Teaching philosophy
Bruno Lovric
Department of Media and Communication
One of my main goals as an educator is to connect theory and practice, media history and contemporary world debates, while at the same time, bridging interdisciplinary boundaries (mass media/theatre/theory/media production). As a result of this aspiration, my classes address theoretical content but also ask students to critically acknowledge and assess the way in which the emergence of new discourses and aesthetics may manifest in, and shape, popular culture, communication, and media.
I have taught university-level courses that examine Film Theory, Popular/Visual Culture, Advertising/PR, Transnational Communication, and Theatre Arts. All of these them have employed experiential learning techniques in the form of workshops and fieldwork; simulated (online) and real immersion (during real interactions and group discussions) as well as interdisciplinary methods (e.g. scientific and artistic methods, essay form or fiction). Rather than just reading about interdisciplinary work, I encourage students to actively employ their creativity and develop an appreciation for it. For example, I have recently collaborated with Prof. Justin Robertson from the City University of Hong Kong’s Department of Asian and International Studies to create a creative course segment that combines international relations topics with theatre and film. The project has resulted in series of highly personal performances and spirited short videos that have dealt with otherwise abstract and somewhat dry topics from the field of international relations. Both of us have since continued utilizing aspects of performance studies in our teaching strategies and Dr Robertson was awarded the University’s Teaching Innovation award.
I also try to connect my Advertising and PR students with top local professionals and give them opportunity to design solutions for business in need of practical solutions. Last semester, for example, students have cooperated with a local art gallery (The Stallery) and their management to figure out the best Integrated Marketing Plan for the Hong Kong show. Students interviewed the management, evaluated strategies, and identified problems/solutions resulting in a viable media plan that was later used by the gallery. Exposure to guest speakers from the Sutton PR and ArtBasel have afforded students with ideas for this assignment while also giving them a chance to arrange internships with the management.
Moreover, I generally try to apply multi-modal assignments that give students opportunities to showcase variety of skills. While some students are perfectly comfortable with textual analysis, or traditional assignments, others prefer manipulating visual material or engaging in creative writing. I deem important that students acquire equal confidence with written and multimedia expressions, with structured essays as well as with creative multimedia projects. I ensure that they are given equal opportunities to excel by diversifying the types of assignments and giving them the chance to try different expressive formats. I especially encourage students, whenever possible, to use video assignments and employ abilities they've developed in other departmental classes.
I also try to set aside my own perceptions of what communication concepts are “easy” or “hard” to understand because these assumptions are based on my own cultural and educational background not that of my students. This is especially true of my mainland Chinese students who are, often unfamiliar with the Western media and lack the contextual understanding involved with many of the theories and principles that I teach. To bridge this gap, I have volunteered to work in student residence for three years and organized many cultural activities that brought me into closer proximity with them and taught me about my own cultural restrictions. Through these interactions, I have customized my teaching approach and applied it to better match the needs of my students.
To conclude, whether in small classes or large, I am dedicated to bringing the insights of communication theory to students’ lived experiences, both at the local and global level. I strive to foster their curiosity for interdisciplinary investigation, encouraging them to engage in collaborative projects and embrace popular culture while expanding student’s media literacy.
I have taught university-level courses that examine Film Theory, Popular/Visual Culture, Advertising/PR, Transnational Communication, and Theatre Arts. All of these them have employed experiential learning techniques in the form of workshops and fieldwork; simulated (online) and real immersion (during real interactions and group discussions) as well as interdisciplinary methods (e.g. scientific and artistic methods, essay form or fiction). Rather than just reading about interdisciplinary work, I encourage students to actively employ their creativity and develop an appreciation for it. For example, I have recently collaborated with Prof. Justin Robertson from the City University of Hong Kong’s Department of Asian and International Studies to create a creative course segment that combines international relations topics with theatre and film. The project has resulted in series of highly personal performances and spirited short videos that have dealt with otherwise abstract and somewhat dry topics from the field of international relations. Both of us have since continued utilizing aspects of performance studies in our teaching strategies and Dr Robertson was awarded the University’s Teaching Innovation award.
I also try to connect my Advertising and PR students with top local professionals and give them opportunity to design solutions for business in need of practical solutions. Last semester, for example, students have cooperated with a local art gallery (The Stallery) and their management to figure out the best Integrated Marketing Plan for the Hong Kong show. Students interviewed the management, evaluated strategies, and identified problems/solutions resulting in a viable media plan that was later used by the gallery. Exposure to guest speakers from the Sutton PR and ArtBasel have afforded students with ideas for this assignment while also giving them a chance to arrange internships with the management.
Moreover, I generally try to apply multi-modal assignments that give students opportunities to showcase variety of skills. While some students are perfectly comfortable with textual analysis, or traditional assignments, others prefer manipulating visual material or engaging in creative writing. I deem important that students acquire equal confidence with written and multimedia expressions, with structured essays as well as with creative multimedia projects. I ensure that they are given equal opportunities to excel by diversifying the types of assignments and giving them the chance to try different expressive formats. I especially encourage students, whenever possible, to use video assignments and employ abilities they've developed in other departmental classes.
I also try to set aside my own perceptions of what communication concepts are “easy” or “hard” to understand because these assumptions are based on my own cultural and educational background not that of my students. This is especially true of my mainland Chinese students who are, often unfamiliar with the Western media and lack the contextual understanding involved with many of the theories and principles that I teach. To bridge this gap, I have volunteered to work in student residence for three years and organized many cultural activities that brought me into closer proximity with them and taught me about my own cultural restrictions. Through these interactions, I have customized my teaching approach and applied it to better match the needs of my students.
To conclude, whether in small classes or large, I am dedicated to bringing the insights of communication theory to students’ lived experiences, both at the local and global level. I strive to foster their curiosity for interdisciplinary investigation, encouraging them to engage in collaborative projects and embrace popular culture while expanding student’s media literacy.
Bruno Lovric, 2021
