Beachaus. Gulfport, Florida. 2001–Present
Creative Consultant, Creative Director, Photographer, Designer, Stylist, floor sweeper...
Beachaus is the aegis that I have been using since 2001 for my professional and collaborative projects. In 2014, upon deciding to leave academia, I began working full time as an independent Designer + Artist; projects have included branding and identity systems, collateral and presentation pieces, web design, product photography, food photography, portraiture, set design, and videography.
Beachaus School of Art + Design. Gulfport, Florida. 2014–2015
For one year the Beachaus School of Art +Design provided free Art + Design instruction, studio space and production facilities for the underserved students and artists in the community. An 1100-square foot facility that provided a photography studio, green screen studio and stage, 10 artist work stations, gallery space, and a library. Built on the model of the Bauhaus foundation program established by Johannas Itten and Laszlo Moholy Nagy, the program sought to address the banality of contemporary Art + Design education.
Sunflower School. Gulfport, Florida. 2013–2018
Instructor: Taught technology immersive Art + Creativity class for fifth grade students. The course integrated traditional art techniques, technology and DesignThinking. Over the course of a year, students progress through examinations of their own creativity and materials as a catalyst for examining elements and principles of design with an ongoing discussion of aesthetic discernment. Perspective drawing, collage, sculpture and stop-motion animation. Topics would culminate in students creating their own animated narrative videos.
Ringling College of Art + Design. Sarasota, Florida. 2008–2014
Instructor: Graphic & Interactive Communication, CORE, and Motion Design. Developed and taught the freshman-level courses in Sequential Design and Image and Color. Then established the Graphic Design component for the newly created Department of Motion Design.
University of South Florida - St. Pete. St. Petersburg, Florida. 2004–2009
Assistant Professor, Graphic Design and Journalism & Media Studies: Tenure-track research faculty responsible for teaching and advising graduate and undergraduate university students. Areas of research included design process and pedagogy, vanishing vernacular of “Old Florida,” and emergent technologies. Work focused on semiotic relationships in print design and photography and interrogated the convergence of tactile and digital experiences. Received a university grant to co-create the Video as Writing conference.
Delaware College of Art and Design. Wilmington, Delaware. 1999–2004
Area Coordinator (Department Chair) and Professor of Graphic Design. Responsible for developing a leading AFA program while meeting curriculum requirements for both Pratt Institute and Corcoran, as DCAD was established as a feeder school. Responsibilities included teaching 12 credits per semester; academic and career advising; faculty recruitment, hiring and development; managing departmental budget; and serving on and leading numerous committees and focus groups including Faculty Search Committee, Technology Committee, Website Development Committee, and Strategic Planning Committee.
Pratt Institute, Office of Publications. Brooklyn, New York. 1997–1999
Senior Designer: Responsible for all phases of design of printed material for Pratt Institute, including client contact, concept development, design, production, prepress, and press check. Additional responsibilities included overseeing student designers, purchasing and tracking hardware and software for the office, and system/network troubleshooting and maintenance.
Pentagram Design. New York, New York. 8/1996–12/1996
Intern under Pentagram partner, Jim Anderson.
Pratt Institute. Brooklyn / NYC, New York. Master of Science/Communications Design (1998).
Thesis: “Chocolate Covered Raisins in Your Oatmeal Cookies: The Role of Passion in Design”
University of South Florida. Tampa, Florida. Bachelor of Arts/Fine Art + Photography (1988).
St. Petersburg Junior College. St. Petersburg, Florida. Associate of Arts (1984).
Co.Starters / CreativePinellas. Tuition Grant. St Pete, Florida. 2022
CreativePinellas 2022 Emerging Artist Grant. Recipient. St Pete, Florida. 2022
ArtJones Studio Tour. Gulfport, Florida. 2017, 2018
Water Show. COI Gallery, Gulfport, Florida. 2016
Destroying Myths and Desecrating Histories. COI Gallery, Gulfport Florida. 2015
SpeakEasy. COI Gallery, Gulfport, Florida. 2014
Man on the Moon. Tampa, Florida. 2011
TAPPA (Award). Tampa, Florida. 2010
Berlin. Tampa, Florida. 2010
The Munny Show (Award). Tampa, Florida. 2010
Art Pool. St Petersburg, Florida. 2009
Magnum Opus. Tampa, Florida. 2009
Emerge Photography Show. Tampa, Florida. 2009
UCDA Education Summit. Lecture Presentation, “Reintegration of Tactile Process into Typography Courses.” Northern Illinois University, Dekalb, Illinois. 2008
The Print Show. St. Petersburg, Florida. 2008
Art Center Members’ Show. St. Petersburg, Florida. 2008
TESA Members’ Show — Judge. Belleair Shores, Florida. 2007
Video as Writing Conference Organizer. USFSP, Florida. 2005
DCAD Faculty Exhibition. Wilmington, Delaware. 2002
AdDE Award: Poster Design. Wilmington, Delaware. 2001
AdDE Awards Exhibition. Wilmington, Delaware. 2001
DCAD Faculty Exhibition. Wilmington, Delaware. 2001
AdDE Award: Poster Design, Wilmington, Delaware. 2000
AdDE Awards Exhibition. Wilmington, Delaware. 2000
DCAD Faculty Exhibition. Wilmington, Delaware. 2000
DCAD Faculty Exhibition. Wilmington, Delaware. 1999
The Puck Show — Pratt Annual Exhibition of Student Work. 1998
Print Magazine (July/August ‘97). 1997
History of Graphic Design: This course surveys the development of visual communication and the contextual relationships between visual communications, typography, design, illustration, and social/technological evolution.
Video Storytelling (undergraduate/graduate and honors): This course is intended as an introduction to using digital video and editing as an effective medium of storytelling and seeks to foster student interest and participation in the contemporary communications dialogue. Students interrogate the language of digital video and new media; assignments address basic technological skills and procedures as well as examinations of semiotics and the vernacular of traditional and developing cinematography. Special attention is paid to the analysis of emergent media and related trends on the Internet. Above all, students are expected to question the nature of the medium and its relationship to the message.
Digital Video: This class examines the unique qualities inherent in video. Topics covered include composition, shooting, lighting, digital editing, image sequence, motion, sound, story, and expression. Students become familiar with using digital video cameras and audio/video editing on the Macintosh computer. There is also an introduction to and discussion of classic and avant-garde film.
Typography I: This class is an introduction to the fundamentals of typography. Through an examination of letterforms, history, styles, and nomenclature, students begin to develop sensitivities for the elements and usage of typography. Students learn to view typography with a critical eye and establish a working knowledge of typographic nomenclature, typographic measurements and the basic mechanics of typesetting. Students are introduced to typographic history, page structure and levels of information architecture, and develop a critical sense of character relationships and an appreciation for and understanding of letterforms.
Typography II: This class addresses the development of complex information systems while continuing to further the students’ basic knowledge of typography and systems. Emphasis is placed on students developing professional and sophisticated solutions. Topics discussed in this class include readability, hierarchies (levels of information and meaning), and finding personal expression through typographic design.
Designing with Type II: With a focus on visual thinking, students explore the relationship between word and image, and the problem-solving process. Varied methods of investigation aid in developing an understanding of the role and value of the design process in visual communication. This course is intentionally designed to work in concert with students’ other Motion Design courses and projects; type treatments, logotypes and systems developed in this course will become components of projects for other courses.
Image & Color: This course explores color structure and relationships, color mixing, communication and expression, additive and subtractive systems, and color symbolism. Emphasis is placed on the integration of photographic and digital media, the integration of image and text, and experimental process.
Sequence Design: Design classes explore the elements and principles of design, composition, idea generation, visual problem-solving, digital media, communication theory and creative collaboration. It may also emphasize metamorphosis and transition, sequential and non-linear narrative, additive color, time and motion, rhythm, pace and editing.
Intro to GIC: This course is an introduction to the visual theory and technology associated with Graphic and Interactive Communication. Students use Adobe Illustrator and Adobe Photoshop in order to solve communication projects involving vector drawing, figure/ground, contrast, typography and digital image manipulation.
Visual Communications I: This class is an introduction to the fundamentals of visual communication, the basic principles of design, visual perception, and the problem-solving process. There is a strong emphasis on visual language and its relative meaning, usage and interpretation. Students gain an understanding of relevant nomenclature and are introduced to semiotic and deconstructive theory. Students establish a working understanding of design, process, perception and communication fundamentals, develop an understanding of visual language and vernacular, develop an understanding of historical relationships, and develop, enhance and understand their own unique problem-solving process. Students work on at least one project (between Vis Com I & II) with an actual client.
Visual Communications II: Picking up where Vis Com I leaves off, this class continues the students’ development and furthers their understanding of the principles that lead to creative and effective design solutions. This class continues to address visual language, process and visual problem solving—tying together basic elements of communication and design while allowing students the opportunity to begin finding their own creative voice and process—in a pragmatic classroom environment.
Design Procedures I: This course offers students practical experience in taking graphic design projects from concept through production. Emphasis is placed on acquainting students with the computer and the most commonly used graphic design applications (Adobe Photoshop, Adobe Illustrator and Quark Express). Students gain a familiarity with fonts, file types, prepress, scanning, image resolution, and printing concerns. Students who successfully complete this course possess a high level of competence working with the major design applications and are able to see their individual projects from concept to completion.
Design Procedures II: This class is an introduction to web design and the use of web design applications. Special attention is paid to developing an understanding of architecture, interface, and visual language in creating web pages. Topics include tags, tables, frames, actions, GIF animation, image formats, Macromedia Dreamweaver, Adobe Photoshop, and Adobe ImageReady. Through this course students gain a basic understanding of HTML and develop a working understanding of the applications used for page creation. For their final assignment, students create and launch their own personal portfolio web site.
Graphic Design I: This class is designed to introduce students to the fundamentals of graphic design. Emphasis is placed on developing the students’ two-dimensional sensibilities and craftsmanship. Students develop their ability to recognize and create good form, design, and communication. Students are required to create, evaluate and improve ideas by sketching, refining, and finalizing their ideas. Students are exposed to basic design theories and issues concerning graphic designers and the design profession.
2-Dimensional Design I: This course is designed to give students a foundation and understanding of two-dimensional design and to heighten students’ sensitivity to design elements in nature and the visual world in general. Emphasis is placed on vocabulary, technique, and craft. Students are introduced to the formal elements of design (line, plane, shape, form, texture, scale, value, proportion, interval, contrast, figure/ground, positive/negative relations, illusion, and abstraction). Principles of organization including unity, variety, balance, rhythm, focus, and pattern.
Foundations Seminar: The purpose of this class is to provide students with a brief introduction to the field of Graphic Design and the Graphic Design program at DCAD. Through classroom discussions, demonstrations, projects (performed in and outside of class), students have a better understanding of Graphic Design and are aided in selecting their major area of study.
Awards, Shows, etc.