After completing my MA Fine Art at Chelsea School of Art London, I opened a new contemporary art project space above the infamous nightclub, The Blue Note, Hoxton Square, Shoreditch, London. I was fortunate to work with many exciting artists, for example, Tracey Emin, Cornelia Parker and Gary Hume. I have also exhibited and curated widely, for example at the ICA London and at 6 d.o.g.s. Athens, Greece.
My art and teaching practice have synchronised to devise collaborative projects where students and tutor co-create for exhibition and residency opportunities. I have also initiated a series of student global network projects that are integrated into our Fine Art degree.
I am currently an educational doctoral researcher exploring insights into the richly entangled learning processes that occurred between students and educator when co-creating during a collaborative contemporary art project I designed called Sonic Camouflage.
Enriching the student experience is central to everything I do – it’s the reason why I entered education and it's still the driving force. It really is thrilling to see students develop and succeed. I work into all years of the Fine Art degree.
During my career, I have led several large courses and managed an art and design faculty. I have taught a range of topics, from drawing and painting to lens-based media and software skills.
Gaining valuable experience at several educational institutions, I have enjoyed my time working at Cardiff, Plymouth, Swindon and Derby. I have been the AUB BA (Hons) Fine Art course leader for 10 years and am fortunate to work with an outstanding team of staff to help design the curriculum for an excellent learning experience.
My research interests are being channelled through a PhD in education, this is called an educational doctorate, I am in my sixth year of part-time study. I also pursue a painting practice and undertake site-specific painting commissions.
Draft title and abstract for the Educational Doctorate:
Microcultures of Collaboration: Entangled Artistic Pedagogies for Students and Educator.
This research reveals insights into the richly entangled pedagogic processes that occurred between students and educator when co-creating during a collaborative contemporary art project called Sonic Camouflage. Sonic Camouflage presents a multi-faceted PBL environment to boost and intensify learning for students and tutor, along with a useful integrated and re-energising tri-role for undertaking art practice, education practice and research practice.
Many intrinsic learning nuances were discovered within what I term the Microcultures of Collaboration. These include new perceptions about improvisation, cultural instigators, scales and location of learning, the tri-role of artist, educator, researcher and documenting live art practice. Further findings showed that Sonic Camouflage generated a sense of belonging to a project-based learning community by improving participants’ mindfulness and active listening skills. It also instilled an empowering resilience for participants’ future art practice. There is little research which reviews higher education art and design curriculum content (Bridgstock, 2019) therefore I contribute to this area by reviewing the content of Sonic Camouflage.
I am able to supervise as I have completed the required training and qualification, so I welcome research applications investigating areas of arts pedagogy.
Professional engagement:
Exhibitions and curation: