My design development evolves through a process of experimentation, made possible by a mastery of craft and technological skills, necessary for the creation of visual forms and images, and by an awareness of aesthetic values and visual perception, necessary for structuring critical visual thinking and conceptual problem solving. I try to teach students to be innovative problem-solvers who address the needs of both the client and the audience, who practice visual communications with a concern for issues that have ethical and environmental implications for a complex society. The learning environment for graphic design should stimulate the student's curiosity and creativity, explore graphic design's cultural role, and convey an understanding of graphic design as an emerging discipline. It is important to provide students with practical and experimental experiences that nurture thought and creativity and prepare them to practice visual communications in a complex society. I encourage students to be open to changing technolo-gies and tools, to be flexible in their approach to problem solving, and to be cognizant of current ideas to address future design needs.
Teaching is an active process whose vitality derives from the synergism of student and teacher.