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IFH 811: How Pixar’s Story Secrets Can Transform Your Filmmaking Process with Brit Cruise · Indie Film Hustle® - A Filmmaking Podcast

• 0:03
  Speaker 1: You are listening to the ifh podcast Network. For more
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  Speaker 1: amazing filmmaking and screenwriting podcasts, just go to ifhpodcastnetwork dot com.
• 0:12
  Speaker 2: Welcome to the INDIEILM Muscle Podcast, Episode number eight eleven.
• 0:16
  Speaker 2: Cinema should make You forget You're sitting in a theater,
• 0:19
  Speaker 2: Roman Polanski.
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  Speaker 1: Broadcasting from the back alley in Hollywood. It's the Indie
• 0:25
  Speaker 1: Film Hustle podcast, where we show you how to survive
• 0:28
  Speaker 1: and thrive as an indie filmmaker in the jungles of
• 0:31
  Speaker 1: the film biz.
• 0:32
  Speaker 3: And here's your host, Alex Ferrari.
• 0:35
  Speaker 2: Welcome, Welcome to another episode of the Indie Film Huscle podcast.
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  Speaker 3: I am your humble.
• 0:39
  Speaker 2: Host Alex Ferrari. Today's show is sponsored by Rise of
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  Speaker 2: the Film Entrepreneur How to turn your independent film into
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• 1:50
  Speaker 2: today's episode with guest host Dave Bullis.
• 1:54
  Speaker 3: My guest today actually teaches at Conacademy and he's the
• 1:58
  Speaker 3: producer for Pixar in a an amazing course. It's one
• 2:02
  Speaker 3: hundred percent free by the way, wink wink. And then
• 2:06
  Speaker 3: then my guest also teaches computer science. He teaches cryptography.
• 2:10
  Speaker 3: I mean, brilliant, brilliant guy. With guests Brit Cruz, Hey Britt,
• 2:16
  Speaker 3: thanks off for coming on the show.
• 2:18
  Speaker 4: Hey Dave, happy to be speaking with you.
• 2:20
  Speaker 3: So, you know, brit you have such a unique background.
• 2:23
  Speaker 3: I mean, you know, you're involved in so many great things.
• 2:28
  Speaker 3: So I want to know when you were growing up,
• 2:32
  Speaker 3: did you always have this sort of this love of
• 2:35
  Speaker 3: not only teaching but also of creative problem solving and
• 2:38
  Speaker 3: sort of like computer science.
• 2:41
  Speaker 4: Yeah.
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  Speaker 5: As a kid, like like most people involved in filmmaking,
• 2:46
  Speaker 5: very early on, I got obsessed with, you know, the
• 2:49
  Speaker 5: home video cameras, and as soon as I got my
• 2:52
  Speaker 5: hands on VCRs, I started trying to cut together videos,
• 2:56
  Speaker 5: you know, starting with family vacations and whatnot.
• 2:59
  Speaker 4: But very soon.
• 3:00
  Speaker 5: What I realized early on is the kinds of videos
• 3:04
  Speaker 5: I was making once I moved beyond the family videos
• 3:08
  Speaker 5: were explanation style videos, kind of similar to what was
• 3:13
  Speaker 5: on TV at the time. I grew up with Bill Nye,
• 3:16
  Speaker 5: So I kind of bent that way, and very quickly
• 3:19
  Speaker 5: I realized that, you know, I could hand in school
• 3:22
  Speaker 5: projects in video form. I kind of forced my teachers
• 3:25
  Speaker 5: to do that, and I I kind of found my
• 3:28
  Speaker 5: way into explanation style.
• 3:31
  Speaker 4: Videos really early.
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  Speaker 5: Even though it wasn't my one passion, but it's something
• 3:35
  Speaker 5: that came up right away.
• 3:38
  Speaker 3: You know, you mentioned the film video cameras. You know,
• 3:40
  Speaker 3: a lot of guests also had that same childhood experience
• 3:44
  Speaker 3: where they're picking up you know, the super eight cameras
• 3:47
  Speaker 3: or maybe even a little later like a big VHS
• 3:50
  Speaker 3: box cam quarders and start. You know, then that's all
• 3:52
  Speaker 3: you got their start and you know, in making their
• 3:54
  Speaker 3: own films totally.
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  Speaker 5: I remember my setup now was I had two VCRs
• 4:00
  Speaker 5: for editing and to mix.
• 4:02
  Speaker 4: Sound in I ran I had. I had an early
• 4:05
  Speaker 4: computer thanks to my.
• 4:06
  Speaker 5: Mom, and I would run an audio cable with a
• 4:10
  Speaker 5: mic jack going to RCA cables running diagonally across the
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  Speaker 5: room into the VCR, so I could mix sound from
• 4:17
  Speaker 5: the computer.
• 4:18
  Speaker 4: And video from the VCRs. And that was my first setup.
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  Speaker 3: Oh that's actually brilliant. That was fun, I mean especially
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  Speaker 3: for I mean because what were you seven or eight
• 4:27
  Speaker 3: at the time.
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  Speaker 4: Yeah, six seven.
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  Speaker 3: I mean that's a brilliant idea for a kid to
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  Speaker 3: come up with, which explains a lot about you, Britt.
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  Speaker 3: I mean it's like, I think that's why you know
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  Speaker 3: you're you know, you're in the position you are you
• 4:39
  Speaker 3: have to there's those moments of brilliance and you know
• 4:42
  Speaker 3: when I when we talk about computers, what kind of
• 4:44
  Speaker 3: computer was it, Britt Was it like one of those
• 4:46
  Speaker 3: old Apple two's or was it something similar?
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  Speaker 5: No, my friend had an Apple. I had one of
• 4:51
  Speaker 5: the early box computers. It was my Actually, my mom
• 4:54
  Speaker 5: had an early Tandy laptop, one of the first laptops.
• 4:57
  Speaker 5: So I grew up on dos. But then the computer
• 5:00
  Speaker 5: i'm describing, I remember it was a given from a
• 5:05
  Speaker 5: friend of my dad's and it was a big, boxy one.
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  Speaker 5: I don't know, but it was before like the compact
• 5:10
  Speaker 5: Presario Wave.
• 5:12
  Speaker 3: Oh gotcha, gotcha?
• 5:13
  Speaker 4: You know?
• 5:14
  Speaker 3: I mean, did you ever? I mean, do you still
• 5:16
  Speaker 3: have that computer laying around like somewhere in storage?
• 5:18
  Speaker 4: No? No, that one's so gone.
• 5:21
  Speaker 3: I actually, maybe a couple of months ago, I was
• 5:24
  Speaker 3: going through stuff and I had my I still have
• 5:27
  Speaker 3: my first computer that I got, and I was a
• 5:30
  Speaker 3: little late to the party with it. But I you know,
• 5:32
  Speaker 3: my first computer was in the nineties, probably the late nineties,
• 5:37
  Speaker 3: and I remember pulling this thing out and my god,
• 5:39
  Speaker 3: I look at it and go, how the hell did
• 5:41
  Speaker 3: I use this thing? It seems so archaic and it's huge,
• 5:45
  Speaker 3: and I'm like, you know, it's it only uses a
• 5:47
  Speaker 3: fifty six K.
• 5:48
  Speaker 5: Modem when you're passionate, though, Yeah, nothing else anything will
• 5:54
  Speaker 5: get you to Anything will work, any tool will work
• 5:57
  Speaker 5: if you're motivated.
• 6:00
  Speaker 3: That's a great saying, Bret. I'm gonna I'm gonna keep
• 6:02
  Speaker 3: that because I'm gonna that is a a great piece
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  Speaker 3: of advice, you know, because mainly I use it, you know,
• 6:08
  Speaker 3: for for writing too. And uh, I mean I even
• 6:11
  Speaker 3: had word processors that I remember using, and I looked
• 6:15
  Speaker 3: at some of them, you know, the other day I
• 6:16
  Speaker 3: was looking through I'm not not in personal online some
• 6:19
  Speaker 3: of the old word processors and I'm like, man, the
• 6:20
  Speaker 3: size of these things so like a piece of luggage.
• 6:25
  Speaker 5: Yeah.
• 6:25
  Speaker 4: We had a typewriter too. Yeah.
• 6:28
  Speaker 3: I know some people who you know, who are younger
• 6:30
  Speaker 3: listening to this have no clue what a typewriter is.
• 6:32
  Speaker 3: But but I've used the typewriter.
• 6:33
  Speaker 4: Bread.
• 6:33
  Speaker 3: I remember the remember when you had to change the uh,
• 6:36
  Speaker 3: if you made a mistake, you had to put that
• 6:37
  Speaker 3: like a little card in to sort of backspace it out,
• 6:40
  Speaker 3: wait it out. Yeah.
• 6:45
  Speaker 4: Yeah, I wish I still had a typer.
• 6:47
  Speaker 5: And actually it's a nice way to stay focused.
• 6:50
  Speaker 3: Yeah, you know, I was saying that somebody else the
• 6:53
  Speaker 3: other day. You know, it's like laptops are great. You know,
• 6:56
  Speaker 3: phones are great, but the problem is is that it
• 7:00
  Speaker 3: it's too easy to get distracted with them because of
• 7:02
  Speaker 3: the Internet.
• 7:04
  Speaker 5: Yeah, the context switch is the real killer. It just
• 7:08
  Speaker 5: that's the number one thing people waste time on. They
• 7:10
  Speaker 5: probably if they count it in a day. When I
• 7:13
  Speaker 5: say context switch, I mean an interruption of any kind
• 7:16
  Speaker 5: doing one thing and then doing another. If you do
• 7:18
  Speaker 5: that hundreds of times per day, it's a few minutes
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  Speaker 5: per switch you waste. And that's why people waste three
• 7:24
  Speaker 5: to four hours a day. Early on, about six years
• 7:28
  Speaker 5: ago or seven years ago, I noticed this and one
• 7:31
  Speaker 5: day I just threw my phone out and I never
• 7:34
  Speaker 5: looked back. I've never owned a smartphone, and that's again
• 7:37
  Speaker 5: one of my great time savers.
• 7:39
  Speaker 3: So do you just have a flip phone now or
• 7:41
  Speaker 3: no phone at all?
• 7:42
  Speaker 4: I don't I have a landline.
• 7:43
  Speaker 3: Oh okay, yeah. You know there was a program that
• 7:47
  Speaker 3: I you know, I had a couple different people on
• 7:51
  Speaker 3: the podcast, and we were always talking about this because
• 7:54
  Speaker 3: some people have to use a laptop and for the work,
• 7:57
  Speaker 3: and so we would need internet for the research. But
• 7:59
  Speaker 3: you know, even when I'm trying to do it, sometimes
• 8:01
  Speaker 3: the phone the phone is the biggest distraction for me.
• 8:03
  Speaker 3: The laptop not so much because the phone, you know,
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  Speaker 3: you're always being You're always at someone's beck and call,
• 8:08
  Speaker 3: which I think is some days I say to myself, Brett,
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  Speaker 3: I go, you know what if I could take a
• 8:13
  Speaker 3: vacation and not carry my phone with me, I don't
• 8:16
  Speaker 3: think you know what I mean. I think that would
• 8:17
  Speaker 3: be a real vacation because if I went on a
• 8:19
  Speaker 3: vacation somewhere and I had to carry my phone or
• 8:21
  Speaker 3: my laptop around, it would it would there be no
• 8:23
  Speaker 3: point to it. No, So you know, taking a break
• 8:28
  Speaker 3: from the phone, as say, is something that you know
• 8:31
  Speaker 3: I have found is important. Just leaving it in another room,
• 8:34
  Speaker 3: turning it off completely. And for the laptop, there's a
• 8:36
  Speaker 3: program I found called Anti Social, and there's also another
• 8:40
  Speaker 3: one called I forget what it's called, but it's the
• 8:44
  Speaker 3: same people who make Anti Social, and basically it just
• 8:46
  Speaker 3: blocks out certain websites so that way you can't access them.
• 8:49
  Speaker 4: Yep.
• 8:50
  Speaker 5: And I often just have days where I turned the
• 8:52
  Speaker 5: Internet off and it's really it really helps.
• 8:55
  Speaker 3: Yeah, it definitely does. And you know, so so Britt,
• 8:59
  Speaker 3: what is normal day for you look like?
• 9:01
  Speaker 4: Like?
• 9:01
  Speaker 3: What how is your day structured in terms of when
• 9:04
  Speaker 3: you're creating and teaching and all and doing all the
• 9:06
  Speaker 3: things that you do.
• 9:08
  Speaker 5: I try to break up my day into two halves,
• 9:12
  Speaker 5: so I really hate scheduling meetings and breaking up a
• 9:17
  Speaker 5: day into hours and half hour chunks. I only work
• 9:20
  Speaker 5: well in half thinking about a day in two runs
• 9:23
  Speaker 5: of creation. So there's a morning creation phase and there's
• 9:26
  Speaker 5: an afternoon creation phase, and then otherwise I try to
• 9:29
  Speaker 5: bucket all my natural meetings on one day. That's what
• 9:34
  Speaker 5: I really try to do. So I have a day
• 9:35
  Speaker 5: where I'm just sitting around on meetings, and then the
• 9:37
  Speaker 5: other two days the other four days of the week,
• 9:40
  Speaker 5: if things are going well, I am just locked into
• 9:43
  Speaker 5: one task and staying on that for two to three hours,
• 9:46
  Speaker 5: then a break bike ride two to three hours. Now
• 9:50
  Speaker 5: your day is done. I now I have two kids.
• 9:53
  Speaker 5: Now I don't work past four o'clock.
• 9:55
  Speaker 2: If you're working, we'll be right back after a word
• 9:59
  Speaker 2: from our sponsor, and now back to the show.
• 10:06
  Speaker 5: I used to work late at night, and once I
• 10:08
  Speaker 5: stopped doing that, it really helped because it helped focus
• 10:11
  Speaker 5: me so that at the beginning of the week, if
• 10:13
  Speaker 5: I know I'm done at four. I really have to
• 10:16
  Speaker 5: write out the day before what I want to accomplish
• 10:19
  Speaker 5: the next day, and that has kept me very organized.
• 10:22
  Speaker 3: So it seems to be that, you know, if you
• 10:25
  Speaker 3: stop working at four, you're so focused on getting it done.
• 10:29
  Speaker 3: That meaning that there is it's like you have a
• 10:32
  Speaker 3: window of opportunity, and in that window of opportunity you say, okay,
• 10:36
  Speaker 3: it's it begins here, it ends here. And in the
• 10:39
  Speaker 3: middle is where I have to do all the where
• 10:42
  Speaker 3: I have to do all my work because once four
• 10:44
  Speaker 3: o'clock hits.
• 10:45
  Speaker 4: The windows closed exactly.
• 10:47
  Speaker 5: So I really cherished those those two to three hour
• 10:50
  Speaker 5: chunks and all and during those chunks, all either depending
• 10:53
  Speaker 5: on the type of work I'm doing, if I don't
• 10:55
  Speaker 5: need a computer, I'm out on my bike, bike to
• 10:58
  Speaker 5: the river, sit by the river, work on paper. That's
• 11:01
  Speaker 5: where I get my best work done. Often I'm on
• 11:03
  Speaker 5: the computer. If I can, I take my laptop somewhere,
• 11:07
  Speaker 5: I go to the coffee shop and work.
• 11:09
  Speaker 4: And otherwise, when I'm stuck in an editing hole that
• 11:12
  Speaker 4: I'm at home in.
• 11:12
  Speaker 5: My office editing, I will one caveat is yeah, when
• 11:16
  Speaker 5: when you're anyone who is at an editor it's very
• 11:19
  Speaker 5: hard to stop working. So there are the days, there
• 11:21
  Speaker 5: are the very scary.
• 11:22
  Speaker 4: Weeks where you can't even count how many hours you
• 11:24
  Speaker 4: spent editing. And that happens to me. So it goes
• 11:27
  Speaker 4: all night.
• 11:28
  Speaker 3: So, Britt, when you're using that pen and paper, so
• 11:31
  Speaker 3: are you just grabbing a notebook and just a pen,
• 11:34
  Speaker 3: you know, and you're just you know, you know, writing
• 11:36
  Speaker 3: ideas as they come, and you're working on projects. Do
• 11:38
  Speaker 3: you ever have a problem maybe transcribing that back to
• 11:41
  Speaker 3: the laptop.
• 11:43
  Speaker 5: No, actually I never, but I often do things in layers,
• 11:47
  Speaker 5: So I'll write a bunch of scribbles that don't always
• 11:49
  Speaker 5: make a lot of sense. What I find is just
• 11:51
  Speaker 5: the process of writing is more important than what you
• 11:54
  Speaker 5: even have on that page, because it's my form of
• 11:57
  Speaker 5: building memory.
• 11:58
  Speaker 4: So I'll go out write.
• 11:59
  Speaker 5: Something down and I'll have six pages of chicken scratch,
• 12:02
  Speaker 5: look like a crazy person. But then I'll just leave
• 12:05
  Speaker 5: that in my bag. The next day I'll go out
• 12:08
  Speaker 5: and write again what I was working on. I'll try
• 12:10
  Speaker 5: to simplify it into some sort of bullet point thing,
• 12:14
  Speaker 5: and then by the time I get back to the laptop,
• 12:16
  Speaker 5: I usually have, you know, a readable piece of paper.
• 12:19
  Speaker 5: But even if those papers blew away, it would be
• 12:21
  Speaker 5: fine because the process of writing on a paper for
• 12:24
  Speaker 5: me helped me build and clarify my thinking. And then
• 12:27
  Speaker 5: I can just sit down on that laptop and bang out,
• 12:30
  Speaker 5: you know, a script of whatever I'm doing in a
• 12:32
  Speaker 5: very focused flow thinking now, just out loud. If I
• 12:36
  Speaker 5: was trying to do that on a laptop from the beginning,
• 12:39
  Speaker 5: I would never get anything done because again I would
• 12:42
  Speaker 5: be switching context.
• 12:43
  Speaker 4: I wouldn't be on the page.
• 12:45
  Speaker 3: Yeah, you know, the only because I mean, I love
• 12:47
  Speaker 3: notebooks and writing using an actual pen. The biggest challenge
• 12:51
  Speaker 3: that I mean I face is trying to get that
• 12:54
  Speaker 3: writing back into a laptop, you know, I mean, because
• 12:56
  Speaker 3: now you're transcribing, you know what I mean? And now
• 12:59
  Speaker 3: I always it's a little it feels a little redundant
• 13:02
  Speaker 3: sometimes to me because you feel like you're doing the
• 13:05
  Speaker 3: same work you just did.
• 13:06
  Speaker 5: And if you know what I mean, totally, I guess
• 13:08
  Speaker 5: I should clarify. When I'm writing, I'm often just drawing
• 13:11
  Speaker 5: pictures and doodling. I'm not actually writing down sentence for
• 13:17
  Speaker 5: sentence and then transcribing. Yeah, that wouldn't work. Once I'm
• 13:19
  Speaker 5: at that level of I can actually write down the
• 13:22
  Speaker 5: words of, for example, the narration. I'm on the computer,
• 13:25
  Speaker 5: so it's really that brainstorm phase, structure phase, I stay
• 13:29
  Speaker 5: on the page.
• 13:30
  Speaker 3: So, Brett, what are some of the bigger projects that
• 13:32
  Speaker 3: you can talk about that you're working on right now?
• 13:37
  Speaker 5: So in the in one world, I am working on
• 13:42
  Speaker 5: year three of Pixar in a Box, which is a
• 13:45
  Speaker 5: really big, very exciting project.
• 13:49
  Speaker 4: The goal here of this project.
• 13:50
  Speaker 5: Is to show how the movie making process that Pixar works,
• 13:55
  Speaker 5: but more specifically, how things that kids are learning in
• 13:58
  Speaker 5: school are used at Pixar in the making of their films.
• 14:03
  Speaker 5: So Pixar in a Box has been structured over three years.
• 14:06
  Speaker 5: Year one we focused on the math connections, So what
• 14:09
  Speaker 5: do you learn in math class that they actually use
• 14:11
  Speaker 5: at Pixar. For example, in particle simulations to make water,
• 14:15
  Speaker 5: they're using Newton's equations from physics. So you know, that
• 14:19
  Speaker 5: boring stuff you're learning in school, that seems boring when
• 14:22
  Speaker 5: it's presented to you, is used in this very exciting domain.
• 14:26
  Speaker 4: Year two of Pixar in a Box focused.
• 14:28
  Speaker 5: More on science, the connections, the connections to science. Right
• 14:32
  Speaker 5: now I'm working on the last lesson, which is a
• 14:34
  Speaker 5: hair simulation lesson how they simulate hair at Pixar. Well,
• 14:39
  Speaker 5: it uses a mass spring system, which is Hook's law.
• 14:41
  Speaker 5: Another thing you hit in school, but most exciting and
• 14:45
  Speaker 5: we're writing right now is year three of Pixar in
• 14:47
  Speaker 5: a Box is really the whole point of it is
• 14:49
  Speaker 5: going to be called the art of storytelling, so that
• 14:53
  Speaker 5: will be a storytelling curriculum.
• 14:55
  Speaker 4: We purposely push.
• 14:56
  Speaker 5: That one last because I always known it would be
• 14:58
  Speaker 5: the hardest one to make work on line.
• 15:01
  Speaker 3: Yeah, you know what that's actually you know, from from
• 15:04
  Speaker 3: just my standpoint, that's the one I would really like
• 15:07
  Speaker 3: to be to see. Uh not because I'm not interested
• 15:10
  Speaker 3: in an animation or how Pixar does everything, but just
• 15:14
  Speaker 3: from a you know, a screenwriting, storytelling perspective, you know,
• 15:17
  Speaker 3: everybody is always interested to see how Pixar does what
• 15:21
  Speaker 3: they do.
• 15:22
  Speaker 5: Yes, and we're all so excited about the pressures on
• 15:25
  Speaker 5: to make sure.
• 15:26
  Speaker 4: This is is really strong.
• 15:30
  Speaker 5: And the one the one hard part is with year
• 15:33
  Speaker 5: one and two. With The cool thing about Pixar in
• 15:35
  Speaker 5: a Box is it's a fully interactive, very engaging experience.
• 15:39
  Speaker 5: You're not just watching a video and then doing a test.
• 15:42
  Speaker 5: You are watching a short clip, then playing with a
• 15:45
  Speaker 5: piece of interactive software you saw on that clip, and
• 15:47
  Speaker 5: then you follow along video efter size video exercise.
• 15:51
  Speaker 4: You're participating throughout and creating throughout.
• 15:54
  Speaker 5: So, for example, with that water simulation lesson, not only
• 15:57
  Speaker 5: are you learning how they do it, you are making
• 15:59
  Speaker 5: your own particle simulator along the way. That's easy to
• 16:03
  Speaker 5: kind of conceptualize in math and science, but in the
• 16:06
  Speaker 5: storytelling world, again, it's very hard to think about online
• 16:10
  Speaker 5: activities you're going to do in between learning about their
• 16:13
  Speaker 5: storytelling process. So that's really the challenge is really figuring out, Okay,
• 16:18
  Speaker 5: it won't be too hard to make really great videos
• 16:21
  Speaker 5: that communicate how storytelling works at picks are and how
• 16:25
  Speaker 5: the individual storytellers, what their process is. What will be
• 16:28
  Speaker 5: hard is the handoff to the user to say, okay,
• 16:31
  Speaker 5: now it's your turn. Now it's your turn. Because the
• 16:34
  Speaker 5: goal of our storytelling curriculum is pretty ambitious. It is
• 16:37
  Speaker 5: you start with nothing, you go through six lessons, and
• 16:40
  Speaker 5: at the end you have storyboarded your own short. So
• 16:44
  Speaker 5: that's the scope is people leave this lesson with a
• 16:48
  Speaker 5: storyboarded short on paper, and so that's the goal, and
• 16:52
  Speaker 5: that's where we are still working on the steps to.
• 16:55
  Speaker 4: Get you there.
• 16:56
  Speaker 3: That's absolutely amazing, Brett. That is see you know, I
• 17:00
  Speaker 3: see a less screenwriting courses online from from all different
• 17:04
  Speaker 3: people and all different places, and and the crux of
• 17:08
  Speaker 3: it is at the end, you don't really do you
• 17:11
  Speaker 3: know what I mean? You should be, in my opinion,
• 17:13
  Speaker 3: creating something as you're going you know, even if it's
• 17:15
  Speaker 3: a treatment, if it's an outline. That's why when you
• 17:18
  Speaker 3: said it's going to be a storyboard for your own short,
• 17:20
  Speaker 3: that is killer. That is key, because you should be
• 17:23
  Speaker 3: creating as you're learning. So you you know what I mean,
• 17:25
  Speaker 3: Like you learn and create, create and you learn right exactly.
• 17:29
  Speaker 5: It's it's exciting to hear your excitement and it's got
• 17:31
  Speaker 5: some goosebumps because I'm like, yes, we got to push
• 17:33
  Speaker 5: forward on this.
• 17:35
  Speaker 3: You could go back to Pixar and be like Dave
• 17:37
  Speaker 3: Bullis really likes it, and they'll say, who is that?
• 17:42
  Speaker 3: But uh but uh, you know, I mean, it's amazing
• 17:44
  Speaker 3: what what what what Pixar is doing? And I wanted
• 17:46
  Speaker 3: to ask you, but you know, as we talk of
• 17:48
  Speaker 3: Pixar in a box, you know, how did you become
• 17:50
  Speaker 3: a producer of Pixar.
• 17:51
  Speaker 4: In a box.
• 17:54
  Speaker 5: Backing up, I was, well, immediately, I was working at
• 18:00
  Speaker 5: con Academy, and what I was doing there at the
• 18:03
  Speaker 5: time is thinking of how we could co produce content
• 18:07
  Speaker 5: with partners. And I dipped my feet a little bit
• 18:11
  Speaker 5: in with NASA the year before, where we kind of
• 18:14
  Speaker 5: looked at all of NASA's content and thought, okay, what
• 18:17
  Speaker 5: can we do to kind of curate this and make
• 18:20
  Speaker 5: it work on con Academy. So it was just you know,
• 18:23
  Speaker 5: aligned to standards and it was you know, an interesting
• 18:26
  Speaker 5: linear flow. But the NASA project was really a curation
• 18:30
  Speaker 5: one looking at what they had and then and NASA
• 18:32
  Speaker 5: is such a big organization. There's just all these different
• 18:34
  Speaker 5: departments that make educational content, so it's like grabbing from
• 18:38
  Speaker 5: a thousand things trying to find the twenty that work
• 18:40
  Speaker 5: and putting that into a lesson format. That was like
• 18:43
  Speaker 5: a baby first step in experimenting how we could work
• 18:46
  Speaker 5: with partners. And then right around that the time that ended,
• 18:52
  Speaker 5: someone at con Academy kit HERASKI used to work at Pixar,
• 18:56
  Speaker 5: and said, you know, there's someone at Pixar who's you know,
• 19:00
  Speaker 5: interested in maybe doing something with us. And at the time,
• 19:04
  Speaker 5: Tony DeRose is the chief scientist at Pixar, was doing
• 19:07
  Speaker 5: a Ted talk and he has a talk called Math
• 19:10
  Speaker 5: in the Movies, which is like a one hour talk
• 19:12
  Speaker 5: talking about you know, what you learn at school is
• 19:14
  Speaker 5: relevant at Pixar. And they were working on a physical exhibit,
• 19:18
  Speaker 5: the Science behind Pixar, which is now traveling around the US.
• 19:22
  Speaker 5: I saw it in Boston last So he had this
• 19:26
  Speaker 5: one hour talk, which was successful. Then it became a
• 19:29
  Speaker 5: museum exhibit with a bunch of interactive things you could do.
• 19:32
  Speaker 5: But then his next vision was, we wanted to reach
• 19:34
  Speaker 5: more people by creating some sort of online version of
• 19:39
  Speaker 5: what I'm trying to do in the museum. And what
• 19:41
  Speaker 5: was really exciting is in that first meeting when they
• 19:43
  Speaker 5: came in, I was like, yes, I have to be
• 19:45
  Speaker 5: in that meeting.
• 19:47
  Speaker 4: They didn't have any idea what they're going to do yet.
• 19:49
  Speaker 5: It was just like, we know we want to do
• 19:51
  Speaker 5: something online, we know our guiding principle, but we don't
• 19:54
  Speaker 5: know what the thing we're putting online is. So it
• 19:57
  Speaker 5: was this opportunity to work.
• 20:00
  Speaker 2: We'll be right back after a word from our sponsor,
• 20:06
  Speaker 2: and now back to the show.
• 20:10
  Speaker 4: Work on an exciting project.
• 20:11
  Speaker 5: That was a blank slate from the beginning, and that's
• 20:15
  Speaker 5: and I was like, no one could stop me at
• 20:16
  Speaker 5: that point, jumping in and grabbing the reins.
• 20:19
  Speaker 3: Yeah, I mean, because you know, you look at Pixar
• 20:21
  Speaker 3: in a Box and it just looks, you know, so
• 20:24
  Speaker 3: well put together. There's so many talented people working on that.
• 20:28
  Speaker 3: You know, has there ever been a challenge we're working
• 20:30
  Speaker 3: on Pixar in a Box that that it's it's almost
• 20:34
  Speaker 3: beyond sort of like a resources standpoint, or if you
• 20:37
  Speaker 3: know what I mean.
• 20:38
  Speaker 4: Britt, Wait, can you repeat the question just so I'm clear.
• 20:42
  Speaker 4: When you say resources, what do you mean.
• 20:44
  Speaker 3: Like maybe there's not enough people, maybe there's not enough time,
• 20:48
  Speaker 3: you know, just something that maybe like there was an
• 20:51
  Speaker 3: element to Pixar on a Box that maybe somebody wanted
• 20:53
  Speaker 3: to implement but they just couldn't, you know, either through
• 20:57
  Speaker 3: time or just didn't have enough you know, time or
• 20:59
  Speaker 3: people to do it.
• 21:01
  Speaker 4: Yeah, it's hard.
• 21:02
  Speaker 5: I mean everything about the project has been a challenge,
• 21:04
  Speaker 5: but they're all great challenges because the project is fun.
• 21:07
  Speaker 5: So it started right with a Getting funding for this
• 21:11
  Speaker 5: project was difficult, but once Disney eventually funded it, that
• 21:16
  Speaker 5: gave the freedom to actually spend some time conceptualizing what
• 21:20
  Speaker 5: the lessons would be, and that's that is where we wasted.
• 21:23
  Speaker 5: I don't want to say wasted, because it was development.
• 21:25
  Speaker 5: That's where the majority of our time went. Initially what
• 21:29
  Speaker 5: does this lesson look like? And we actually just a
• 21:32
  Speaker 5: small group of us rebuilt the same lesson, which is
• 21:36
  Speaker 5: our environment, modeling lesson like four or five times over
• 21:40
  Speaker 5: and over and over until we could find a model
• 21:43
  Speaker 5: that worked. So and the challenge there is Icon Academy.
• 21:47
  Speaker 5: We're about, you know, producing stuff fast, low quality. It's
• 21:51
  Speaker 5: not about production value. It's about you know, being clear
• 21:54
  Speaker 5: and being engaging and being personalized content. Pixar came in
• 21:58
  Speaker 5: needing a very specifcific bar to be hit in terms
• 22:01
  Speaker 5: of production values, and the hard part was finding that
• 22:05
  Speaker 5: middle ground between something that Pixar thought was visually appealing enough,
• 22:09
  Speaker 5: but con Academy thought was, you know, fast enough to
• 22:12
  Speaker 5: produce that we could actually scale this out and not
• 22:15
  Speaker 5: waste all year on one video. And finding that middle
• 22:18
  Speaker 5: ground blending live action and blending.
• 22:21
  Speaker 4: Graphics was really hard.
• 22:23
  Speaker 5: But once we found that middle ground in terms of production,
• 22:26
  Speaker 5: we were able to crank out the other lessons fairly quickly.
• 22:29
  Speaker 5: In terms of UH lessons I've worked on before, Like
• 22:33
  Speaker 5: we we really managed to find a system that we
• 22:35
  Speaker 5: could crank these out.
• 22:37
  Speaker 3: And you also, uh, Pixar on a box has a
• 22:40
  Speaker 3: podcasting element, which I think is a phenomenal idea as well.
• 22:44
  Speaker 3: Mm hmm, because I think podcasting, you know that it's
• 22:48
  Speaker 3: sure they can get the you know, there's a video
• 22:49
  Speaker 3: element through the you know, video and audio through the
• 22:51
  Speaker 3: con Academy. There's there's lessons and then also I mean
• 22:54
  Speaker 3: having that that audio element so that way, you know,
• 22:56
  Speaker 3: if someone's out for a walk at the gym, they
• 22:58
  Speaker 3: just still put that on. And here a whole other aspect,
• 23:01
  Speaker 3: you know, because it's just you know, they're busy doing whatever,
• 23:04
  Speaker 3: but they're either they can have time to.
• 23:05
  Speaker 5: Listen totally, and that reminds me that one of the again,
• 23:10
  Speaker 5: it's just all challenges. Another challenge was who would be
• 23:13
  Speaker 5: in these videos and would it be one person throughout
• 23:16
  Speaker 5: would it be multiple people? Having multiple people it's a
• 23:19
  Speaker 5: very tough scheduling problem. Ultimately, we went for someone different
• 23:23
  Speaker 5: in each lesson and ultimately two or three people and
• 23:26
  Speaker 5: that was very difficult to schedule, but it was so
• 23:29
  Speaker 5: worth it because it's so nice now to look at
• 23:31
  Speaker 5: that content and anywhere you dive in, you're going to
• 23:34
  Speaker 5: meet somebody new and it's very authentic.
• 23:37
  Speaker 3: So, you know, as you talk about challenges with picture
• 23:40
  Speaker 3: on a Box, you know, what was the biggest challenge
• 23:42
  Speaker 3: that you faced and how did you overcome that? I
• 23:49
  Speaker 3: think for a moment, so well, you know, while you're thinking,
• 23:52
  Speaker 3: I'll just you know, just add you know, I a
• 23:56
  Speaker 3: creative problem solving. You know, somebody once told me that
• 23:58
  Speaker 3: anybody can write a check, you know, but the real
• 24:01
  Speaker 3: sort of mark of a good producer or a good
• 24:03
  Speaker 3: anybody is the creative problem solving. And it sounds like
• 24:06
  Speaker 3: to me, Britain, that you're full of creative ideas and
• 24:09
  Speaker 3: full of just genius ways to sort of figure out
• 24:14
  Speaker 3: problems that don't require you know, just okay, you know,
• 24:17
  Speaker 3: we'll just you know, here's money, we'll do that way.
• 24:20
  Speaker 3: I think you're a guy that sort of puts his
• 24:23
  Speaker 3: you know, thinks not only analytically, but also thinks on
• 24:26
  Speaker 3: different planes about how we can actually creatively solve problems.
• 24:30
  Speaker 4: That helped me think of what it was.
• 24:31
  Speaker 3: Thank you problem my ramblings help somebody. I'm Glad Brett. No,
• 24:36
  Speaker 3: I'm just kidding.
• 24:39
  Speaker 4: In terms.
• 24:39
  Speaker 5: So one thing was at the time, kin Academy's exercise
• 24:42
  Speaker 5: platform only allowed certain kinds of questions, right like from
• 24:48
  Speaker 5: multiple choice to dragging a point around a grid, ordering boxes,
• 24:53
  Speaker 5: the type of questions you do when you do a
• 24:55
  Speaker 5: math test.
• 24:57
  Speaker 4: But we clearly wanted the exers size is to be
• 25:01
  Speaker 4: very different.
• 25:02
  Speaker 5: We wanted you to actually be doing things and working
• 25:05
  Speaker 5: on simulated pieces of software that people that Pixar used.
• 25:08
  Speaker 5: That was my goal, like, let's look at the software
• 25:11
  Speaker 5: you guys are using and let's build a stripped down
• 25:14
  Speaker 5: version of that.
• 25:14
  Speaker 4: And we've done that.
• 25:15
  Speaker 5: For things like we have a color correction suite, we
• 25:17
  Speaker 5: have an animation suite. We have all this stuff, but
• 25:20
  Speaker 5: it was stripping them down to the.
• 25:22
  Speaker 4: Very core elements.
• 25:23
  Speaker 5: So you know, any animation suite has a billion buttons,
• 25:26
  Speaker 5: it takes forever to learn. We had to build an
• 25:28
  Speaker 5: animation suite that would work within like a minute. So
• 25:31
  Speaker 5: we stripped everything away except you know, there's keyframes and
• 25:34
  Speaker 5: a play button and you can do linear interpolation or
• 25:38
  Speaker 5: Bezier interpolation. What are the functions the essential functions needed
• 25:43
  Speaker 5: to simulate that software. Then figure out a way to
• 25:46
  Speaker 5: actually make those simulated environments work on kN Academy, which
• 25:50
  Speaker 5: is a whole issue in building that out on the
• 25:52
  Speaker 5: back end. But coupled to that, the opportunity I saw
• 25:56
  Speaker 5: in that in working on these very complex interactive exercises
• 26:01
  Speaker 5: is there was a free thing that came out of it,
• 26:04
  Speaker 5: which is the graphics we needed in the video, which
• 26:07
  Speaker 5: is I was always worried about, how are we going
• 26:09
  Speaker 5: to do graphics for two hundred videos. It's so much work,
• 26:12
  Speaker 5: is and with iteration, it's just a nightmare. I realized
• 26:16
  Speaker 5: I put a stake in the ground and said, all
• 26:18
  Speaker 5: the graphics in all our videos will be screen captures
• 26:22
  Speaker 5: of the exercises.
• 26:24
  Speaker 4: So the pieces of software.
• 26:26
  Speaker 5: We build that you get to play with going through
• 26:28
  Speaker 5: the exercises, that's the visuals you see in the video
• 26:31
  Speaker 5: about ninety five percent. There's some other ones you have
• 26:34
  Speaker 5: to make on top of it. But it was really
• 26:36
  Speaker 5: great because it meant there was a ton of legwork
• 26:38
  Speaker 5: to build the software for the interactive exercises that are really.
• 26:41
  Speaker 4: Fun and visually appealing.
• 26:43
  Speaker 5: But then when it came to video production, it was
• 26:45
  Speaker 5: really just a matter of cutting together a live action
• 26:47
  Speaker 5: shoot with screen grabs from an exercise and then boom,
• 26:51
  Speaker 5: it just eliminated a whole job of having a full
• 26:54
  Speaker 5: time graphics person.
• 26:56
  Speaker 3: Yeah, and that s that's that amazing creative problem solving
• 26:59
  Speaker 3: was talking about you seem like a guy Britt Well, actually,
• 27:02
  Speaker 3: I know you're a guy who can who can just
• 27:03
  Speaker 3: think on the fly like that and just sort of
• 27:05
  Speaker 3: you know, even when you're in brainstorming sessions, you know,
• 27:08
  Speaker 3: because I think with with projects like Pixel in a Box,
• 27:12
  Speaker 3: I could see a lot of sort of you know,
• 27:14
  Speaker 3: obstacles and just just just both creatively financially, like you said,
• 27:20
  Speaker 3: you know, you know, Disney had to finance it, and
• 27:21
  Speaker 3: I'm you know, and just just I think, you know,
• 27:24
  Speaker 3: having those that creative ability add so much that it's
• 27:28
  Speaker 3: almost you know, it's unquantifiable, you know what I mean.
• 27:31
  Speaker 5: I think, I like my definition of creativity is ability
• 27:34
  Speaker 5: to deal with unknowns. That's my working definition of what
• 27:40
  Speaker 5: a creative person is. It's it's not even like are
• 27:42
  Speaker 5: you a great writer? It's can you deal with unknowns?
• 27:45
  Speaker 5: And do you do you embrace unknowns? So this project
• 27:47
  Speaker 5: was great. It was all unknowns, but the driving force
• 27:51
  Speaker 5: was that vision of what it will be at the
• 27:54
  Speaker 5: end was so strong that it was like this this
• 27:58
  Speaker 5: project was me saying I'm sentence back to my twelve
• 28:00
  Speaker 5: year old self because I remember, like anyone, when the
• 28:02
  Speaker 5: first time you see Toy Story, everyone has a story
• 28:04
  Speaker 5: about that.
• 28:05
  Speaker 4: I was in grade eight Toy Story came out.
• 28:07
  Speaker 5: I told my teacher we got to do animation, and
• 28:10
  Speaker 5: he's like, we don't even know where to start. And
• 28:12
  Speaker 5: I remember going to buy three D movie Maker, which
• 28:15
  Speaker 5: is a really old three D modeling program, great, great software,
• 28:18
  Speaker 5: and like, convince my teacher to buy it, and you
• 28:20
  Speaker 5: put it.
• 28:21
  Speaker 4: On all the computers. But then there's a question of like,
• 28:23
  Speaker 4: now what do we.
• 28:23
  Speaker 5: Do, and that whole headache of a year with Toy
• 28:27
  Speaker 5: Story and trying to integrate it into the classroom like
• 28:30
  Speaker 5: regurgitated when I had this Pixar meeting and I'm like,
• 28:33
  Speaker 5: here's the chance to actually do something that is fully
• 28:35
  Speaker 5: aligned to those films that inspire kids. So that having
• 28:39
  Speaker 5: that end goal allows you to just blow through all
• 28:43
  Speaker 5: the challenges because you're just like, you know where you're headed.
• 28:46
  Speaker 3: You know, I really like that definition of creativity. So
• 28:50
  Speaker 3: your definition of creativity is how you deal with unknowns.
• 28:54
  Speaker 4: I would say a billet, sorry to cut you off.
• 28:56
  Speaker 4: The definition would be the ability to deal with unknowns.
• 29:00
  Speaker 3: The ability to deal with unknowns. So let's just say
• 29:02
  Speaker 3: we're you know, we're writing, you know, Brett, and you know,
• 29:06
  Speaker 3: as we were writing, so we're sort of putting pieces
• 29:10
  Speaker 3: of a puzzle together, you know, you know, both both
• 29:13
  Speaker 3: consciously and subconsciously. You know, we're trying, you know, we're
• 29:16
  Speaker 3: trying to fit all this together. Do you think that,
• 29:20
  Speaker 3: you know, maybe creativity is sort of as we're going
• 29:24
  Speaker 3: actually writing in that moment and just things are coming
• 29:26
  Speaker 3: up naturally, you know, do you think that would probably
• 29:29
  Speaker 3: be like the purest form of creativity.
• 29:33
  Speaker 5: Yeah, because at every step it's like there's a branching effect.
• 29:37
  Speaker 5: At every step there's a multiple options, which is a
• 29:39
  Speaker 5: branch of things, and then each option leads to other options,
• 29:43
  Speaker 5: and it just branches out so quickly. There's so many
• 29:46
  Speaker 5: avenues you can go down, and you can't be intimidated
• 29:50
  Speaker 5: by that. So, like one thing some people might do,
• 29:53
  Speaker 5: I'm just trying to make this up. Let's just imagine
• 29:55
  Speaker 5: a hypothetical person who isn't quote unquote creative, which is silly.
• 30:01
  Speaker 2: We'll be right back after a word from our sponsor,
• 30:07
  Speaker 2: and now back to the show.
• 30:10
  Speaker 5: They might have an idea and then stick to that
• 30:14
  Speaker 5: just because they had a new idea that was connected
• 30:17
  Speaker 5: to that. And if you change the new idea, then
• 30:18
  Speaker 5: I'd have to go back to the old idea. And
• 30:20
  Speaker 5: if your seven ideas deep, it's so scary to go
• 30:23
  Speaker 5: back and rip it up and rebuild and rebuild and rebuild.
• 30:26
  Speaker 5: But if you're not afraid of those unknowns and how
• 30:28
  Speaker 5: those unknowns connect to each other, I would say if
• 30:32
  Speaker 5: there was this other quote unquote creative person, they would
• 30:35
  Speaker 5: be more than willing. And they even enjoy that process
• 30:38
  Speaker 5: of breaking it down and starting again and again and again.
• 30:42
  Speaker 5: And like you say, I like that puzzle analogy, I
• 30:45
  Speaker 5: guess yeah, they would enjoy rearranging the pieces again and
• 30:48
  Speaker 5: again and again to see how they fit together.
• 30:52
  Speaker 3: You know, when you're talking about branching out, you know
• 30:53
  Speaker 3: that's something that I've seen too. You know, when you're writing,
• 30:57
  Speaker 3: you have a lot of you know, options, you know
• 30:59
  Speaker 3: what I mean, and you sort of go, well, okay,
• 31:02
  Speaker 3: I can go option A, but if I or I
• 31:04
  Speaker 3: can go option B, and then they sort of have
• 31:06
  Speaker 3: their own sub branches, you know, and then sort of
• 31:09
  Speaker 3: there's a there's a phrase that I hope I remember correctly.
• 31:11
  Speaker 3: I think it's called decision fatigue, where eventually you get
• 31:14
  Speaker 3: so tired because you're like, okay, well if I choose
• 31:18
  Speaker 3: a you know, let's just say a two, like branching,
• 31:21
  Speaker 3: and and you know, and this is this is I mean,
• 31:23
  Speaker 3: whether we're coding or whether's screenwriting, you know, I mean,
• 31:26
  Speaker 3: you know, we're we're always sort of whether either way.
• 31:28
  Speaker 3: You know, there's I think there's a lot of overlay.
• 31:30
  Speaker 3: But if you choose like option A, for instance, and
• 31:33
  Speaker 3: you say, okay, we have two branches, I can go
• 31:35
  Speaker 3: A one or a two. If I choose A two,
• 31:38
  Speaker 3: well that makes that changes everything else I already did.
• 31:41
  Speaker 3: But if I choose B two, you know, and I
• 31:43
  Speaker 3: think eventually I think as we're writing, I think a
• 31:45
  Speaker 3: lot of times decision fatigue causes us to stop more
• 31:51
  Speaker 3: than you know what I mean. I think it causes
• 31:52
  Speaker 3: us to go, oh geez. But if I did this,
• 31:54
  Speaker 3: you know what I mean, where you're sort of sitting
• 31:57
  Speaker 3: there going, oh, man, what should I do next? I
• 31:59
  Speaker 3: don't know, man. And I think that's when people sort
• 32:01
  Speaker 3: of go online just sort of trying to figure it out,
• 32:03
  Speaker 3: you know what I mean. I think they could go.
• 32:04
  Speaker 3: All right, let me just check Twitter real quick and
• 32:06
  Speaker 3: i'll see if I'll see if you know, the decision
• 32:09
  Speaker 3: comes to me.
• 32:10
  Speaker 4: See that's interesting.
• 32:12
  Speaker 5: I like decision fatigue, and that's where those distractions are nice,
• 32:15
  Speaker 5: because you can stop having to make.
• 32:16
  Speaker 4: Decisions for a second and just zone out completely. But
• 32:21
  Speaker 4: telling me about decision fatigue reminds me of.
• 32:25
  Speaker 5: The So another project I'm working on is my YouTube channel,
• 32:29
  Speaker 5: Art of the Problem, and that's an hour long video
• 32:33
  Speaker 5: series which explores the origin of modern fields of study.
• 32:37
  Speaker 4: And the way to do that.
• 32:39
  Speaker 5: But my approach to doing that is looking for an
• 32:41
  Speaker 5: ancient question that humans have always been solving and follow
• 32:45
  Speaker 5: that question through time because the question never goes away,
• 32:48
  Speaker 5: just our way of solving it does. And in writing
• 32:52
  Speaker 5: those episodes, they're definitely the most difficult thing I've ever done.
• 32:56
  Speaker 5: It's really a process of trying to rewrite history, and
• 33:01
  Speaker 5: that is something that I find most draining in the
• 33:05
  Speaker 5: writing process.
• 33:07
  Speaker 3: Yeah, the the old logic questions. I like that a
• 33:09
  Speaker 3: lot because, Uh, there's one question that that is, you know,
• 33:12
  Speaker 3: I always go back to whenever I'm writing, and that
• 33:15
  Speaker 3: question is why just literally w h y question?
• 33:20
  Speaker 4: Mark?
• 33:21
  Speaker 3: You know, and it's sort of I think that, as
• 33:22
  Speaker 3: you know, that question has played philosophers throughout time and
• 33:25
  Speaker 3: every and every culture and all of the planet. And
• 33:28
  Speaker 3: I think that you know why why question mark, if
• 33:32
  Speaker 3: you could sort of figure out or maybe I shouldn't
• 33:36
  Speaker 3: even use that term figured it out, if you can
• 33:39
  Speaker 3: sort of create an answer to that question, it will
• 33:43
  Speaker 3: be your answer. But it's like you just said, it's
• 33:47
  Speaker 3: sort of like the you know what, everyone's going to
• 33:49
  Speaker 3: have a different answer to that, and how people have
• 33:51
  Speaker 3: answered it throughout.
• 33:51
  Speaker 5: Time totally, that's really fascinating when you think about things
• 33:56
  Speaker 5: through the lens of what is the driving question? And
• 34:00
  Speaker 5: again that's exactly what I do with the problem. It's
• 34:03
  Speaker 5: a great way to look at the world. And what
• 34:06
  Speaker 5: you do find is it's amazing how the same question
• 34:09
  Speaker 5: will have the most like opposing decisions are almost orthogonal
• 34:14
  Speaker 5: to each other. And then but the answers or the
• 34:18
  Speaker 5: when I say decisions, I guess I mean solutions, the
• 34:21
  Speaker 5: solutions to problems through different eras also reflect the era
• 34:26
  Speaker 5: that you're living in, which is just I find very interesting.
• 34:29
  Speaker 3: Yes, yeah, and you know what what does a culture
• 34:32
  Speaker 3: say at that point? You know, what is the country
• 34:34
  Speaker 3: going through at that point because personally, Brett, I think
• 34:38
  Speaker 3: right now in America it's like a reflash of the
• 34:39
  Speaker 3: seventies just just culturally, economically, it just feels that way
• 34:44
  Speaker 3: to me. Probably completely wrong, but I think that's why
• 34:47
  Speaker 3: why cinema is getting back to that gritty grind house
• 34:51
  Speaker 3: you feel at least in the independence of the independent
• 34:53
  Speaker 3: side of things, you know. And I also just just
• 34:57
  Speaker 3: in general, I think, you know, I see a lot
• 34:59
  Speaker 3: of of parallels. But uh but but you know, yeah,
• 35:03
  Speaker 3: I mean, you know, problem solving and our perspective how
• 35:06
  Speaker 3: we solve those problems, especially when we're writing a perspective
• 35:09
  Speaker 3: as we go into the to to write. You know,
• 35:12
  Speaker 3: it's it's so important because I think, you know, when
• 35:15
  Speaker 3: our perspective as we go in, that affects every decision
• 35:18
  Speaker 3: we make. Mm hmm, yes, So you know, Brett, So
• 35:23
  Speaker 3: you know, as we're talking about you know, storytelling, you know,
• 35:25
  Speaker 3: and we're talking about Pixar in a Box. You know,
• 35:28
  Speaker 3: what if somebody was going to take the course which
• 35:31
  Speaker 3: is on con Academy, if someone was going to take
• 35:33
  Speaker 3: the course, what's what's one thing you know you want
• 35:35
  Speaker 3: them to take away from from the course.
• 35:40
  Speaker 4: I would say one is.
• 35:44
  Speaker 5: One interesting thing is that every topic on Pixar in
• 35:47
  Speaker 5: a Box is featured, is taught by a different host,
• 35:51
  Speaker 5: and the people we got to teach each lesson are
• 35:53
  Speaker 5: actually the people who work in that department. So it's
• 35:57
  Speaker 5: a rare case to really dive in and whatever your
• 36:01
  Speaker 5: department you're interested in, whether it's rendering or whether it's storytelling,
• 36:05
  Speaker 5: you can zoom in and actually get to meet that person.
• 36:08
  Speaker 5: And we've included aside from the lesson itself, which we've
• 36:12
  Speaker 5: tried to make as gaging as possible, there's getting to know.
• 36:14
  Speaker 4: Videos, which I find really valuable. There for a minute
• 36:18
  Speaker 4: video what did you do as a kid? How did
• 36:20
  Speaker 4: you get here?
• 36:22
  Speaker 5: And watching all of those getting to know videos I
• 36:25
  Speaker 5: find really fascinating because you see a lot of parallels.
• 36:29
  Speaker 4: But it also can help you build a mental model
• 36:31
  Speaker 4: for you know, your own path.
• 36:35
  Speaker 3: Yeah, you know, I started taking I actually watched the
• 36:38
  Speaker 3: intro video when I was looking around to with the
• 36:40
  Speaker 3: different lectures. I like how I think it's I think
• 36:43
  Speaker 3: it's labeled Class two or Level two. It's much more
• 36:47
  Speaker 3: detailed and algorithms and computer science and you know sort
• 36:50
  Speaker 3: of you know, the real, real like atom level of
• 36:55
  Speaker 3: how things are actually created Pixar, and the first level
• 36:58
  Speaker 3: was actually getting you know, getting an intro plays. You know,
• 37:00
  Speaker 3: you're seeing how you know, all these things happen, and
• 37:03
  Speaker 3: you're you're sort of you know, seeing how on the
• 37:05
  Speaker 3: on the on the surface, you know how things are
• 37:07
  Speaker 3: created too.
• 37:09
  Speaker 5: Oh, you just reminded me of the the The challenge
• 37:12
  Speaker 5: with Pixar in a box we faced was just that
• 37:15
  Speaker 5: what level of difficulty would these lessons be? And we
• 37:18
  Speaker 5: batted that around a lot, like if we're getting into math,
• 37:22
  Speaker 5: when do you get into the math? And we finally
• 37:24
  Speaker 5: landed on a model where we would break every topic
• 37:27
  Speaker 5: into two pieces, and lesson one would be all about
• 37:32
  Speaker 5: getting you comfortable with a process or a tool that
• 37:35
  Speaker 5: they use. So with animation, you get you actually use
• 37:38
  Speaker 5: a key frame editor and you learn how to make
• 37:40
  Speaker 5: an animated, realistic bouncing ball. And then it's the second
• 37:44
  Speaker 5: lesson where we peel back the layer of the onion
• 37:47
  Speaker 5: one layer and we.
• 37:48
  Speaker 4: Show you how those tools work.
• 37:51
  Speaker 5: And that division was really important because there's a lot
• 37:53
  Speaker 5: of people who actually don't maybe care how the tools work,
• 37:56
  Speaker 5: they just want to see what the tools are. So
• 37:58
  Speaker 5: with this model, we were able to appease both crowds,
• 38:02
  Speaker 5: and I'm really happy we did that because every lesson
• 38:05
  Speaker 5: one on Pixar in a Box and every topic you
• 38:08
  Speaker 5: don't have to be worried about. Like rendering might sound
• 38:10
  Speaker 5: really scary, but guess what. Our rendering lesson doesn't require
• 38:13
  Speaker 5: any mathematics, but the second part does, so you don't
• 38:17
  Speaker 5: have to worry about dipping your feet in anywhere.
• 38:20
  Speaker 3: So and that's graay. I'm glad I can remind you.
• 38:22
  Speaker 3: By the way, Bran, I'm glad again my ramblings help
• 38:26
  Speaker 3: somebody out. But you know, you know, when I saw
• 38:30
  Speaker 3: Pixar in a Box, I mean, it's just phenomenal. And
• 38:33
  Speaker 3: you know, do you have an anticipation date an anticipated
• 38:36
  Speaker 3: date of when you know the whole storytelling part of
• 38:39
  Speaker 3: Pixar a Box will be.
• 38:40
  Speaker 4: Up in twenty seventeen. We'll start rolling it out.
• 38:44
  Speaker 5: We'll do it sequentially, so there'll be six lessons in
• 38:49
  Speaker 5: that storytelling unit, and by the end of February we
• 38:54
  Speaker 5: will be rolling out our first one, and then that'll
• 38:57
  Speaker 5: roll into the summer, so by September next next year,
• 39:00
  Speaker 5: that whole storytelling curriculum will be finished.
• 39:03
  Speaker 3: That is, that is amazing, Britt. Uh, you know, and
• 39:06
  Speaker 3: I'm going to link to Pixar on a box in
• 39:08
  Speaker 3: the show notes. Uh. Again, it's on con Academy and uh,
• 39:13
  Speaker 3: you know con Academy is an is an open source
• 39:16
  Speaker 3: online Uh what is is? Is it classified as as
• 39:21
  Speaker 3: an moc Brit No.
• 39:23
  Speaker 5: It's not classified as a mook because you know, mooks
• 39:26
  Speaker 5: are all about creating packaged courses you can take, where
• 39:30
  Speaker 5: con Academy is really trying to be there to help
• 39:33
  Speaker 5: you with the concept you need so you can fill
• 39:35
  Speaker 5: in the gap you need on whatever journey you're on.
• 39:39
  Speaker 4: So it you know, it's.
• 39:40
  Speaker 5: A resource, a free resource that spans many many concepts,
• 39:45
  Speaker 5: and it's designed so that you can, you know, jump
• 39:47
  Speaker 5: in and out to get the thing you need that
• 39:50
  Speaker 5: you need help with, versus you know, a collection of
• 39:53
  Speaker 5: packaged courses like like you see on the mooks.
• 39:56
  Speaker 4: So it's different in that way.
• 39:57
  Speaker 3: So, Britt, you know, just out of curiosity, do you
• 39:59
  Speaker 3: ever think that these online classes are basically going to
• 40:02
  Speaker 3: replace colleges?
• 40:06
  Speaker 2: We'll be right back after a word from our sponsor
• 40:12
  Speaker 2: and now back to the show.
• 40:15
  Speaker 5: I don't think they'll replace colleges. I just think colleges
• 40:18
  Speaker 5: will evolve.
• 40:21
  Speaker 4: You know.
• 40:21
  Speaker 3: I've you know, I actually used to work at a
• 40:24
  Speaker 3: college and a lot of some of the professors we
• 40:26
  Speaker 3: are actually talking about the mocs and basically you know,
• 40:29
  Speaker 3: what they thought of them. And I think the bigger colleges,
• 40:33
  Speaker 3: like you know, the IVY leagues, will never have to
• 40:35
  Speaker 3: worry about anything, you know, no matter what I think,
• 40:39
  Speaker 3: if they're not actually teaching education, they'll be a there'll
• 40:42
  Speaker 3: be a glorified summer camp, you know what I mean.
• 40:44
  Speaker 3: I don't think if college, if those colleges like Harvard, Yale, prison,
• 40:48
  Speaker 3: if they adapt correctly, which they will because they usually
• 40:51
  Speaker 3: have incredibly smart people, you know, running them, I think
• 40:55
  Speaker 3: they'll that's what will happen. They'll if they're not teaching education,
• 40:57
  Speaker 3: they'll be you know, sort of like almost like a
• 41:00
  Speaker 3: edge fund, or or they'll they'll be like a you know,
• 41:03
  Speaker 3: a glorified summer camp. You'll go there for summer, have
• 41:05
  Speaker 3: fun or whatever. I don't know. I mean, I'm always
• 41:08
  Speaker 3: interested about the future of education and the place of college.
• 41:13
  Speaker 3: You know, It's always interesting to me. I mean to me, honestly,
• 41:19
  Speaker 3: I think the some people flourish at college and and
• 41:24
  Speaker 3: and there's there's others like myself who struggled a lot
• 41:27
  Speaker 3: in college, and I kind of look back, Britt and
• 41:29
  Speaker 3: I kind of don't really think my college education was
• 41:33
  Speaker 3: really worth the cost, if you know what I mean.
• 41:35
  Speaker 4: I feel the same way.
• 41:37
  Speaker 5: And I think that basically, with free online education, what
• 41:41
  Speaker 5: you can do is really raise the bar of what's
• 41:43
  Speaker 5: expected of students when you enter school, and then you
• 41:46
  Speaker 5: can focus less on making sure you know X, Y
• 41:50
  Speaker 5: and Z and more on the collab collaborative nature of
• 41:54
  Speaker 5: school and the project based learning that goes on in school,
• 41:58
  Speaker 5: which when I look back, yeah, a lot of the
• 42:00
  Speaker 5: information I sat through I just could have learned online.
• 42:03
  Speaker 5: But there were a few very specific things I do remember,
• 42:07
  Speaker 5: and everything I remember that was valuable going back to
• 42:10
  Speaker 5: high school were the collaborative things. So drama in high
• 42:13
  Speaker 5: school biggest learning experience putting on place for me. And
• 42:16
  Speaker 5: then in school I studied engineering. You know, it was
• 42:20
  Speaker 5: working with a group of people to make a robot
• 42:22
  Speaker 5: that could play the drums. And it's it's in those
• 42:24
  Speaker 5: collaborative environments that real learning happens. So I don't think
• 42:28
  Speaker 5: that's going to go away, and and I think the
• 42:30
  Speaker 5: colleges will learn that, and they'll just go more in
• 42:33
  Speaker 5: that direction and less in you know, lectures maybe could
• 42:37
  Speaker 5: be replaced with something else. Yeah.
• 42:40
  Speaker 3: I also think micro master is going to become big.
• 42:42
  Speaker 3: I see a lot of it, like on Edax and Corsia,
• 42:45
  Speaker 3: you know, just about creating a micro master's course, and
• 42:48
  Speaker 3: you know, I'm seeing that more and more. But you know,
• 42:51
  Speaker 3: it's just but I mean, I'm glad you feel that
• 42:53
  Speaker 3: way too, Bretta, because you're an incredibly intelligent guy. So
• 42:56
  Speaker 3: you know, there's a there's a guy. There's a book
• 42:59
  Speaker 3: that I read. It was called A one hundred or fifty
• 43:01
  Speaker 3: or one hundred Alternatives to College written by a guy
• 43:04
  Speaker 3: named James Altacher. And I got to talk to James
• 43:07
  Speaker 3: probably about a year ago, and not for the podcasting.
• 43:10
  Speaker 3: He actually said the same thing. He actually got out
• 43:12
  Speaker 3: of college with a degree and they had to send
• 43:15
  Speaker 3: him somewhere else to learn how to code, even though
• 43:17
  Speaker 3: his degree was in computer science. And they said, you know, hey,
• 43:20
  Speaker 3: you know we're going to send you this boot camp,
• 43:22
  Speaker 3: We're going to do all this and that. And finally
• 43:23
  Speaker 3: he said, you know, what the hell was it worth?
• 43:25
  Speaker 3: He said, I spent all this money going to college
• 43:27
  Speaker 3: and I get bumped out and all of a sudden,
• 43:30
  Speaker 3: you know, I can't even code? I mean, what was
• 43:32
  Speaker 3: the point of all that?
• 43:33
  Speaker 4: Yeah, I can relate. That was kind of the same way.
• 43:36
  Speaker 4: It's sad.
• 43:37
  Speaker 3: Yeah, I mean. And my former college, I actually used
• 43:40
  Speaker 3: to teach multimedia classes because they the teachers that got
• 43:44
  Speaker 3: hired to teach them, didn't know how to do anything.
• 43:47
  Speaker 3: And I mean that with all sincerity, but they literally
• 43:50
  Speaker 3: one guy actually came to me and said, hey, Dave,
• 43:53
  Speaker 3: I haven't picked up a camera in fifteen years, and
• 43:55
  Speaker 3: they want me to teach the video the introduction to
• 43:58
  Speaker 3: video production class. So I say down with him, and
• 44:00
  Speaker 3: I said, okay, so we're going to be shooting to
• 44:02
  Speaker 3: an SD card. We were using the Panasonic HMC one
• 44:07
  Speaker 3: and and I hit record on the camera and I said,
• 44:10
  Speaker 3: now when I hit it again, it's going to create,
• 44:12
  Speaker 3: it's going to start and stop that file and that's
• 44:14
  Speaker 3: its own digital file. And he says, whoa, here's Dave.
• 44:16
  Speaker 3: Wait a minute, you're going way too fast. Yeah, And
• 44:19
  Speaker 3: I said, what I said, You're going to be teaching
• 44:21
  Speaker 3: the chorus and and this is too fast.
• 44:23
  Speaker 4: He had.
• 44:24
  Speaker 3: His idea was he could stay one step ahead of
• 44:26
  Speaker 3: the students by training with me. That was his secret plan.
• 44:31
  Speaker 5: And it's only going to the speed only increases with
• 44:33
  Speaker 5: time on it, with technology, So it's a losing race.
• 44:37
  Speaker 3: Yeah, it really is. I mean the thing I mean
• 44:39
  Speaker 3: that was his I mean because I think if he
• 44:41
  Speaker 3: was trying to get you know, his head wrapped around
• 44:43
  Speaker 3: that cameras and it's just you know, I you know,
• 44:49
  Speaker 3: I'm so glad I don't teach it anymore or do
• 44:51
  Speaker 3: anything there anymore. But but that that.
• 44:53
  Speaker 4: Was the sign.
• 44:54
  Speaker 3: I think colleges like that are going to go under
• 44:56
  Speaker 3: I think all of these small private colleges that are
• 45:00
  Speaker 3: that live and breathe through having one hundred percent enrollment
• 45:03
  Speaker 3: are just going to all go under that.
• 45:06
  Speaker 5: Again, when I graduated FRO, I did a computer science
• 45:09
  Speaker 5: degree at McGill. I again struggled through the whole thing,
• 45:13
  Speaker 5: and then I said, it was so painful that I
• 45:16
  Speaker 5: started a YouTube channel to just try to recommunicate what
• 45:20
  Speaker 5: I had learned and I had I'm doing. I'm still
• 45:23
  Speaker 5: doing that to this day, and it's been very cathartic
• 45:27
  Speaker 5: to you know, spend months struggling on a video that
• 45:31
  Speaker 5: was connected to months prior that struggling in school and
• 45:36
  Speaker 5: then recommunicated in an eight minute.
• 45:38
  Speaker 4: Video that then people say, ah, you open my eyes.
• 45:40
  Speaker 4: You made that clear for me.
• 45:43
  Speaker 5: And and I'll hear from people who either finish school
• 45:46
  Speaker 5: and are still watching those videos because they it feels
• 45:49
  Speaker 5: good to have something clarified. But I'll also hear from
• 45:52
  Speaker 5: people who haven't yet gone to university and will watch
• 45:56
  Speaker 5: one of the Art of the Problem series and say, like,
• 45:58
  Speaker 5: that has changed my worldview. Now I'm going to school
• 46:01
  Speaker 5: knowing what I want to learn, and that makes me
• 46:04
  Speaker 5: very happy because when I went to school, I didn't
• 46:06
  Speaker 5: know anything. I didn't know where I was going, I
• 46:08
  Speaker 5: didn't have a firm grounding. And it's very sad that
• 46:11
  Speaker 5: it wasn't until after school and communicating it back on
• 46:14
  Speaker 5: YouTube that I fully absorbed the lessons I was supposed
• 46:18
  Speaker 5: to learn in school, see.
• 46:20
  Speaker 3: And that's in valuable. I think that's why a lot
• 46:22
  Speaker 3: of the times those online classes are are. You know,
• 46:24
  Speaker 3: if if I was a high school senior right now,
• 46:27
  Speaker 3: that's all I would be doing. Would would be doing
• 46:29
  Speaker 3: online classes right now?
• 46:32
  Speaker 5: Oh man, It's just a different world now, and the
• 46:34
  Speaker 5: quality is increasing so quickly. Just five or six years
• 46:38
  Speaker 5: ago on YouTube, if you were trying to learn. There
• 46:40
  Speaker 5: was not a lot out there. Now if you search anything,
• 46:44
  Speaker 5: not only is it there, but there's probably six or
• 46:46
  Speaker 5: seven versions of it, and the top version is probably
• 46:49
  Speaker 5: really well produced. So things are trending in the right
• 46:52
  Speaker 5: direction when it comes to finding online resources big time.
• 46:56
  Speaker 3: And also you can get the I just downloaded Unreal
• 46:59
  Speaker 3: Engine four and it actually is the whole engine you
• 47:01
  Speaker 3: can use to actually build video games, and it's one
• 47:04
  Speaker 3: hundred percent free.
• 47:05
  Speaker 5: And legit, that's so cool. That's a rabbit hole. I'd
• 47:08
  Speaker 5: be scared to go down, but sounds very interesting.
• 47:10
  Speaker 3: Yeah, I wanted to make my own little first person shooter,
• 47:14
  Speaker 3: just something very small and fun and just to have
• 47:16
  Speaker 3: a laugh. And then that is something. I mean, I
• 47:18
  Speaker 3: have so many film projects I want to get done,
• 47:20
  Speaker 3: but I was like, you know, let me just try
• 47:22
  Speaker 3: this real quick and you know, just trying it out.
• 47:24
  Speaker 3: But that but that is something too. I agree with
• 47:26
  Speaker 3: that I would be like a rabbit hole. You know,
• 47:28
  Speaker 3: it would be hard to get back from, if you
• 47:30
  Speaker 3: know what I mean.
• 47:31
  Speaker 4: Yeah, I've been wanting.
• 47:32
  Speaker 5: I actually think that's great though, when you're stuck on
• 47:34
  Speaker 5: something to go work on a totally different project, I
• 47:36
  Speaker 5: have to have three things on the go.
• 47:38
  Speaker 4: It's the only way I work.
• 47:40
  Speaker 5: But making a video games always been in the back
• 47:43
  Speaker 5: of my mind. But ye again, I just I know
• 47:44
  Speaker 5: the hours involved, so I haven't even touched it yet.
• 47:48
  Speaker 3: Yeah, it's uh, and from what I've heard, it's just
• 47:51
  Speaker 3: very time consuming. It's okay, it's just one of those things.
• 47:54
  Speaker 3: But there's so many scripts that I want to write
• 47:56
  Speaker 3: and this and that, and you know, doing this podcast
• 47:58
  Speaker 3: that sort of keeps up, No, keeps you busy enough.
• 48:02
  Speaker 3: But but you know, Britt, you know we've been talking
• 48:05
  Speaker 3: for just about forty five minutes now, you know, is
• 48:09
  Speaker 3: there anything sort of enclosing that we hadn't haven't discussed
• 48:13
  Speaker 3: said that maybe that you wanted to bring up, or
• 48:15
  Speaker 3: is there anything you wanted to maybe mention Just to
• 48:17
  Speaker 3: sort of put it, Perio.
• 48:18
  Speaker 5: At the end of the sentence, I would just kind
• 48:22
  Speaker 5: of amplify something I've been hearing lately, which is this
• 48:25
  Speaker 5: is a dawn of a new era where it is
• 48:28
  Speaker 5: a world Sorry, it's a dont let me start again.
• 48:34
  Speaker 5: I'm going to amplify something I've already heard a few times,
• 48:37
  Speaker 5: which is that this is a new era that will
• 48:40
  Speaker 5: be very friendly for creatives and people who create online
• 48:45
  Speaker 5: where it's just starting to happen. Where we were in
• 48:47
  Speaker 5: a world recently where you're either at the very top
• 48:51
  Speaker 5: of your industry and you're making a ton of money,
• 48:54
  Speaker 5: or you were a nobody and you made no money.
• 48:57
  Speaker 5: But now people who can have generate small audience, whether
• 49:01
  Speaker 5: it's ten thousand, whether it's one hundred or one thousand,
• 49:03
  Speaker 5: or ten thousand or one hundred thousand, we're getting into
• 49:07
  Speaker 5: a world where you will be able to sustain yourself.
• 49:11
  Speaker 5: And with things like the Internet Creators Guild, which I
• 49:14
  Speaker 5: recommend anyone joining, which just launched this year, creatives online
• 49:18
  Speaker 5: are starting to reorganize and the business models are changing.
• 49:23
  Speaker 5: YouTube's evolving if you're in the video medium, and I
• 49:26
  Speaker 5: do think if anyone is either starting now or they
• 49:29
  Speaker 5: started a little while ago, and you know they're not
• 49:32
  Speaker 5: making any revenue from their art, I think just stick
• 49:35
  Speaker 5: with it, because in about five years, I think an
• 49:38
  Speaker 5: internet eyeball will be worth the same as a TV eyeball,
• 49:42
  Speaker 5: and right now they're off by like two orders of magnitude.
• 49:45
  Speaker 5: So I think we're getting into a new year where
• 49:48
  Speaker 5: it's very creator friendly and you can kind of build
• 49:52
  Speaker 5: your own audience from the bottom up and not have
• 49:55
  Speaker 5: to attach yourself to some sort of machine to make
• 49:57
  Speaker 5: a living.
• 50:00
  Speaker 2: Right back after a word from our sponsor, and now
• 50:06
  Speaker 2: back to the show.
• 50:08
  Speaker 3: Yeah, I fall into the former. So the ladder camp
• 50:13
  Speaker 3: nobody who makes no money, that's me. So hopefully, I mean,
• 50:19
  Speaker 3: you know, hopefully I can't. I can do something. But
• 50:21
  Speaker 3: I mean I would call you that, Britt, because I mean,
• 50:24
  Speaker 3: you know, you're a part of Picture on the box.
• 50:25
  Speaker 3: You know, you get out of the problem, you know,
• 50:27
  Speaker 3: all all this great stuff, Britt, So I don't. I
• 50:30
  Speaker 3: don't think you're a nobody.
• 50:32
  Speaker 5: I think your podcasts great and it's it's it's just
• 50:35
  Speaker 5: amazing to see people who just like plow away at
• 50:38
  Speaker 5: something and just build it. I think the people building
• 50:41
  Speaker 5: stuff online now in ten years are going to be
• 50:43
  Speaker 5: very happy they did it.
• 50:44
  Speaker 3: Well.
• 50:45
  Speaker 4: Thank you, Brick awesome. I love it so brit.
• 50:48
  Speaker 3: Where can you find you online?
• 50:51
  Speaker 5: So you know, my website is brick Cruise dot com
• 50:54
  Speaker 5: and I'm on Twitter and part of the problem.
• 50:58
  Speaker 4: You can find me on YouTube.
• 50:59
  Speaker 5: That's where I kind of published the majority of my videos.
• 51:03
  Speaker 3: And I'll link to that in the show notes as well.
• 51:05
  Speaker 3: Everybody I'll look to also Pixar in a Box. And uh. Also, Britt,
• 51:10
  Speaker 3: I gave you a follow on Twitter, by the way,
• 51:12
  Speaker 3: and I actually found your Twitter account before you a
• 51:15
  Speaker 3: couple of days ago. I was like, oh, I'm gonna
• 51:17
  Speaker 3: make sure to follow him and uh, you see what
• 51:19
  Speaker 3: We'll see what he's tweeting. And uh, you tweet. You
• 51:21
  Speaker 3: tweet a lot of interesting stuff, by the way, and
• 51:23
  Speaker 3: uh and I like people like that who tweet, you know,
• 51:26
  Speaker 3: really cool stuff.
• 51:27
  Speaker 4: Right on. I follow you too.
• 51:29
  Speaker 3: Okay, cool, thank you? But uh, Britt, I want to
• 51:33
  Speaker 3: say thank you so much. I'm really looking forward to everything,
• 51:36
  Speaker 3: uh that you that you come up with. And again
• 51:38
  Speaker 3: I'm looking very interested to pick her on a box season.
• 51:40
  Speaker 3: Uh was it what we call season three? I guess
• 51:43
  Speaker 3: we're gonna call it ours?
• 51:44
  Speaker 5: Yeah, season three, Well that's internal name, but it's the
• 51:46
  Speaker 5: storytelling unit.
• 51:47
  Speaker 4: Yeah.
• 51:48
  Speaker 3: I'm really looking forward to that as well. Britt Cruz,
• 51:51
  Speaker 3: I want to say thank you so much for coming
• 51:52
  Speaker 3: on and I really do want to wish you the
• 51:54
  Speaker 3: best for everything.
• 51:55
  Speaker 4: Thanks so much, Dave. Let's catch up again.
• 51:57
  Speaker 3: Oh yeah, anytime you want to come back on, Britt,
• 51:59
  Speaker 3: please let me know. I'd be more than happy to
• 52:01
  Speaker 3: have you on. Thank you so much anytime, buddy, Take
• 52:03
  Speaker 3: care cheerious.
• 52:06
  Speaker 2: I want to thank Dave so much for doing such
• 52:08
  Speaker 2: a great job on this episode. If you want to
• 52:10
  Speaker 2: get links to anything we spoke about in this episode,
• 52:11
  Speaker 2: head over to the show notes at Indie film huscle
• 52:14
  Speaker 2: dot com.
• 52:15
  Speaker 3: Forward slash eight.
• 52:16
  Speaker 2: To eleven, and if you have it already, please head
• 52:18
  Speaker 2: over to Filmmaking podcast dot com. Subscribe and leave a
• 52:22
  Speaker 2: good review.
• 52:23
  Speaker 4: For the show.
• 52:24
  Speaker 2: It really helps us out a lot, guys.
• 52:26
  Speaker 3: Thank you again so much for listening.
• 52:27
  Speaker 2: Guys, as always, keep that hustle going, keep that dream alive,
• 52:30
  Speaker 2: Stay safe out there, and I'll talk to you soon.
• 52:34
  Speaker 1: Thanks for listening to the Indie Film Hustle podcast at
• 52:37
  Speaker 1: Indie film Hustle dot com. That's I N D I
• 52:40
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• 52:43
  Speaker 1: E dot com.