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Supporting Student Growth and Creative Development

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Supporting Student Growth and Creative Development

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I hope my courses at SVA help students build strong technical foundations while also developing confidence in their own ideas and artistic voices. Beyond learning specific tools and processes, I want students to understand that art-making involves observation, experimentation, critical thinking, communication, and a willingness to take creative risks.

I also hope to create a supportive classroom environment where students feel comfortable asking questions, sharing work, participating in critique, and learning from one another. Students may come into the course with different levels of experience, so my goal is to meet them where they are while encouraging each person to grow, challenge themselves, and become more intentional about the choices they make in their work.

As an SVA alum returning as a faculty member, I am excited to continue learning from both my students and colleagues. I hope this training helps me strengthen my teaching methods, expand the ways I support student engagement, and continue growing as both an educator and practicing artist.

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I hope that my teachings expand the ways students use image, sound, and time to document, communicate, and remember. Through our course screenings and discussions, students should be able to more deeply capture their lived experience and the stories that they want to tell.

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I hope to use this course to help students build a solid foundation in UX design and product thinking while becoming adaptive to a rapidly changing market shaped by AI and emerging technologies. My expectation is to prepare students not just to use AI tools, but to think critically about when to use AI, what’s working, what isn’t, and where human judgment matters most. Through hands-on projects, I aim to foster strong communication, collaboration, and systems-level thinking, while encouraging experimentation and entrepreneurial mindsets. I also hope to learn from the SVA community and continuously evolve my own teaching practice alongside advances in technology.

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I'm hoping to inspire students to create their best work, to have pride in their art, and to utilize all of the skills they have learned along their journey at SVA to go out into the world ready to join the professional community.

As for myself, I want to learn from the students as well. I want to reconnect with the sense of wonder and fearlessness that younger artists often showcase.

I'm hoping to learn from different mindsets and ways of thinking, and learn how to communicate art in new ways.

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For students, I expect them to learn new ways of visual communication. The goal of this course is for them to learn how to push their conceptual ideation boundaries and learn how to express these ideas clearly. I also expect students to become accustomed to explaining why they make the choices in their work instead of just making decisions subconsciously and submitting them for review.

For myself, I expect to be inspired by their individuality and enthusiasm for the craft. I really enjoy discussions revolving narrative and always benefit from hearing new and exciting story ideas from students.

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I will be working with UG seniors who have had a lot of preparation in design but will be mostly unfamiliar with construction so I look forward to engaging with students in developing their understanding of this vital part of a creative interior design practice. And unlike most studio work my class will be done in teams more akin to an office environment so students will have to learn those communication skills as well.

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I want students in my class to embrace the entire 3D pipeline. I want them to realize tasks or jobs they may enjoy, that they didn't know were part of the process. This will help them find a skill that truly interests them and I can help them refine this to an industry standard level. I hope this will also help me go out of my typical skillset and learn more things to stay sharp and answer their questions.

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I'm eager to engage in, not just a series of 15 concept-based lessons, but a course-long exploration of a unique way of thinking that is required in sequential visual communication. I hope to break-down each skill and build a foundation for versitile problem-solving. I'm also eager to receive student feedback and allow it to direct the path we take together as we construct this mental model and strengthen art-making muscles.

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Expectations for my students, and myself

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Expectations for my students, and myself

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I want my students to learn how to brainstorm digital game ideas and pitch them to stakeholders.  I want students to take on roles in game production that play to their strengths, as well as take on new roles which give them the chance to stretch themselves. I want students to appreciating working together as a team to manage the game production process and learn that not everything goes smoothly - so they have to pivot and adjust as production moves along. I want student to learn the challenge of creating something within a finite time frame and learn how to adapt and adjust to meet production deadlines. And finally, I want students to have the chance of seeing a project through to completion, and know they've created something, as a team, that is engaging and fun.

For myself, I expect to be challenged by the creative skills of my students and the chance to harness that energy and creativity to make a finished product that reflects team work and dedication.

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I found that many students feel that a production designer's role is an insurmountable task. In my Production Design class for Film, I want to dispel the fear that is associated with this role, by scaffolding skill sets and offering practical tools. Every student should walk away with the understanding that they can fulfill this role and communicate their ideas effectively to directors, cinematographers, and art departments.

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I'm hoping to learn how to work with a very diverse, multicultural/international community and learning about what's happening in their culture at a branding/design level, but also at a macro societal level, too. The goal is to give them, and everyone, the confidence they need to do research and rationale their work, as well as feel comfortable presenting.

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As the artist-in-residence for the one-year MFA Art Practice summer program, I hope to connect the diverse artistic practices of the eight participating artists to form a temporary, supportive creative community that transcends existing oppositions. This community will center on the experimental process of collaboration, with a particular focus on exploring the dynamic potential of contamination as a generative collaborative practice.

I am especially excited about embracing the unexpected and surprise elements that arise throughout this process. The intertwined processes of theory, practice, and curation will be fundamental to our collaboration, and I am eager to explore how we can navigate shared responsibilities, authorship, and ownership of the works created in this class and for the culminating event.

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I believe this course (Weekend at the RisoLAB: Riso Animation Workshop) encourages students to think beyond deliverables and toward practice, cultivating artists who are not just technically skilled, but conceptually agile and able to position their work in multiple contexts: print, gallery, festival, or publication. I am hoping students will be excited by discovering a new way to share their work. In turn, I am hoping to give students a good experience with RISO Animation, whether they are more familiar with the machines or if they are completely new to it.

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I want to learn tips for collaborative projects, especially in a humanities class