“Professor Zinka cares about her students and knows how to get the best out of everyone.”

Associate Professor | Art and Design

Courses taught

FLM 210 Narrative Structure in Film (4-0-3)

Introduces the development of narrative sequential imagery required to communicate an idea or story line, focusing on developing distinctive narrative image-making skills. Projects emphasise idea generation, story concept/structure, storyboards and narrative writing for film. Examines narrative structure in relation to the languages of design, cinema and interactive story.

FLM 310 Film Production I (4-0-3)

Introduces the process, development, production and post-production of narrative film projects. Provides practical experience including production planning, visualisation, storyboarding and location production. Screenings of significant films provide a critical context for the production process.

FLM 332 Experimental Film and Video I (4-0-3)

Examines basic to intermediate concepts as they relate to the aesthetics of short non-narrative format. All three stages of production are represented through series of practical projects that enable students to investigate the relationship between image and sound as they relate to overall aesthetic value. Different approaches are examined through screening of case studies focusing on style conventions.

FLM 412 Documentary Film Production (4-0-3)

Focuses on the fundamentals of documentary film production. Covers research methods, interviewing techniques, production and editing, as well as studying documentary works that exemplify the theory and practice of this genre.

DES 160 Introduction to Photography (3-0-3)

Provides a hands-on introduction to photographic practice. Covers camera control, film processing and printing in a photography darkroom as well as the basics of digital applications. Introduces photographic language and considerations through the study of examples taken from the history of photography.

MUM 201 Multimedia Design Studio I (6-0-3)

Introduces fundamental skills in the creation of digital sound and image content. Explores the interrelationship of image, text and sound through formal investigations and basic narrative sequencing.

MUM 406 Multimedia Design Studio VI (12-0-6)

Focuses on the development of a comprehensive multimedia design project. Addresses the role of research, analysis and synthesis in professional design practice. Covers aspects of planning, management and production. Requires an approved student-initiated or faculty-directed capstone/topical project.

DES 131 Design Foundations I (6-0-3)

Introduces the principles and methods of design. Examines composition and visual order. Explores graphic and material methods of representation needed to experiment with concepts of shape, form and space. Includes the development of a visual and verbal design vocabulary. Introduces craft and making skills with a variety of materials and tools.

DES 132 Design Foundations II (6-0-3)

Introduces the principles and methods of design, with an emphasis on process and conceptual development. Explores organisational systems, space and form in the creation of two-and three-dimensional design concepts. Explores craft and making skills with a variety of materials and tools.

VIS 361 The Design Profession (3-0-3)

Deals with issues of working in design-related fields, including professional practice, intellectual property, employability, freelancing and working within a cultural context. Imparts knowledge of the region’s design industry, through research and field trip documentation. Prepares students for their summer internships.

TEACHING PHILOSOPHY

I am passionate about teaching and consider it to be more of a calling than a job. Throughout the years, I have been naturally inclined to explore different ways of interacting with students of various levels and diverse cultural backgrounds. Over the two decades, I have been continuously rewarded with students' maximum engagement, high levels of their intrinsic motivation, excellent creative outcomes, and overall very positive feedback about their learning experiences in my classes. Based on this valuable and extensive practical experience, I have actively engaged, observed, developed, and practiced different teaching approaches and techniques conducive to bettering studio (experiential) education.

The pedagogy of vertical teaching implies that the instructor's quality is only assessed based on their ability to deliver content in their area of expertise. Alternatively, the pedagogy of studio-based disciplines involves a more student-focused approach to teaching with limited formal lectures as a mean of content transmission. Studio pedagogy consequently relies on instructors to construct experiences. I firmly believe that there is no success in either teaching or learning if students remain motivated solely by extrinsic factors such as grades while attaining rewards and avoiding punishment. When teaching, I focus on forming trusting relationships in class. I do this by creating and fostering an open, relaxed, and non-threatening environment where all ideas are well-received, reflected on, and where effective and formative feedback is provided. This way, I respond to all individual students' needs. I ensure that I demonstrate a passion for the topic, and in this case, my enthusiasm spreads and becomes a motivating force for my students.

Furthermore, to intrinsically motivate my students, I embrace the journey of self-discovery and learning myself. I remain curious and engaged in learning, often interested in finding out the answers to design problems along with my students. I can demonstrate and transmit enthusiasm. I strive to teach better and welcome my students' constructive feedback about the course content as well as my teaching performance. I consciously align with my students demonstrating wealth in my knowledge but modesty in my attitude, which ultimately leads to enhanced students' learning and gratifying experience for me as a teacher.