1
00:00:00,180 --> 00:00:00,971
SPEAKER: All right.

2
00:00:00,971 --> 00:00:06,840
So day two-- yeah, a
lot happened today.

3
00:00:06,840 --> 00:00:10,630
So we had the sixth graders
come in and critique our ideas.

4
00:00:10,630 --> 00:00:13,296
And I'd say the main
thing that came out

5
00:00:13,296 --> 00:00:18,670
of that was I realized a lot
about what I wanted to do.

6
00:00:18,670 --> 00:00:20,785
Kind of the moment
that you said,

7
00:00:20,785 --> 00:00:23,160
you're going to have to tell
your ideas to sixth graders,

8
00:00:23,160 --> 00:00:26,900
I had this dread because
I knew my main idea just

9
00:00:26,900 --> 00:00:29,510
wasn't somewhere that was going
to be of any interest to them.

10
00:00:29,510 --> 00:00:34,240
And talking to them,
it wasn't just at all.

11
00:00:34,240 --> 00:00:36,830
There was nothing that
interested them at all.

12
00:00:36,830 --> 00:00:40,090
And I know it's part
of the issue of framing

13
00:00:40,090 --> 00:00:41,190
and the issue's so big.

14
00:00:41,190 --> 00:00:43,970
And I didn't have a
narrative that made it better

15
00:00:43,970 --> 00:00:47,400
and this contrasts one
of my backup ideas.

16
00:00:47,400 --> 00:00:51,930
The nuggets was something I
did this past semester on how

17
00:00:51,930 --> 00:00:56,660
to find magma
chambers underground,

18
00:00:56,660 --> 00:01:02,240
which is really cool
and yeah-- but honestly

19
00:01:02,240 --> 00:01:05,410
wasn't what I wanted
to do a video on.

20
00:01:05,410 --> 00:01:08,270
And so I'm not exactly
sure what I'm doing yet

21
00:01:08,270 --> 00:01:12,160
but I think I'm going to stick
with the decomposition of food.

22
00:01:12,160 --> 00:01:15,840
I'm going to make it-- I think
that it has a lot of potential,

23
00:01:15,840 --> 00:01:18,330
especially once you get
to the visual aspect

24
00:01:18,330 --> 00:01:20,670
because there are
a lot of people

25
00:01:20,670 --> 00:01:24,700
who look at these videos
of McDonald's decomposing

26
00:01:24,700 --> 00:01:31,310
or I think-- there's just a
lot of really high-quality film

27
00:01:31,310 --> 00:01:33,530
time lapses of things
decomposing on YouTube

28
00:01:33,530 --> 00:01:36,510
but there's not an
explanation or anything.

29
00:01:36,510 --> 00:01:38,920
And I think that's why
there's room for it.

30
00:01:38,920 --> 00:01:42,420
And if I really work
on how to do it,

31
00:01:42,420 --> 00:01:44,040
I think I can make
a good video out

32
00:01:44,040 --> 00:01:47,380
of decomposition and rotting.

33
00:01:47,380 --> 00:01:50,372
But it definitely
caught me off guard

34
00:01:50,372 --> 00:01:52,830
when they said we're going to
have to talk to sixth graders

35
00:01:52,830 --> 00:01:55,880
because that really just
made me realize that it's

36
00:01:55,880 --> 00:02:01,210
very important what we want
to do here to make something.

37
00:02:01,210 --> 00:02:06,900
And that something-- it's
going to be geared to a very

38
00:02:06,900 --> 00:02:09,410
different audience than myself.

39
00:02:09,410 --> 00:02:13,840
I would be probably OK watching
an educational video about all

40
00:02:13,840 --> 00:02:17,020
of the ways decomposition
and the specifics

41
00:02:17,020 --> 00:02:23,670
but I guess that's
not for everyone

42
00:02:23,670 --> 00:02:25,290
in the most basic sense.

43
00:02:25,290 --> 00:02:29,456
So you have to pitch
it in a way and I'll

44
00:02:29,456 --> 00:02:30,860
have figure out how to do that.

45
00:02:30,860 --> 00:02:35,050
So yeah, that was today.

46
00:02:35,050 --> 00:02:39,710
I thought that Natalie's
Intelius talk was actually

47
00:02:39,710 --> 00:02:43,360
really interesting
because like you said,

48
00:02:43,360 --> 00:02:47,220
she talked about a
lot of the mistakes

49
00:02:47,220 --> 00:02:49,910
she made and I can see how some
of those might come up for me.

50
00:02:49,910 --> 00:02:52,600
And aside from the
fact that Parabola just

51
00:02:52,600 --> 00:02:54,350
seems like something
awesome that actually

52
00:02:54,350 --> 00:02:56,400
one of my teachers are
in touch with still

53
00:02:56,400 --> 00:02:58,320
and they're probably
forwarding along to him

54
00:02:58,320 --> 00:03:00,945
because he's always looking for
cool things to do in the class.

55
00:03:00,945 --> 00:03:06,960
But yeah, all in all, a
pretty good day-- lots of work

56
00:03:06,960 --> 00:03:09,540
to do on my script
since I have no script.

57
00:03:09,540 --> 00:03:12,250
So yeah, bye.