Latest / Bulletproof Screenwriting™ Podcast / BPS 434: How Pixar’s Story Secrets Can Transform Your Filmmaking Process with Brit Cruise

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BPS 434: How Pixar’s Story Secrets Can Transform Your Filmmaking Process with Brit Cruise · Bulletproof Screenwriting™ Podcast

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