My teaching is grounded in the relationship between understanding and making. I work with students from secondary level through to postgraduate study and have chosen to offer tutorials outside academic institutions to make this form of education more accessible.
I support those I work with in developing a critical awareness of how films function — not as theory in the abstract, but as something that directly informs practice. This includes how decisions are made, how meaning is constructed and how processes evolve over time.
My approach is situated within Screen Studies. It draws on traditions of close textual analysis while engaging with the critical interventions of feminism, cultural studies and queer theory, which have reshaped how film and screen-based media are understood. This involves attending to form, style and authorship across a range of contexts — from early cinema and classical Hollywood to alternative practices and contemporary forms such as games, animation and streaming media — alongside questions of representation, power, spectatorship and context, not as separate concerns but as part of an ever-evolving system.
I hold a BA (Hons) in Film Studies from Solent University and an MA in Film and Television Studies from the University of Warwick.
During my career, I have taught across undergraduate and postgraduate levels in the UK and North America. I currently hold a position as Visiting Lecturer at a UK university, working with postgraduate students.
My work uses a range of methods — including interactive lectures, case-based learning and digital platforms — not simply to deliver material, but to engage different modes of thinking. It is shaped by student feedback, peer review and an ongoing commitment to refining how material is structured and communicated.
I have contributed to curriculum development at both module and programme level, including redesigning assessments, embedding reflective practice and supporting the integration of digital fluency. Teaching, for me, must remain responsive to contemporary screen culture while retaining a clear grounding in critical frameworks.
My work is also shaped by a commitment to accessibility and inclusion. I aim to create environments that support different ways of thinking and learning, informed in part by my experience of autism and ADHD. This has strengthened my focus on clarity, structure and adaptability in both teaching and curriculum design.
When you work with me, the focus is on understanding both your aims and the conditions required to achieve them. This includes not only what you want to achieve, but how you work, what support you need and how that can be sustained over time. The intention is to create a learning environment that is structured, responsive and aligned with your way of thinking.
Tutorials are offered in 60 or 90 minute sessions and are held online via Zoom. Sessions are recorded and transcribed for reference. If your requirements fall outside this structure, an introductory session can be used to define an appropriate approach.
At its core, my work in education is concerned with developing an intentional practice — one that allows students to understand what they are doing, why they are doing it and how that can change over time.