Danny and Bryan introduce the Online Music Lesson Business Academy, a podcast focused on teaching music lessons online and building a profitable online music teaching business. They discuss the transition from offline to online lessons and the challenges and changes that come with it. They emphasize the importance of creating a professional and engaging environment for online lessons, including setting up a visually appealing backdrop and ensuring high-quality audio. They also explore the differences in teaching methods between in-person and online lessons, such as promoting student independence and utilizing technology for assignments and feedback. Keywordsonline music lessons, teaching music online, building a profitable business, transition from offline to online, creating a professional environment, high-quality audio, student independence, technology for assignments and feedback Takeaways
- Creating a visually appealing and professional environment is important for online music lessons.
- High-quality audio is crucial for a good online teaching experience.
- Teaching methods need to be adapted for online lessons, promoting student independence and utilizing technology for assignments and feedback.
- Different instruments may require different approaches to online teaching.
- Learning from professionals in other industries that have successfully transitioned to online teaching can provide valuable insights.
Chapters 00:00Introduction to the Online Music Lesson Business Academy 04:47Creating a Professional and Engaging Environment for Online Lessons 08:25The Importance of High-Quality Audio for Online Lessons 11:40Adapting Teaching Methods for Online Lessons 14:16Exploring Different Approaches for Different Instruments 18:31Challenges and Adaptations for Teaching Voice and Drums Online 23:29Learning from Professionals in Other Industries 28:10The Growth and Potential of Online Music Teaching
Alright, welcome to the very first episode of online music lesson business academy and a little bit different than the old podcast. Well, for two reasons, I've gotta have a co -host on every episode this time, Mr. Brian Karajanian but also instead of you know, talking about analog music lessons like we used to in that business, this is focused 100 % on the online or virtual
music teaching business. So Brian, welcome to welcome to the world of being a podcaster. So in this podcast, yeah, just basically the whole goal is we're going to teach you how to master the art of teaching music lessons online and how to build a profitable profitable. We're going to teach you the art of mastering.
Bryan (01:27.768) Yeah, I love it.
Danny (01:50.182) teaching music lessons online, but also we're going to teach you how to build a profitable online music teaching business. And we do have a specific subject today. We're going to talk about making that transition from offline to online lessons and some of the challenges and some of the things that you might have to change in your business. But, you know, before we get into that, we thought we would just touch base on, you know, some of the things that we'll be covering
the upcoming episodes and there's a lot of stuff. There's just so many elements to you know that that we can talk about when it comes to teaching music lesson businesses. The music lesson online music lesson teaching business from the marketing stuff and you know those kind of things which the basic principles of marketing of course still apply but it is a much different you know customer. It's a much
different sales process that you might be involved in teaching music lesson online but also just you know there's so many elements to it that that that really can be different.
Bryan (02:59.81) Definitely. think also too, retention strategies on something. This is going be a little bit different than in person. I think we'll probably want to cover too, like I got great projects to do because it's not like before where you might have all your students in one marketplace where you could be doing a recital or something like that. So some cool projects that kind of keep the student engaged for different ages and whatnot too. So that kind of stuff too, I think is to be a cool shift going from.
I like when you say analog lessons.
Danny (03:30.391) Yeah, yeah, analog. You know what made us think about the subject, the main subject matter for today of making that transition is, you know, you're doing 30, 40 students a week online. You've been doing that for several years now and you know, we're in forums and Facebook groups and software groups and things like that and
You know, we continually see comments from teachers that kind of alert us, you know, to the fact that they're really trying to do lessons exactly like they do it in person. And that was kind of what made us think about that. So I'm going to turn it over to you. Let's let's kick it off and just start, you know, hitting some of these key elements of transitioning from analog offline lessons to online lessons.
Bryan (04:06.615) Yeah.
Bryan (04:21.614) Yeah, well, I guess we could start with probably the most obvious, you know, where, I mean, if you're, you're happy to be watching this podcast, you might be able to look behind me and see my backdrop. So I feel like one of the number one starting points to going to online lessons is kind of what your vibe and zone looks like in the background. And it's really easy for, I think, new teachers or ones that have done
almost as a band aid to do maybe make -ups or travel dates or whatnot, that they just kind of throw up the camera. They have their bed in the background or their laundry stacked up on there. And I mean, that's the case, though. It's a lot of times where they think it's not, you hey, it's not a big deal. Put it up and go. But I think, you know, the first starting point and the first impression with going online is that when that screen pops on, it's like, I'm in that world now. You know, I'm in that little cool zone.
Danny (04:56.947) Hahaha!
Bryan (05:15.624) And it takes me to a little meeting I had with our friend Dave Simon. He was checking out the online stuff. And when I logged on with him, his first words were, wow, look at that background. He just was captivated by it. So that initial impression, I think, is what first of all says, OK, this is kind of cool compared to, again, that feeling of just being in a bedroom.
Danny (05:27.276) Yeah,
Bryan (05:38.188) I make it a point too when I travel and do online lessons from a hotel room. So I do the same thing where again, I got the lights, I got the right camera, I got my headset, I got everything there. And the backdrop were really perfect behind me. So it's not like, know, so I even consider that if I'm traveling and it's a temporary situation, but definitely with your studio, you want to consider what can be, you know, in this background to make that vibe. So that's where it's starting.
Danny (06:00.654) Yeah, you know, and I mean, when we were doing analog music lessons at our facility, which we still have in just a much scaled down version, but we really put a ton of emphasis on creating a vibe in the building, right? With soup, you know, cool paint jobs and murals and all this cool stuff to create that environment and.
Bryan (06:16.984) Yeah
Danny (06:25.726) know, in my experience of traveling and visiting other music schools, you know, that was something that I didn't really see a lot of and I think it's still kind of the case where you know, lot of music schools, it's still like the gray walls and just you know, some music note picture on the wall or whatever. Yeah. Yeah. And and I think
Bryan (06:40.046) cold soundproof room or something like
Danny (06:44.573) What a teacher that's thinking about transitioning or getting started in offline or online lesson should think about is it's kind of this opportunity to create this really super cool look and this really cool environment that honestly is easier to do than it is in your building. Right. And it just really doesn't take much. So, yeah, I mean.
Take a few minutes and think about it, learn about it. There's just tons of easy videos to watch on YouTube that cover like, you know, how do you do a basic two light setup, you know, or a three light setup? How do you use the little accent lights, you know, like that purple light you've got back there, you know, and it is crazy.
I've done this one. I'm filming a video of myself in my home office. The difference it makes like when I turn on like this one little blue light over here and this one red light over here that just cast it. It like goes from like kinda okay to like, okay. This looks amazing now, you know, and you know, these are $30 lights. So, it it really could be a fun thing to create this environment that people went like you said when they log on are gonna be like, wow, this is amazing.
Bryan (07:43.82) Right.
Bryan (07:57.474) Yes, and I think too, know, the simplicity part is kind of cool too, where, you know, again, it's like television, you know, like the like full Western town, you know, you think it's this big thing and it's all just a facade. And honestly, if you came into this office, it's like it's this this corner right here. This is all you see from here to about there. And this is only probably going up the much high. And this is a wood wallpaper. That's all it is. It's not like a real wooden wall. It's wallpaper that I stuck on there. People can have backdrops that are cool.
Danny (08:06.632) Right
Danny (08:13.583) Right.
Bryan (08:25.858) I'm a little concerned with the green screen. That's been probably a question like, can I do the green screen? My thing with green screens is, I mean, obviously if you have a really high quality wand, really paint it and do all that, but my hands sometimes when showing the strings can get buried in there, you know, but that too.
Danny (08:39.825) Yeah. Yeah, I from you know, from my experiencing being kind of a, know, a video and camera geek who loves that stuff, I would I would say don't don't even try it. It you know, because the other element to it is green screen never really, you know, at the low level, like like we're doing production wise, it never looks real.
Bryan (08:52.062) Right, exactly.
Bryan (09:01.741) Right. Yeah.
Danny (09:02.492) And you know, in this transition where everybody wants to use AI and everything they do and just all that stuff, I would stick to realism, you know, to to to to combat the the pushback that you might already get about, know, well, it's not in person. don't connect as well with a human being via, you know, video conferencing or or or whatever it is.
Bryan (09:28.192) Right. And the same thing goes quickly, just on another concept of like, just other questions that somebody might think. Blurred backgrounds. Same thing, it doesn't hold that impact, you know. Blurred backgrounds definitely throws my hand out of focus on that. So if you're thinking, I could have a messy room and just throw my blurred background, it just looks weird, like a ghostly, I don't know, situation there. doesn't, I mean, maybe for like a business meeting, it's one thing, but for lessons, I think that that doesn't really work as well. It's all about kind of creating your own personal vibe or room behind you.
Danny (09:47.225) Yeah,
Bryan (09:57.92) I got a little couple trinkets or something that makes it look cool and dimensional, the whole thing. And it's just, again, more engaging to sit there and watch for half an hour as a student.
Danny (10:02.233) Yes.
Danny (10:06.156) Yeah and and again all you gotta do is go on YouTube and there's a multitude of videos from creators that show you how they took their tiny little office space and made it into a super cool YouTube studio with a great look to it. How they did the lighting and what they do and generally if you start there that's gonna work for you.
Bryan (10:25.292) Yeah, exactly. yeah, think maybe another point going one step further past that is going to be just your audio quality. So again, thinking that we can put it on our phone and do the FaceTime thing, or hopefully your webcam microphone is going to do it or whatnot, it's never going to have that direct.
clean quality as that's headset mic or or like a normal mic like you have like a podcast mic in front of you. I think that's another second impression that you could see. You're going to see the screen and then be able to like let me hear the quality when you talk and it's like whoa it sounds like I'm watching a podcast or an instructional video right away live you know on that too. So I think sound quality is probably your second most important after the after the visual aspect of it all
Danny (11:09.375) Right, right.
Danny (11:14.781) Yeah. Yeah. And these are, you know, these number one and number two here right away. These are things we will do full episodes on for
Bryan (11:24.076) Yeah, yeah, definitely. So I think that's your kind of starting point though to at least be getting everything going with it too.
Danny (11:30.984) What about just, you know, the more, you know, getting into the meat of it just changes in the way that you actually teach.
Bryan (11:40.312) Yeah, well that's the thing. It's like, you know, I feel like one of the biggest changes with when I was going in person compared to online, you know, is there's this thing where I think you have a tendency to want to kind of play more for them when you're in person. So let me kind of explain this. So I feel like when you're in person, you can kind of like sit there and this is how it's supposed to sound and do all this. And then there's a lot of
kind of your showing of this, which still can be done online, but I find that online, I have to have a lot more, okay, let me hear you play your part back and really get that sense of a little bit more independence, I guess is the big way to put it like that. That independence on them having to demonstrate back what maybe can be done is a little different than what you would do in person. So there is that kind of timing aspect. I think that's where the biggest kind of maybe,
Feeling might be different when someone comes online as they have that thought that they can kind of tap their foot. Let's jam. That's not going to be the case online. It's a little bit more like here's my demonstration. Let me hear your demonstration back now and letting that kind of go back and forth, which that independence has really had my students grow a lot more than a little bit more of that hand holding, I think, that I've been able to do in person, you know, with that too.
Danny (12:58.909) Yeah, you know, I'm wondering if even like unknown necessarily maybe to teachers and students, if that really turns out to be a positive thing, because that was always something like if we observed one of our teachers, right, doing a lesson or we made them record it for us or and we'd sit in and be like, dude, you just played guitar for 10 minutes straight.
Bryan (13:16.001) Mm -hmm. Yep.
Right?
Bryan (13:25.026) Yeah, exactly.
Danny (13:27.419) While the student just stood there and looked at you that that's not teach you know, whereas like you're saying in this online environment, it just doesn't lend itself to doing it that way. And so. Without really even knowing that they're being forced to to teach to really be a better teacher, the online environment is creating that.
Bryan (13:29.74) Yeah.
Bryan (13:50.594) Yes, and like I said, it gives that student a little more like independence. They have to kind of do it on their own, whether it be, okay, I'm gonna play with a metronome this part, you know, and strum or play to this metronome section. Okay, now you turn on your metronome and now you're gonna play to that section on that. It's a little different than, again, sitting right there and doing it in time together. They have to really sink on to that themselves. And again, it's making a little bit more independence.
Again, that joining together jam, maybe someday the technology can be super fast to do that, but there's still going to be that lag, but it can be a benefit instead of just a downfall, I think, with online teaching with
Danny (14:27.23) Right, right. Yeah, I think, you know, I mean, technology wise, you you never know. It could change overnight. But based on, you know, information I've gotten and stuff, I mean, as of now, you know, the people that really do this stuff behind the scenes.
Bryan (14:36.067) Yeah.
Danny (14:46.133) don't really think that it's going to get to that point anytime soon where there's zero lag, you know, and there's also always the issue of a little bit of
Bryan (14:52.353) Right, yeah.
Danny (14:57.671) know it sounds best when it's one signal one way with a listener and then a signal coming back with a listener when you try to like jump on top of each other that can be where you might get a little audio compression or squeeze you know and those are things like that it's important to sort of be aware of and that's another thing that you know we might see teachers talking about in a forum or something is how you know they're trying to do vocal warmups and they're trying to basically play it you know play the piano part and have the
Bryan (15:10.572) Yeah.
Danny (15:27.718) the students sing along with them and that they're getting audio squeeze and you know these are the kind of little techniques and things that you are going to have to change to really make this you know work for
Bryan (15:40.586) Exactly. And a lot of times too, you know, it comes back to, obviously in our case, and we'll probably talk more about this too, is the video aspect of the student responding back, you know, with video lessons and being able to do it that way. I know that, you know, in person it was kind of like in that moment. Okay, that's work. Let's see what your assignment was. How was your goal this week? And it's in the moment when in reality, you know, a lot of my students are recording themselves throughout the week, sending those videos over and I'm watching them.
before the lesson already. So I kind of know where their assignment was at actually in person. So that's another little difference that is, it's turned into a benefit, but that you can do that kind of digital homework that you're able to see it before the lesson. So a lot of times, I'll be that morning before all my lessons, I'll be like, so -and -so put their assignment on me, watch it, watched it back, I already know what they did. So I'm not jumping on being like, okay, let's see it. I already saw it and I can go right into,
maybe some of the polish points or accolades that I want to give them for what they did on that and they weren't under that pressure maybe of Okay, I'm in the lesson. I got a show to be perfect right now They had all week to get it really good on the video, you know So it's another kind of I think another point that's made it different, you know coming from in -person lessons to
Danny (16:59.23) What would you say now? You know, obviously you're a guitar teacher, a big focus for us as far as you know, the online teaching world is guitar. You know, we might exclusively focus on that, you know, as we grow our business. But you know, I feel piano and keyboards is prime instrument for, you know, just some of the cool software that puts the key role on the screen. I mean.
Bryan (17:19.458) Yeah.
Danny (17:26.422) a number one that instantly is a better learning tool than what an analog situation would have been before. You know, so I think piano 100 % is equally maybe even easier than guitar to some extent. You know, and you can do this for all the instruments. You know, we kind of choose to do piano and guitar because we think those lend itself the best.
Bryan (17:31.886) Absolutely for piano, absolutely, yeah.
Danny (17:56.272) do think voice could really be done online. That seems to be the one though that the teachers maybe struggle the most with so far from what I've seen. changing
Bryan (18:05.346) Yeah.
Danny (18:09.09) know, format or changing the process or just the, you know, the systems that they're using to teach drums is obviously just a little tough just because there's so much stuff and you know, it's it could be done but it it takes a lot more on the student and I think to create the environment that works. Voice might be one of the easiest environments.
Bryan (18:27.267) Definitely.
Danny (18:31.158) to to to make it work, you know and and that might be something maybe in a future episode would be to get I've actually got a great teacher. We could get John Henney to talk on the podcast here. He's super high level voice coach like he's worked with big name people and stuff, but he he closed his music school and has a 100 % basically he just has courses, you know for voice teacher training and for students, know 100 % just a course.
Bryan (18:35.009) Absolutely.
Bryan (18:59.918) Yeah, nice.
Danny (19:01.112) So I think he could lend a lot to like, OK, if I'm not there, what transitions have I made or changes have I made because I'm not standing right next to the student.
Bryan (19:11.82) Right, exactly. And again, I think it comes back to that a little bit more independence on the student side, you know, where they have to kind of stand on their own a little bit, maybe go along to recording. They're not in that room with you going, ba -ba -ba -ba -ba, you know, right away to where there might be a little bit more with that. So again, some of the delay or independence that it takes is looked at sometimes a little bit of a downfall, but I think there's a certain growth, you know, with people when they have to do it a little bit more on their own in that way, too.
Danny (19:25.364) Right, right.
Danny (19:40.924) what what are some of the other challenges that you think you've faced? mean, you know, from my perspective, you know, listening to, know, having watched guitar lessons happen for so many years, you know, is that there was always just a lot of like playing together. How have you combat that and and changed your approach?
Bryan (20:01.996) Yeah, again, it's a little bit more where, you know, the whole, playing and jamming together, you know, it comes down to having to be a little bit more, making the student be, you know, have them put a, like, let give an example, like, again, the independence where I have a student that, you know, I kind of made it a point for him to get like a looper pedal, which he kind of wanted anyways, like, this loop pedal's really cool like that too. So, you know, there'll be something where I'll instruct him to like, on the looper pedal, I you to put these chords down, and he lays them down, you know, and then, okay.
you're going to now improvise over those now. So hit go and he improvises over it. So I'm able to observe it in that way. But again, you know, it wouldn't have been more of an instinct for me to be like, and I'm jamming these chords for you. Just go ahead and go. There was a little bit of that more like he had to lay that down, you know, on that on that end as well. So again, this challenge of I know in the very beginning stages of stuff like that, you might be jamming and playing it. But again, with something like that, he was able to put down his own backing
I would say, know, again, that part missing, that's how I've kind of substituted it and replaced it. Same with, if they don't have a looper pedal, I will text them or I'll send through the chat a YouTube link that has a backing track to it already. And I'm like, okay, so here's a track that has GDC and whatever and improvise to it and I'll observe it back and then, okay, hit stop, let's talk about what you did on that. You know, so again, it's the downfall again is, you can't do that kind of like, it's just jam.
Danny (21:23.967) Hmm.
Bryan (21:28.728) But these were the things that I did to kind of replace that and just found some cool benefits, you know, inside that too.
Danny (21:34.191) Yeah, mean, personally, I've always felt like the just the jamming portion of lessons that always, you know, I'd hear drummers like just jamming along, just playing a beat along to each other and doing drum fills and I feel pretty comfortable in saying that most of that is teacher laziness.
Bryan (21:43.126) Hahaha.
Bryan (21:55.116) Yeah.
Danny (21:55.926) It's very easy to just do that and have it seem like, well, we're really working in here. We're really doing some teaching when really it's like, you don't have a plan. You don't know what you want to teach next. So you just do that jamming. Whereas, you know, I do think there's something different about, know, it, you know, for example, a student, maybe that you're working on like a 12 bar blues or something like that. mean,
Bryan (22:01.281) Exactly.
Bryan (22:10.029) Yes.
Danny (22:23.158) you could certainly play the 12 bar blues, record it, and then the student can play it. So we have technologically that ability. So that would be one way of doing it. But if the student is going to be practicing that, you know, that first blues scale, right, to get towards doing leads, it might actually be more.
beneficial from a teaching standpoint to tell the student, you record the 12 bar blues chords and then you play over your own, you know, chords versus me playing it for you.
Bryan (22:53.226) Right. Right. That's exactly. And like I said, there might have been a longer learning thing to probably do if I was in person, because I'd be doing that the whole time for him. But there was that kind of like, OK, now you've got to do this part for it. So that's right. Yeah, there's definitely, like I said, it's a little give and take. it was, especially in the beginning when it all kind
Danny (23:02.142) Yeah,
Danny (23:06.154) Right.
Bryan (23:12.386) began and we were kind of almost pushed out line due to the worldly circumstances. you know, it was something like, okay, how do we deal with these situations? And just kind of in that creativity, how do we do that? And then saw this, you know, same growth that I would have in person or sometimes faster, you know, because of
Danny (23:29.846) You know what might be interesting for future episodes here as well would be to talk to somebody from a different industry. And what I'm thinking about is, know, there are like psychologists who it's 100 % online now. And I'd be interested to hear from them, like how, you know, what were changes that potentially they made? You know, it would, I think that could
First off, to me, just being a dork, kind of super interesting. But also, you know, could you take elements of that and and help you help you to understand maybe the changes that you know that you're making? I mean, I, you know, I have flat out said that to customers on the phone. I've said, listen, if a psychologist can diagnose you over the Internet, I'm pretty sure we can teach you guitar over the Internet.
Bryan (24:02.402) or two.
Bryan (24:12.28) Yes.
Bryan (24:23.128) Yeah, absolutely. I mean, yeah, I mean, it's teladoc, teladoc, you know, I mean, there's already that, you know,
Danny (24:28.1) Yeah, it's huge. Yeah, that's been, you know, going on for years, but it's it's grown even bigger and bigger and bigger. You know, but I do know that, you know, some psychologists and stuff, there is some differences they've had to, you know, adapt to because there are subtleties in in the human reaction that they do have a little bit harder time connecting with in an online environment. Video, you know, like a video conferencing environment,
Bryan (24:31.788) Yeah, definitely.
Bryan (24:43.085) Yes.
Bryan (24:52.13) Definitely yes.
Danny (24:56.271) That's pretty high level compared to what, you know, what we're doing.
Bryan (25:00.406) Right, exactly. It's still, it's still, there's, I think comes down, dude, there's just got to be some adaptions, you know, and how, what are they and how are they being done like that? And that's, I think we're.
Danny (25:09.625) Yeah. And and you know, just again, from our experience of having a music school for twenty years and hiring tons and tons of teachers and for me just talking to tons of music school owners about their teachers. The teachers just they don't want to change anything. You know, like
Bryan (25:29.09) Right. Yeah.
Danny (25:32.536) you know anytime. So, take away you know online world and just think back to the analog teaching world and trying to implement something like hey, we're going to do this with every student like the just crazy arm twisting and challenge and push back. You had to deal with to get a teacher to do a simple
changed and and that just hasn't changed and you know, no offense to the music teachers that are listening. you know, this is just a reality. I think we're all kind of like that but you know, so II think that a big part of the challenge is just them realizing and sitting down and going, okay, I'm going to have to do vocal warmups like this.
Bryan (26:15.79) Mm -hmm.
Danny (26:18.453) You know, and we've talked about it before. It just seems to me there'd be a way to create a way of doing it that technically would be better than what you used to do.
Bryan (26:26.584) Well, that's the thing. Yeah, it's getting through that transition period. Because it is almost all new again. Like I said, it's a point to where there's this big learning thing about obviously the technology, the sound, the setup, the lights, even your documents. Having everything be digital PDF instead of maybe an old binder that you used to have that you had all your stuff, or you'd print out stuff for the students to put in their binders.
you know, all this, but once it is done and you did go through that learning curve, like where I'm at, I mean everything is just so autonomous. I mean I'm pulling up, you know, boom, here's the sheet music, circling out the highlighter, boom, I will do a screenshot. Okay, now that screenshot sent over to you already, it's already in your folder, you know, and everything's just flying and I'm doing this during the lesson where I'm thinking.
gosh, in person, it's like, okay, give me your notepad, me scribble down what your assignment is, and all that were by, yeah, that's what saying. Yeah, it's, again, if you're in that habit, that's what you were used to, and that's kind of what the norm was, and you have to relearn a whole new system, but once it is that way to where you kind of learned a whole new register, how to work it, it's so much more efficient. just, again,
Danny (27:20.99) Let me run to the copy machine in the back office, you know.
Bryan (27:41.824) adapting and know, come was relearning a little bit. you know, again, it could really, it could open up the world to not only be your one little town that you're in at that point, you
Danny (27:50.832) All right, right. Awesome. Well, I think that's a great starting point here for the first episode. You know, again, a lot of the things we talked about today, we will probably go into a full episode just on, you know, many of these topics that come up and yeah.
Bryan (28:07.628) Yeah, tons of stuff.
Danny (28:10.673) think there's a multitude of things to to talk about is we help people build a profitable online music teaching business. mean me personally I like this you know this is really the part of our business that excites me. know the stuff we've been doing for 20 years of just you know the kids showing up for their their regular lessons. You know I mean we've been there. We've done that. I think this is this is the the growth opportunity. This is you know I don't think
Bryan (28:25.934) Yeah.
Danny (28:41.177) ever going to completely go away or anything like that, but I think this is going to become a very dominant or you know a big sector in the music teaching world just because think about just how much better it's gotten in the last year. know, just like the software and
Bryan (28:58.658) Yeah.
Danny (29:02.898) know the technological advancements and you know and you know we use Musi .live for our lessons and we know Sam really well and they're just continually working on ways of making it cooler and better and they're gonna they're gonna hit something. don't know exactly what it might be but they're gonna hit like one day they're gonna hit something and go my god this is so different.
than what you could have ever done in person that it might be like that game changer where now you know, know, it's going to be hard to deny doing it, you know. So all right. Thank you so much, Brian, for taking your time out and we'll see you guys all next week with another episode.
Bryan (29:28.91) Holograms. Holograms.
Bryan (29:38.37) Yeah, absolutely.
