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My teaching philosophy combines theory and practice in pursuit of critical thinking and applied design. Problems that represent current visual communication issues are solved through extensive research and the application of learned concepts and skills.

I firmly believe in the importance of communicating the theory of design to my students, sensitizing them with the design process and the concept development, and how the latter plays a fundamental role in the creation of effective design pieces. Through project-based assignments that promote creative thinking and problem solving, students develop an understanding of the design process including the development of concepts and visuals. Educating future designers in this process ensures their success as effective communicators and visual problem-solvers.

It is fundamental to structure and discipline the mind of the future designer in the early stages of their education. It is in this context, where technology, science and creativity must be integrated, engaging students in creative problem solving, with an emphasis on approaches and principles of design. Aspects of visual conceptualization, design process, design solutions and creative thinking are applied in my courses to print and new media design as the major focus of the design problem. 

It is essential for their future as designers that students learn from each other. That is why I encourage collaborative work in my classes, because it gives a specific richness and depth. Collaboration is essential for any successful graphic design studio. As a result, I encourage our future designers to collaborate with local businesses in the community. I value the importance of investing in the design process as a way to create a sustainable business together with a memorable experience for the client. By bringing our local business into the classroom, the process of design thinking, co-creation, and creative collaboration with a real client, help my students to move beyond the abstract and sometimes hybrid classroom design environment into the real world of business. It is my leitmotiv to achieve a collaborative, creative and innovative experience between students and clients, achieving the best combination of design, since this is the way to lead to innovation.


I favor interdisciplinary projects in design, because students can collaborate with other disciplines and respond to the current needs of the industry, while learning to work together as a team for a specific purpose. 

I think that the act of thinking and the act of doing are intimately linked, I believe in learning by doing, and therefore, I adopt a teaching style oriented to action. This is how design projects are visualized and solved in an active and non-passive way, using a variety of media as well as didactic methodologies. I am very keen on the use of current and emerging art-based digital technologies in the classroom. Design education must be approached through the traditional ways of didactics and action.

I consider important the interaction between students during the design process. Critiques in my classes allows them to observe their own projects and those of their classmates. It is at this stage, when they can contextualize the design, not only formally, but with judgments and ideas that support every decision they make. I encourage their creativity and critical thinking to be able to arrive at creative solutions, with a sensitivity that allows them to understand the context, to see further, and be able to innovate. 

It is necessary to teach students the relationship of design with the function of communicating, and therefore, the implication of the interpretation of the message. The task of the graphic designer consists of being able to explain what, how and why images communicate. That is why a semiotic theory is essential to satisfy the ultimate goal of the discipline.

Our duty as educators is to evoke and promote the potential of our students, encouraging and allowing them to actively contribute to the graphic design profession. Give them the opportunity to be exposed to contemporary design topics, business, services in the form of projects, and give them a holistic view of the discipline that promotes a global and innovative instruction, anticipating to changes in technology.

Undergraduate courses taught:

  • Lower level courses (100 - 200): ART 105 4D Studio I, ANIM N102 Animation Principles, ANIM N203 Drawing for Animation, ANIM N 202 Introduction to Animation, ANIM N205 Animation in 2D, CDA 2403 Animation Principles I, CDA 2303 Principles of Animation, ART I0I Two-Dimensional Studio, ART 204 Graphic Design I, ART 207 Drawing I, GD 205 Digital Communications, GRPH 2110 Typography, GRPH Techniques of Raster Imaging, ARTS 2300 Color Theory, COM 1113 Drawing I, COMA N101 Drawing Basics, COMA N208 Graphic Design, COMA N211 Typography, COMA N 212 Web Design, CDG 2303 Introduction to Graphic Design.

  • Upper level courses (300 - 400): ANIM N301 Storyboarding and Animatics, ANIM N302 3D Modeling, ANIM N 303 Animation in 3D, ART 304 Graphic Design II, GD 310 PhotoImaging I, GD 311 PhotoImaging II.  

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