I believe teaching to be a collaborative experience; each classroom is a unique community with infinite potential. Within my design and media classes I incorporate relevant texts, experimental forms, and emphasize digital media to be yet another tool in the student’s toolbox. Focus is placed on process, research, experimentation and dialogue. As the facilitator, I am the activator. I encourage the students to go beyond the role of spectator to that of active participant. Through this, the students realize the stakes necessary for self-directed motivation and choice. I want my students to surprise themselves, to find their own voice, and their own perspective.

Class: Electronic Media & Culture / MICA / SPRING 2011

Project: CSS Film Grids
Applying lessons of color theory and composition to the pragmatics of CSS programming, I had each student translate a film’s color palette into a series of five compositions using only CSS. Students chose a variety of films including, Eternal Sunshine of the Spotless Mind, 2001 A Space Odyssey, The Fantastic Mr. Fox, and The Vie En Rose. Each composition was informed by a specific scene or plot point in the film.

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Project: Micro Fiction Video Shorts

Students were given the text Easter Rabbit, a book of micro fiction by Baltimore writer Joseph Young. Groups of two or three developed a video short using one of Young’s micro fictions as a point of inspiration; producing a story board, a script, costumes, a soundtrack, and various props to aide with the development of their final shoot. The editing was a collaborative experience followed by a critique with Joseph Young.

Electronic Media & Culture / MICA / Fall 2010

Project: A Public Manifesto
After reading various artist manifestos including Ellen Lupton’s Manifesto Mania and discussing the form of social media platforms such as Facebook and Twitter, students were asked to write their own, one sentence, manifesto. Each manifesto was translated into a poster in Illustrator. The posters were presented and critiqued followed by a surprise final portion to the project, the students were to take the in-class feedback to realize their manifesto in public. This final translation of the piece could take the form of a sign, a performance, a video, or a sculpture. This last portion of the project opened up a dialogue among the students to consider work in the public sphere; students discussed the implications of choosing a form in conjunction with notions of audience, participation, duration and context.

Electronic Media & Culture / MICA / Fall 2010

Project: Cyborg Yourself
What is a Cyborg?

a person whose physiological functioning is aided by or dependent upon a mechanical or
electronic device.
(in science fiction) a living being whose powers are enhanced by computer implants or
mechanical body parts

Using a combination of self-portraits, landscape, and mechanical objects you are to create a series of images depicting your life as a cyborg. The narrative should consist of 3-5 images based on a subject of your choosing.

This is often the first project of the semester. The narratives students create between somatic and mechanical elements become entry points for a discussion about digital art within the context of art history. The project introduces students to the basics of digital art, the Adobe interface (Photoshop), and the politics of collage work such as the work of Martha Rosler and Hannah Hoch.


My Thursday night class on our way to DC to meet with Michael Mansfield, the digital archivist at the American Art Museum!