I have begun doing some research for a new suite of pieces. I am using a formal commercial design cycle to make this work as it is all within the Monstress Productions vein of my work. The first stage is research, wherein I am doing a lot of reading and gathering of data. If you have a moment or two, please fill out the questionnaire below: Loading…
The year was good, overall. I was pretty overwhelmed by the call of service, so everything else paled a bit. My art making took an additional hit, but that was the last remnants of the Year from Hell – Jen and I had to make sure we were back in good financial shape. in 2016, my art and research come first. I am turning down all freelance yet again and turning my attention to several projects that I have managed to keep going in dribs and drabs. This chart covers everything that came within the year and does not capture long-standing duties and projects. Art Design Teaching Research / Service Jan Art show: Beyond Printmaking 4 Created tools for managing fellow instructors of 1167 COMD 1167: Type & Media Parsons Interactive / Web 1 Continued work on Gen Ed Committee College Theme Became a Peer Reviewer for Design Incubation Feb Game of Love used in Vietnam to teach school children Interactive / Web 1 Intensive Workshop Printmaking Club: Valentine’s Day Action, 2015 Mar Game of Love back in development with …
I have worked and reworked the Interactive / Web 1 class a few times over the last couple of years. It is now the core of my approach to teaching interaction design thinking: I use the foundation of empathic research and altruistic design to push my students to create work that can get them noticed in the job market. These students are in the AAS Program in the Art, Media & Technology Department at Parsons The New School. I have the students go through the entire design cycle at a rapid pace so that we have time to also develop our pitches for the last day: I strive to have my students learn not only to think of lovely and useful ideas, but also have the tools to get those ideas made. Each student must produce the artifacts of the Design Cycle amidst numerous check ins, small group crits, and work sessions. By the end of the semester, each student has a full blown case study of her idea, ready for portfolio or actual development.
I have worked and reworked the Interactive / Web 1 class a few times over the last couple of years. It is now the core of my approach to teaching interaction design thinking: I use the foundation of empathic research and altruistic design to push my students to create work that can get them noticed in the job market. I have the students go through the entire design cycle at a rapid pace so that we have time to also develop our pitches for the last day: I strive to have my students learn not only to think of lovely and useful ideas, but also have the tools to get those ideas made. In order to help my students really explore motion, I introduce animated gifs as a fast and fun means to get the pump primed. Sometimes, students go CRAZY with them. And sometimes they go crazy twice.
I have been invited to do a rather impromptu 3 week intensive at Parsons, teaching an introduction to Interaction Design. I have been teaching this subject from all sorts of different directions, so this is a wonderful opportunity to collaborate with students. These are all self-selected volunteers who expressed a need for some reinforcement. I am so honored to have been asked to helm the workshop for them. More to come!
I had the distinct pleasure to work with Cynthia King and design for her dance studio for years. By far, she was the best client I have had. She is driven by a strong, compassionate ethos, she believed in my abilities, she treated me as a partner in our work, and she is just really nice to boot.
I taught Information Design for the WWW this semester. I designed the class so students got to go through two design cycles: the first was an accelerated one as the students worked in groups so we could go through the motions in a low-risk way. Students moved on to their own ideas, going through every phase, developing artifacts such as personas, sitemaps, wireframes, interviews, all while developing a look and feel. I had the students also work on how they would present their ideas at the end of the semester. Amazingly, some students went so far as to develop Kickstarter-esque videos. I tried to help the students get used to the idea that they could come up with, develop, and promote an idea of their own. They delivered. Syllabus
This fall, I taught Interactive / Web Design 1 at Parsons. I reworked my approach so we could really concentrate on the thinking behind developing a cohesive website strategy. The students each developed a project to help others, then we walked through the stages of interaction design with an emphasis on research and strategic thinking. Students were expected to produce a card sort, rough sketches, sitemaps, wireframes, and sketches for a responsive website (only 2 break points). We went over additional artifacts such as style sheets and some introduction to code. I have found that having student concentrate on altruistic projects actually helps them produce better design. They are ofter too early in their career to have the confidence and circumspection to make projects about themselves, including portfolios. Syllabus Overall, I was blown away by the level of compassion and thoughtfulness my students were able to summon in 15 weeks.
I was invited back to Parsons for a second semester of Interactive / Web Design 1, and once again the students were brilliant. I did have a few more critical student comments from this group than ever: a few students found I was too easy and joked around too much. I think overall they may have been right–the group was exceptional, and I should have ratcheted up the instruction far more, pushed them harder. I had gotten very used to focusing on the lower third of my classes at other schools in an attempt to keep students engaged, but when you have a group that is not about to leave, you have to adapt completely. Lesson learned. The class developed services they would like to create to change the world in some small way, did research, performed a competitive analysis, then went on into a full design cycle with information architecture, style guides, and eventually designs for a responsive site. We did three breakpoints: full screen, tablet, and phone. I encouraged students to use animated gifs to work …
#tweetMYclass: Make Social Media Tools Work for the Classroom City University of New York IT Conference 2013, New York, New York Moderated by Janet Esquirol Description: Using social media as an academic tool? Imagine: You’d like each student to collect pictures for inspiration on a project; how about using Pinterest? Want your students to connect with an industry mentor? Then demo LinkedIn Pro. Let’s discuss creative uses for social media in the classroom, and also examine those which fail. Format will combine short topical introductions with some demonstration, followed by lively roundtable discussion.