• Links
• GD@DCCC
• Student work
• Quotations

EDUCATION:

MFA - Syracuse University
BFA - Kutztown University

Teaching philosophy

Design philosophy

RJonesStudio.com

TEACHING philosophy

Process, exploration, rigor

The act of creation is the sole providence of the Almighty and his alone. In our humanness, man takes that which has already been provided him and appropriates it to his needs for self-expression, communicating his dreams, desires and those qualities to which he aspires. Through this process man enriches both himself and his community by exposing our humanity, our enduringness and our frailties.

I personally make little distinction between fine art and applied art concerning the creative process. The intentions behind each area’s discipline may be vastly different yet the knowledge base, skill-set, materials and media are equivalent in most respects.

As a teacher of both foundational and applied art courses, I find the process of creating art and design in the digital age an exhilarating experience. The requirements of the digital age to master the tools of hardware, to keep up with the software packages and the subjective nature of art, can create an anxious environment. I see my primary responsibility as a facilitator of content-rich learning experiences created through a nurturing, yet rigorous classroom environment.

Three words best describe my approach to teaching, process, exploration and rigor. Successful solutions to design problems and self-expression in art can be achieved through a systematic/comprehensive approach to the art and design processes. The art and design student must discipline himself to explore many paths to a creative solution through the stages of ideation, thumbnail generation, analysis, roughs, and final design stages. I encourage students to go beyond their comfort zones, exploring unfamiliar territory to reach new concepts and content. Throughout this journey the student must be diligent to achieve optimum results.

When successful, this approach creates a relaxed environment thereby giving the student the courage and confidence to strive for perfection and reach excellence in their own artistic growth.

My teaching goal is to develop mature art and design professionals that function as creative and skilled artists, designers and technicians in a highly competitive, computer-savvy economy. I approach this goal using learner and content-centered methodologies, systematically presenting tools, techniques and concepts to challenge young artistic minds to grow aesthetically, conceptually, and professionally. I create assignments with clearly defined objectives to improve student’s problem solving and critical thinking skills involving team building, peer critiques and feedback sessions. Through this and the incorporation of collaborative learning skills students can apply 'hands-on' experiences to facilitate "real-world" problem.

To properly address diverse learning styles, I build in different methodologies in each classroom session. I incorporate demonstration, concept ideation, brief lectures, interactive audio and visual materials, hands–on digital tool exercises, field trips, guest presentations, student presentations, impromptu drawing sessions and quick design-solution activities using teams, group research and other methods of collaboration.

The student is pushed to overcome the challenge of using new tools, materials and concepts and is set free to explore, experiment and discover their own voice in the creation of design or fine art. My gratification comes in watching the student break down barriers to learning through the insight they gain in my classroom.

When evaluating student progress in the classroom, I favor formative evaluations using the group critique process but I also incorporate summative evaluations in several classes. Perhaps the most frustrating aspect of studying art for young artists is the subjective nature of the discipline. I strive to equip the students with a variety of classroom critique tools that they can use to evaluate their personal work and their peers. They are strongly encouraged to seek the feedback of diverse faculty members, peers and the casual observer. Prior to the final critique, the class undergoes a preliminary critique session to give each student the chance to correct any ”misguided decisions”.

Upon completion of their projects, they receive a comprehensive evaluation sheet that addresses the evaluation of concept, design, process and presentation. Within these parameters may be specific criteria tailored to the assignment. I do my best to evaluate each student’s individual progress, however I find it important to measure them against the group as they are embarking on a very competitive career.

I treasure the interactions I share with my students, getting to know them as people, sharing, laughing and opening my heart with the hope to have touched their lives and to equip them to be disciplined professionals and involved citizens.

BIOGRAPHY

I've enjoyed making images and using my hands to create objects of art from as early as I can remember. After completing my BFA degree I went to work as a graphic designer for a small graphic design studio. There I learned the daily requirements of working on the 'board' for a variety of primarily industrial clientele.

Following my brief design studio experience I choose to persue a freelance career in design and later illustration that lasted over 20 years. I've worked with a variety of traditional painting materials and currently enjoy working with Photoshop, Illustrator and Painter.

Much of my illustration career was spent producing paintings and drawings for advertising and editorial clients. In the digital realm I also enjoy producing web site design and animation and video as a creative outlet.

DESIGN philosophy

Strong visual communication needs to have its foundation in the knowledge of the fundamental elements and principals of design, as well as a strong understanding of human visual perception. Good design addresses communication problems and possibilities through a rigorous process of visual exploration, balancing conceptualization and visualization, integrating form and content within the restrictions of project objectives.

Form and content is what drives good design practice. But successful design is only achieved through the processes of ideation, reflection, planning, creation, analysis and execution. These processes will take the inexperienced designer through various stages of development and a struggle is likely to ensue, but without these preliminary investigations, the novice is likely to fall short of the best possible solution to a project.

The educated designer needs to foster both critical and creative thinking skills. The creative process must explore past and present design practices and solutions while pushing the parameters of a project to express fresh and innovative approaches to a project’s objectives.

My own design sensibilities align with the structure and simple lines of Swiss Design and Russian Constructivism, yet I attempt to add warmth and occasional whimsy. Instilling this sense of structure in my student’s work is one of my primary aims, yet I push the student to allow their personality to come through in their work.

After all, as the audience varies so must the form and content of the solution, but a client often hires a designer or group for their unique vision. It is extremely important for design students to be aware of current trends in graphic design but I try to motivate and inspire my students to discover their own visual vocabulary and voice.

Updated: August 16, 2011