Research area interests:

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I. Arts-Practice Research & Methodologies
Innovative, transformative, and subversive research approaches through arts-based practices.

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• Transdisciplinary Arts-Practice Based & Led Research

• Heuristic Inquiry & Multimodal Artistic Expressions

• Bricolage, Crystalliz(s)ation & Subversive Methodologies in Arts Research

• Transformative & Embodied Approaches in the Arts

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II. Auditory Perception, Aural Diversity & Sensory Agency
Sound, sensory perception, and neurodivergent auditory experiences in artistic expression.

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• Aural Diversity and Neurodivergent Auditory Realities in Artistic Practice

• Autistic Musicians' Auditory Realities, Hyperacusis & Sensory Sensitivities

• Panpsychism & Sound: Process Philosophy, Interconnection, & Sonic Agency

• Sonic Aesthetic Metaphysics & Sonic Aesthetic Mysticism

• Jungian Auditory Archetypes: Symbolism, Active Imagination 

• The Numinous, Sublime & Divine in Autistic & Neurodivergent Auditory Perception​​

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III. Mystical Theologies in Artistic Practice
Mysticism, spirituality, and embodiment through artistic expression.

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• Neurodivergent Aesthetic Mysticicsm

• Sonic Aesthetic Metaphysics

• Theopoetics of Sound: Music and the Arts as Living Encounters with the Divine

• Neurodivergent Theologies: The Numinous in Autistic Auditory Experience

• Apophatic Aesthetics: Silence, Absence & the Ineffable in Music & Sound

• Art as Unintentional Prayer: Devotion in the Flow of Creation

• Creative Practice as a Mystical Path of Unknowing & Illumination

• Alchemy & Artistic Transmutation: Nigredo, Albedo, Rubedo in the Creative Process

• Jungian Mysticism: Individuation, the Sacred Self & Archetypes of the Divine

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IV. Phenomenology, Consciousness & Aesthetics
Consciousness, aesthetics, and embodiment in art creation and perception.

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• Phenomenology, Aesthetics & Embodiment in Artistic Practice

• Creative Consciousness: The Sublime & Divine in Art Creation

• Embodied Sound: Aesthetic and Phenomenological Inquiry 

• Transcendence & Immanence in Artistic Creation​

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V. Music 
Music and embodiment to express auditory realities and affective experiences.

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• Improvisation as an Articulation of Neurodivergent Listening

• Composition in Expressing Inner Autistic Auditory Realities

• Music as an Expression of Affective Embodied Experience

• Music in Neurodivergent Identity Formation and Expression

• Transcendence, the Sublime & Divine in Musical Expression & Creation

• Multimodal Arts Research: Film Docs, Music & Poetics as Intersecting Forms

• Jungian Individuation through Music Composition and Identity Formation

• Subverting the Music Score: Transforming Notation into Visual Art & Experimental Creation

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VI. Poetic & Symbolic Inquiry
The symbolic, poetic, and psychoanalytic to understanding myth, sound, and the unconscious.

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• Poetic Metaphor & Reflexive Autoethnography in Autistic Auditory Experience

• Symbolic Poetic Inquiry: Archetypes, the Sacred, and Metaphor

• Theopoetics: Myth, Symbol, and Sound as Sacred Expression

• Folklore, Archetypes & the Unconscious

• Performative Writing: Sound, Rhythm & Emotion through Text

• Font as Visual Sound: Typography as an Aesthetic

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VII. Film Poetics & Empowered Documentary 
Documentary film for representing unheard voices and transcendent experiences.

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• Film (Documentary): Observational (CV), Direct, Essayist, Poetic & Lyrical Forms

• Autistic Auditory Perception in Poetic Documentary: Translating Aural Diversity

• Multimodal Arts Research: Film, Music & Poetics as Intersecting Forms

• Film as Resistance: Lived Realities of the Excluded, Silenced & Unheard​​​​

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VIII. Therapeutic Practices & Psychotherapy Through the Arts
Arts-based therapeutic practices that support healing, expression and individuation.

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• Child Intermodal Psychotherapeutic Counselling Through the Arts

• Person-Centred Arts Therapy: Carl Rogers, Creativity & Actualising

• Expressive Arts Therapy: Neuroplasticity, Music & Attachment Theory

• Jungian Arts-Based Healing

• Sandplay Therapy & Metaphor: The Unconscious in Story & Sensory​

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IX. Radio & Auditory Storytelling
Radio and audio to convey narrative-driven, and sensory experiences.

• Narratives Through Auditory Art: Storytelling Beyond the Visual

• Radio as an Immersive, Experiential Medium​

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X. Conceptual Headpieces as Narrative Artifacts

Headpieces as conceptual tools that use design, materials, and symbolism to convey personal, cultural, and spiritual narratives.

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• Headpieces as Conceptual Symbols: Crafting Narratives Through Design, Materiality, and Symbolism

• Narrative Construction in Headpiece Design: Shaping Stories Through Form, Colour, and Context

• Embodied Conceptual Narratives: Translating Stories into Wearable Artefacts

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XI. Identity, Intersectionality & Decolonial Praxis
Empowerment of unheard identities through art.

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• Excluded, Silenced, Unheard & Underexplored Communities

• Embodied Otherness: Neurodivergent Sensory Realities in the Arts​​​​

• Poststructuralist Feminisms: Fluid Selves, Fragmented Narratives, and Performativity in Art

• Care-Experienced Artists: Creative Identity Formation & Belonging

• Race, Ethnicity & Aesthetic Identity in Artistic Expression    

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SCHOLARSHIPS​

 

• PhD Studentship- The Leverhulme Trust Aural Diversity Doctoral Research (LAURA)

• BAFTA Reuben Scholarship- MA Filmmaking (Screen Documentaries) Goldsmiths, University of London.

• Honorary MA Radio Student status, granted by Emeritus Professor Tim Crook, Goldsmiths, University of London.

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EDUCATION

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Oct 2024 -2027: 

University of Salford, Acoustics/School of Arts, Media, PhD, (Music/Film/Arts)

Leverhulme Trust Aural Diversity Research Doc Hub (LAURA)

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Supervisors: Main: Professor Ursula Hurley (Poetic Inquiry/Creative Literature)

Co-Supervisor: Dr. Pavel Prokopic (Experimental Film)

External Advisor: Professor John Drever

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Research Project: Sonic Selfhood: Reclaiming Music Scores- Neurodivergent Musicians' Auditory Identity Through Transdisciplinary Arts-Based Research Practice'

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This three-year project will integrate transdisciplinary arts-based research methods to provide multilayered communication and understanding of how neurodivergent musicians navigate their aural experiences through their instruments and artistic artefacts. Autistic musicians will contribute artefacts through audio, film, compositions, live performances, and mixed-media art to capture these lived auditory experiences resulting in an end-of-project immersive, sensory art installation that will be available to the public.

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JAN 2022 – JAN 2024:

University of Greenwich, Level 7 PGCE (Further Education)

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Research Project: ‘Conflicts in Neurodivergent Learning in Educational Institutions’:

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Explored systemic conflicts between institutional practices, work culture and policies promoting neurodivergent learning, highlighting issues such as autistic tokenism, spatial design and internal politics and funding in (FE) colleges hindering support for autistic learners and staff, emphasising the impact of institutional cultural barriers on policy implementation.

 

SEP 2018 – AUG 2020

Goldsmiths College, University of London, BAFTA Reuben Scholarship,

MA (Masters) in Filmmaking (Screen Documentaries) (First term in TV Journalism)

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Research Project: "Silence"

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A documentary exploration of why British Black heterosexual men are ignored over their experiences of mental health, abuse and suicide. It explores how society willfully overlooks these experiences, perpetuating a cycle of silence and invisibility through socially pressured masculinities.

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SEP 2018 – AUG 2020

Goldsmiths College, University of London, Honorary MA Radio student

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Granted by Emeritus Professor Tim Crook, Goldsmiths, University of London

 

SEP 2016 – JUN 2017:

University of Cambridge, PGCert, Child and Adolescent Psychotherapeutic Counselling

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Research Project: "Does Metaphor Help Us Understand What A Child's Emotional World Of Parental Mental Illness Through Art?: A Case Study Of Non-Directive Sessions With A Young Carer"

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Explored how young children aged five who were primary carers to parents battling mental illness communicate their emotional experiences through artistic expression. The case study involved non-directive counselling sessions and used interpretative analysis of metaphors and symbolic representations present in the child's artwork to gain further insights into how children internalise and process the complexities of their caregiving roles and how this impacts their emotional landscape of parental mental health challenges on their lived realities.   

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Sep 2009 – JUNE 2012

Goldsmiths College, University of London, BA Sociology

 

Research Project: Virtual or Reality?: Intimacy in Massively Multiplayer Online Role-Playing Games (MMORPGs)

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Investigated the phenomenon of couples and intimate relationships formed within massively multiplayer online role-playing games (MMORPGs) using qualitative methods. It focused on players who developed profound emotional connections and romantic bonds with others strictly through virtual interactions, despite never meeting their partners in the physical world.  The participants viewed these exclusively online, avatar-based relationships as holding the same significance, intimacy, and emotional depth as traditional romantic relationships conducted in the physical world.  

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CPD

SEP – NOV 2023:  TEFL UK, Advanced 150 hr Certificate in Teaching English In A Foreign Language

MAY – JUNE 2023: TQUK, Level 2 Certificate in Special Educational Needs and Disability

 

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TEACHING EXPERIENCE

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With over five years of experience, I have taught a diverse range of subjects including Music, Social Sciences, Media, PSHE, and Humanities. My instructional style is primarily rooted in constructivist and humanistic methodologies, emphasising student-centred learning, critical thinking, and personal growth. However, I occasionally integrate behaviourist strategies for deadlines and structured learning outcomes. 

 

I have taught across diverse educational environments, including secondary schools, alternative education provisions, and Further Education (FE) colleges.  I have experience working with neurodivergent (SEND) learners and individuals with Specific Learning Difficulties (SpLD). This has developed my skills in adaptive teaching and creating inclusive learning environments.

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I have been a Course Leader and lecturer for several courses, including Access to Psychology, Access to Psychology & Education, Access to Social Sciences and Humanities, UAL Diplomas in Creative, Performing, and Production Arts Department, BTEC Health & Social Care, GCSE courses in Religious Studies, Art, Music, History, and the Level 2 Vocal Artist RSL Diploma.  My diverse subject specialisms and adaptable pedagogical approach enable me to effectively engage and support a wide range of learners in different educational contexts.​​​​​​

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