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On-Set Teachers Reveal The Brattiest Child Stars · Artists on Artists on Artists on Artists

• 0:04
  Speaker 1: Welcome back to artists on Artists on Artists on artists.
• 0:08
  Speaker 1: Ding ding ding, that's the school bell. It's time for
• 0:11
  Speaker 1: on set teachers.
• 0:13
  Speaker 2: If you're familiar with child labor laws, which I know
• 0:16
  Speaker 2: you are, on set children can only work for a
• 0:19
  Speaker 2: certain amount of time. The rest of the time they
• 0:22
  Speaker 2: got to be in school. And who better to teach
• 0:25
  Speaker 2: them but teachers.
• 0:26
  Speaker 3: Today on the show, we gather some of Hollywood's most famous, important,
• 0:32
  Speaker 3: and awesome on set teachers.
• 0:35
  Speaker 4: So grab your pencil, make sure to bring an apple,
• 0:38
  Speaker 4: and take a seat. Let's listen in no, oh, gosh,
• 0:47
  Speaker 4: did you get something from set? My kids are always
• 0:50
  Speaker 4: bringing something into set. My kids are always bringing something
• 0:53
  Speaker 4: when you work with kids.
• 0:54
  Speaker 5: That's my wife.
• 0:58
  Speaker 4: Friend's a nursery factory. Back on again, my wayfriends and nursery.
• 1:08
  Speaker 4: She's always bringing something at home. Is what I was
• 1:10
  Speaker 4: just gonna say.
• 1:12
  Speaker 2: No, it's it's totally, it's it's it's so true. These kids,
• 1:16
  Speaker 2: they are like vessels. I always say, these these kids
• 1:19
  Speaker 2: are vessels for both talent and germs and germs and
• 1:22
  Speaker 2: the common cold.
• 1:23
  Speaker 1: Don't get me started on these kids with their germs.
• 1:26
  Speaker 1: Don't get me started. It is rough for me. I
• 1:30
  Speaker 1: I don't like germs. I barely like kids. But I'm
• 1:34
  Speaker 1: here and I'm excited to talk to some of the
• 1:37
  Speaker 1: other professionals in the industry.
• 1:39
  Speaker 6: For sure, it's awesome. It's really awesome to be here.
• 1:44
  Speaker 3: I guess we should all just go around because I
• 1:46
  Speaker 3: know you from just you know the lot, Yeah, yeah,
• 1:52
  Speaker 3: of course.
• 1:54
  Speaker 6: The school yard.
• 1:57
  Speaker 3: Don't you wish they had a bell because I come
• 1:59
  Speaker 3: from this school system. I don't know if you guys
• 2:01
  Speaker 3: just your got your stuff before or after, but I
• 2:05
  Speaker 3: was I came from the school system first. And sometimes
• 2:09
  Speaker 3: I'm waiting for the bell to ring on the set
• 2:12
  Speaker 3: of The Conners.
• 2:12
  Speaker 4: So we do have bells, especially on multicamps. They have
• 2:15
  Speaker 4: bells when they go off, and I.
• 2:17
  Speaker 3: Know, but I mean bell's for mell bells when I
• 2:19
  Speaker 3: know I'm done teaching math and it's time for social
• 2:22
  Speaker 3: not to be on.
• 2:22
  Speaker 4: The side of the studio. But I do think it
• 2:23
  Speaker 4: would be difficult if they had bells just for you.
• 2:25
  Speaker 6: Because they would, and that's why I think it's so funny.
• 2:28
  Speaker 5: I wish they would.
• 2:28
  Speaker 2: Well, they should have one at a frequency only teachers
• 2:31
  Speaker 2: can hear, because as we know, like there's some things
• 2:34
  Speaker 2: only we pick up on there's something on their app.
• 2:37
  Speaker 6: There's apps for everything.
• 2:38
  Speaker 4: Sure, So I'm saying if the bell sounded exactly the same,
• 2:42
  Speaker 4: it would just be difficult to know what the bell was.
• 2:44
  Speaker 6: It would be like a who's on first?
• 2:46
  Speaker 2: Yeah, exactly exactly, it would be a who's on first.
• 2:48
  Speaker 2: My name is Louise MacIntyre. I am a on set
• 2:53
  Speaker 2: teacher on the Nickelodeon show Boys in the Yard, and
• 2:58
  Speaker 2: I teach six crowdy ten year old boys and it
• 3:03
  Speaker 2: is a blast. These boys keep me on my toes,
• 3:06
  Speaker 2: always looking for them, always trying to get in those
• 3:10
  Speaker 2: little heads. And man, uh, there's a stereotype out there
• 3:14
  Speaker 2: that child actors aren't fast. These kids are fast.
• 3:18
  Speaker 1: It's such a stupid stereotype that people have. I don't
• 3:22
  Speaker 1: know how it started. I know how it's started.
• 3:25
  Speaker 7: When it started.
• 3:26
  Speaker 4: It started in the twenties when in the n GM,
• 3:28
  Speaker 4: when they were feeding those kids painkillers all the time. Yeah,
• 3:31
  Speaker 4: that's why the kids were so slow.
• 3:34
  Speaker 2: Their cheerios, and so everyone thought, oh, it's they're innate
• 3:37
  Speaker 2: inability to run fast, but no.
• 3:39
  Speaker 1: It's just it's what we're trying to teach. We're trying
• 3:42
  Speaker 1: to break stereotypes. And one of the major stereotypes we're
• 3:45
  Speaker 1: trying to break is that set kids are not fast
• 3:48
  Speaker 1: because they're wiley and they're fast.
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  Speaker 2: And I would also say they're all on adderall now,
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  Speaker 2: so they're quite even.
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  Speaker 5: They're more direct with their speed.
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  Speaker 1: You used to get a kid riding around in circles,
• 3:58
  Speaker 1: you could grab them because he doesn't know where on adderall.
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  Speaker 5: It's almost like they're a missile.
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  Speaker 1: Yeah, you know exactly where they're going and they know
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  Speaker 1: the shortest route they to learn its actions.
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  Speaker 5: So, Louise, Louise, you are working with ten year olds,
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  Speaker 5: six ten year olds?
• 4:12
  Speaker 7: Yes, yes, six ten year old.
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  Speaker 5: You're in the third fourth grade curriculum.
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  Speaker 2: Yes, well, I gotta be honest. A couple of them
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  Speaker 2: are have had more successful careers. They're at about a
• 4:21
  Speaker 2: second grade level, so it's hard to get them all
• 4:24
  Speaker 2: on the same thing.
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  Speaker 1: This is so true, which is not a stereotype, but
• 4:28
  Speaker 1: it should be. The more successful you will talk about.
• 4:31
  Speaker 7: Stereotypes that should be I don't think we do that enough.
• 4:35
  Speaker 2: Let's stop writing talking about what stereotypes we shouldn't say.
• 4:39
  Speaker 4: We just started guys, Look, and I don't want to
• 4:42
  Speaker 4: teach the class because you guys are teachers. But before
• 4:44
  Speaker 4: we get to dream stereotypes, let's maybe introduce these are said,
• 4:48
  Speaker 4: that's so true.
• 4:49
  Speaker 3: We talk about what are the stereotypes we should be
• 4:51
  Speaker 3: aiming to, right.
• 4:56
  Speaker 7: But yeah, I agree, let's go around.
• 4:58
  Speaker 1: Yeah, let's definitely go our. My name is Eugene Frank.
• 5:04
  Speaker 6: You talk like a Eugene Frank.
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  Speaker 7: And you tremble like one too.
• 5:08
  Speaker 5: I don't know what that means.
• 5:10
  Speaker 1: I'm sure that's pretty rude for Eugenes everywhere.
• 5:15
  Speaker 5: You know what, I'll say, Eugene Frank.
• 5:17
  Speaker 4: It feels like you're used to your last name being screamed,
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  Speaker 4: like like the kids come.
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  Speaker 5: In and scream Frank.
• 5:23
  Speaker 1: I try to introduce myself as mister Eugene Frank, and
• 5:28
  Speaker 1: every time it just turns into these little kids screaming Frank,
• 5:32
  Speaker 1: because most.
• 5:33
  Speaker 6: Of them don't.
• 5:33
  Speaker 2: You don't normally provide your first name willingly to kids.
• 5:37
  Speaker 5: Right, No, but I would.
• 5:39
  Speaker 1: I'm trying to because I've got two first names as
• 5:42
  Speaker 1: a name, so it's not always easy. And I've caught
• 5:46
  Speaker 1: onto it too. When they're screaming Frank. It's I've started
• 5:49
  Speaker 1: introducing myself as that because it's just easier sometimes.
• 5:54
  Speaker 5: Well, as teachers. We've probably all experienced this.
• 5:56
  Speaker 4: Sometimes you fall into the profession and you realize, oh,
• 5:59
  Speaker 4: I have an that's fun to scream, absolutely, and it's tough.
• 6:02
  Speaker 4: It's tough as a teacher.
• 6:04
  Speaker 2: Indeed, that's the number one mistake you got a lot
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  Speaker 2: of kids need stage names.
• 6:08
  Speaker 7: Teachers need their own stage names too.
• 6:11
  Speaker 5: That is such a good point. I knew a friend name.
• 6:14
  Speaker 1: His name was doctor Tony Neeebuckle, and these kids would
• 6:19
  Speaker 1: buckle his knees every single time they go, Oh, knee buckle,
• 6:23
  Speaker 1: knee buckle.
• 6:25
  Speaker 6: What a nightmare for that guy.
• 6:28
  Speaker 7: Yeah, you know, I can imagine screaming at knee buckle.
• 6:32
  Speaker 6: How what a nightmare?
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  Speaker 5: What cent are you on, my friend? Right? Okay, don't
• 6:37
  Speaker 5: be like rag thank you? I am on.
• 6:43
  Speaker 1: Uh thank you.
• 6:47
  Speaker 4: You have been warped by these kids. You're thanking us
• 6:50
  Speaker 4: for ridiculing you. What set are you on, my friend?
• 6:54
  Speaker 1: So I am on the set of the new HBO
• 6:57
  Speaker 1: show Mystery Kids. It's a dark, gritty show filled with violence,
• 7:03
  Speaker 1: set in a fantasy world, and these kids are really really,
• 7:07
  Speaker 1: really you know, kind of messed up. So it's another
• 7:11
  Speaker 1: thing I need to approach with my teaching is both
• 7:14
  Speaker 1: teaching the math and also working through some of the
• 7:17
  Speaker 1: trauma that they experience on set.
• 7:19
  Speaker 2: Yeah, so you're kind of a psychologist as well.
• 7:23
  Speaker 1: I have to be a sort of therapist for these kids,
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  Speaker 1: and I'm not good at that.
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  Speaker 4: Did you set any sort of class agreement or expectations
• 7:32
  Speaker 4: for the beginning of school, because it must be difficult.
• 7:35
  Speaker 4: I mean, were you told you have to address these
• 7:38
  Speaker 4: kids trauma in class because most teachers say that's what
• 7:40
  Speaker 4: the counsel is now.
• 7:41
  Speaker 5: No, not have counselors on set now.
• 7:43
  Speaker 1: Nobody told me, and I just realized it on day
• 7:46
  Speaker 1: one when these kids walked in and they play their
• 7:49
  Speaker 1: show as kind of they form sort of a revolutionary
• 7:52
  Speaker 1: squad to take down some of the leaders of this
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  Speaker 1: really messed up world. And that's what happened in class.
• 8:00
  Speaker 1: I said, we're going to be going over fractions calculus.
• 8:03
  Speaker 1: They're young, what we're jumping to calculus.
• 8:06
  Speaker 7: You have a lot of faith in these kids.
• 8:08
  Speaker 5: I really do.
• 8:09
  Speaker 1: And they turned on me quick. They unionized in a
• 8:11
  Speaker 1: way I haven't seen. They've ganged up.
• 8:13
  Speaker 5: They're mean.
• 8:15
  Speaker 6: So yeah, it do seem so tortured.
• 8:19
  Speaker 3: No, thank you, hurt man, listen, hurt you and tell
• 8:24
  Speaker 3: them to go get back and get their sad card.
• 8:27
  Speaker 5: I will say, so, I.
• 8:29
  Speaker 4: Have a I have a one of my kids, Joni,
• 8:33
  Speaker 4: I think is on yours during the day because I
• 8:35
  Speaker 4: do night shoots right yours during the day. And she
• 8:38
  Speaker 4: told me that you have a very unique way of
• 8:41
  Speaker 4: teaching where you incorporate the trauma into the math problems.
• 8:44
  Speaker 5: Exactly.
• 8:45
  Speaker 1: I found it's the only way to break through these
• 8:47
  Speaker 1: kids big walls that they've put up, is I incorporate
• 8:51
  Speaker 1: their trauma.
• 8:52
  Speaker 4: Yeah, do you have there's that one she showed me.
• 8:53
  Speaker 4: It was it was Derek has seven attachment styles.
• 8:58
  Speaker 1: Yes, So in order to do it, in order to
• 9:00
  Speaker 1: deal with trauma, we always want to talk about attachment styles.
• 9:05
  Speaker 4: You begin, and but you say, like, if this person
• 9:08
  Speaker 4: has seven attachment styles and this other person has four
• 9:11
  Speaker 4: healing techniques.
• 9:12
  Speaker 1: Yeah, how many attachment style? How many holes in his
• 9:15
  Speaker 1: heart are left over? That He's like, you can three
• 9:19
  Speaker 1: very good, good, But that's enough about me. So yeah,
• 9:25
  Speaker 1: just to summarize, Eugene Frank teach fucked up kids with therapy.
• 9:30
  Speaker 5: Okay, go ahead, Well, my name is Bertie.
• 9:33
  Speaker 4: Have alococcus and I have It's not as easy to scream.
• 9:40
  Speaker 6: To set.
• 9:41
  Speaker 4: Yeah, I'm having theacccus and I teach night shoots. As
• 9:46
  Speaker 4: I mentioned, Uh, my primary expertise is waking those kids
• 9:51
  Speaker 4: up when they have to be on set all night
• 9:54
  Speaker 4: and I we have to go to school at three
• 9:56
  Speaker 4: in the.
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  Speaker 5: Morning and I have to teach them.
• 9:59
  Speaker 4: I am currently on set for The Swamping, which is
• 10:02
  Speaker 4: a show about horrifying children that drowned in a swamp, terrorizing.
• 10:09
  Speaker 6: I love that show.
• 10:10
  Speaker 7: I love that show. You're on what season three?
• 10:12
  Speaker 4: Now? We're on season three and we've just been greenlit
• 10:15
  Speaker 4: for fifteen more seasons.
• 10:16
  Speaker 6: Oh gosh, first time that's happened in the industry.
• 10:20
  Speaker 4: It's the first time they said we need fifteen more
• 10:22
  Speaker 4: years in The Swamping.
• 10:23
  Speaker 6: They didn't even do that for Big Bang Theory.
• 10:25
  Speaker 4: Well, these kids are aging fast because you know, as
• 10:27
  Speaker 4: you have, you noticed on TikTok On they're always mentioning
• 10:30
  Speaker 4: on that Gen Z is aging faster, Gen Alpha aging
• 10:33
  Speaker 4: even faster, and that goes that goes.
• 10:36
  Speaker 3: With that stereotype that we're trying to get rid of.
• 10:39
  Speaker 4: Nine Still, yeah, I have I have a six year
• 10:41
  Speaker 4: old with a comb over, like a balding comb over,
• 10:43
  Speaker 4: and it's embarrassing to see him trying to cover he's
• 10:46
  Speaker 4: losing it. I'm telling him, man, I'm sorry, buddy, you're
• 10:48
  Speaker 4: losing it, you know.
• 10:50
  Speaker 1: I mean, fifteen seasons in a row is such a
• 10:52
  Speaker 1: good idea because at that age you need to lock
• 10:54
  Speaker 1: them down like that.
• 10:55
  Speaker 4: Well, yeah, we're shooting this year for twenty years from now,
• 10:58
  Speaker 4: you know what I mean. We're just we're just constantly
• 11:00
  Speaker 4: and it's good because we can just power through with
• 11:02
  Speaker 4: these swamp kids.
• 11:03
  Speaker 6: This is what.
• 11:04
  Speaker 3: Happened to Chester on You guys know Chester, he does
• 11:06
  Speaker 3: Stranger Things right, and he's been there for years.
• 11:10
  Speaker 4: Well he's had to switch the I know, the onset
• 11:12
  Speaker 4: teacher for Stranger Things has because the kids have graduated
• 11:15
  Speaker 4: past when they would still be in school, but they
• 11:17
  Speaker 4: still have to go to onset school and I know
• 11:19
  Speaker 4: he's teaching them would working now.
• 11:21
  Speaker 3: Yeah, poor Chester has gone from toddler work all the
• 11:24
  Speaker 3: way to college level.
• 11:26
  Speaker 5: Classes, trade school, I heard general trades.
• 11:29
  Speaker 6: He's teaching one of them makeup.
• 11:31
  Speaker 5: Yeah, one of them. We won't tell you.
• 11:35
  Speaker 7: That's a hip of thing.
• 11:36
  Speaker 2: We can't tell you which kid is learning makeup.
• 11:40
  Speaker 1: And also for me, it's always strange that the makeup
• 11:42
  Speaker 1: artists didn't just teach him makeup.
• 11:44
  Speaker 6: He's a teacher.
• 11:45
  Speaker 5: Well, and I will say, speaking of makeup, you know,
• 11:47
  Speaker 5: the swamping.
• 11:48
  Speaker 4: The biggest challenge for me when I'm teaching is these
• 11:51
  Speaker 4: kids are horrifying looking.
• 11:53
  Speaker 5: They are so scary. Oh, they're spooky to makeup.
• 11:57
  Speaker 4: They're covered and just they're just covered in moss and
• 12:02
  Speaker 4: they look so scary. And sometimes I imagine hearing about
• 12:07
  Speaker 4: what I'm doing ten years ago and like just getting
• 12:09
  Speaker 4: a screenshot of exactly what's happening in my life, and
• 12:13
  Speaker 4: I see myself, you know, with the the specifics of
• 12:16
  Speaker 4: the Declaration Dependence of Independence on the board, and then
• 12:19
  Speaker 4: just a pan of like twelve of the spookiest kids
• 12:23
  Speaker 4: in the world at three am. Yeah, it's like I'm
• 12:25
  Speaker 4: it's like I'm trying to get my paralysis to evens
• 12:27
  Speaker 4: to learn something. It's really fucking weird.
• 12:30
  Speaker 3: Oh isn't there that picture of you teaching that kid
• 12:33
  Speaker 3: who's covered in fake egzema?
• 12:35
  Speaker 6: Yeah, but it looks like and you have a ruler.
• 12:37
  Speaker 1: One of them, then your spookiest things a kid can
• 12:39
  Speaker 1: be covered in it's fake.
• 12:41
  Speaker 3: Well no, it's like it's like the swampening ezema. So
• 12:43
  Speaker 3: it's like very heightened.
• 12:44
  Speaker 4: It's yeah, egg it's literal eggs. It's it's eggs popping
• 12:49
  Speaker 4: out of someone's collar.
• 12:50
  Speaker 3: Yeah, and you're like holding the ruler and it looks
• 12:53
  Speaker 3: like you're touching his skin a little bit, but it's
• 12:55
  Speaker 3: just the picture.
• 12:56
  Speaker 5: Yeah, they tried to get me on that way.
• 12:57
  Speaker 6: They tried to get your ass.
• 12:58
  Speaker 4: So it's an anonymous person on set this training to
• 13:00
  Speaker 4: get me and I don't know who it is. And
• 13:03
  Speaker 4: they're very good at covering their tracks. They won't get
• 13:05
  Speaker 4: me a gossip.
• 13:06
  Speaker 6: Girl if you will, I think, does your set up
• 13:09
  Speaker 6: a gossip girl?
• 13:10
  Speaker 1: Oh?
• 13:10
  Speaker 2: Set gossip and it's really interesting. I think it's one
• 13:14
  Speaker 2: of the boys, which is interesting, but I can't tell.
• 13:16
  Speaker 7: I can't tell.
• 13:18
  Speaker 1: We've got a gossip grip. It's a mess gossip cool.
• 13:23
  Speaker 7: That's a gossip grip.
• 13:25
  Speaker 1: Because they're everywhere and nowhere. You never know where a
• 13:28
  Speaker 1: grip is it is it. They could be up in
• 13:29
  Speaker 1: the rafter, you could be talking they here, so we
• 13:32
  Speaker 1: don't know which grip is the gossip grit. But it
• 13:34
  Speaker 1: has ruined the set life. It is absolutely destroying because.
• 13:38
  Speaker 2: A big part of set is swapping secrets. But it's tough.
• 13:41
  Speaker 2: It's tough.
• 13:42
  Speaker 7: The grips are everywhere.
• 13:43
  Speaker 5: It's awful.
• 13:44
  Speaker 3: Hi guys, my name is Sarah Beeth Tiner, Sarahbeth Tiner,
• 13:50
  Speaker 3: and I am the Ripe Age of twenty one.
• 13:54
  Speaker 6: Just turned twenty one. Thank you so much.
• 13:56
  Speaker 3: I'm one of those kids that just like ripped through
• 13:58
  Speaker 3: college in high school my high school years, and I
• 14:01
  Speaker 3: just wanted to teach. But I also like kind of
• 14:04
  Speaker 3: love the industry. I love the lights, I love actors.
• 14:10
  Speaker 6: I think they're amazing.
• 14:11
  Speaker 3: So I immediately wanted to go into teaching, but I
• 14:13
  Speaker 3: wanted something a little more exciting. So I am a
• 14:16
  Speaker 3: onset teacher for TLC, an exclusive agreement. So I did
• 14:23
  Speaker 3: I do?
• 14:23
  Speaker 6: I jump between a bunch of them.
• 14:25
  Speaker 3: Most recently, I did the eighteenth season of John K
• 14:29
  Speaker 3: plus eight.
• 14:29
  Speaker 6: Did all the kid us.
• 14:32
  Speaker 7: They brought him, they brought him back.
• 14:34
  Speaker 6: Well now they're having grandchildren.
• 14:35
  Speaker 3: So if you pay attention, yeah, and sometimes I'll do
• 14:38
  Speaker 3: I'll even do like home improvement, not home improvement, extreme
• 14:42
  Speaker 3: home making.
• 14:43
  Speaker 6: Extream home makeover. I do kids that I'm meeting just
• 14:46
  Speaker 6: that day.
• 14:46
  Speaker 3: Usually sometimes someone will bring on their kids and by
• 14:50
  Speaker 3: law people don't know this, but by law they have
• 14:52
  Speaker 3: to come into school. Even now, some some teachers they'll
• 14:56
  Speaker 3: have they'll be a kid's teacher for the full season, right,
• 14:59
  Speaker 3: and that more emulates what a school looks like. But
• 15:02
  Speaker 3: there are one off episodes and no matter what, if
• 15:04
  Speaker 3: a kid is on set, he has to go to
• 15:06
  Speaker 3: school that day.
• 15:07
  Speaker 4: And that's a bummer because especially on Extreme Home Makeover,
• 15:10
  Speaker 4: you know, usually it's this family with these five kids
• 15:13
  Speaker 4: and they're getting this completely new house. Usually while the
• 15:16
  Speaker 4: house is being renovated, they send them to Disneylands, and
• 15:19
  Speaker 4: I know that you go with them on their vacations.
• 15:22
  Speaker 6: Absolutely discussing.
• 15:23
  Speaker 3: That's the one show at TLC we go, oh no,
• 15:26
  Speaker 3: because you have to go to Disneyland and you have
• 15:28
  Speaker 3: to get them to do so many vocabulary sheets. You
• 15:31
  Speaker 3: just have to get those sheets done, and you turn
• 15:34
  Speaker 3: in the homework. People don't tell you this. You turn
• 15:36
  Speaker 3: in the homework directly to the law, so you.
• 15:38
  Speaker 2: Have to show yes, we as on set teachers turn
• 15:41
  Speaker 2: in the homework to the police.
• 15:43
  Speaker 6: Yes, yes, because they want to make sure.
• 15:44
  Speaker 5: I hate the police roundups at the end of every week.
• 15:48
  Speaker 3: And they don't tell you that the police are spending
• 15:50
  Speaker 3: so much unnecessary time.
• 15:52
  Speaker 1: Collecting work, so many funds that they send the detective
• 15:55
  Speaker 1: in sometimes to see if there's any cheating mayor.
• 16:00
  Speaker 5: I mean, it's just a complete misuse of fun.
• 16:02
  Speaker 2: It is a gross misappropriation. And I would argue that's
• 16:06
  Speaker 2: not their jurisdiction. No, I would argue that that's not it.
• 16:10
  Speaker 6: I'd argue it too, they shouldn't be doing that.
• 16:13
  Speaker 3: But we do buy law have to show that every kid,
• 16:15
  Speaker 3: no matter what, even if on set.
• 16:17
  Speaker 6: Even if on set is taking them to.
• 16:18
  Speaker 3: An excursion, which is maybe a trip or a Make
• 16:22
  Speaker 3: a Wish Foundation trip to Disneyland.
• 16:23
  Speaker 6: They still have to be in school.
• 16:26
  Speaker 3: So that at TLC we we are run and go
• 16:30
  Speaker 3: as we say it.
• 16:31
  Speaker 6: I have a whiteboard, I have a whiteboard. T shirt.
• 16:33
  Speaker 6: Oh so do you.
• 16:35
  Speaker 7: Draw on the T shirt?
• 16:37
  Speaker 5: Yes, And.
• 16:39
  Speaker 3: It's just it's less work than bringing around a desk, right, totally,
• 16:43
  Speaker 3: because I'm on the gup.
• 16:45
  Speaker 5: So just correct me if I'm wrong.
• 16:47
  Speaker 1: But you're you're you're teeners, miss tiner, So just correct
• 16:54
  Speaker 1: me if I'm wrong on your shirt in front of
• 16:56
  Speaker 1: little kids, you're drawing just right kind of on your
• 16:59
  Speaker 1: chest area.
• 17:00
  Speaker 6: Or they can drop.
• 17:01
  Speaker 7: Okay, so they come up and they.
• 17:03
  Speaker 6: Had it would be hard for me to write on
• 17:06
  Speaker 6: myself and not to.
• 17:07
  Speaker 7: Get too crass. But how thick is the T shirt?
• 17:10
  Speaker 5: That's crass.
• 17:12
  Speaker 2: I'm sorry, I'm sorry for getting crass. I'm around all
• 17:15
  Speaker 2: these boys all the time. I think like a boy.
• 17:18
  Speaker 5: You think like a boy.
• 17:19
  Speaker 7: I think like a boy.
• 17:20
  Speaker 6: That's crazy.
• 17:23
  Speaker 7: I know a woman and I'm thinking about monster trucks
• 17:26
  Speaker 7: like a little boy.
• 17:27
  Speaker 5: What kind of other boy things do you think of?
• 17:29
  Speaker 5: What do you think about? What's your favorite kind of food?
• 17:31
  Speaker 7: Oh, my god, nacho cheese, cheese talkies?
• 17:34
  Speaker 6: What's your favorite makeup brand?
• 17:36
  Speaker 7: Auntsy?
• 17:37
  Speaker 5: Don't that's not fairy boy? What a little boy would say?
• 17:41
  Speaker 7: Though exactly they wouldn't know what it is.
• 17:45
  Speaker 4: That that that isn't the makeup brand of a little boy,
• 17:47
  Speaker 4: But that is the make up brand of a woman
• 17:49
  Speaker 4: at odds with her own brain.
• 17:54
  Speaker 5: Middle ground.
• 17:56
  Speaker 2: There are still points where I could lock into a
• 17:59
  Speaker 2: woman who's totally lost.
• 18:01
  Speaker 5: But that was such a time.
• 18:02
  Speaker 7: I have the monologue of it.
• 18:04
  Speaker 2: I'm a little boy, I'm thinking plant T shirts?
• 18:09
  Speaker 7: What are we talking about?
• 18:10
  Speaker 4: I have a question, actually, for all the on set
• 18:12
  Speaker 4: teachers right here. I get frustrated because a lot of
• 18:16
  Speaker 4: people think that what we do isn't teaching. A lot
• 18:18
  Speaker 4: of people think that we're just babysitting. But I know
• 18:21
  Speaker 4: for a fact that I've gone through some teaching breakthroughs
• 18:24
  Speaker 4: in my classroom.
• 18:25
  Speaker 5: It's pretty amazing.
• 18:26
  Speaker 4: And and I wanted to see if you guys have
• 18:29
  Speaker 4: any teacher breakthroughs.
• 18:31
  Speaker 5: You remember the one that you went through. Well, the
• 18:35
  Speaker 5: one that I went through.
• 18:36
  Speaker 4: Is that I really got to the heart of getting
• 18:41
  Speaker 4: people to understand that Thomas Jefferson was just kind of
• 18:45
  Speaker 4: a normal guy.
• 18:46
  Speaker 5: You know that he was chill, he had flaws, he
• 18:52
  Speaker 5: was he was you.
• 18:52
  Speaker 7: Know, pretty big flaws, I would say.
• 18:55
  Speaker 1: So I guess, yeah, we're the students coming to kind
• 18:57
  Speaker 1: of bringing up all the immense flaws that Thomas Jefferson.
• 19:01
  Speaker 5: No, they weren't bringing up the flaws. They were idolizing.
• 19:04
  Speaker 4: For some reason, my kids thought the Founding fathers were gods,
• 19:07
  Speaker 4: and I think they have conservative parents or something was
• 19:09
  Speaker 4: going on.
• 19:10
  Speaker 1: So it might just be because they're shooting at night.
• 19:12
  Speaker 1: It all feels like a dream. And you were saying
• 19:14
  Speaker 1: that you were doing.
• 19:17
  Speaker 7: Brushmore at night, must be like.
• 19:21
  Speaker 6: Women's women's history at night.
• 19:25
  Speaker 4: Feel like a dream for those kids. And sometimes they'll
• 19:29
  Speaker 4: come in and they'll say, wait, you're real, and I'll
• 19:31
  Speaker 4: say yes. They're like like they get so surprised. And
• 19:36
  Speaker 4: one time I saw one of them at the grocery
• 19:37
  Speaker 4: store during a hiatus, so awkward I saw, yeah, but
• 19:41
  Speaker 4: they ran they ran out because they thought they were
• 19:44
  Speaker 4: scared of me. And I'm like, you're scared of me.
• 19:45
  Speaker 4: You're a fucking ghool. You're goold in my classroome, you
• 19:48
  Speaker 4: have partacles on your eyes.
• 19:49
  Speaker 7: I don't know if you're me.
• 19:54
  Speaker 6: I'm scared of you because I'm not used to you
• 19:55
  Speaker 6: with a normal nose. I'm used to you with a
• 19:57
  Speaker 6: swamp nose exactly.
• 19:59
  Speaker 5: That's what are nasty.
• 20:01
  Speaker 6: They're fish.
• 20:03
  Speaker 1: That sounds really hard, especially for a little kid having
• 20:06
  Speaker 1: a paralysis sleep paralysis.
• 20:08
  Speaker 5: Demon that looks and sounds like you. I mean, what
• 20:11
  Speaker 5: do you mean?
• 20:12
  Speaker 1: I would I think if that was my sleep paralysis demon,
• 20:15
  Speaker 1: I would be so deeply affected because you're such a
• 20:17
  Speaker 1: normal person, right right, right.
• 20:19
  Speaker 7: But it's just kind of makes you wonder, like, what's
• 20:21
  Speaker 7: wrong with me?
• 20:21
  Speaker 4: And it probably probably makes them think. There's a lot
• 20:24
  Speaker 4: more sleep paralysis demons.
• 20:25
  Speaker 6: Out there there everywhere.
• 20:27
  Speaker 4: And I'm a septuplet too, so there's identical identical stept tuplets,
• 20:33
  Speaker 4: and so it is scary for them because and that
• 20:35
  Speaker 4: is scary. I was shopping with my three brothers for
• 20:37
  Speaker 4: a Super Bowl party. So when this kid saw me,
• 20:41
  Speaker 4: he's only seen me during the night. He saw four
• 20:43
  Speaker 4: of me at once. That was weird for him.
• 20:46
  Speaker 1: Probably, Yeah for me, you were leaving out crucial details of.
• 20:50
  Speaker 2: That story because you didn't tell us that you were
• 20:54
  Speaker 2: one of the Time Magazine's Fantastic Seven. Yeah, when they
• 20:58
  Speaker 2: all seven boys identical, Well.
• 21:01
  Speaker 5: Look they were having that was a light news week.
• 21:05
  Speaker 4: And not to humble myself, but the fact that the
• 21:09
  Speaker 4: Fantastic seven.
• 21:12
  Speaker 2: Was such an I'm sorry, an attention hog. She loved
• 21:16
  Speaker 2: the camera. She had such a personality for it that
• 21:19
  Speaker 2: I could see it's as a If I were a reporter,
• 21:21
  Speaker 2: I'd be like, I want to milk that that mom
• 21:23
  Speaker 2: is dancing after having seven identical boys.
• 21:26
  Speaker 7: Yeah, I want to I want to cover that.
• 21:27
  Speaker 6: And they wrote it.
• 21:28
  Speaker 3: They wrote it in the week between Christmas and New
• 21:30
  Speaker 3: Year's Eve when nothing's.
• 21:31
  Speaker 4: Happening, and three is before Hurricane Sandy, and.
• 21:35
  Speaker 6: Then the last five.
• 21:40
  Speaker 3: But what you said is so interesting because people don't
• 21:43
  Speaker 3: realize that the kids were working with are just so different.
• 21:45
  Speaker 6: They're not.
• 21:46
  Speaker 3: Of course, they're kids, and we have to remember that
• 21:48
  Speaker 3: they're kids, right, But like you're saying, you week with
• 21:50
  Speaker 3: them overnight during night shoots. We're used to kids drinking
• 21:54
  Speaker 3: big coffees. We're used to kids taking smoke breaks. I'm like,
• 21:59
  Speaker 3: it's it's a different version of a kid, right, because
• 22:02
  Speaker 3: these kids have they've been jaded by them by the industry.
• 22:05
  Speaker 1: I mean, they're barely kids. They're talking to you like
• 22:07
  Speaker 1: they're trying to make small talk at a cocktail party.
• 22:10
  Speaker 1: Most of the time, it's kind of awkward.
• 22:12
  Speaker 2: No, I'm trying to teach them vocabulary words and they
• 22:14
  Speaker 2: keep asking me if I want to get lunch, and
• 22:16
  Speaker 2: it's like, I don't think you should know that phrase.
• 22:20
  Speaker 1: My least favorite thing is when a seven year old
• 22:23
  Speaker 1: asked me, do you want to get lunch?
• 22:24
  Speaker 5: Let's go grab a lunch. I'd love to. They look down.
• 22:27
  Speaker 2: Your phone and they can't schedule it because they're schedules full.
• 22:31
  Speaker 2: And then you feel like a loser because you're not
• 22:33
  Speaker 2: as busy, and I'm.
• 22:34
  Speaker 4: Like, you should be given lunch. Kids should be given lunch.
• 22:37
  Speaker 4: They shouldn't be getting lunch, you know what I mean.
• 22:39
  Speaker 4: That's what's kind of messed up with our industry.
• 22:40
  Speaker 7: You know what's even worse is doing lunch.
• 22:42
  Speaker 5: Oh when they say we should do.
• 22:44
  Speaker 3: That breaks my heart. That means they've been in it
• 22:46
  Speaker 3: for a long yeah. Or when a kid asks me, like,
• 22:49
  Speaker 3: what projects am I working on lately? Right in the
• 22:51
  Speaker 3: middle of like, I don't know, we're breaking down geography,
• 22:54
  Speaker 3: and I'm like, honey, we could just work on what
• 22:56
  Speaker 3: the size of Louisiana is.
• 22:57
  Speaker 2: Yeah, I got a literal group project for you right now,
• 23:00
  Speaker 2: and then you should be turning in.
• 23:02
  Speaker 5: Let's work on what the size of Louisiana is.
• 23:04
  Speaker 6: Let's work on the size of it.
• 23:06
  Speaker 5: Are you having them kind of measure a map?
• 23:08
  Speaker 2: You?
• 23:09
  Speaker 1: What is this twenty year old doing a geography measuring?
• 23:13
  Speaker 3: She's doing it on my chest, remember, and we're in
• 23:16
  Speaker 3: line for Splash Mountain and I go, okay, quick, size
• 23:21
  Speaker 3: of Louisiana And I took my chest out.
• 23:23
  Speaker 2: So do you have a memorized capitals or or or
• 23:26
  Speaker 2: is it more of a cartography thing where they have
• 23:28
  Speaker 2: to draw the line.
• 23:29
  Speaker 3: I find that as I finished the school system only
• 23:33
  Speaker 3: many a few years.
• 23:34
  Speaker 1: Ago, and I find me, what was twenty one? You
• 23:36
  Speaker 1: probably just maybe having even graduated college.
• 23:39
  Speaker 3: I finished No, I did it early, but I'm saying
• 23:41
  Speaker 3: like I finished it all really fast. And the most
• 23:44
  Speaker 3: unnecessary knowledge I found was capitals. Why do we need
• 23:47
  Speaker 3: to know? I'm sure what I wish I knew the
• 23:49
  Speaker 3: size of states. I thought Rhode Island was huge?
• 23:53
  Speaker 7: How big is it?
• 23:54
  Speaker 6: It's small? How many dead? I don't know?
• 24:00
  Speaker 7: That's really small.
• 24:02
  Speaker 3: But I'm saying like I'm a little off the off
• 24:05
  Speaker 3: the cup. Sometimes I make my own syllabus. We should
• 24:06
  Speaker 3: talk about syllabus is here, But sometimes I add my
• 24:09
  Speaker 3: own things. I do my own things to the curriculum
• 24:11
  Speaker 3: because sometimes I'm like, you don't need to know that
• 24:13
  Speaker 3: Sacramento is the capital of California.
• 24:16
  Speaker 6: You need to know that California is big.
• 24:19
  Speaker 1: So you're more talking about just general sizes.
• 24:24
  Speaker 2: Big medium have to know the numbers. They have to
• 24:28
  Speaker 2: know your system of the adjective you would.
• 24:30
  Speaker 5: Used to big media.
• 24:32
  Speaker 1: And then and you gave away some interesting information when
• 24:36
  Speaker 1: I dive into small Rhode Island is ten, Well that's
• 24:40
  Speaker 1: all I think.
• 24:40
  Speaker 6: I got confused in my brain. It's ten, but it's small, right.
• 24:44
  Speaker 5: Oh, you have synesthesia? You think in number?
• 24:46
  Speaker 6: Yes, I do that's why I graduated so fast.
• 24:49
  Speaker 2: But I but anyway, that's another stereotype that I think
• 24:55
  Speaker 2: we should abutment. These people with synesthesia graduate fast.
• 24:59
  Speaker 6: Yeah, I think it should be a bigger stereotype.
• 25:02
  Speaker 5: It should really be need something.
• 25:05
  Speaker 6: They need something on the list of things we gotta do.
• 25:08
  Speaker 6: But anyway, well, let's talk about syllabus.
• 25:10
  Speaker 5: I would love the idea of talking about a syllabus.
• 25:11
  Speaker 5: That's such a good idea. Yeah, yeah, I.
• 25:14
  Speaker 2: Have a I have a tough time putting a syllabus
• 25:16
  Speaker 2: together because I've found that I can only corral the
• 25:19
  Speaker 2: boys for about uh six and a half minutes at
• 25:22
  Speaker 2: a time, So I gotta use those minutes and really
• 25:26
  Speaker 2: cram them in. And the rest of the time I'm
• 25:28
  Speaker 2: wheeling out a TV to watch uh uh a Nicholas
• 25:32
  Speaker 2: Cage movie because that's what they're really in truth, they're
• 25:35
  Speaker 2: really into that, and we do, you know, I try
• 25:37
  Speaker 2: to make it fun. We do nerf gun fights. I mean, honestly,
• 25:42
  Speaker 2: half of my syllabus is talking about the different methods
• 25:45
  Speaker 2: I'm gonna use to wrangle the boys, right, so just FYI,
• 25:48
  Speaker 2: right off the bat, I'm gonna use a lasso. I'm
• 25:51
  Speaker 2: gonna be using half my arm to scoop. I'm gonna
• 25:54
  Speaker 2: be using big magnets to sort of reel you guys.
• 25:57
  Speaker 2: And that's just something I'm gonna have to be doing
• 26:00
  Speaker 2: so that I spend a lot of time in the first.
• 26:02
  Speaker 1: Time, you talk to the costume designer about adding a
• 26:05
  Speaker 1: magnet into their costume so you could suck them back in.
• 26:08
  Speaker 2: Like they don't like, they don't like me over there,
• 26:11
  Speaker 2: but but they understand, they understand the predicament. We sort
• 26:14
  Speaker 2: of had to work around that because they were running
• 26:17
  Speaker 2: into every department just wreaking havoc.
• 26:20
  Speaker 6: That makes sense.
• 26:20
  Speaker 3: Let me tell you, I watch an episode of Nickelodeon
• 26:22
  Speaker 3: the other day and those kids are in puffers. They're
• 26:25
  Speaker 3: dressing those kids like like the leggering going on with
• 26:28
  Speaker 3: those kids because it.
• 26:29
  Speaker 2: Slows them down because they get all hot in the
• 26:31
  Speaker 2: studio and so they don't find us fast.
• 26:33
  Speaker 5: Classic move a kid. I had one of your boys
• 26:37
  Speaker 5: guest star.
• 26:38
  Speaker 7: Oh was it Gavin?
• 26:39
  Speaker 5: Yeah, he played a toad creep.
• 26:41
  Speaker 6: Right, Gavin is booking like a library.
• 26:43
  Speaker 2: Let me just say, Gavin is booking like a library,
• 26:45
  Speaker 2: and he's starting to learn some swears he shouldn't wear.
• 26:48
  Speaker 7: Becoming a problem for you.
• 26:49
  Speaker 5: Yeah, yeah, yeah. He was saying some really gross words.
• 26:52
  Speaker 7: Really, but he doesn't really have a handle on how.
• 26:55
  Speaker 2: To use them yet, like no, no, Like he'll say,
• 26:58
  Speaker 2: like you mother a yeah, you mother ass, and I
• 27:02
  Speaker 2: think he means mother.
• 27:03
  Speaker 5: He called another girl tit lip the other day.
• 27:05
  Speaker 8: What do you mean by tig over here? That's after
• 27:10
  Speaker 8: the kids, right, you can't laugh, draw Louis. And it's
• 27:14
  Speaker 8: so big it hits my tip lip?
• 27:16
  Speaker 5: Oh okay? Oh?
• 27:17
  Speaker 7: Is that what you referred to as a nipple? So sorry,
• 27:20
  Speaker 7: excuse me, that was very crass.
• 27:22
  Speaker 4: I'm sorry. I no, tit lip is not. I don't
• 27:24
  Speaker 4: think a nipple is is the lip of a tip?
• 27:27
  Speaker 7: Well, then what else would it be.
• 27:30
  Speaker 1: The way it is, I guess the ariola would be,
• 27:34
  Speaker 1: and so is the teeth.
• 27:37
  Speaker 6: Let's go around.
• 27:39
  Speaker 5: Okay wait.
• 27:40
  Speaker 4: I wanted to bring up though, so I was trying
• 27:43
  Speaker 4: to show him a Nicholas Cage movie because we we
• 27:45
  Speaker 4: they had just completed their assignment. I was really proud
• 27:48
  Speaker 4: of my said, let's watch uh National Treasure. And I
• 27:50
  Speaker 4: was showing them and he said, hold on a minute,
• 27:52
  Speaker 4: this is the right version, and he said, usually Nicholas
• 27:55
  Speaker 4: Cage talks about long division, and I realized, are you
• 27:59
  Speaker 4: pumping in?
• 28:00
  Speaker 5: And I are you over? Are you aiing?
• 28:03
  Speaker 2: I wish I was aiing. No, I haven't figured out
• 28:06
  Speaker 2: quite how to do that. So I am doing a
• 28:08
  Speaker 2: live dub of Nicholas Cage movies.
• 28:12
  Speaker 7: I'm behind a sheet with a microphone.
• 28:14
  Speaker 5: Oh, you wizard devasit.
• 28:19
  Speaker 2: The National treasure where so they'll say, I'm going to
• 28:22
  Speaker 2: steal the Declaration of Independence which was signed in nineteen
• 28:26
  Speaker 2: seventy six.
• 28:26
  Speaker 7: And I sort of paused the screen.
• 28:28
  Speaker 5: Nineteen. That's not good information at all. This is so
• 28:33
  Speaker 5: much work for you.
• 28:35
  Speaker 7: I know I am. I am in way over my head.
• 28:38
  Speaker 6: You're grabbing them.
• 28:38
  Speaker 3: By magnets, put them in front of a tee.
• 28:44
  Speaker 5: Give me.
• 28:45
  Speaker 2: I got a huge tool belt around my chest just
• 28:48
  Speaker 2: carrying all these objects to sort of get these boys in.
• 28:52
  Speaker 7: And I'm shocked.
• 28:52
  Speaker 2: These boys do not have good media literacy because Nick
• 28:55
  Speaker 2: Cage will be frozen on the screen for five minutes
• 28:58
  Speaker 2: while I talk about history and they don't seem to
• 29:00
  Speaker 2: know a thing.
• 29:01
  Speaker 7: They're twittering on their phones. Yeah, we got to talk
• 29:06
  Speaker 7: about the phone.
• 29:07
  Speaker 5: The phones.
• 29:08
  Speaker 3: There are so many apps these days, I know, I said,
• 29:13
  Speaker 3: relation to the kids.
• 29:14
  Speaker 7: You just think phones are crazy in general.
• 29:16
  Speaker 5: Those phones.
• 29:18
  Speaker 6: I'm a twenty one year old woman and I'm like my.
• 29:20
  Speaker 4: Phones, Frank, what do you do? I mean, I feel
• 29:22
  Speaker 4: like you're the oldest person here by far.
• 29:24
  Speaker 5: Oh yeah, well, how old are you, guys?
• 29:27
  Speaker 4: I'm twenty eight, I'm thirty two, thirty one, I'm older
• 29:34
  Speaker 4: and that's okay.
• 29:36
  Speaker 5: So what was the question, Frank? What's your phone policy?
• 29:41
  Speaker 5: So I have a very interesting phone policy.
• 29:44
  Speaker 1: I actually try to put all the phones at the
• 29:48
  Speaker 1: beginning of the classroom into a bucket, and I put
• 29:51
  Speaker 1: my phone in the bucket too, in a sense.
• 29:54
  Speaker 7: Of solid bad idea.
• 29:57
  Speaker 5: So it's a bad idea. It's a media.
• 30:02
  Speaker 7: You don't need to you're the adults in this situation.
• 30:05
  Speaker 5: It's a bad idea.
• 30:06
  Speaker 1: So what happens, Well, there's a bunch of different scenarios
• 30:09
  Speaker 1: that end up happening. One, they steal my phone from
• 30:12
  Speaker 1: me in the bucket. Two, because I don't have a
• 30:16
  Speaker 1: way to contact anybody, they lock the classroom down and
• 30:18
  Speaker 1: it turns into sort of a Lord of the Fly situation.
• 30:22
  Speaker 1: Three there's another situation where they start pelting the phones
• 30:26
  Speaker 1: at me.
• 30:27
  Speaker 5: Four that it actually works.
• 30:30
  Speaker 7: So did they have control of the bucket. Where does
• 30:32
  Speaker 7: the bucket go?
• 30:33
  Speaker 5: I put the bucket in the middle of the room.
• 30:35
  Speaker 1: You should do that as a sense of unionization, and
• 30:40
  Speaker 1: we are all equal and one, and all of our
• 30:42
  Speaker 1: phones are in the middle in the bucket. Yeah, it's
• 30:46
  Speaker 1: a good idea first on paper, but it doesn't work
• 30:50
  Speaker 1: in practice. But the fourth time, every once in a
• 30:53
  Speaker 1: while talking about your breakthroughs, the kids will leave the
• 30:55
  Speaker 1: phones and we'll sit around and will actually open up
• 30:59
  Speaker 1: our textbook and open up our hearts.
• 31:02
  Speaker 4: It reminds me sometimes when I am dealing with kids
• 31:05
  Speaker 4: who don't have their phones. It reminds me of those
• 31:06
  Speaker 4: videos I've seen of people with Alzheimer's hearing a song
• 31:09
  Speaker 4: from their twenties and then they they come alive again.
• 31:12
  Speaker 4: It's like the magic of memory, and you like realize
• 31:14
  Speaker 4: there are kids behind these kids.
• 31:17
  Speaker 1: You realize they have to do and they don't have
• 31:20
  Speaker 1: their phones, and we figure out how to get in
• 31:23
  Speaker 1: that zone. You see them drop their acting personas there,
• 31:28
  Speaker 1: let's do lunch there, I've got to get into makeup. There,
• 31:32
  Speaker 1: my manager, I'm thinking about dropping my manager, and they
• 31:35
  Speaker 1: just start talking about roadblocks.
• 31:37
  Speaker 5: It's amazing.
• 31:39
  Speaker 7: That's gorgeous. Got to break it through?
• 31:41
  Speaker 3: Can I Can I confess something to you guys that
• 31:43
  Speaker 3: I do with the phones. Yeah, instead of teaching language,
• 31:46
  Speaker 3: I've downloaded I've downloaded.
• 31:49
  Speaker 7: Do a Lingo onto their phones.
• 31:51
  Speaker 6: Yeah, and then I just take a smoke break.
• 31:53
  Speaker 5: So you just hope that they're doing Dui Lingo. And
• 31:56
  Speaker 5: that's what I heard.
• 31:57
  Speaker 4: So that's different than do olingo, right, because that's du
• 31:59
  Speaker 4: alipa new language. Ay du a lingo?
• 32:05
  Speaker 5: Du a Lingo is so I hear is doing it?
• 32:09
  Speaker 2: Well? Yeah, it's a huge long I've been learning Hot
• 32:12
  Speaker 2: English on it. It's sort of like a type of
• 32:15
  Speaker 2: English that's used by like sexy bisexual women, and it's
• 32:19
  Speaker 2: it's been it's revolutionized my life.
• 32:22
  Speaker 4: Oh wait, my mom was a sexy bisexual woman. I
• 32:24
  Speaker 4: grew up learning Hot English. I'm fluent. Do you guys
• 32:26
  Speaker 4: want to speak it?
• 32:27
  Speaker 5: Oh yeah, oh yeah, you should do it?
• 32:29
  Speaker 6: Yeah, Harry Styles, you're so funny.
• 32:34
  Speaker 7: Macha.
• 32:36
  Speaker 5: What's your name? Zepilon? What's your name? You don't even know?
• 32:42
  Speaker 4: Darling, Oh my.
• 32:43
  Speaker 5: God, I'm so tired. Are you always tired? Darling? What
• 32:49
  Speaker 5: is that in your hair?
• 32:50
  Speaker 4: Darling?
• 32:51
  Speaker 7: Oh my god, Moose, what's in your hair.
• 32:54
  Speaker 5: It's sticking up.
• 32:55
  Speaker 6: Glita Darling, No way, glitter. I have no idea what
• 33:01
  Speaker 6: they're saying about that.
• 33:01
  Speaker 7: We were actually just we were just we were talking
• 33:03
  Speaker 7: about math. Yeah, we were talking about math.
• 33:07
  Speaker 4: We're just talking about general ideas on math. We were
• 33:11
  Speaker 4: talking about the Fibonacci s.
• 33:12
  Speaker 5: I gotta say, you guys are yes.
• 33:14
  Speaker 2: I love the Fibonacci secrets, those numbers and the way
• 33:16
  Speaker 2: they line up so interesting.
• 33:18
  Speaker 1: Fibonacci sequence is the best thing to ever happen to
• 33:20
  Speaker 1: mathematics in the world. It's got me so excited, and
• 33:23
  Speaker 1: nothing you'll ever get me so excited as Fibonacci sequence.
• 33:26
  Speaker 5: It's the perfect golden symmetrical rule. We don't talk enough
• 33:29
  Speaker 5: about the Fibonacci sequence.
• 33:31
  Speaker 1: Talk about it, and that's a stereotype. I would like
• 33:34
  Speaker 1: to add.
• 33:35
  Speaker 6: Is the Semonaci love.
• 33:38
  Speaker 1: The Fibonacci sequts. So can I ask a question? Because
• 33:43
  Speaker 1: I am running to this in my own life a
• 33:45
  Speaker 1: couple of times? Okay, I'll try. I thought this room
• 33:49
  Speaker 1: was receptive, but that felt give it a shot.
• 33:52
  Speaker 5: What you guys do when one of your kids is canceled?
• 33:56
  Speaker 7: Oh god, because it's.
• 33:57
  Speaker 5: Probably happened to all of us.
• 34:00
  Speaker 7: Oh my gosh, yes.
• 34:01
  Speaker 5: When one of my kids gets canceled.
• 34:02
  Speaker 4: Actually, I have a protocol from high ups, which is
• 34:04
  Speaker 4: don't let them cry because they've been in makeup for
• 34:07
  Speaker 4: twelve hours. So I have to talk them out of
• 34:12
  Speaker 4: it from being sad. I think that's the hardest thing,
• 34:15
  Speaker 4: because we can't lose the we can't lose the seaweed
• 34:18
  Speaker 4: that's on their face.
• 34:19
  Speaker 1: It's tough to watch all the other kids start turning
• 34:21
  Speaker 1: on that one kid too.
• 34:23
  Speaker 4: That's brutal too, because it becomes this hierarchy thing, right
• 34:25
  Speaker 4: where they're like, well, we're better than you because we
• 34:27
  Speaker 4: haven't been canceled.
• 34:27
  Speaker 7: But they know too much.
• 34:29
  Speaker 2: It's like you say something stupid on roadblocks, it never
• 34:32
  Speaker 2: goes away, right, it never goes away.
• 34:35
  Speaker 1: That kid, Yeah, that kid and Tyler he said Hillary
• 34:40
  Speaker 1: Clinton twenty twenty four right on roadblocks, and it just
• 34:42
  Speaker 1: ruined his quarta.
• 34:43
  Speaker 2: He did, he did, but he sort of he said
• 34:46
  Speaker 2: it in a he said it in a mocking way
• 34:49
  Speaker 2: that sounded just so so rude, and nobody knew it
• 34:53
  Speaker 2: really offended both sides and right, and so he was
• 34:57
  Speaker 2: canceled by both you know, Hillary lovers and Hillary haters
• 35:01
  Speaker 2: because neither one could decide in which way he was saying.
• 35:05
  Speaker 6: An awful place to be.
• 35:06
  Speaker 5: They said, we don't know what to do with this,
• 35:07
  Speaker 5: and it pisses me off. Yeah, this is just yu And.
• 35:10
  Speaker 6: That's the only NIOLA does not mess with the Clinton No.
• 35:14
  Speaker 2: And that's part of the thing that I try and
• 35:16
  Speaker 2: teach in my in my initial class is, you know,
• 35:21
  Speaker 2: don't get political on roadblocks. Don't get political nothing ever ends. Well,
• 35:26
  Speaker 2: if you want to get political, I have a film
• 35:28
  Speaker 2: I can pop in and uh and uh, twenty seven
• 35:33
  Speaker 2: Dresses is going to teach you all about that.
• 35:36
  Speaker 3: All those dresses National Treasure to Catherine Heigel's twenty seven dress.
• 35:44
  Speaker 7: Well, here's the thing.
• 35:45
  Speaker 2: I don't give them the full cut of twenty seven Dresses.
• 35:47
  Speaker 2: It's only the James Marsden scenes. I love that when
• 35:50
  Speaker 2: they say and the jets, they actually really respond to him.
• 35:53
  Speaker 5: I can see that's you're trying to count up to
• 35:56
  Speaker 5: twenty seven I can.
• 35:57
  Speaker 4: I ask you, so when you put the sheet, is
• 35:59
  Speaker 4: the sheet hung up in another side of the classroom or.
• 36:02
  Speaker 5: Do you go for yourself?
• 36:03
  Speaker 6: But aren't you in a trailer explain this?
• 36:06
  Speaker 2: So I'm doing both, right, I have the sheet up
• 36:08
  Speaker 2: and then for extra measure, I'm doing Charlie Brown sheet
• 36:12
  Speaker 2: Ghost just for safety, okay, and a sheet. I'm doing
• 36:17
  Speaker 2: two sheets so they'll never find out.
• 36:19
  Speaker 6: Where they're remote in one hand and a mic in
• 36:21
  Speaker 6: the other.
• 36:21
  Speaker 2: And a ramote in the one hand and the mic
• 36:23
  Speaker 2: and the other. And sometimes it's hard to see in
• 36:25
  Speaker 2: the double sheets, and so I do trip and sometimes
• 36:27
  Speaker 2: they'll hear a lot of like ah.
• 36:28
  Speaker 7: Boo boom boom boom boom boom boom.
• 36:30
  Speaker 2: And that's because I do it right before the stairs,
• 36:32
  Speaker 2: so they don't know, and so I do hear them sometimes.
• 36:35
  Speaker 7: Going is this a real movie?
• 36:38
  Speaker 2: Uh?
• 36:38
  Speaker 7: And that's the only time it breaks the illusion.
• 36:40
  Speaker 5: Well, when Gavin was in my class, he thought it
• 36:42
  Speaker 5: was real. So, oh, that's good.
• 36:44
  Speaker 7: That's good.
• 36:45
  Speaker 2: Heartbreaking when the kids find out about Santa. Heartbreaking when
• 36:48
  Speaker 2: the kids find out about the sheet.
• 36:50
  Speaker 5: Oh, must just absolutely destroy their world.
• 36:53
  Speaker 7: It really does.
• 36:54
  Speaker 2: And then it's so hard on the show you can
• 36:56
  Speaker 2: tell their hearts aren't in it as m.
• 36:58
  Speaker 3: Also heartbreaking the sea when you see them. I know
• 37:02
  Speaker 3: this before I did TLC stuff a lot more. Uh uh,
• 37:06
  Speaker 3: real actors instead of you know reality. But you see
• 37:10
  Speaker 3: when they have to learn that their agents and their
• 37:12
  Speaker 3: managers aren't their best friends. Oh that's so hard because
• 37:15
  Speaker 3: they think it's like fun mommy and fun daddy. Right,
• 37:19
  Speaker 3: it's the it's the managers and the agents that are
• 37:22
  Speaker 3: gonna like give them candy, right and meet them in
• 37:25
  Speaker 3: on set and walk them to the Nickelodeon after party.
• 37:28
  Speaker 3: And I think a lot of them think that their
• 37:31
  Speaker 3: reps are like their fun fun.
• 37:34
  Speaker 7: Mom Yeah right, no no.
• 37:38
  Speaker 6: And it's so sad to see them see that slowly.
• 37:41
  Speaker 5: Have you guys ever lost a kid, meaning they left
• 37:44
  Speaker 5: the industry?
• 37:45
  Speaker 2: Yeah, yeah, there used to be a seventh boy. Yeah,
• 37:49
  Speaker 2: it was pretty devastating. He uh really, he said he
• 37:53
  Speaker 2: wanted to learn at school, so he lost them to
• 37:56
  Speaker 2: the public school.
• 37:57
  Speaker 6: Systems and with your system, he's not gonna no.
• 38:00
  Speaker 7: Yeah, he had to go somewhere else. And it's really tragic.
• 38:03
  Speaker 2: But it's interesting you brought up agents because I think
• 38:05
  Speaker 2: another thing that we might struggle with as on set
• 38:08
  Speaker 2: teachers is relating to the stage parents.
• 38:11
  Speaker 7: And the kids' reps.
• 38:14
  Speaker 2: And I'm wondering how that experience is for you guys,
• 38:17
  Speaker 2: because it's it's tough because the parents also feel that
• 38:21
  Speaker 2: they can teach and they also want to watch you.
• 38:23
  Speaker 2: And I do have some parents teach sitting in on
• 38:26
  Speaker 2: the lessons, and they're harder to fool, for sure, harder
• 38:29
  Speaker 2: to fool.
• 38:30
  Speaker 7: So has has that ever? Has that ever been a
• 38:32
  Speaker 7: problem for you guys?
• 38:34
  Speaker 1: Well, I have this one parent who just sits the
• 38:37
  Speaker 1: lessons and yells, no, poor thing, he disagrees, He disagrees
• 38:44
  Speaker 1: with everything.
• 38:46
  Speaker 6: Poor thing.
• 38:47
  Speaker 7: What does he take umbrage with?
• 38:48
  Speaker 5: He just takes umbradge with either my fool he's.
• 38:51
  Speaker 7: Taking umbrage with these days. I want to ask that later,
• 38:53
  Speaker 7: but go.
• 38:54
  Speaker 1: Ahead, takes umbradge with basically how I'm teaching. I'll say, okay,
• 38:58
  Speaker 1: we're going to do a multiple k. She goes no,
• 39:01
  Speaker 1: I got okay, Well we're gonna push through. Let's do
• 39:06
  Speaker 1: twelve times twelve and the kids go one hundred and
• 39:09
  Speaker 1: forty four.
• 39:09
  Speaker 5: He goes, nah, it's just tough. It's not fun.
• 39:13
  Speaker 4: I mean, that's what's hard about the set, and in general,
• 39:16
  Speaker 4: it's not the kids. It's always the parents, right, Because
• 39:18
  Speaker 4: when you're seven years old, you can stick a kid
• 39:21
  Speaker 4: in a car and say this guy is gonna teach
• 39:23
  Speaker 4: you something, and then the kid will believe.
• 39:25
  Speaker 5: You let's and let's try not to do that.
• 39:27
  Speaker 1: I think, let's try not to stick a kid in
• 39:29
  Speaker 1: the car and say it'll chant you something.
• 39:31
  Speaker 4: And the guy in my example, by the way, it
• 39:33
  Speaker 4: was Albert Einstein, so it would have been fine.
• 39:36
  Speaker 5: Woa, okay, I'm sorry.
• 39:38
  Speaker 7: I'm just trying to do the math on this.
• 39:40
  Speaker 5: Albert in the car.
• 39:42
  Speaker 4: Somebody sticks their kid in a car and they say,
• 39:44
  Speaker 4: this guy's gonna teach you something.
• 39:45
  Speaker 5: The guy in the car, it's Albert Einstein.
• 39:47
  Speaker 6: And this is all an example.
• 39:49
  Speaker 4: I'm just saying no funny business in that example. I'm
• 39:52
  Speaker 4: just saying there was no funny business.
• 39:53
  Speaker 7: And is this based on a historical manner? Is this
• 39:56
  Speaker 7: just some course letter a letter?
• 39:59
  Speaker 5: Yes, that's fair.
• 40:01
  Speaker 1: I thought that was a funny business example.
• 40:03
  Speaker 4: And learn I teach the kids on the last day
• 40:07
  Speaker 4: because it's just just showing how impressionable kids are, you
• 40:10
  Speaker 4: know what I mean. So if a parent stops and
• 40:13
  Speaker 4: changes that opinion, that's where things get a little screwy. Oh.
• 40:17
  Speaker 3: Yeah, I've had I've had children of divorce, well, parents
• 40:22
  Speaker 3: of divorce. I've had, like some moms be like, will
• 40:25
  Speaker 3: you tell my kid that dad's a bad Dad's bad?
• 40:29
  Speaker 5: Wow. Wow, do you.
• 40:31
  Speaker 7: Put that in the lesson plan? Well, I mean my.
• 40:33
  Speaker 1: Lesson plans on the go your whiteboard, yeah, I heard
• 40:37
  Speaker 1: with you. Also, the dads are constantly trying to draw
• 40:39
  Speaker 1: on your whiteboard as well, and I.
• 40:45
  Speaker 3: Haven't figured that out yet because I really welcome everyone,
• 40:50
  Speaker 3: because sometimes they'll send the kids to school right and
• 40:54
  Speaker 3: like you're you're you're talking about on Home Extreme Makeover
• 40:58
  Speaker 3: and they send the kids are in school with the
• 41:01
  Speaker 3: dad there right, with the mom there, and yeah, I
• 41:03
  Speaker 3: had a whiteboard on my ass too and.
• 41:07
  Speaker 6: I had to get rid of that because it was
• 41:09
  Speaker 6: just not fun. But on my chest.
• 41:11
  Speaker 3: Yeah, it's happening a lot, but I'm figuring it out.
• 41:14
  Speaker 3: And also the people at Disneyland have been so nice.
• 41:16
  Speaker 5: Oh good, oh good.
• 41:18
  Speaker 7: I'm glad they're nice. I'm glad they're nice. They're good
• 41:21
  Speaker 7: people over there.
• 41:22
  Speaker 4: You're like when you go to Disneyland, you're like when
• 41:25
  Speaker 4: those old men come up to the little girls and
• 41:27
  Speaker 4: they're like, oh, when the girls dressed as princesses and
• 41:29
  Speaker 4: they're like, can you send my autographed book? There's like
• 41:31
  Speaker 4: those Disney cast members, Oh yeah, I heard they come
• 41:34
  Speaker 4: to you and they say, can I sign your autograph.
• 41:36
  Speaker 6: Yes, and I go yeah, yeah, yeah, and I go
• 41:38
  Speaker 6: that's wheree Island.
• 41:40
  Speaker 7: I'm away like flies.
• 41:41
  Speaker 6: Yeah, but it's crazy. I mean, do you guys? Do
• 41:43
  Speaker 6: you guys deal with your kids sometimes being super famous
• 41:47
  Speaker 6: and then people around you know you're.
• 41:49
  Speaker 1: So just to go back to beautiful, full moment story,
• 41:52
  Speaker 1: we were talking about stereotypes that should be true. One
• 41:54
  Speaker 1: stereotype I would love to push is that the more
• 41:57
  Speaker 1: famous you are, the lower end grades you are. So
• 42:00
  Speaker 1: if you're tenable fame, you might still just be stuck
• 42:03
  Speaker 1: in second grade.
• 42:04
  Speaker 5: I would love to do that.
• 42:05
  Speaker 7: I would love to push that.
• 42:06
  Speaker 4: Where I went to high school, if you didn't pass
• 42:09
  Speaker 4: your classes, you couldn't do extracurriculars.
• 42:13
  Speaker 5: And that's just not true on set. I do wish
• 42:16
  Speaker 5: that well, because they're extracurriculars are is why they're there.
• 42:20
  Speaker 2: No, but it should be a system like, uh, you
• 42:23
  Speaker 2: should get a line from your scene deducted for every
• 42:26
  Speaker 2: problem you get wrong.
• 42:28
  Speaker 7: That's some legislation I'm trying to push that.
• 42:30
  Speaker 4: I tried to hold back this girl who was playing
• 42:31
  Speaker 4: a firefly ghoul and she uh got me fired for
• 42:36
  Speaker 4: a day. I said, I said this, this girl doesn't
• 42:40
  Speaker 4: know how to read, she doesn't know how to write.
• 42:42
  Speaker 4: She actively chooses not to learn in my class, and
• 42:46
  Speaker 4: and we really shouldn't have her on set if she's
• 42:48
  Speaker 4: not going to learn. And they said, well you're out
• 42:50
  Speaker 4: of here, and that was it.
• 42:51
  Speaker 7: That's really wow, that's devastating. How'd you get how'd you
• 42:54
  Speaker 7: come back?
• 42:56
  Speaker 4: They they could no, I didn't beg They couldn't f
• 42:59
  Speaker 4: anyone else to do to work nights.
• 43:01
  Speaker 5: The night teachers are just a very different type of person.
• 43:03
  Speaker 2: Oh yeah, they're they're a freaky bunch. You're the one
• 43:07
  Speaker 2: of the more well adjusted ones. I've met a lot
• 43:09
  Speaker 2: of them. You ask them a question and they go.
• 43:11
  Speaker 7: No, right, no, no, no, no.
• 43:12
  Speaker 4: They always have big lanterns. I don't I don't use
• 43:15
  Speaker 4: the lantern. I use the light on my phone.
• 43:17
  Speaker 6: That's honestly really cool.
• 43:19
  Speaker 1: They don't provide lights for you, Yeah, because people don't
• 43:22
  Speaker 1: know on night shoots when they're like, oh, you have
• 43:24
  Speaker 1: to go with the teacher, usually you have to have
• 43:25
  Speaker 1: a big lanswer and you say come with me, kids,
• 43:27
  Speaker 1: and they follow you to the portable.
• 43:29
  Speaker 6: Why don't you just put it on your chest?
• 43:30
  Speaker 4: Oh I don't want to wear a light on my chest,
• 43:33
  Speaker 4: and I just don't use my chest for stuff like that.
• 43:35
  Speaker 6: Weird.
• 43:38
  Speaker 1: I guess in summation, maybe what we should go around
• 43:41
  Speaker 1: and do is give kids advice.
• 43:45
  Speaker 5: Great.
• 43:45
  Speaker 4: Great, if you want to be in the industry, here's
• 43:48
  Speaker 4: the advice from the onset teacher.
• 43:50
  Speaker 7: Here's what we do.
• 43:51
  Speaker 1: Do that.
• 43:51
  Speaker 6: Okay, good acting advice and industry advice.
• 43:54
  Speaker 5: You mean anything at all. It's your your call.
• 44:00
  Speaker 6: Make it in this industry.
• 44:01
  Speaker 7: Let's see how to make it. How to make it?
• 44:04
  Speaker 3: How to make it your set teachers, you're telling you
• 44:07
  Speaker 3: in the street industry.
• 44:10
  Speaker 7: Let me see.
• 44:10
  Speaker 6: Yeah, well, it's interesting.
• 44:12
  Speaker 2: I guess I never really thought about what happens before
• 44:14
  Speaker 2: they get to set.
• 44:16
  Speaker 5: Yeah. So, yeah, I guess I don't have any advice
• 44:18
  Speaker 5: on how to make it in the industry.
• 44:19
  Speaker 7: Yeah, I guess I can't help you.
• 44:21
  Speaker 5: I guess I certainly have to say to you. I'm
• 44:24
  Speaker 5: just here to teach you.
• 44:26
  Speaker 2: Well, okay, uh I and I would say on set,
• 44:30
  Speaker 2: slow down. Life is Life is a marathon. It's not
• 44:35
  Speaker 2: a sprint. You don't need to be running around doing
• 44:38
  Speaker 2: donuts on your little children's mini car. There's so much
• 44:41
  Speaker 2: more life left to live, and you're knocking over grips
• 44:44
  Speaker 2: and they're getting pissed off. So let's just try and
• 44:46
  Speaker 2: stay away.
• 44:46
  Speaker 6: Those grips are gossip grips.
• 44:49
  Speaker 4: Sometimes, Oh here's one on set. Eat your gummies before
• 44:53
  Speaker 4: you shoot, not before you come into my classroom.
• 44:56
  Speaker 3: Really good, Yeah, I got one. Bringing your report card
• 45:01
  Speaker 3: to the audition is going to do nothing. We have
• 45:03
  Speaker 3: no power. We really can't do anything for you.
• 45:09
  Speaker 5: You'll have to bring it to the cops. That you're
• 45:10
  Speaker 5: going to have to bring it to the way.
• 45:11
  Speaker 4: The amount of people that call me and say, hey,
• 45:13
  Speaker 4: my kid has the best grades, he should have a
• 45:15
  Speaker 4: role on this, I say.
• 45:17
  Speaker 5: I'm actually not here for that. I am not away
• 45:20
  Speaker 5: in Yeah, you're.
• 45:21
  Speaker 6: Like, does your kid look good in prosthetics? Then call me.
• 45:23
  Speaker 4: I'm a way out of labor laws for the set,
• 45:26
  Speaker 4: you know what I mean. Like, I'm not here. I'm
• 45:27
  Speaker 4: honestly there for the studio. I'm not there for the kids. Yeah.
• 45:30
  Speaker 1: Absolutely. My advice would be just just watch out it.
• 45:35
  Speaker 5: Just don't.
• 45:36
  Speaker 1: You can be nice to your teachers. I think you
• 45:39
  Speaker 1: can be nice to your teachers. It's not a problem.
• 45:41
  Speaker 1: We're not here to fight you or not against you.
• 45:44
  Speaker 1: Where your allies on set? So the teaching time is
• 45:48
  Speaker 1: not the rebelling time to get over whatever you're feeling
• 45:51
  Speaker 1: from set.
• 45:52
  Speaker 2: I would say it's difficult for you because, unfortunately, you
• 45:55
  Speaker 2: do just sort of have a vibe that if I
• 45:58
  Speaker 2: were a child, I would want to attach at you feel.
• 46:01
  Speaker 6: Like someone I just want to tip over.
• 46:02
  Speaker 1: Absolutely, I've gotten this my whole life, and thank you.
• 46:05
  Speaker 1: It's a vibe that if you push me, I will fall,
• 46:10
  Speaker 1: If you touch me, I will crumble, if you pinch me,
• 46:13
  Speaker 1: I will say, oh, come on.
• 46:16
  Speaker 5: So I'm easily bullied.
• 46:17
  Speaker 1: It's been a probably my whole life, and kids love it.
• 46:20
  Speaker 1: I'm like reverse Barney in a way.
• 46:23
  Speaker 6: Ye poor thing.
• 46:24
  Speaker 5: Yeah. Kids don't want to hug me. They want to
• 46:26
  Speaker 5: kick me.
• 46:27
  Speaker 7: Can we kick you just once? Can we just kick
• 46:30
  Speaker 7: you once?
• 46:31
  Speaker 5: You you got yourself in a situation. Foot come on, please.
• 46:44
  Speaker 1: Sout bump your left foot is one big expoe.
• 46:51
  Speaker 6: Barker kids to use on my breas.
• 46:53
  Speaker 5: Okay, now I gotta see this.
• 46:56
  Speaker 2: This has been artists on artists on artists on artists
• 46:58
  Speaker 2: answering the question. Now that's why they call it showbiz.
• 47:02
  Speaker 2: We'll see you next time. Artists on artists on artists
• 47:06
  Speaker 2: on artists is an improvised Hollywood round table podcast created, performed,
• 47:10
  Speaker 2: and produced by Kylie Ragman, Jeremy Colhayne, Angela Jiritana, and
• 47:14
  Speaker 2: Patrick McDonald. Music is by Gabriel Pontana. The opinions expressed
• 47:19
  Speaker 2: on this podcast do not reflect the opinions of anyone
• 47:21
  Speaker 2: who works on it, not even the performers, because this
• 47:24
  Speaker 2: is an improvised podcast and we're stupid. Both video versions
• 47:28
  Speaker 2: of AOAOAOA are available on YouTube, so please like and
• 47:31
  Speaker 2: subscribe and leave us a five star review wherever you
• 47:34
  Speaker 2: get your podcasts.
• 47:35
  Speaker 7: That's all for now, good Night, Hollywood,