Fellow of the Higher Education Academy (FHEA), UK
January 2019 – Present “Fellowship is awarded to professionals who can demonstrate they meet the criteria of Descriptor 2 (D2) of the UK Professional Standards Framework (UKPSF) for teaching and supporting learning in higher education.” (Advance HE)
Teaching Certificate in HE at Rose Bruford College, London
October 2017 – October 2018 Post Graduate Certificate in Learning and Teaching in Higher Education, Rose Bruford College of Theatre and Performance in London, UK.
Lecturer in Theatre Studies at University of Gdańsk, Poland
February 2020 – Present (Full-time) Performance Art Department is a part of English and American Studies Institute, therefore the employment provides an opportunity to teach about theatre and performance in English. Hence, all my lectures are conducted in this beautiful language.
Artistic Communication: A one-year course (60h) designed for the BA Cultural Communication students. In the first semester they learn about multiple ways of communicating artistically, such as theatre, media, art, design and advertisement. In the second semester, students have two creative projects: 1) Text: creative writing in the forms of drama script, short story, or film script; 2) Image: making a short film, composing a book with illustrations or drawing a comic book.
Performance Art – Making a Statement: I composed this course (30h) for the third year, undergraduate theatre and management students. They learn how to compose a performance through: 1) practical performance analysis, and 2) critical evaluation of the current global issues, such as identity, discrimination, racism, human rights and feminism. The main projects end with an essay, and an individual performance.
Japanese Theatre: This personally designed course (30h) introduces the key elements of Japanese Theatre to the second year, undergraduate theatre students. The students learn about: Nō and Kyōgen, Kumiodori, Bunraku, Kabuki, Gagaku and Kagura, Nihon Buyō and Ryūkyū Buyō, as well as Shingeki and Butō. There are two major projects in this course, 1) presentation, and 2) butō-inspired performance.
Advanced Academic Writing BA: The course (30h) is an adaptation of the originally designed work by Dr Meghan Kuckelman Beverage. The first year, undergraduate translation studies students learn about: Persuasive Essay, Cause and Effect Essay, and Research Paper.
Advanced Academic Writing MA: The course (30h) prepares MA students to conduct research and write the final MA thesis in English.
Advanced English (PNJA): The course teaches language skills, reading techniques and focuses on discussion practice.
Contemporary Drama, Theatre and Poetry in London: This MA course (30h) is an active series of lectures about the women and non-binary writers, who write and make theatre or performance in London:
- Rebecca Lenkiewicz – script for physical theatre Justitia, performed by Jasmin Vardimon Company
- Sarah Kane – Psychosis 4:48
- Kae Tempest – Let Them Eat Chaos
- Caryl Churchill – Cloud 9
Intercultural Communication: BA students learn about performative aspects of culture (30h), they learn about theory and practice of intercultural communication.
Theatre and Drama, 20th and 21st Century: This course presents the complexity of theatre, drama and performance ideas and examples across the globe from 1950-2020 (30h). Subjects include:
- American Avant-Gardists
- American Millennial Theatre
- Millennial Musicals
- African-American Theatre Since Mid-Century
- Asian-American Theatre
- Feminist Theatre Artists
- LGBT+ Theatres and Artists
- British and Irish Theatre
- Continental Theatre
- Global, Postcolonial Theatre
- African Theatre in Anglophone Countries
- Caribbean and Latin American Theatre
- Canadian Theatre
- Indigenous Theatre in Canada, Australia and the South Pacific
Shakespeare DIY: Workshop (2h) for the international students from the SEA EU organisation. Each group had to re-make an act from Romeo and Juliet. They focused on changing the context of time and space, adding different names and the vernacular. Students had time to rehearse their work and perform in front of the class.
Japanese Theatre – Resource Pack: co-authored with Dr Szymon Gredżuk for Between.Pomiędzy Education 2021. Available in Open Access: https://www.between.org.pl/education/2021/15
Project outline: Japan is a country more culturally diverse than it might seem to be at first glance. Japanese theatre forms are unique and, at the same time, interesting and beautiful. This chapter presents and discusses examples of several classical theatre forms practiced in Japan, such as Kagura, Gagaku, Nō, Kabuki, Bunraku, and Kumiodori. The chapter has been divided into distinct areas of Japanese culture, where the diverse forms of theatre have been made by different social groups across history. Together they form a cultural mosaic of Japanese theatre.
Lecturer and Researcher at Meio University, Japan
September 2017 – April 2020 (Part-time) Throughout my employment at Meio University I have taught the following modules.
Drama Production: The course (30h) focuses on practical interpretation of Romeo and Juliet by William Shakespeare, retold for language learners and rewritten by Dr Szymon Gredżuk and myself. The text used in class has certain elements of Okinawan history. I designed this course for students who would like to apply acting techniques to develop their confidence in public speaking. Through the practice in improvisation, presentation, and group work, they will develop effective oral presentation skills that can be applicable to further studies and employment.
Sophomore Oral Communication: The course (30h) is divided into three speaking projects: presentation, performance, and storytelling practice. Students learn in theory and practice about verbal and nonverbal communication.
Freshman Reading: In this course (30h), students learn about William Shakespeare. Firstly, students read Much Ado About Nothing, retold for English learners. Then, we have The Tragedy of Hamlet, Prince of Denmark, also accessible for English learners. The projects end with performances.
Intercultural Communication: I divided the course (30h) into three projects: the first project was for students to reflect on their own concept of identity in relation to gender theories, acculturation, multilingualism, racism, and globalisation. Here, I designed an online component for this project in http://www.openlearning.com. The classes were conducted in flipped classroom strategy. The second project aimed for students to meet international students and practise empathy and kindness in communication. The third project was designed to practice diverse aspects of an intercultural workplace environment.
Advanced Academic Writing: In this class (30h) students learned about the structure of academic essays and they practiced composition skills. Classes focused on persuasive essay, cause and effect essay, and research paper.
Intermediate Academic Writing: In this course (30h) I implemented some elements of creative writing with sensory words, poetry and academic writing. The projects involved analysis paragraph, narrative writing and descriptive writing.
Basic English: In this class (30h) I followed the provided textbook. I taught a group of Undergraduate Level 1 Sports Studies students. Hence, I made sure to include kinaesthetic activities and group work activities for my students.
Research Project: Performing Poetry: Physical embodiment of poetry in a second language. Project inspired by Butō theatre and Tatsumi Hijikata’s “notation” (Butō-fu), aimed to practically include poetry and performance into language learning environment.
Lecturer at University of the Ryukyus, Japan
April 2017 – Present (Part-time) I currently teach Advanced Communication class where I designed a syllabus that focuses on presentation skills, group performance skills, and storytelling practice. In the spring semester (April-August) I usually teach Academic English: academic writing, methods of selecting a research paper and public speaking skills. I implement the curriculum based on English for Global Citizens (Eihosha 2013), written by the University of the Ryukyus faculty staff.
Drama Teacher in Santa Monica International School, Japan
September 2015 – June 2017 (Part-time, during my full-time employment as principal) I worked as a drama teacher and art teacher for the oldest grades. Together with another theatre graduate, we had a group of 20 students, age 8-14. We taught performance skills and prepared students for a final performance. In the school year 2015-2016, we made The Jungle Book production. During the school year 2016-2017, we worked on Charlie and the Chocolate Factory production. In both productions, I designed the set and we worked together on costumes and props.
Art Teacher in Santa Monica International School, Japan
September 2015 – May 2017 (Part-time, during my full-time employment as principal) Once a week, the oldest grades had a chance to learn more about the history of art. Together with their homeroom teacher, we prepared a course that merged art theory and practice. Students could learn art theory, and the following week they experienced methods that contributed to a particular period. Twice a year we held an exhibition to display their work.