see, which is a pretty funny one. I'm sure we can all relate to that. Let me see if I can get just one more. Saturday afternoon in the park artwork reminds me of needing a break on a weekend after a long hard week. Great so as you see. I'm sure, as everyone knows the arts have can be used in a lot of ways. We're going to take some. Take a quick look at twotrack.org, where you can find not only the materials that we'll be talking about briefly with ledama, but our whole collection of resources. So future.org. Is. A wonderful website that has over 300 resources ranging ranging from social studies to art to steam. To give you a quick overview, if you were to come to teachrec.org you would see that we have. Our core lessons, which are books one through 5 which feature our first hundred or so lessons. Special collections are things that we've done with specific media partners you'll see listed here. The ledama content that will be looking at in a minute as well as CNN Soundtracks Rumble the Indians who rocked the World Documentary project as well as hometown documentaries and our previous soundbreaking content. If you find that you are ever looking for something for specific grade level because we offer resources for gate grades K through 12, you would click click on the quick search and you could look by grade. Elementary subject will take. Civics and he would see some of the results that come up. You could also search by genre of music, so if you want to look for Blues, country, disco, what have you as well as different activities that you would do with your students? So musical analysis or rooms, activities, role playing, things like that. And then specific topics related to different genres, different content areas. So for example, if you were looking for something in social studies, but you want to focus on black history, you could use our topic section to focus in on resources specific to that. Just really quick to give you a sense of what some of the content looks like. We'll look at one of our lessons that we did in collaboration with Ledama quickly, so all of our lessons follow workshop format. As you see, they have an essential question. Although we encourage educators always to edit as best suits the needs of their learners as well as an overview which features a brief essay about the content of the lesson. Talks about the music. This feature talks about the historical context and the activities of the lesson. As well as objectives. The different media assets, so videos, images and then as you can see here, starts with a motivational activity and then you move through the procedure with difference. Lesson steps and comprehension questions as well as embedded resources like handouts and activities for students and then finally summary activity to round out the lesson and then extension activity. If you want to extend your learning beyond this lesson, or perhaps give your students a project to work on after they've engaged in the lesson. So, having said all that, I am going to yield the floor to ledama who is going to take it away from here. Thank you, Christine. So we are labama. And we have three Members here. Daniela myself, Sarah and Muffin. There we are. It was a great honor as we are a professional band of musicians, Ladas and the other screen Lata. I don't know if you want to wave, say something so we can see you. Hello everybody here. So the three of us right now we're in Brooklyn, NY, and Ladas lives in Montreal, Canada, and we are a band that combines a lot of different music from South America. A lot of different genres, traditional genres as a way to compose, perform music, and to teach music. The lesson that we did in partnership. The lesson that we're going to show you that we did in partnership with Teach Rock, is part of a bigger unit about South American music and how you can use oral traditions as a way to access and catalyze learning in students. So this is actually a lesson that's 100% participatory. There's actually only one part of the lesson where you watch a video quietly. Everything else is virtually a call and response. Whether it's calling response with your voice or your body. Or singing. So we're going to ask you all to do that today, and we're going to focus on Kumbia. And basically what the lesson is is a way to teach students how to use their bodies as instruments, and how a culture in a form can change and innovate overtime with the full participation of the people who created it, and so that is going to give a short intro before we walk you through percussion ensemble dancing and singing so we know we can't see you and we know you're muted. But we ask you to respond. Please respond or sing with us when we say that. And we'll know that you're there. OK, this is what you would see in our videos on the website and we're doing exactly what you would do with your students. Well, thank you so much for having us. We're going to start talking about a cumbia and how this is a oral tradition. From the Caribbean coast in Colombia, despite Colombia is very popular in every single country in South America are the roots of Colombia are in a small village called El Banco Magdalena next to Magdalena River, the biggest river in my country, Colombia. It's very important to understand that Colombia has three big influences is at three ethnic cultural manifestation with a black, indigenous and Spanish. Roots also it is very important to understand that Colombia is resistance. Music at it was born in a violent and oppressive context. So despite where we're gonna listen and we're gonna play using our bodies and our voices sounds very joyful and I would say hopeful. It's good to remind what was the reason why this music was born and also is the reason why Colombia it's so. Popular across Latin American communities all over the globe, and it's because it connects that of resilience and resistance as spirit children in the Caribbean coast of Colombia. They grow up listening to these in their daily lives. So we're gonna get it. Going starting by playing the percussion and sample the first instrument that's traditional in these rhythm. It's called Timbre aleri. You're watching it right here, and that means happy drum. And I'm going to play for you. The Columbia in Timberlake. 3/4 how can we apply this rhythm by using our bodies or our voices? In this case, you're going to repeat after me. Cameroon garmadon Cameroon Cameroon Cameroon me Cameron just so you know Cameron means shrimp so we're gonna do it one more time. I know you're doing it at home so once again here we go, Cameron Cameron, Cameron, Cameron. Come on come on come on me, come Cameron Cameron Cameron Cameron Cameron Cameron. Cameroni, Cameron Cameron Cameron Cameron, Cameron that's perfect. That's how we use our voices to play the rhythm that I just show you in Tambor Alegre. If we continue exploring the percussion sample of the Caribbean coast in Colombia, we're going to have a tambura that's a bigger drum made of the same wood that this time body is made of, which is called Sabre or curriculum. And it has. 2 skins on the side. Unfortunately we don't have a tambura today. We have just a Tom but Maria is gonna show us how to play that in dombura and how we can use our voices to do the same. Hello everyone, this is the sound that we are trying to recreate from the tambura and sounds like that. So to recreate this guitar voices, we're just going to take this name Montagna. We say in Spanish we say Ben a bailer. Ben avilar Ben Viler esta cumbia. So the phrase principali is Ben Avelar Avelar esta cumbia. I'm gonna say it again. Ben Avelar Avelar ESTA cumbia, which mean come to dance this Kumbia. So let's try to do it again. Ben Avelar Avelar esta cumbia. Dad Avelar Ben Avelar Avelar esta cumbia. Start start one more time. Ben Avelar Avelar ESTA cumbia then. That is that yeah, then have iler Avelar Kumbia. I'll add is that that's perfect. Thank you so much. Probably we can just like continue with the instrument in December. Percussion, yes, the last instrument that we have showed it that will show us instead Timbre, Jamel or that means color. You'll see the rhythm that sorry that will show us in my sound or SIM. Simple, but it's actually the heart of the Kumbia so. Page. So. This is the tempo when you clap. And the jamadar keeps the offbeat. 12341 cool so the way we would say that is. Del Mar Del Mar. Del Mar Del Mar Del Mar Del Mar telmar telmar telmar telmer telmer telmer tell Mar Del Mar Del Mar Del Mar Del Mar telmer telmar telmer telmer tell Mark tell Mark tell Mark tell Mark tell Mark. Yes, one element that was brought into this manifestation by the indigenous is their marakas. And this is the sound of them. Hopefully it's not too noisy, right? So once again, if you try to connect what I just did with Serita, actually, let's try it together. America is also doing the app beat right here in the air and then go into the downbeat. So sad it and I will do it together maraca. And here we go 1/2. 3/4 1234123412341234123412354 so and the sound for that is. Now that we understand and play by using our voices, the instruments we're going to play it for you using the timbres at the same time, so you can get the feeling of how the Columbia sounds with the whole family of precaution at this same time. Thomas 123 and four. We're also going to do it now with the percussion we used were just our voices and you guys should really try and pick one to follow. So we're each going to play our own part with our voice. So just remember Firstline. Cameron Cameron Cameron, me Cameron. You can pick that or you can choose tambora with cheese. Ben Avelar Avelar esta cumbia Ben Avelar Avelar esta cumbia or go with the Jamadar Delmar tell Mar Del Mar Del Mar Del Mar Del Mar Del Mar telmer. So here we go. 121234 then. Got my camera, camera, camera, camera, camera, camera, camera, camera, camera, camera, camera camera, camera, camera. Madam I don't have a gun, I don't. Cameron if you can write in the chat and maybe you will see it later to make sure if you try it at home. What was your favorite instrument and how that worked for you. But hopefully this is something you can apply in your classes with kids all ages and Grown Ups as well. The way we're doing it right now. And you also don't need to worry about the piano pronunciation of the words because you know they're in Spanish. But what it's important, it's the rhythm and the feel of the rhythm, and understand that it's a family. And there's always a dialogue among the instruments. That said, I think we're ready to. To dance a little bit. Yeah, we're gonna dance a little bit so I'll show you. And you guys please stand up and dance. I think maybe you've been in webinars all day. We don't know, but if you have now is your moment to let it all go and do your thing. 'cause that's what we're here for. And these things are a party. I wanna change this it up just a little bit perfect. That's great. So I'm not I know you're doing this with me. And if you're at home, the first thing we're gonna do is to have a very straight position, and we're going to put our arms in her hips, and we're going to start 1234 doing the temple in your right foot. Yes, 1234. And shaking your hips side to the side. Important that you're doing this move. Not buzzing. Very good job now that you're doing this, open your heart. Good job, I can listen to you. Yes, open your arms and we're gonna have imagine that we have a candle in our hands. And you're gonna slightly move to this side and to the other side. Yes, just change and switch your body. But feel that jamadar a bit. Remember Del Mar Del Mar Del Mar in your hips. Good job. Go back to your hips and keep shaking. Your hips. Great job. And now we can do also a new step. Open your arm. On the other arm, I see you were swimming 123412341234. 12341234123? Now that we are here, your arms app, yes, and you're going to spin with me very slowly. 1/2. Cool. 12341234 angle. Thank you so much. These are movements that you can try in your classes and what we did when we were moving our hand like this. It's moving a big scar that. Back then it used to be the women outfit and for the men there's always a hat that they also use and move like this. But when we do our classes, we actually like to apply that genderless right like just let them everyone just try it, both movements. But that's the traditional dance of Colombia in Colombia. Great and then I think we have enough time. Yes, we have enough time to sing a little bit so. Ledama created a Brazilian kumbia, so Kumbia Brasileira. And this is our. Which. Strong and we use it in the lesson that accompanies that of official music video of Cumbia Brasileira, where you can see us in Cali, Colombia, dancing with kids and. Yeah, are we frozen? We're OK, right? OK, we're back. Anyway, so now we're going to teach you one of our original songs. We're just going to teach the coral, which is the chorus of the song. And you're gonna follow me. So. So. By Lala kumbia. By La La cumbia. By lakum yeah yeah. Vilella kumbia yeah, that's the first line. The second line of the CUADRO is gose Alekum yeah. Gosala come yeah. Gosala kumbia Now I'm going to add. Melody. Kumbia thus salad. Bye. Bye. Gusler raccoon. Gosala come yeah. By Lala kunga. Ghosts alekum yeah. OK, so that that was not the actual key of the song, but you know it's oral tradition. You sing whatever. So what's the key? Baila cumbia? So now what we're going to do at the end of our lesson. So if you follow our lesson, if you go online, you see our lesson. We have these videos, we show you how to do this. It's call and response with the students. It's all very clear and at the end there's a free dance and what we would love for you and the students to be able to do is to take one thing that you learn. Maybe it's the Spanish you learned to dissect the rhythm and play the rhythm with your with your voice. Or maybe you're clapping just the tempo. Just clapping and following the tempo is brilliant and amazing. Just standing up and moving your hips is brilliant and amazing. If you can sing the entire quarrel. The chorus in the right key great, but that's the moment for the students to really let go and that's the moment for you to let go. So we're just going to play a little bit of that song so you can feel it get up and dance. Sing with us, keep the tempo, whatever you need to do to feel like you're participating. Come on, come on. Lucky. How many? Got my legos. Sound. Lego Son in law. Master yes, Sir. Thanks bye dad. Yeah. That is that. And my. Come, come, come, come, come come come come. Bye. Bye. What's that? Thank you so much. Would you say yes? Let us know if you have any questions about what we just explain. We will love to answer to your questions. Also we we we didn't bring a lot in because it was kind of like hard to understand where she was on the screen. But a lot of lot of us to say anything to you can ask a lot of questions. She's from Brazil. She's our amazing drummer. Thank you all so much. We do have a couple questions. In the Q&A. If you want to ask or if you want to go to answering some Q&A questions. That was a lot of fun. It would be great if you could ask them for us, because it's really hard to understand the screen, no, I am here. I got you covered. So our first question is is teach rock. Is teach rock only good for music class? Uh, no. Even though we looked at some music classroom resources tonight, we have resources that are available for social studies for math, for LA, for steam, for arts, and we're adding new content all the time. Fantastic, so kind of falling in that vein though, like if you were to say I mean like a math teacher or somebody who maybe traditionally does not necessarily get to do this even though there is definitely a connection between you know math and music. How would you maybe recommend them trying to trying this out in their classroom or introducing this class? So I really love that you picked math as an example, so we actually have two new resources that are geared towards music features. We did a whole collection around the math of the music industry, so it looks at things like the work that artists do to promote their presence online through social media. Looks at how much it costs for an artist to go on tour it looks at. All the different aspects of what it takes to be kind of a working musician. And then the other thing that we created in collaboration with Mickey Hart is a whole algebra unit that looks at. Various aspects of algebra and then incorporates Mickey Hart's planet Drum project which you can find on our website. That is fantastic. Alright guys, so take notes. And then too curious as to. What sort of what lessons do you find the most inspiring like right now in terms of the most popular, most inspiring for students and teachers? They are going to not. So I know that people had great reaction to the llama content. I know that actually Ledama had a great experience at a live performance earlier this week that maybe they could share with us about our student. Yeah. Love to hear it. If you guys want to share. Looks like frozen, just a sack. Everybody hold on getting the technology covered. Alright, you're back, Sarah. If you want to. Or Laura. So what's what lessons have you been finding are the most inspiring right now for students and teachers? And I think Christine had mentioned you just had a really good experience with a student recently, right, Christine? Yeah Bill, I had heard that you guys had a wonderful interaction with the student in one of your performances that had used some of the ledama resources and I didn't know if you wanted to share that with everyone. No, I don't think so. We performed at Lincoln Center's Atrium, which is a public space in Midtown, New York. And. It was a free concert for the community and an all ages show at 11:00 AM. So there was a lot of youth there. It was a mixed age. Crowd was incredible. Oh, young girl came up afterwards. She was a huge fan of Ledama and she said and her mother told us how much she loves teach rock and Maria saw that she had printed out one of the pages from the lesson. One of the activities and was using it to identify the instruments in the band like that Amber Allegra which Danny plays live. And so that was a really incredible experience, and that I think I think I got the feeling that maybe it helped them through the pandemic. Especially so. That's fantastic, that's yeah, it's beautiful. We have so we have another question here from audience member who says that? I work with preschool teachers. Do you have resources on the sites or suggestions for using with very young children? So that's a really good question. We have definitely resources for elementary, but not not necessarily early childhood. Just set and we're working on that. I would say, though, anything that's labeled as elementary teachers should feel free to take a look and see. Maybe they can use pieces of it, or make some different changes to scaffold it to the needs of their learners. Let's and ladies in the drama. If you have any sort of thoughts or suggestions just from your own experience and doing this and playing music like working with really have you had a chance to work with really young learners like young kids. Feel free to share that. And again, sorry that the technology is causing some delays. But year. Almost there it looked like for a second. We're really hoping that we have some time that we would love to hear you play again before we close out provided we can get the Internet to cooperate. I know it's late. Maybe the Internet is a little tired today. You know, it's kind of getting. It's getting after hours. Understand. No. Laura, I don't know if you're on or if you're able to also like connect. Like to chime in. We do have. We will get and we have a couple more questions. We could get 2 provided we can get our lovely technology here going. I know Sarah. Your screen is still frozen. You might have to exit out and come back in or re try refreshing. OK, yes, you're back. I don't mind. So to answer your question. I don't know what the ladies think. Teachers already know this, but. Don't worry about playing it right. Don't think you have to do something right or that has to be perfect or that you have to count, or any of that. It's it's really about. Dating it's about the act of listening and the act of making music as a group. And and then it flows, so you know, like I wouldn't like rehearse the unless you're doing like a performance. Then there's like a whole thing and you really take it to the next level, which is cool. You don't really like. Don't think about it as like practicing. You know you're not trying to get something you're like. You're trying to experience something you're trying to. Activate a sense. Again, early childhood, or, you know, educators are going to know that, so yeah, but it. It seems intimidating when it's music because you think you have to know something about music to play it and you don't. That is absolutely true. I play plenty of music and I know nothing about I'm doing. Oh, so we have another question here which is pretty good, like do you? And I'm really curious about like what is the response you get from teenagers learning music with their voices. Like have you? Like what's kind of their feedback for some of our older students. I think it's good. Honestly, it's always good. Of course their reaction. It's not the same as the 11 or 12 year old kids because they're in that way. It's a stage where they're more like uncomfortable with their bodies, you know, and they're not too outgoing. Not necessarily, but it's good, honestly. Every time that we share this kind of Kumbia lesson, they at first I would say they laugh with the fact that they're saying Cameroon or Del Mar. You know, just the fact that they're saying a word that's noon Spanish. They're laughing. So once again, I'm connecting with what Sarah said. They don't know that they're learning like cover them from this region specifically in Colombia there just immersing ourselves into a new culture just through the language, for example. So I would say. That's fun and when depending on the vibe of the class, they're not only saying the words for the percussion, but also start to move in their bodies and at the end they dance and they do engage. So I would say it's always been a very successful and rewarding experience. Every time that we work with teenagers at the end they always have questions for us about. Why do we play together? Why do we choose the instruments that we choose? Like they we, I would say we. Open DS curiosity. Be animal in their inside to make them one and to know more about who we are and what we represent. Yes, besides using their voices we like use like bodies. We try to teach them how to recreate in their body like what could be the sound that you can use to reproduce what you are doing with your voice is like trying to experiment and engage with the body because somehow when you. Like on your body, you feel confident somehow to try stuff and like even if you like in real life or daily life, sometimes you just like. Like something like before using the voice you just like repeat some time with your body some rhythm. And something that's important that what media is saying is that, again, that free dance at the end where you listen to the music video and you watch it. It gives them an opportunity to do that on their own. And maybe not the Columbia step. Like maybe they break out the like Harlem Shake. I'm old, so that's not cool anymore. But you know what I mean? They actually start doing other steps and that's kind of the point to you know they don't have to like do the cumbia step that gives them that moment to actually experiment with their own movement in their own step in that community setting? Yes, because one of the lines that we say is Wendy. We teach our oral tradition is how the Community take these traditions and make them at their own like how is connected with the context that happen now like my movement like could recreate something that I saw in a video of pop music or like break dance you know like so how we connect? What we represent actually like right now, and the order tradition. How I am a recipient of that oral tradition. That's the moment of the free dance at the end of our lesson. At the same time, I just would like to talk to. Yeah, the girls. I I also feel they they once they understand. They connect to our to our culture, you know they they, maybe they they open their selves more for their own culture, you know, and to pay attention to their own cultures through hours, right when we experience something new or when we realize there's something new and important in in other cultures such as dance and music. They can look to their own and and and you know give give the right value to that. I mean it sounds though it's a very sort of liberating and empowering experience. And also I mean to be able to giving giving teenagers like permission to be maybe a little silly and to get out of their heads of it to just feel. Like like I can see where that would be kind of very opening so. No, I think we had, oh some some curiosity over where you all got your name from. Like where does ledama come from? It's like is there a story? The name of the of the band is is start by taking the initial of our names, La de la. Daniela da. Media or mafia? That was the beginning of the end, then we invite. Tata. Join their project. Bye. Leak when we. Later we create this project and then we asked her like it's OK, just keep it like maddamma just because ledama means the lady in Spanish and when we were creating the idea on the vision of the project, there was a common interest to work out for women's rights and to focus on inspiring youth and girls all over America. So we make a lot of sense when happened because we were playing around before the combinations. Malada Llama de la dama. And actually, and actually you write it as one word ledama. You don't separate LA Dama, it's just one word. Has beautiful so alright, we have about a minute. I know if you guys wanna play us out I'm so grateful. Thank you all so much for being here and love our audience. Thank you so much you like to play us out for the next minute and then we will have one short housekeeping video left for everybody. If we all hopefully have wonderful evenings. Yes. So did you say you wanted us to play out? Yeah, yeah plays out. We have. We have about you know 30 to 60 seconds. Yeah. 1238 at letter. I can see why you. I can say. Listen, yeah. What's up? Thank you so much, she's beautiful. Everybody. Wanna say thank you again to the amazing presenters on tonight. I thank you again to the audience. Anybody we have just a quick like I said housekeeping video for you all to go to and then I want to remind you to download your certificates and have a beautiful wonderful rest of your evenings. Hi everyone, Kelly booze rejoining you again. I hope you enjoyed today's webinar as much as I did. I want to go over a couple reminders and I have one big favor to ask of you. First, you should now be able to download that PDF certificate for your participation. Today you can access that PDF certificate using one of the widgets, the one with the checkbox. From here you should be able to open up that PDF certificate and download it. The certificate will be saved to your name for up to a year. Now you are required to have answered at least 2 poll questions and met the criteria for watching the minimum amount of time when you open up that PDF certificate, it will be populated with your name, the date, and the title of the web, and our second. 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