Philosophy
Teaching is the sharing of knowledge, skills and experiences.
I had not always planned to become a teacher. When I was young, my interests lay in making art, doing design and playing with technology. I absorbed the tools and skills of the trade quickly, teaching myself web design as a teenager in the 90’s. Throughout undergrad, my mentors helped me navigate various paths, and I fell in love with the concepts and theories behind new media, art and design, while learning that tools and technology can help shape what is created but does not create meaning. During those years, I often found myself helping my peers, teaching them the skills I had learned as a teen and debating the concepts and theories we struggled with. As I moved into the professional world, I taught my clients about design processes so they could better understand what I was doing and how I would come to specific solutions.
These experiences in part fuel my philosophy that learning happens through curiosity, exploration, experimentation, play and practice, and teaching happens when curiosity is encouraged, a safe environment is created for exploration, experimentation and failure, and time and patience are given for play and practice.
The role of a teacher is to guide, to show students a path to explore, and then to mentor, helping them back up when they trip and fall. As a guide, my goal is for students to learn the tools necessary for their journey down the path as an artist and designer. It’s important that they learn how to read the trail so that they can adapt to the bends and curves that come with new technology. I believe that students must learn and travel the paths that came before them in order to ultimately blaze paths of their own. For example, as students learn to tell stories in my Interactive Animation course, they must first break down and analyze a movie they grew up with, then retell the story as a 30-second short. As a mentor, I find it important to encourage a student’s journey. A mentor is an enabler of those seeking a path to deeper knowledge. Artists and designers must constantly seek more knowledge, e.g., new skills to adapt to changing technologies, or staying informed about the world to come up with new ideas. Mentors teach students that failure is not an end point but simply one more lesson picked up along the journey. As a mentor, I strive to inspire future leaders and thinkers, and foster students’ ability to create with the highest standards and speak clearly and confidently about their work, so that they can eventually guide others down a creative path. Through class critique sessions, I encourage students to carefully analyze their own work and the work of their peers, asking them to state what works, what does not and how they would improve it. Through regular critiques, students gain both confidence in speaking about their work and also continually improve its quality. I believe that teaching at its best entails a mix of lecture and discussion, demonstration and practice, and time. Lectures should spark class discussion and plant seeds that will grow students’ curiosity. I regularly show work that is produced in MIT’s media lab, in IDEO and that is featured in Ted Talks to inspire my Designing for New Media Students, and initiate discussion on the future of technology. Demonstrations should provide examples and be springboards for students to begin practicing their own methods. In my HTML Toolbox class, not only do I demo writing code, but students must be working on experiments that they demo for the class. This serves two functions: first, students learn from each others’ methods; second, they practice communicating their process. Finally, time must be given to each student to meet with their mentor, work alone, grow and explore. Time must also be carefully watched as too much time can result in students becoming lost on the path, whereas too little time can lead to frustration.
Learning objectives within the arts are shaped by its standards and trajectories. The purpose and design of the academic program, the constraints and potentials of the profession, and the desires and capabilities of the students are all taken into account in my development of relevant, aligned learning objectives. One of my goals is that students learn to be adaptable. Technology changes rapidly, so if students are simply being taught to use software, they are not being prepared for its eventual change. To be adaptable, students must learn to be fearless with technology. In my Intro to Web Design class, I explain the purpose of HTML, CSS and the concepts behind them, then allow my students to experiment and discover what they can do. Once they understand its purpose, fear diminishes making it easier to experiment with everything the two languages can do. This adaptability and fearlessness alone is not enough, though. Being able to use software does not make quality art or design. Students must learn to be rigorous and have instilled within them high standards for craft and process, and to know when to use technology and when to use traditional methods of making.
New media artists enter a variety of occupations, including creative directors, designers, technology and exhibition coordinators, and curators. I prepare students for a profession by teaching them the language of the web, user-centered design, and iterative processes. However, training in new media art is not attending a trade school. The study of art has an impact on the individual, and art confronts and influences societies. I believe that art begins with personal reflection, grants insight to the artist and the observer, and offers social critique. I teach my students to look beyond how technologies can serve them, and seek ways to engage the world at large. For example, projects in my Designing for New Media course require students to observe how different groups of people engage with technology, then they must design a product for those specific groups. This challenges students to create for an audience beyond just themselves and their peers. For these reasons, success in the discipline requires certain understandings, skills and attitudes that I hope to instill in my students. Important among these are critical thinking, experimentation, curiosity, social awareness, and a process driven by the highest standard of quality.
ARTM1021
3D Studio & Lab
Taught alone and team taught with Jon Radermacher, Tim Hadfield and Morton Brown
Description
This course is dedicated to the study of three-dimensional form, working with a variety of media. Students will learn how to manipulate three dimensional forms and space by completing sculptural and architectural projects. Students will learn how to construct and analyze three-dimensional forms, exploring additive, subtractive and construction processes. The assignments will develop creativity, methodology, and manipulation in three dimensions.
ARTM1022
4D Studio & Lab
Description
Students will explore concepts of time, sequence, performance and interactivity, expressed through traditional and time-based media. As the symbiotic relationship between sound and image is investigated, students interact with the temporal nature of visualization, and storytelling in multiple genres. In doing so, students will accurately describe, analyze and interpret solutions to visual problems with the appropriate combined media to address our digital culture.
ARTM2210
Intro to Web Design
Description
This course will cover the fundamentals of creating graphically-oriented Web sites. We will expand upon knowledge gained in Digital Imaging and Layout (ARTM2020) to understand image optimization. Through lectures, demonstrations, and studio problems, we will also learn the basic syntax of HTML (Hypertext Markup Language), CSS (Cascading Style Sheets) and explore the constraints and capabilities of various Internet browsers.
ARTM2215
Experimental Game Design
Description
Experimental Game Design: Creating Meaningful Play Experiences will explore the design of games, the work of artists who create innovative games, and the ways in which games are media for artistic expression. Class time will include discussions, play tests, and studio time to assess and analyze commercial and artistic games, explore history-making innovations, and discover the meaning of play through making. Students will be guided to devise unique rules of play and gaming mechanics, and will explore connections between play and communication. Students will also create a series of original, handmade board games culminating in the design of a final board or hypertext game using studio and digital art techniques. Note: This is not a course in computer programming but in the creative processes behind the development of great games.
ARTM2220
Designing for New Media
Description
Through lectures, discussions, and critical analysis of contemporary media, students will develop a foundation in designing for current and emerging technology. Coursework includes the creation of a fully developed interface design proposal. In a seminar setting, students will build upon knowledge gained in Introduction to Web Design by studying usability, accessibility, site planning, cross-platform design, and principles of interactivity.
ARTM3210
HTML Toolbox
Description
Assuming basic competency in Web site development, HTML Toolbox will explore intermediate level Web development skills through site planning and structure, design, programing, creating templates and site administration. Through lectures, demonstrations, studio problems and critique, students will investigate responsive layouts for desktop and mobile devices, open-source content management tools, modular development, and interactivity through forms and jQuery.
ARTM2710
Game Design Studio 1
Description
Students will explore the design of games, the work of artists who create innovative games, and the ways in which games can be fun while also being a medium for artistic expression. Class time will include discussions, play tests, and studio time to assess and analyze a variety of games, explore history-making innovations, and discover what makes a good game through prototyping and testing. Students will be guided to devise unique rules of play and gaming mechanics and will explore connections between play and communication. Finally, students will create an original, refined, handmade board games culminating in the design of a final board game using studio and digital art techniques.
ARTM3720
Game Design Studio 2
Team taught with Dr. Tim Jones
Description
Students will expand their knowledge gained in Game Design Studio 1 and move from making good games to making meaningful games. Class time will include discussions, play tests, and studio time to conceptualize, design and evaluate game-like experiences devised to instruct or persuade for strategic or research purposes, as well as to explore innovations in design that allow interactive narratives to create meaningful experiences far beyond the end of the game itself.
“Serious games” have become vital to widespread industries and domains such as higher education, finance, public health communication, information security, and defense. The course will culminate in a serious game developed from a brief – from the process of identifying user needs based upon domain knowledge, to play testing and outcome evaluation with the target audience. Students will research the design objectives of a range of successful serious games and cognitive simulations, analyzing and assessing the effectiveness of their narrative structures, motivation, and evaluation metrics. Students will also engage in domain research to create their own meaningful games – a series of original, handmade board games culminating in the design of a final board or hypertext game using studio and digital art techniques.
ARTM4090
Senior Studio
Description
Following a personal tutorial and evaluation of strengths and weaknesses with a Media Arts professor, students then select an area of further study from their concentration. Students prepare a self-initiated design assignment and enter into a “learning contract” with the professor. All design/communication objectives will be stated and the constraints outlined before work begins. The goal will be to produce at least three pieces of work during the semester. International competition projects as well as “real world” assignments may form part of this class if appropriate. This course will be taught in the computer design lab.
ARTM3220
Interaction Design
Description
In a studio setting, students will build upon the processes and ideas learned in ARTM2220 by participating in interactive experiences, examining case studies, and then designing their own interactions. Through lectures, demonstrations, field trips and studio problems, students will focus on the art, technology, and design methods for effectively creating experiences for others. Students will explore interactions on screen, with products and within architecture. Then, students will be introduced to a variety of emerging technologies to prototype and create interesting and engaging interactions.
ARTM3710
Interactive Animation
Description
Students will work with a variety of animation softwares to develop animations and interactive narratives. Students will explore basic scripting behaviors and work with navigational elements and multimedia files, including sound and video, to create professional and engaging content.
ARTM4090
Portfolio
Description
Students concentrate on the refinement of the job-seeking portfolio by rethinking or re-doing work from previous classes. A mock portfolio miniature is produced which leads to the final presentation piece which is then presented at the end of the course. Examples of other designer’s presentations will be discussed and critiqued and members of the design profession will share expertise and views on the subject. Development of resumes, cover letters, and self-presentation will also be topics covered on this important final stage of the visual communications track. This work produced adds significantly towards providing the essential credentials required to obtaining employment in the field or continuing further study at the Masters level. Each student will exhibit an end of course show, which will be held in the gallery. It will be open to the public and form part of continuous feedback to high schools and employers. The organization and presentation within the area or space provided will be the prime responsibility of the student, with advice and guidance from the faculty.
ARTM4710
Experience Design Studio 1
In a studio setting, students will build upon the processes and ideas learned in their Media Arts and cross-disciplinary courses. The end result of combining their skills will be multiple proposals and prototypes for creative experiences that will be further refined or expanded in ARTM4720 Experience Design Studio 2. Throughout XD Studio I, students will participate in interactive experiences and examine case studies that will inform their project proposals, choice of approach and prototypes. Through lectures, demonstrations, field trips and design challenges, students will focus on the art, technology, and design methods for effectively creating experiences for others.
ARTM4720
Experience Design Studio 2
In a studio setting, students will refine the processes and ideas learned in their Media Arts and cross-disciplinary courses. Students will then write a design statement that articulates their approach to class projects. Ultimately, students will finalize projects proposed and prototyped in ARTM4220 to culminate in a portfolio caliber experience, create a portfolio, and install a gallery exhibition, as the capstone of their XD education.
Students will incorporate peer feedback and fine tune their skills in order to craft a design statement and portfolio within broader personal and professional narratives. They will reflect on the knowledge and understanding gained throughout the XD program, to inform written and verbal expressions of career goals and experiences, how they pitch and articulate their approach to stakeholders and non-professional audiences alike.
HNRS Seminar
LEGO: A medium of endless possibility
Team taught with engineering professor Dr. Ben Campbell
Description
ARTM4390
Intership
ARTM—-
Directed Studies