ABOUT: PART 1
I am never bored.
I sketch and write, read and photograph, watch and build and explore and listen. I wanted to be an Architect so I learned about lumber, so I learned to build houses. I could not learn The Calculus. I could not learn The Physics. I kept drawing. I looked into degrees in English, in History. I stumbled across Design. It yanked me up, opened my eyes, astonished me. I still shake my head at how it all works out... and I keep drawing.
ABOUT: PART 2
S, O, & E
Shel Silverstein Charles Schultz
Craig Frazier Buckminster Fuller Pablo Picasso
The New Yorker
Mom & Dad
Eric von Schmidt
The Marx Brothers Lake Wobegon Coupling
Flight of the Conchords Wallace & Grommit Charlie & Lola
Electric Company CyberChase
Run Lola Run
Triplets of Belleville Spirited Away
Lost in LaMancha
They Might Be Giants Leonardo DaVinci
Secret of Kells
Orbiting the Giant Hairball
The Phantom Tollbooth
The Way Things Work Neither Wolf Nor Dog
Play with your Food Everybody Poops
The Art of the LotR
Winnie the Pooh Paddington
Heavy Metal magazine Codex Seraphinianus
Mrs. Armitage &
the Big Wave
How to Draw a Radish
The Once & Future King McSweeney's
Sir Ken Robinson
Between the Folds
Librarians one and all
ABOUT: PART 3
This applies to everything I do, so this is just as good a place as any for it to live.
• Be myself.
• Show lots of examples; we never know where we’ll find inspiration.
• Be clear about criteria and objectives.
• Demonstrate proper and improper techniques.
• Invite guest speakers; seek perspectives both within and outside design.
• Be unafraid to say ‘I don’t know’, but then find an answer.
• Promote consideration of the big picture and the wide world, outside the computer.
• Create an experimental environment to ease fears of failure yet demands
effort and results.
• Reinforce the importance of reading thoroughly and writing clearly.
• Exhibit, discuss, and expect professionalism in manner and craft.
• Share our work – creative process, lessons learned, and inspirations – it gives us context.
• Be enthusiastic and encouraging, but realistic.
• Be clear with assessments, so that we may grow to effectively evaluate our own work.
• Make current events in the world, in design, and in technology relevant to the classroom.
• Ask questions and wait patiently for answers.
• Seek opportunities to draw parallels between other disciplines and forms of expression.
• Mine is but one opinion; solicit feedback from others for consideration.
• Teach principles that will transcend current software versions and design trends.
• Foster a problem-solving mentality that questions expectations and the
• Build our vocabulary, so that we speak intelligently and confidently about our work.
• Structure content cumulatively, where discussions support exercises,
which, in turn, support projects.
• Respond promptly to emails, questions, and other correspondence.
• Publicly display work of high caliber.
• Shake the hand of anyone whose design decisions I am inspired by.
• Give everything feedback, to help us see the value in our work.
• Look continuously for ways to improve projects, lessons, and exercises.
• Consult other instructors, professionals, and peers.
• Revisit and share the personal, professional, and academic experiences that have
most profoundly shaped me.
• Lead by example; demonstrate good design in syllabi, project briefs,
presentations, and assessments.
• Have a plan B.
• Laugh; life is short.