I teach undergraduate and graduate level classes in creative computing, generative design, as well as media study and ethics of technology.
Why I Teach (Or You May Call it a Statement of Teaching)
“What is our way out?”
A student asked during a in-class discussion. It was an entry-level creative computation class and we were just talking about Google Map, mapping systems, the colonization history behind them and violence being executed through this “neutral” tool.
I froze for a second. What do I say? It is a question I ask myself everyday, with a different answer each time. But before I could say anything, some one else jumped in “I think we need keep trying. Things didn’t work out in the past doesn’t mean things will never work out in the future.”
Moments like this remind me of why I teach.
Teaching is inseparable with my practice. As an artist, I explore intersection of technology and power structures, practicing softness as a form of resistance. Teaching is part of that practice. Teaching, to me, is form of soft resistance.
I teach to demystify technology and social constructs around technology to empower students with knowledge, skills and a critical understanding of the tools they are using; I teach to engage students with the practice of questioning all knowledge, premise, and boundaries; I teach to help students find their own creative voice.
And through teaching, I am gifted with constant inspiration and intellectual stimulation;I am motivated to always question my own assumptions and challenge my own internalized knowledge;And most importantly, by empowering students with access to technology and realization that technology are not mysterious and intimating as people in power would like us to believe, I am empowered with hope for a better future.
Why I Teach (Or You May Call it a Statement of Teaching)
“What is our way out?”
A student asked during a in-class discussion. It was an entry-level creative computation class and we were just talking about Google Map, mapping systems, the colonization history behind them and violence being executed through this “neutral” tool.
I froze for a second. What do I say? It is a question I ask myself everyday, with a different answer each time. But before I could say anything, some one else jumped in “I think we need keep trying. Things didn’t work out in the past doesn’t mean things will never work out in the future.”
Moments like this remind me of why I teach.
Teaching is inseparable with my practice. As an artist, I explore intersection of technology and power structures, practicing softness as a form of resistance. Teaching is part of that practice. Teaching, to me, is form of soft resistance.
I teach to demystify technology and social constructs around technology to empower students with knowledge, skills and a critical understanding of the tools they are using; I teach to engage students with the practice of questioning all knowledge, premise, and boundaries; I teach to help students find their own creative voice.
And through teaching, I am gifted with constant inspiration and intellectual stimulation;I am motivated to always question my own assumptions and challenge my own internalized knowledge;And most importantly, by empowering students with access to technology and realization that technology are not mysterious and intimating as people in power would like us to believe, I am empowered with hope for a better future.
Class I Have Taught
Design 2B: Experimential ComputationRutgers University, MFA Art & Design, Mason Gross School of the Art
Design 2B is a studio class that introduces computationally-driven design practices.
Syllabus
Design 2B is a studio class that introduces computationally-driven design practices.
Syllabus
Design 3A: Design for Digital Realm
Rutgers University, MFA Art & Design, Mason Gross School of the Art
Design 3A is a class that critically examines the web and digital communication through historical, political, and social lenses and asks students to contribute to this digital visual landscape in three different digital media creating artifacts that are culturally significant.
Syllabus, Student Works
Rutgers University, MFA Art & Design, Mason Gross School of the Art
Design 3A is a class that critically examines the web and digital communication through historical, political, and social lenses and asks students to contribute to this digital visual landscape in three different digital media creating artifacts that are culturally significant.
Syllabus, Student Works
Does Alexa Dream Of Having Period
New York University, ITP Camp
A speculative design workshop that invites participants to reflect, reimagine and cocreate an alternative version of our everyday voice assistant. Together we challenge the narrow assumptions, preconceptions and givens with how such technology is made in our society.
Co developed with Wenjing .
New York University, ITP Camp
A speculative design workshop that invites participants to reflect, reimagine and cocreate an alternative version of our everyday voice assistant. Together we challenge the narrow assumptions, preconceptions and givens with how such technology is made in our society.
Co developed with Wenjing .
Design Studio I: Launch
Rutgers University, MFA Art & Design, Mason Gross School of the Art
Design Studio 1: Launch is part studio, part conversation seminar about Collective Experience. The semester is divided into three 4-5 week long modules: (1) Digital catalog (2) Interactive field guide (3) Participatory Design. With each prompt, students work to transform their project, altering its meaning and/or its function through choices concerning content, material, visual form, language and sequence.
Syllabus
Rutgers University, MFA Art & Design, Mason Gross School of the Art
Design Studio 1: Launch is part studio, part conversation seminar about Collective Experience. The semester is divided into three 4-5 week long modules: (1) Digital catalog (2) Interactive field guide (3) Participatory Design. With each prompt, students work to transform their project, altering its meaning and/or its function through choices concerning content, material, visual form, language and sequence.
Syllabus