© 1983 — 2023
Teaching Experience:
Spring 2022
Fall 2017
Fall 2017
Fall 2013
Fall 2013
The Teaching Assistant: A Teaching Zine for Graphic Design Educators
During my MFA education, I went through a phase of angst-fueled by the idea of comparison between different design education programs. I constantly questioned the choices I made in picking schools and my lack of knowledge about them. I even considered whether we should get rid of 90-99% of the existing programs. But instead of erasing and starting over, why not try something else?
That's why I embarked on a journey of discovery to find alternative ways to approach design education. I explored different teaching methods, consulted with experts, and researched various education programs. This helped me gain a deeper understanding of the strengths and weaknesses of different approaches to design education.
As part of my MFA thesis work, I created a small publication to share projects, understanding, and goals with other educators. This publication was well received by my peers and it gave me the confidence to continue my exploration into alternative approaches to design education.
One of the things I learned during my exploration is that projects are a powerful tool for learning. They can be used to help students learn concepting and how to articulate their work effectively. At my day job, I use projects to help clients achieve their goals and the same approach can be applied to design education.
So, instead of just focusing on the differences between various design education programs, let us explore alternative approaches that can help us all achieve our goals. By sharing our knowledge and experiences, we can create a more inclusive and effective design education system that benefits everyone.
During my MFA education, I went through a phase of angst-fueled by the idea of comparison between different design education programs. I constantly questioned the choices I made in picking schools and my lack of knowledge about them. I even considered whether we should get rid of 90-99% of the existing programs. But instead of erasing and starting over, why not try something else?
That's why I embarked on a journey of discovery to find alternative ways to approach design education. I explored different teaching methods, consulted with experts, and researched various education programs. This helped me gain a deeper understanding of the strengths and weaknesses of different approaches to design education.
As part of my MFA thesis work, I created a small publication to share projects, understanding, and goals with other educators. This publication was well received by my peers and it gave me the confidence to continue my exploration into alternative approaches to design education.
One of the things I learned during my exploration is that projects are a powerful tool for learning. They can be used to help students learn concepting and how to articulate their work effectively. At my day job, I use projects to help clients achieve their goals and the same approach can be applied to design education.
So, instead of just focusing on the differences between various design education programs, let us explore alternative approaches that can help us all achieve our goals. By sharing our knowledge and experiences, we can create a more inclusive and effective design education system that benefits everyone.
01. 256
Description:
Before I started teaching, I used to think that students today had it made. They have access to a vast array of inspiration and a plethora of platforms to showcase their work. It seemed like the perfect environment for creativity to flourish. However, now that I am teaching, I realize that this environment also presents its own set of issues. Students can easily become overwhelmed and defeated before they even start their work.
Being a student today is hard. It's difficult to find your voice and to feel ownership over your work. As an educator, my goal is to empower my students with the tools needed to make this journey a little bit easier. For instance, I encourage them to experiment with different mediums and techniques, to take risks and to be unapologetically themselves. I also emphasize the importance of self-reflection and constructive feedback, which can help students develop a stronger sense of their own strengths and weaknesses.
One project that I assigned in my class was the 256 project. This project was a topic that was shared across the thesis cohort. I gave students direction while still allowing them enough leeway to find their own way. The project involved collecting images through daily making and writing down details or thoughts about the photo at the time it was taken. Students built collections and organized them by a predetermined theme, as well as producing their own. They then documented details about each photo, such as the time, date, and size. Next, students were tasked with organizing the images in an editorial format, possibly for the first time, curating elements for others to view. They were asked to include their notes and any dialogue to explain why they shot what they did. The output was a hundred-plus-page book, and the outcome showed students excited to share their projects with others and include them in their portfolios. This project not only allowed students to develop their artistic skills, but also their organizational skills and their ability to communicate their ideas effectively.
Before I started teaching, I used to think that students today had it made. They have access to a vast array of inspiration and a plethora of platforms to showcase their work. It seemed like the perfect environment for creativity to flourish. However, now that I am teaching, I realize that this environment also presents its own set of issues. Students can easily become overwhelmed and defeated before they even start their work.
Being a student today is hard. It's difficult to find your voice and to feel ownership over your work. As an educator, my goal is to empower my students with the tools needed to make this journey a little bit easier. For instance, I encourage them to experiment with different mediums and techniques, to take risks and to be unapologetically themselves. I also emphasize the importance of self-reflection and constructive feedback, which can help students develop a stronger sense of their own strengths and weaknesses.
One project that I assigned in my class was the 256 project. This project was a topic that was shared across the thesis cohort. I gave students direction while still allowing them enough leeway to find their own way. The project involved collecting images through daily making and writing down details or thoughts about the photo at the time it was taken. Students built collections and organized them by a predetermined theme, as well as producing their own. They then documented details about each photo, such as the time, date, and size. Next, students were tasked with organizing the images in an editorial format, possibly for the first time, curating elements for others to view. They were asked to include their notes and any dialogue to explain why they shot what they did. The output was a hundred-plus-page book, and the outcome showed students excited to share their projects with others and include them in their portfolios. This project not only allowed students to develop their artistic skills, but also their organizational skills and their ability to communicate their ideas effectively.
Student:
Carmen Pleitez
Carmen Pleitez
Student:
Germaine Mai
Germaine Mai
Student:
Ivy Kurniawan
Ivy Kurniawan
Student:
Jacy Chen
Jacy Chen
Student:
Juriel Furukawa
Juriel Furukawa
Student:
Kelly Liu
Kelly Liu
Student:
Nora Lombardo
Nora Lombardo
Student:
Oz Osborn
Oz Osborn
Student:
Samantha Chun
Samantha Chun
Student:
Sarah Kim
Sarah Kim
Student:
Aaron Deng
Aaron Deng
Student:
Sofia Cacho Sousa
Sofia Cacho Sousa
Student:
Tarra Boroumandi
Tarra Boroumandi
Student:
Zach Tinubu-Karch
Zach Tinubu-Karch
Student:
Zeid Jaouni
Zeid Jaouni
