Read further to discover what motivates Michael, and follow the links below to specific noteworthy examples of what he did, what he does, and how he does what he did and does do. Do.

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Philosophy and Reflection on Teaching

I’ve seen a lot of changes in a decade of leading coursework at Art Institutes International, MN. Technology and the art it fosters has changed, how we interact as people has changed, and with it we must be prepared to change the educational process. Though I was educated in an era of the “sage on the stage,” I recognize that the students themselves have so much to offer, and as such am constantly striving for ways to let them drive lessons, projects, and even grading.

I am laser-focused on making a direct through-line from their college experience to their careers. Taking in to consideration the monetary value of today’s college education, I attempt to make each class day a valuable exercise in on-the-job training for their future lifestyle as a technology and art professional. Wherever the curriculum that was handed down to me was inadequate, I created courses and competencies that are a direct reflection of industry trends. This included the creation of a VFX-specific History and Trends course, and the expansion of classes like Post Production Management to incorporate “career development” concerns such as freelancing, income tax law, starting a corporation, and writing a business proposal.

As the VFX, film, and broadcast industries are in a constant state of change, staying on top of software and hardware is a constant challenge. Perhaps nothing allows me to do this more effectively than the fact that I, too, am creating the same types of projects that my students are. Thanks to my own filmmaking endeavors, I am able to come into the class and say, “last weekend we did this” on a shoot, or provide specific examples of how similar problems were solved on my own projects. Not only is this invaluable in securing my status as an authority on the subject, but also positions me as a comrade-in-arms. This situation is not a given in education, but in a field such as this should be a prerequisite.

Lastly, my work as a filmmaking professional has allowed me to call upon my growing network of students and graduates as peers and collaborators. Students past and present have had opportunities to work on my projects in roles like camera operators and cinematographers, editors, motion graphic designers, and visual effects compositors. We take the concepts out of the classroom and apply it to the creation of real-world entertainment product, all of which have been either screened publicly or distributed regionally and even nationally. If they are building their resume and earning screen credits concurrently with earning their degree, the value of the education as a path to their careers is clear.

Video: The Ai VFX Program

Want to hear about my teaching philosophy from my own mouth? I created the video below to answer some common questions that come up from admissions and incoming students. Within, you’ll find examples of what I personally hold valuable in terms of curriculum, what I expect from students, and what kind of energy and fun are in store for students at Ai Minnesota’s Visual Effects Program.