Bobby Genalo's enthusiasm for creative problem solving has resulted in a body of work that bridges ideas in art, technology and education. He holds degrees from the Maryland Institute College of Art and NYU's Interactive Telecommunications Program, teaches design courses at Pratt Institute and records music in his apartment regularly.
Bobby is currently developing interactive, tangible artwork through PlaySomething, as well as digital, data-driven work for personal projects. His work has been featured on PSFK, The Creator's Project, AIGA, and Inhabit.
Bobby has taught design courses at MICA and Pratt Institute, encouraging students to bridge the divide between beauty and utility. For his thesis, he worked with 3rd graders to explore possibilities in 3D scanning and printing, and has recently hosted a lecture series on emerging designers on behalf of Pratt COMD.
A selection of favorite past projects:
Pratt, Spring 2013
Can there exist an overlap between the screenprinted concert poster and a news article? How might communicating current events as though they were band merchandise help to create awareness and inspire others to read the news?
Pratt, Fall 2012
Use Rube Goldberg's step-by-step, mechanical process as a guide as you construct a three dimensional, kinectic system that, over time, translates information regarding an upcoming event of your choosing. Film the mechanism in action and upload your Tangible Motion Graphic to YouTube.
MUSIC / DESIGN
MICA, Fall 2011
What is the relationship between music and design? How are they similar/different? For your first assignment, choose between creating a poster that corresponds to a piece of music or creating a piece of music that responds to a poster. Consider hierarchy, rhythm, context, functionality. Challenge yourself.
MICA, Fall 2011
In pairs, create a step-by-step slideshow depicting the keystrokes necessary to produce a logo, business card, or poster within Adobe Illustrator. The rest of the class will follow your steps without looking at their monitors. The team that has the best success rate wins a prize (the prize was pizza).
I encourage my students to design for the web, not the browser. Keeping up with technology today, oddly enough, sometimes means predicting its future.
Student: Erin Marynowski
The assignments I craft for my students attempt to be broad enough to have something for everyone, conceptual enough to keep them guessing, yet accessible enough so as to give them an entry point.
Student: Anastasia Cook
Though my web design classes cover a healthy amount of HTML/CSS instruction, the majority of class time is spent discussing technological trends and where we, as designers, would prefer to take them.
Students: Moriah Helavi & Leah Johnstone-Mosher
Mixing art students and emerging technology principles tends to build its own momentum, producing an atmosphere of creativity, optimism, and self-empowerment.
Student: Miri Kunii
When leading young, creative minds towards a career in design, I find that using a trans-discipline approach to the curriculum instills an "anything's possible" attitude.
Students: Julie Finn & Spencer Hill
On occasion, I ask professional designers to join my students and I for the duration of a project - 2 or 3 weeks, typically - so as to lend their expertise and insights from initial steps to final critique.
Flat Vernacular critiquing student work
Bordering on the sculptural, my Visual Communication classes offer students an opportunity to explore ways of making that they may have been reluctant to attempt in other classes.
Student: Tim Liedtke
At the end of all the research, mock-ups and failed results, I push my students to find the simple solutions - human-centered designs that can make an immediate connection with the viewer or user.
Student: Eden Shats
The first class I had the honor of teaching was at my alma mater, the Maryland Institute College of Art.
Student: Jordan Sondler
Not knowing exactly what to expect from sophomore Graphic Design students, I decided to throw them in the deep end and see how they swam.
Student: Tanya Heidrich
Perhaps to no one's surprise, they were excellent swimmers. Their inherent conceptual talent provided a unique starting point and listened attentively as we worked together to fit the pieces together.
Student: Katie Mazikins
In an attempt to teach the students some basic keyboard shortcuts in Adobe Illustrator, I asked them to pair up and create a step by step guide to creating something without the luxury of seeing the screen.
In the spring semester of 2013, on behalf of Pratt's undergraduate Communications Design department, I hosted a six-part lecture series with an emphasis on emerging technologies.
In some ways, the lectures served as a synthesis for what I had been discussing in my classes, revealing digital processes such as coding as an approachable medium as opposed to some unknowable magic.
Lecturer: Reed & Rader
More importantly, however, the lecturers had demonstrated ways of making that many students (seniors included) had yet to consider.
Lecturer: Oliver Munday
This experience and others like it have revealed a unique opportunity for Pratt's Communications Design department to help students not only better understand the technology that they interact with daily, but how they can become authors, critics, and designers of it.
Lecturer: Rune Madsen