Jack Perryman

Film and media studies has been my true passion since I was 16 years old. As I owe this inspiration and dedication to the teacher that began my journey in film, teaching these subjects has always been a dream of mine. Having completed an MLitt in film and television in 2018 I began to develop my teaching skills through the completion of a PGCE in 2019. I feel so grateful for the experiences of learning and teaching that this course provided me as I was finally able to see my dream coming true, recognising my capacity to succeed as a teacher by encouraging growth within my students. From here, I returned my attention to film by undertaking a PhD that would not only provide me with a greater depth of knowledge, understanding and appreciation for film but with the opportunity to construct and deliver my own seminars to university students. Teaching these students has been the most rewarding part of my academic journey, and I look forward to engaging with, learning from and hopefully motivating many more students at an institution in the long-term.

During this same period, I have also completed a level 3 award course in teacher training and education at Exeter College as well as a PGCE at the University of Plymouth. Each of these courses have opened my eyes to the roles and responsibilities of a teacher, as well as to the incredible impact that they can have on a learner’s academic experience. For example, while teaching in Plymouth College of Art, I was able to practice a diverse range of teaching methods that fulfilled a range of learning styles in both classrooms and workshops as I crafted and delivered a scheme of work for the film module of their first ever year of an International Bachelorette course. I am therefore capable of delivering film production courses as I have experience teaching the foundational elements of visual media such as mise-en-scene and visual storytelling as well as more advanced elements such as surrealism. I also produced and delivered a plethora of lesson and assessment plans for first- and second-year cohorts studying a level 3 UAL Film, Animation and Media Production at Plymouth College of Art, blending theory and practice together through group and individual projects. Again, my time spent here would make me ideal for film production as I have experience inducting and aiding students with their use of camera, lighting and sound equipment, as well as with editing software such as Premiere. Across each of these courses, I prepared learners for their summative assessments with motivational and achievable targets, ILOs, and one-on-one sessions with students in which I could provide both written and verbal feedback on progress. Often, I would have to direct individual students to various other agencies, whether that be to improve production skills, experiment with use of film equipment, or to experience elements of another module that would pertain to their work and study. I also had the opportunity to take students off-site on visitation to Plymouth University for a variety of activities, including film screenings. This provided me with an opportunity to demonstrate health and safety measures outside of the college site and learn the importance of potential risks to my learners. Finally, I was able to participate in an open evening where I could speak to potential students, helping them to better understand what they could expect from their study as well as the college experience overall.

For the past three years I have taught on the University of Exeter’s Film course to first year students on a Major Debates in Film Theory module, as well as a Cinescapes module in 2021. While a scheme of work for Major Debates pre-existed my participation on the module, I was given the opportunity to craft my own sessions with my own materials and deliver those as I saw fit. I was also given the opportunity to work closely alongside my peers on this module as we contributed ideas, resources and discussed the content of the course together in the hopes of crafting an informative, inclusive, and exciting learning experience. Assessment of my students was ongoing as they delivered both formative and summative assessments including a written essay and exam as well as smaller formative writing tasks. Each of these assessments provided me opportunity to motivate my students with relevant and appropriate feedback; clear, achievable targets that would pertain to future work and assessment. I would then monitor learner progress throughout the term in relation to these targets as well as their ILPs, making reasonable adjustments to my delivery and to their participation in assessments as required. For example, some students preferred to present their part of a formative group presentation to just myself rather than to the entire class. If students were absent for periods of time or communicated issues with their wellbeing, I would contact their personal tutors to maintain their pastoral needs and direct them to other services if required. Throughout the module, I also asked for feedback from my students regarding choices of films and the topics we would explore in seminars, involving them in the teaching and learning process while pertaining to an inclusive learning environment. This process also contributed to notions of quality assurance, and my peers and I would undertake meetings both before, during and at the end of each term to gauge what we, and the learners, felt worked well and what might be improved next term. Reflecting on my term of teaching, as well as after each individual session, helped to maintain best practice, and I would frequently adjust my sessions depending on what my students found the most engaging. For example, many students suggested a deeper focus on film analysis as a way for them to practice their theoretical understanding, and so I adjusted my sessions to cater for this.

Across the last decade I have completed an undergraduate degree in film, a master’s degree in film and television, and will soon complete a PhD in film come August 2024. While studying a master’s degree enabled me to widen my knowledge of film studies and incorporate television into my learning through myriad topics, my time spent on the PhD has provided me the opportunity to deepen my love for and understanding of this film even further. With its demand for outstanding organisational and planning skills, my PhD has enabled me to continue fostering a self-motivated and flexible approach to my research and planning crucial for organising and delivering an FE curriculum. This time has also enabled me to continue developing my presentation and communication skills, having hosted, and participated in a PGR-led research seminar event, while also delivering a session for Wider Outreach and Participation Week 2022. I have also acted as the post-graduate representative for Film at the University of Exeter since September 2022, engaging in numerous staff meetings as a voice for my peers, while also organising and hosting a variety of different events, from film screenings, focused peer-feedback sessions, and casual hangouts. As my various studies have provided me with self-discipline and self-direction, as well as with the ability to communicate effectively and articulate ideas, I feel I have the appropriate skills to help guide and encourage young learners through this time in their academic journey, engaging them with Film and Television as a subject, supporting their growth, and reinforcing their individual responsibilities.

During this same period, I have also completed a level 3 award course in teacher training and education at Exeter College as well as a PGCE at the University of Plymouth.