My teaching grows directly out of my design practice and an ongoing interest in material, technology and process. I approach learning as an open and collaborative space shaped by experimentation, critical thinking and the development of individual creative positions.
Two recurring strands run throughout my teaching: one centred on digital technologies, production processes and material experimentation, the other on the development of concepts, narratives and individual design positions. Together, they reflect two complementary areas of practice while encouraging students to develop their own approach through making, experimentation and critical reflection.
Courses focusing on digital technologies encourage students to develop technical confidence through experimentation, material exploration and production processes. Others centre on conceptual development, supporting the development of narratives, critical thinking and individual design positions.
Rather than treating analogue and digital methods as separate disciplines, I approach them as interconnected tools within an evolving design process shaped by iterative development, material exploration and experimentation. Teaching is closely connected to exchange and shared knowledge, creating learning environments that support curiosity, independent thinking and collaborative exploration.
Key themes include serial production, sustainability, material awareness and professional practice. Many projects are situated within real-world contexts of production, presentation and communication, encouraging students to think beyond isolated outcomes and engage with broader systems of design and use.