©    1983 — 2021


Teaching Experience:
Spring 2022
PUCD 4205 Core 4 - Thesis 2
The New School's Parsons School of Design
Link to Class Site

Fall 2021
PUCD 4205 Core 4 - Thesis 1
The New School's Parsons School of Design
Link to Class Site
Fall 2017
Art 432 - Portfolio
Western Kentucky University
Link to Syllabus

Fall 2017
Art 431 - Illustration for Designers
Western Kentucky University
Link to Syllabus

Fall 2013
VCD1 Typography
Art Academy of Cincinnati
Link to Syllabus

Fall 2013
VCD3 Integration
Art Academy of Cincinnati
Link to Syllabus



The Teaching Assistant: A Teaching Zine for Graphic Design Educators
During my MFA education, I went through a phase of angst. It was fueled by the idea of comparison. The comparison of one design education versus another. I had always questioned the choices I had made picking schools and the lack of knowledge that I (really) had about them. So easily I would question why are they even a thing. Shouldn't we just rid of 90 to 99% of the programs that exist? This being an on thought out urge, Why not flip the issue. Instead of erasing and start over why not try to do something else about it.

I created this small publication as a small part of my MFA Thesis work to share projects, understandings, and goals with other educators. We all can't be lucky enough to go to an elite school, but we can all have a hand at the same projects.

Projects are created with a goal of specific learnings, similar to the way I work with a client at my day job I build roundabout ways to have a better understanding with the client. Here we create projects that allow students to learn concepting and how to speak about their work.


info(at)mattscottbarnes(dot)com
Matt Scott Barnes
© 1983 — 2021
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01. 256

Description:
I used to think previous to teaching that students today have it made. With the vast avenues of inspiration and space to showcase work. Now teaching I realized that this also introduces its own set of issues. Students can find themselves overwhelmed, and defeated before the work is started.

Being a student today is hard. It's hard to find your voice and to feel authorship in your work. My goal as an educator is to empower my students with the tools to make this journey a little bit easier.

The 256 project was a shared topic across the thesis cohort. In my class, I pushed it to give students direction but loose enough they can find their way. A project introduces the combination of collecting images through daily making and writing details or thoughts they are having at the time of the photo. The students build collections and organize them by a predetermined theme (as well as producing their own). They go on to document details about each photo (IE. time, date, size...). Then students are tasked with organizing the images in an editorial format. This possible being the first time they have curated elements for others to view. They are asked to include their notes and any dialogue to explain why they shot what they shot. The output gives students a hundred-plus-page book. The outcome showed students excited to share their projects with other students and include them in their portfolios.
Student:
Carmen Pleitez
Student:
Germaine Mai

Student:
Ivy Kurniawan

Student:
Jacy Chen

Student:
Juriel Furukawa

Student:
Kelly Liu

Student:
Nora Lombardo

Student:
Oz Osborn

Student:
Samantha Chun

Student:
Sarah Kim

Student:
Aaron Deng

Student:
Sofia Cacho Sousa

Student:
Tarra Boroumandi
Student:
Zach Tinubu-Karch
Student:
Zeid Jaouni