Studio-based courses combining design, computation, and physical interaction.
I treat teaching as a research practice. The studio functions as a laboratory for investigating perception, systems, and spatial media through making.
Students do not begin by learning tools. They begin by forming questions — about behavior, environment, and interaction — and then construct experiments using code, images, and physical space to test them. Software is introduced only as a necessary instrument, never as the objective.
Assignments are structured as iterative investigations. Each project moves through observation, hypothesis, prototype, and reflection. Failure is treated as data: a signal revealing how a system actually behaves rather than how we assumed it would behave. In practice, this means students are evaluated on reasoning and experimentation rather than stylistic outcome.
The goal is to develop independent thinkers capable of designing processes, not just artifacts. By the end of a course, students understand how to translate abstract ideas into measurable form — interactive installations, computational images, or responsive spatial experiences — and how to evaluate their own work critically.
I teach across time-based media, motion and visual storytelling, interactive and multimedia design, 3D and spatial media, AI and generative visual communication, and foundational design studies. At advanced levels, students develop independent, research-driven projects that integrate motion, image, spatial form, and emerging technologies into coherent experiential works.
Workshops often operate as short experimental intensives focused on a single question — such as perception, feedback, or agency — where students rapidly prototype and test ideas in public space or installation contexts.
Teaching Areas
My courses span time-based media, motion and visual storytelling, interactive and multimedia design, 3D and spatial media, AI and generative visual communication, and foundational design studies. Across these areas, emphasis is placed on perception, structure, and the relationship between medium and meaning.
Courses Taught
Time-Based Media & Motion
– Intro to Time-Based Media
– Motion Graphics
– Film Production
Interactive & Digital Media
– Web Design
– Digital Imaging I–II
Spatial & 3D Media
– 3D Modeling and Animation
Foundations & Studio Practice
– Digital Foundations
– Graphic Design Studio
Professional Development
– Professional Practice
– Capstone & Internship Supervision
Student Development
Students enter courses focused on tools and outcomes. They leave with the ability to frame problems, design experiments, and evaluate results. The emphasis shifts from producing visual artifacts to constructing systems that generate them.
As projects progress, attention moves from execution to decision-making: why a method is chosen, what behavior emerges, and how it can be measured. The objective is not stylistic consistency but intellectual independence — the capacity to define and pursue questions beyond the classroom.
Curriculum Development & Academic Contribution
Beyond individual courses, I contribute to the development and structure of the design curriculum. This includes designing course sequences, coordinating capstone projects, supervising internships, and aligning studio learning with professional practice.
I work to connect foundational visual communication training with emerging media systems so that students progress from form-making to system-thinking. The curriculum is structured to move from controlled exercises to open-ended investigations, enabling students to transition from guided learning to independent research.
Capstone supervision focuses on helping students define a question, establish a methodology, and evaluate outcomes rather than simply producing a final artifact. The emphasis is placed on clarity of intent, iteration, and critical reflection.