simon king

To become a degree lecturer would mean I needed to gain a higher level of qualification, guidance to open up my vocabulary beyond expectation and the confidence in which to engage others and inspire.

Having benefited from the opportunity to work as a Junior Graphic Designer in the prestigious KeeScott agency (Kings cross, London), I found myself asking if I was happy working for other creatives in producing design I didn’t necessarily feel any connection with. 

A fresh approach was needed, a month later I was working as a part-time Technician at The University for the Creative Arts at Epsom opened up my eyes to a whole new world. The job involves teaching software such as Photoshop and Flash directly to students and in some cases, inspiring and commenting on their projects. Soon after i began sessional teaching. The task of holding the attention of thirty students with varied abilities was a challenge that provided me with a great sense of satisfaction and gave me an appetite to pursue teaching as a career.

Along side my MA I work freelance, I produce websites in Flash for creatives and photographers. This I feel keeps design in perspective, to avoid turning inwards from the ever-changing creative environment, to encourage and continue growing as one reflects and learns as a tutor. 

My Sensory Dynamic Abstractions research project has been directed at developing multi-modal software interfaces to utilise the sensory interests of children on the autistic spectrum in ways that encourage social interaction skills through play.

The focus of the research has been to create a relaxing environment through projection that enables opportunity for creative impulses and sensations, motor and sensory, which are not linked to a purposeful one.

The theoretical framework for my research has been provided by investigations into the development of play. In particular its impact on social communication and learning in both typically developing and autistic children. 

Inspired by John Maeda I became fascinated by information visualization and its educational implications. I began looking into experiential interactivity and projector technology as a process for exploratory learning.

The design behind my flash animation prioritises the computer as a medium. The computer becomes an environment where exploration and play, which are vital in the learning process, can occur spontaneously. This contrasts with the generally accepted notion that the mouse, keyboard, screen and even programming code, are purely functional components in a system.

During this MA I was given the opportunity to teach on a Smartboard. This vertical projection unit allows me to physically interact and navigate through software’s like Photoshop, Illustrator and Flash while demonstrating to an audience. It is one thing teaching with verbal or written techniques but another to use all amongst a digital interface in which we are all grow adept to. Working in this environment allows me engage with my research. 

After my MA I look forward to studying a PGCE that will be undertaken as a means of understanding a language in which to teach professionally. This is a qualification that I feel is paramount to this field in which I step confidently.