kapptie

A Portfolio of Digital Artifacts

Computer Science & TOK Teacher | Educoder | Webmaster | TSA Adviser | Yearbook Adviser | VEX Robotics Coach


Current Work

What Mr. Kapptie is working on right now

Active builds, classroom systems, and creative experiments currently moving from idea to artifact.

Education

Teaching Icon I began, quite fittingly, in a small place beneath a wide Wyoming sky at Worland High School, where the mountains whispered and the teachers did their best to compete with them. I was a thinker then—perhaps a wanderer in denim—more interested in the questions behind the questions than the answers printed on the quiz. Looking back, that period was less about acquiring knowledge and more about becoming aware of the kind of life I hoped to live. Somewhere during those years, a mentor named Tim McGee helped plant the idea that I might one day become a teacher myself. The path there, however, was far from direct. It would take another twelve years before I discovered that technology and computer science were the subjects through which I could best connect curiosity, creativity, and education.

Growing up around computers of every kind sparked an early fascination with software, hardware, systems, and digital tools. That curiosity eventually led me to the University of Phoenix—a place where learning required equal parts discipline, adaptability, and persistence. There, I earned a Bachelor of Science in Information Technology and a Master of Arts in Education, but more importantly, I learned how education must often bend and evolve around the realities of life rather than pretend those realities do not exist.

Beyond formal degrees, my education never truly stopped. Certifications, workshops, teaching credentials, late-night YouTube rabbit holes, philosophical books with too many footnotes, conversations, failures, experiments—all of them became part of a larger architecture of ongoing curiosity. I never pursued education simply to collect credentials. I pursued it to remain awake, adaptable, and engaged with the world. Over time, I came to realize something both simple and difficult: the journey itself is the lesson.

Teaching

Teaching IconMy teaching path has never felt like a straight ladder. It has been more like a spiral—moving through different schools, different learners, and different seasons of life, each one reshaping what I understand about education, technology, and human growth.

At East High, I first learned the real rhythm of the classroom: not the rhythm written into policy, but the one created through eye contact, curiosity, confusion, humor, and trust. Stillwater Academy deepened that understanding. There, teaching was inseparable from patience and healing, and I learned that sometimes the most important thing a teacher can offer is not a perfect explanation, but a steady presence.

Teaching IconGranite Peaks Adult Education showed me that learning is never limited to a particular age or stage of life. Many students arrived carrying complicated histories, responsibilities, and resilience, and they reminded me that education is often an act of rebuilding. Later, through community education and web-based courses, I saw how learning could stretch beyond the walls of a classroom while still depending on the same human need for connection, clarity, and encouragement.

Skyline High School has become the place where many of these threads came together. Here, I teach computer science, multimedia production, game development, broadcasting, yearbook, and creative technology not as isolated subjects, but as ways for students to build confidence, solve problems, and leave visible evidence of their growth. I do not see teaching as simply delivering content. I see it as helping students make things, revise them, understand themselves through the process, and discover that their ideas are worth developing.

Projects

Projects Icon Projects are where curiosity becomes tangible. Each application, experiment, curriculum tool, visualization, or creative system on this page began with a question: What would happen if this idea were explored a little further? Some projects emerged from classroom needs, others from personal fascination, musical experimentation, philosophical reflection, or the simple desire to build something useful and beautiful.

I rarely approach projects as finished products. Most are evolving systems—iterative, imperfect, and constantly teaching me something new about design, communication, problem solving, or human behavior. Many begin as small prototypes and gradually expand into larger ecosystems shaped by feedback, failure, and refinement. In that sense, the process itself becomes part of the artifact.

Across these builds, certain themes continue to reappear: creativity through structure, visual clarity, accessibility, systems thinking, music, education, reflection, and interaction. Whether I am building classroom tools, collaborative music systems, adaptive learning environments, or strange experimental visualizers, the deeper goal remains the same: to create experiences that help people think, explore, connect, and make meaning.

Art

Art Icon Art, for me, has never belonged to a single medium. It exists somewhere between observation and interpretation—a way of exploring emotion, memory, symbolism, texture, rhythm, and atmosphere without needing everything to be fully explained. Whether through visual design, music, photography, writing, interface design, or experimental digital work, I create less to declare meaning and more to discover it.

One of my early art teachers, Mr. Collins, often repeated the phrase “repetition with constant variation,” and that idea has quietly stayed with me ever since. Much of my creative process still revolves around returning to the same themes from slightly different angles: structure and chaos, technology and humanity, motion and stillness, nostalgia and reinvention. I am drawn to systems, patterns, and visual relationships, but I am equally interested in the imperfections that make something feel alive.

Art has become less about producing finished pieces and more about cultivating attention. A texture on a wall, the shape of old typography, the color relationships in a weathered photograph, the emotional weight of a musical interval, the pacing of silence between ideas—these small details often become the beginning of larger explorations. In many ways, the work shown here represents fragments of an ongoing conversation with curiosity itself: an attempt to slow down long enough to notice something meaningful before it disappears.

Photography

Photography Icon Photography is one of the ways I practice attention. A camera gives me permission to slow down, look again, and notice what might otherwise pass by unnoticed: the angle of light across a wall, the texture of an old surface, the quiet geometry of a street, or the way a landscape holds memory without saying anything at all.

I am drawn to images that feel discovered rather than staged. Whether I am walking through an urban space, traveling through open terrain, or simply noticing something ordinary at the right moment, photography helps me preserve small encounters with form, shadow, color, and atmosphere. Each image becomes a record of looking closely.

In that sense, photography connects naturally to the rest of my creative work. It is part documentation, part reflection, and part visual study. The photographs here are not just souvenirs of places I have been; they are evidence of curiosity, pauses in motion, and attempts to hold fleeting moments long enough to understand why they mattered.

Music

Music Icon Music has always been less of a performance for me and more of a conversation—an attempt to explore emotion, memory, tension, motion, and atmosphere in ways that language often cannot fully capture. I am drawn to sound not because it provides escape, but because it reveals things. A riff, a chord progression, a rhythmic shift, or even a single sustained note can sometimes communicate more honestly than explanation ever could.

Much of my musical thinking revolves around exploration and experimentation. I spend a great deal of time improvising, studying modes, layering textures, building rhythmic ideas, and following unexpected musical paths simply to see where they lead. Guitar remains my primary companion in that process, though increasingly I find myself interested in systems that connect music, visualization, interaction, and technology together. Many of the applications and experiments elsewhere in this portfolio grew directly out of those musical curiosities.

The recordings here are intentionally raw. Most are first-take sketches, fragments, improvisations, or captured moments rather than polished studio productions. I value preserving the original energy of an idea before refinement smooths away its personality. If you would like to hear more recent work, evolving projects, and current musical experiments, you can also browse my SoundCloud archive here, where I regularly upload new material, sketches, and ongoing explorations.

Guitar Pieces

    Hobbies

    Hobbies Icon I have always struggled to think of hobbies as mere distractions. Most of the things I return to repeatedly—motorcycles, dictionaries, astronomy, music gear, wandering bookstores, photography, strange software experiments—feel less like entertainment and more like ways of exploring attention, curiosity, and perspective.

    Motorcycles, for instance, offer a kind of clarity that is difficult to find elsewhere. Riding demands complete presence. The machine, the road, the weather, the rhythm of movement, the constant negotiation between control and uncertainty—everything narrows into a single uninterrupted moment. At highway speed, distraction disappears. There is only awareness, motion, and the strange calm that comes from total focus.

    Dictionaries occupy the opposite end of that spectrum, yet somehow satisfy the same instinct. I can lose hours exploring old words, obscure definitions, etymologies, and forgotten phrases. Language feels alive to me—part historical artifact, part evolving map of human thought. Browsing a dictionary often feels less like studying vocabulary and more like wandering through a museum of consciousness.

    Astronomy provides another kind of recalibration. Looking upward has a way of shrinking ego while simultaneously expanding wonder. It reminds me that human beings are both incredibly small and astonishingly capable of meaning-making. That tension has always fascinated me.

    Across all of these interests runs a common thread: curiosity. I am drawn to systems, patterns, motion, tools, stories, and experiences that reveal hidden structure beneath ordinary life. Whether I am riding through the desert, studying an old typeface, experimenting with sound, or opening a strange book I found tucked into a dusty shelf somewhere, I am usually chasing the same thing—a deeper sense of connection and understanding.

    Interests

    Interests Icon Over the last several years, many of my interests have begun converging around a common set of questions: How do people learn? How do systems evolve? Why do certain patterns repeat across music, technology, relationships, creativity, and personal growth? Increasingly, I find myself drawn not just to individual disciplines, but to the spaces where disciplines overlap and begin influencing one another.

    I remain deeply interested in computer science, interface design, music theory, creative technology, psychology, systems thinking, education, philosophy, and the ways emerging technologies reshape human behavior and communication. Much of my recent work has focused on building tools that encourage reflection, creativity, collaboration, and deeper interaction—especially through music, visualization, adaptive systems, and educational design.

    I have also become increasingly fascinated by process itself: how ideas form, how motivation rises and collapses, how identity changes over time, and how people attempt to make meaning from chaotic experiences. Journaling systems, conceptual mapping, improvisation, pattern recognition, and iterative creative work have all become important parts of that exploration. Many of the projects throughout this portfolio are direct extensions of those interests.

    More than anything, I am interested in curiosity that remains active. I admire people who continue experimenting, building, questioning, revising, and learning long after external expectations would suggest they stop. Whether through teaching, music, software, design, writing, or conversation, I continue trying to better understand the relationship between creativity, structure, emotion, and human connection.

    Awards

    Awards Icon Recognition has never been the goal of my work, but it has occasionally served as a meaningful reminder that the effort mattered beyond the classroom itself. Most teaching victories happen quietly: a student discovering confidence, a project finally clicking into place, a difficult year ending with growth instead of surrender. Awards simply offer visible markers along a much larger journey of teaching, mentorship, creativity, and continued experimentation.

    These honors reflect not only classroom instruction, but also years spent building programs, advising students, exploring creative technology, supporting leadership organizations, and encouraging students to create work that extends beyond school walls into authentic personal and professional growth.

    UITEA Teacher of the Year (2025)

    Awarded by the Utah Information Technology Education Association in recognition of contributions to computer science education, student leadership, TSA advising, and creative technology programs at Skyline High School.

    Skyline CTE Profile

    KSL Teacher Tribute Wall (2024)

    Honored by Granite School District and KSL for dedication to technology education, student mentorship, and creative leadership at Skyline High School.

    Read Announcement

    Skyline Golden Talon Award (2024)

    Recognized by Skyline High School for contributions to student programs, technology education, yearbook, TSA leadership, and school community involvement.

    Skyline Faculty

    U.S. Presidential Scholars Distinguished Teacher (2018 & 2023)

    Selected by Presidential Scholar recipients as a Distinguished Teacher in recognition of mentorship, instructional impact, and long-term educational influence.

    View Recognition

    Upcoming Projects

    Projects Icon Upcoming projects are where unfinished ideas begin taking shape. Some are books, some are tools, some are systems, and some are still only fragments of language, design, or code waiting for the right structure. I think of this section as a preview of what is currently forming beneath the surface.

    These works-in-progress reflect the same themes that move through much of my teaching and creative work: mastery, reflection, technology, meaning-making, and the search for better ways to help people understand themselves and the systems around them.