Five-minute reel with captions on LinkedIn. You can also watch the two lesson excerpts directly below.
01 / Instructional media · NFI
Two lessons I designed, produced, and narrated.
These chapters show how I teach filmmaking through voice-over, visual examples, and guided activities. My role covers curriculum, scripting, narration, graphics, and editing.
01 · Production Design
Turning a script into a visual world
An introduction to production design, using visual references, color palettes, and a script example to connect story with design choices.
PRODUCTION DESIGN · CHAPTER 1 · 3-MINUTE PREVIEW
My role: Curriculum and lesson development, script, voice-over, graphics, editing, and production.
What this sample shows
I bring together explanation, visual references, and a practical script example. The chapter connects production-design concepts to choices a learner can make for a film project.
02 · Visual Design
Teaching movement and visual rhythm
A lesson on movement within the frame, camera movement, and rhythm, supported by film examples and a midpoint exercise.
VISUAL DESIGN · CHAPTER 5 · 3-MINUTE PREVIEW
My role: Curriculum and lesson development, script, voice-over, graphics, editing, and production.
What this sample shows
The chapter pairs narration with examples of movement and editing. Learning objectives and an exercise prompt give the examples a clear instructional purpose.
Narration and instructional production: James T. Syrek. Created for Nashville Film Institute. Film excerpts and other source materials appear as teaching references and remain the work of their respective creators.
02 / Course design · NFI
From analyzing a message to producing one.
An online filmmaking course built around a practical deliverable: a 15–60 second commercial or public service announcement. Each assignment prepares learners for the next production decision.
LearnersOnline filmmaking students
My roleCurriculum specialist and online program chair
Learning goalPlan, revise, and produce a persuasive short video
The learning challenge
Knowing what makes an effective commercial is only the starting point. Learners also need to turn an idea into a pitch, plan the images and sound, respond to feedback, and finish a usable piece.
My design approach
I connect analysis to production through a sequence of usable project materials. Students develop a pitch and treatment, then a script and storyboard, before revising and producing the final video.
1. AnalyzeExamine how commercials and PSAs persuade an audience.
2. PlanDevelop a client pitch and treatment.
3. VisualizeWrite a script and build a storyboard.
4. ReviseUse client feedback to refine the materials.
5. ProduceShoot and edit a 15–60 second piece.
Inside one lesson: script, storyboard, and feedback
Chapter 4 · Creating a script and storyboard
Practice that feeds the final project
Students turn their pitch into a script and storyboard for their own commercial or PSA. They share those materials with the client before filming, giving the next chapter a concrete revision task.
“Draft a script and storyboard for your commercial or PSA. Once completed, share with the client for feedback and revisions.”
Chapter 4 exercise, original course document
Assessment connection
Check the concept. Apply the skill.
The course quiz checks knowledge of treatments, script format, pitching, and pre-production. The project asks students to put that knowledge into practice through planning documents and a finished video.
“Create a commercial or PSA designed to advertise a product, service, or idea.”
Final project, original course document
Delivery requirements include a 15–60 second runtime, video and sound, a title graphic, and brief credits.
Assignments build on each other
The pitch becomes a script and storyboard. Those materials guide the shoot and edit.
Feedback has a clear purpose
Client review happens before production, while ideas and plans can still be revised.
The assessment is a real task
Learners produce a short piece with defined delivery requirements, supported by a course quiz.
Based on the original NFI Content Creation course outline, chapter exercises, quiz, and final-project brief. Assignment excerpts are reproduced as text for this portfolio.
03 / Canvas course design · NFI · IDL1026
One week. One scene. A clear path to a first film.
Inside my Screenwriting 1 course: a structured week for remote adult beginners, with a daily plan, guided practice, a worked example, and an aligned assessment.
PlatformCanvas LMS
My roleCurriculum Specialist & Online Program Chair
DeliverableAn original one-page, non-dialogue screenplay
NFI / ONLINE LEARNINGWEEK 02 · SCREENWRITING 1
You can start with one small moment.
“No screenwriting experience is expected. You will develop one original scene a little at a time.”
Day 1Begin an idea
Day 2Clarify the goal & obstacle
Day 3Format the scene
Day 4Revise the action
Day 5Submit the draft
Portfolio view of the published Week 2 learning sequence.
Make the next step clear
A small warm-up, daily pacing guide, and plain-language instructions help beginners start and keep moving.
Model the thinking
A rough idea becomes a filmable scene, with annotations explaining each revision and prompts learners apply to their own work.
Assess what was practiced
Five criteria connect the week's work to a 10-point rubric, with explicit expectations and opportunities to revise.
Selected instructional excerpts from the published IDL1026 Week 2 course, adapted for this portfolio. Student work and records are not included.
The experience behind the work
Enterprise AI enablement. Online program leadership.
I help people put new tools and ideas into practice. My work combines AI education for marketing teams with online curriculum and instructional media for filmmaking students.
Primary role · Aetna / CVS Health
AI Enablement Manager, Marketing
I support AI adoption and education for marketing teams, translating emerging tools into practical learning and workshop experiences.
Concurrent contract role · NFI
Curriculum Specialist & Chair of the Online Program
I develop online curriculum and instructional media for Nashville Film Institute. The instructional samples featured here come from this contract work.
Teaching experience
College instruction & hands-on media learning
Ten years of college-level teaching and curriculum development, including NFI. I designed and taught undergraduate courses, developed assessments and multimedia instruction, and guided students through project-based learning in classroom and online settings.
Six years designing hands-on media curriculum for secondary students. At New Trier, I taught video production, broadcasting, podcasting, and digital storytelling, helping students develop creative projects from concept through production.
Education
Teaching and filmmaking
BA in History and Secondary Education. MFA in Film.
More about my NFI work
Online curriculum
I organize learning in Canvas so students can move from a lesson to practice and assessment. I also develop AI filmmaking courses, connecting emerging tools to practical creative work.
Instructional production
For Production Design and Visual Design, I developed the instruction, wrote and recorded the narration, and produced and edited the videos. I combine my own teaching with graphics and selected film examples.