Teach
I teach creative media through studio practice, visual communication and project-based learning.
My teaching experience includes the UAL Extended Diploma in Creative Media Production, Final Major Project support, portfolio development, learner-facing resources, critique, live-brief activities, and creative project guidance.
My role is to help learners understand how creative work is built. That means making expectations visible, connecting research to decisions, linking process to outcomes and supporting learners to explain the choices behind their work.
I bring design, Fine Art, digital workflow and industry awareness into teaching so learners can see creative practice as more than task completion. The focus is on developing judgement, confidence, communication, organisation, collaboration and independent creative thinking.
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Professional teacher training for further education and lifelong learning contexts.
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Required placement and teaching hours completed and exceeded.
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Formal teaching observations completed with planning, feedback and reflective review.
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Evidence completed across lesson planning, resources, assessment, learner support and professional development.
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Professional development shaped through mentor meetings, tutor feedback, teaching reports and review targets.
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Additional professional activity, second placement evidence and wider teaching role experience.
Professional Training
My teaching practice is supported by PGCE professional training in the lifelong learning sector through the University of Huddersfield. My evidence includes a completed teaching portfolio, formal observations, mentor and tutor reviews, and logged teaching and professional practice hours.
Teaching
Skills
Catalogue
A catalogue of the teaching, support and creative education practices I use across creative media design, studio learning, portfolio development and project-based work.
Fundamental
Pedagogies
My teaching practice is shaped by pedagogies that support creative independence, visible process, critical thinking and professional judgement. These approaches help learners move from guided creative activity towards intentional, evidence-informed practice.
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Dialogue, questioning and explanation are used to help learners articulate decisions, challenge assumptions and develop clearer creative reasoning.
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Studio learning develops creative thinking through sustained practice, observation, experimentation, critique, reflection and connection to wider creative contexts. This underpins my use of studio culture, Students at Work, visible process, peer critique and learner ownership.
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Learning is supported through social interaction, modelling, peer dialogue and scaffolded movement from supported practice towards independence.
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Creative skills and concepts are revisited through increasing complexity, with support reduced as learners gain confidence and control.
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Item descLearners develop through making, testing, reflecting and refining, using practical project work as the basis for deeper understanding.ription
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Feedback, questioning and assessment for learning are used to identify next steps and support progress during the creative process, not only at final submission.
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Complex tasks are broken into manageable stages so learners can focus on the right decision at the right time without being overloaded.
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Learners build confidence by seeing practice modelled, observing peers, receiving feedback and recognising that progress is achievable through effort and strategy.
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Visual examples, diagrams, demonstrations and written prompts are combined so learners can understand expectations through more than one route.
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Learning is made more accessible through varied representation, engagement and expression, supporting learners to access creative tasks without lowering expectations.
My Teaching Approach
How I teach, why I teach that way, and what I am trying to develop in learners.
In creative media, learners are often expected to research, experiment, respond to feedback, evidence process, make decisions and evaluate outcomes before they fully understand what those actions mean in practice. I support learners by breaking those expectations into visible stages without reducing the complexity of creative work.
I use studio practice, critique, modelling, questioning and structured feedback to help learners connect what they make with why they made it. The aim is not for learners to follow a fixed method, but to understand how research, audience, context, experimentation and technical choices shape stronger outcomes.
My approach balances support with independence. I scaffold where needed, but the long-term goal is to reduce dependency and build learner confidence, judgement and ownership. I want learners to leave with more than just evidence of completed projects. I want them to understand how to think, communicate and act as developing creative practitioners.
Professional
Enquiries
For teaching-related opportunities, creative media education work, learner support, resource development or professional discussion, please contact me directly.
