Teaching in Higher Education since 2011, Teri began as a graduate teaching assistant, then after a short interval for a research post (2014-2016), returned to teaching as a lecturer in 2017. Currently Year tutor for first year undergraduate students, Teri is passionate in supporting students with additional learning challenges, having undertaken the Mental Health Foundation’s Mental Health First Aid (lite) training in 2017, and becoming an Equality, Diversity, and Inclusion Champion within her school in 2019. She became a Fellow of the Higher Education Academy in 2018, and regularly attends professional development opportunities to continue to enhance her teaching and learning. She is also her department’s representative at the Standing Conference of University Drama Departments (SCUDD).
Teri’s teaching and research is closely aligned around contemporary performance, and largely around participatory and socially engaged practice. She enjoys interlinking the two together where possible, to share new knowledge with students and to help them evolve their own practice and writing, by showing them how the field is constantly changing and developing.
Currently, she is second supervisor on a first year part-time PhD by practice thesis looking at the role of theatre in supporting the well-being of refugees and immigrants within a UK context.
Course taught to date (most recent first):
Liverpool John Moores University (2017 – present)
Spontaneous Theatre (level 4/ 20 credits) – course tutor for module on improvisation practice taught through practical workshops. Marking and moderation for practical assessment based on process and performance and group tutorial discussions.
Theatre Cultures (level 4/ 20 credits) – seminar leader for theoretical module introducing students to theatre buildings and the varying influence on work performed within. Marking and moderation for assessment via presentation and 2500 word essay.
Theatre: the big ideas (level 4/20 credits) – seminar leader for theoretical module introducing students to key theoretical underpinnings to theatre from the late 19th century to mid 20th century including realism and naturalism, modernism, absurdism and key writers and directors e.g. Stanislavsky, Grotowski, Chekhov, Ibsen, Miller, Beckett, Pinter. Course lecture on Pinter and Beckett framed by relation to modernism, post-modernism, and absurdism. Marking and moderation for assessment via 5 x individual 500 word journals.
Acting the Text (level 4/20 credits) – tutor director and module leader in 2019 for practical module where students work on creating a full production of an extant text in groups. Created ensemble production of Sarah Kane’s 4.48 Psychosis with 13 students. Marking and moderation for practical assessment based on process and performance and individual tutorial discussions.
Performance: the big ideas (level 5/ 20 credits) – course lecturer and module leader for core theoretical module, looking at performance from the 1960’s to present day, with focus on non-mainstream and/or non-theatre building based practices. Lectured on topics including: introduction to performance studies and performance art, durational performance, virtual theatres and technology, immersive theatres, body art, applied theatre and Augusto Boal. Marking and moderation for assessment by 4500 word essay.
Options in Practice: verbatim theatre (level 5/ 20 credits) – developed a collaboratively taught specialist optional module introducing students to verbatim practice. Sessions move between lecture, seminar, and workshop. Topics covered: history of verbatim, ethics, styles and techniques in verbatim. Marking and moderation for practical demonstration presentation and group vivas.
Specialist Theatre: Immersive theatres (level 5/ 20 credits) – developed a collaboratively taught specialist optional module introducing students to immersive theatre practice. Sessions move between lecture, seminar, and workshop. Topics covered: senses, audience, site, in relation to practitioner and theoretical responses. Marking and moderation for practical performances (group or individual) and 2500 word written reflection.
Applied theatre (level 5 20 credits – no longer running due to programme re-validation) – team taught practical module introducing students to theatre in society. Working with local cultural organisation partner to set brief to animate public spaces in a busy shopping and tourist city district across a weekend. Course lecture on sensory labyrinth theatre. Marking and moderation for practical assessment based on process and performance and individual portfolio.
Drama festival (level 6, 20 credits) – mentor for third year production work created and developed for a three-week festival. Work mentored has included cabaret style, intimate, autobiographical, participatory, immersive, one-to-one, and script based performances. Marking and moderation for practical performances.
Researching Drama (level 6, 40 credits) – dissertation module, students opt to either write a 2500 word proposal and 8000 written discourse on a chosen topic, or a 2500 word proposal and practice as research (PAR) accompanied by 3000 word critical reflection. Supervised a range of topics including, immersive, virtual performance, practitioners, representations of mental health in theatre, events as theatre, and applied theatres. Supporting ethics proposals for PAR projects. Marking and moderation of range of topics linked to areas above and including performer and artistic practice.
Bangor University (2011-2014)
Introduction to theatre and performance (level 4/20 credits) – study of a range of classic texts through both practical workshops and lecture and seminar discussion. Moving selectively from Greek theatre through to late 20th century theatre, and analysing primarily from a modern perspective. Covers a number of key historical performance styles such as chorus, realism and naturalism, modernism, absurdism, and postmodernism. Marking and moderation for practical group work assessment creating work based on one of the source texts, theatre reviews, and 2000 essay an area of study different to that covered in the practical assessment.
Visual culture: the body (level 5, 20 credits) – seminar leader for cross-disciplinary programme teaching students studying journalism, creative writing, film studies, theatre and performance studies and media. Covered a range of visual literature (screen, print media, performance, online content) that introduces students to theories of the body including: gender, sexuality, tattooing and piercing, body dysmorphias, and cosplay using connected theories (e.g. Judith Butler, Michel Foucault, Jacques Lacan and Laura Mulvey). Lectured on ORLAN and surgical performance. Marking and moderation for group presentations and individual essays.
Theatre and the self (level 5/6, 20 credits) – focus on individual autobiographical performance methods, looking at the psychology of performance creation and history of the mind/body through theorist such as Rene Descartes. Marking and moderation for practical assessment based on process, theatre reviews, and written critical reflection. Students combined for level 5 and 6 and take modules in alternative years with assessment weighting according to level.
Theatre and society (level 5/6, 20 credits) – combined practical and theoretical sessions looking at how theatre relates to the wider world and non-theatre-building based contexts for performance such as Theatre in Education, applied theatre, socially engaged practice. Supporting students in group collaborative projects to develop work for one of the contexts introduced. Marking and moderation for practical assessment based on process and performance, theatre reviews and critical essay on one area of study. Students combined for level 5 and 6 and take modules in alternative years with assessment weighting according to level.
Theatre practice (level 5/6 20 credits) – developed a third year module with focus on contemporary practice, introducing students to a range of theories and practical ways of working in contemporary theatre to address present-day subjects and providing a range of methods through which to present work including: physical, immersive, site-specific, and socially engaged practice. Marking and moderation for practical performances (group or individual), theatre reviews, and individual portfolio. Students combined for level 5 and 6 and take modules in alternative years with assessment weighting according to level.
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