Teaching

A motion design project rooted in personal narrative and material specificity. Each student selects an object from their own life — something that carries meaning or belongs to a habitual ritual — then pairs it with a short piece of text, written or found, that extends or complicates that meaning. The work culminates in an animation designed specifically for projection mapping onto the object itself, treating the physical surface not as a screen but as a site. The project asks students to think about typography not as something applied to a neutral ground but as something in active relationship with form, texture, and context — and to use motion as a way of making that relationship visible.

A collaborative motion project developed across an introductory design studio, beginning with physical mark-making and ending in a shared interactive tool. Working from four generative prompts — tense, calm, chaotic, dense — students produced a vocabulary of shapes through drawing, painting, and cut paper, then translated their forms into vectors in Illustrator. The workshop uses prompt-based ideation as a method for loosening attachment to a single solution, pushing students to generate quantity and variation before refining. The translation from physical to vector is equally deliberate: by tracing their own handmade marks, students learn to move assets from analog to digital without losing their character — a foundational skill for any practice that moves between physical and screen-based contexts. The resulting shape library was brought together into a custom interactive tool using those forms as particles to spell out ame, and extended further into a companion variable font. The work demonstrates how a single generative session can become the basis for a scalable visual system across multiple formats and outputs.