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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.

  • Professional teacher training for further education and lifelong learning contexts.

  • Required placement and teaching hours completed and exceeded.

  • Formal teaching observations completed with planning, feedback and reflective review.

  • Evidence completed across lesson planning, resources, assessment, learner support and professional development.

  • Professional development shaped through mentor meetings, tutor feedback, teaching reports and review targets.

  • 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.

  • Creative Media Teaching

    Creative media design, visual communication, design practice and project-based creative learning across vocational creative education.

    Tags: Creative Media / Visual Communication / Project-Based Learning

  • Group of people working on laptops around a wooden table in a cozy room with wooden walls and large windows.

    Studio Practice

    Iterative development, experimentation, critique, refinement and creative decision-making through a working studio culture.

    Tags: Studio Practice / Iteration / Creative Process

  • A desk with a silver Acer laptop displaying a collection of landscape and nature photographs on the screen. To the left of the laptop is a potted plant, and in front of the plant is a copper mug surrounded by string lights. The background is dark, with a closed door visible.

    Portfolio Development

    Supporting learners to evidence research, process, development, outcomes, reflection and evaluation in a clear portfolio structure.

    Tags: Portfolio / Evidence / Creative Development

  • Two young women working together at a desk in a rustic, industrial-style room with concrete walls. One is seated writing, and the other is standing, leaning over, and pointing at papers.

    Independent Project Support

    Guidance for extended projects, proposal development, self-directed planning, production decisions and final evidence.

    Tags: FMP / Independent Practice / Project Development

  • A man with curly hair wearing glasses, a tropical print shirt, and maroon pants observing a colorful painting of a red and black lipstick on a white wall. The painting has a yellow border on the left and a black and blue background.

    Assessment Literacy

    Making assessment expectations visible so learners understand how evidence, process and outcomes connect.

    Tags: Assessment / Evidence / Learning Outcomes

  • Two people are sitting at a table, engaging with electronic tablets and a computer monitor. The photo is in black and white.

    Pedagogical Studio Critique

    Questioning, dialogue, peer critique, chunked feedback and clear next steps to support creative development.

    Tags: Critique / Feedback / Feedforward

  • A tree with a thick trunk and green leaves, with a sculpture of a hand gripping the trunk and branch. Background includes a park bench, a fence, and a trailer or bus.

    Adaptive Teaching & Scaffolding

    Adaptive support, communication and resources that help learners access tasks while building independence.

    Tags: Scaffolding / Learner Support / Independence

  • Colorful pencils arranged in a circular pattern with pointed tips facing inward.

    Inclusive Creative Practice

    Access, representation, equity, learner confidence and participation within a respectful creative studio environment.

    Tags: Inclusion / Access / Participation

  • A man in a white shirt and tie, wearing a badge, sitting at a desk talking on a phone. There is a large camera on a tripod filming or taking pictures of him. The desk has water bottles, papers, and electronic devices. The background has a colorful, digital-looking display.

    Industry Aligned Teaching & Progression Awareness

    Connecting briefs, audiences, clients, employability, higher education, portfolios and professional behaviours.

    Tags: Industry / Progression / Employability

  • A workspace with an iMac computer, a keyboard, and a tablet displaying colorful Adobe program blocks. To the left, there's a pink book titled 'Design Playbook.' A small pink plastic container with paper clips and binder clips, a potted plant with yellow and green flowers, and a container with colored pencils are also on the desk.

    Digital Creative Workflow

    Adobe workflows, file management, digital production, online portfolios, shared studio spaces and digital presentation.

    Tags: Digital Workflow / Adobe / Portfolio

  • A close-up of a computer keyboard with black keys and white lettering, featuring an illuminated blue 'AI' key with a lion's head logo.

    AI Critical Literacy & Authorship

    Critical use of AI in creative media, with attention to authorship, transparent process evidence and creative judgement.

    Tags: AI Literacy / Authorship / Process Evidence

  • A three-dimensional geometric sculpture composed of numerous white cubes with some illuminated blue light, creating a glowing effect against a dark background.

    Learner Resource Design

    Learner-facing guides, checklists, visual frameworks and structured resources that make expectations easier to act on.

    Tags: Resource Design / Guides / Visual Support

  • People sitting at a meeting table, with one person speaking using hand gestures, open notebook, tablet, and smartphone on the table.

    Professional Studio Culture

    Communication, organisation, collaboration, punctuality, critique behaviour and responsibility as part of creative practice.

    Tags: Studio Culture / Professional Behaviour / Collaboration

  • Snow-covered mountains with a lake in the foreground that reflects the mountains and sky, trees along the lake's edge.

    Reflective & Evidence Informed Practice

    Reflection, feedback, theory and learner response used to adapt teaching and improve learner outcomes.

    Tags: Reflection / Evidence-Informed / Improvement

  • Statue of Lady Justice holding scales

    Professional Standards & Responsibilities

    Safeguarding, equality legislation, institutional responsibilities, ethical practice and Learning and Skills Teacher standards.

    Tags: Standards / Safeguarding / Professional Practice

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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.

  • Dialogue, questioning and explanation are used to help learners articulate decisions, challenge assumptions and develop clearer creative reasoning.

  • 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.

  • Learning is supported through social interaction, modelling, peer dialogue and scaffolded movement from supported practice towards independence.

  • Creative skills and concepts are revisited through increasing complexity, with support reduced as learners gain confidence and control.

  • Item descLearners develop through making, testing, reflecting and refining, using practical project work as the basis for deeper understanding.ription

  • Feedback, questioning and assessment for learning are used to identify next steps and support progress during the creative process, not only at final submission.

  • Complex tasks are broken into manageable stages so learners can focus on the right decision at the right time without being overloaded.

  • Learners build confidence by seeing practice modelled, observing peers, receiving feedback and recognising that progress is achievable through effort and strategy.

  • Visual examples, diagrams, demonstrations and written prompts are combined so learners can understand expectations through more than one route.

  • Learning is made more accessible through varied representation, engagement and expression, supporting learners to access creative tasks without lowering expectations.

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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.

CONTACT ME
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