My combined experience of academic research and teaching means that I possess expertise in History of Art and also understand the theory and practicalities of how people learn. This means I have developed strategies throughout my teaching experience to support students with different abilities. I have experience in teaching and with working with people who have diverse mental, intellectual and physical needs. I come from a background in university student welfare and mental health support, which I believe is important in gaining an understanding of the wider needs of my students while planning and teaching.
I have experience teaching and tutoring History of Art at A Level (Pearson) and University level (both undergraduate and postgraduate). I also have experience teaching Religious Ethics and Philosophy from KS3 to KS5. I have tutored students on personal statements for University and PGCE programmes (including the QTS English skills test), and have some teaching experience in English at KS3 (Verbal Reasoning 11+) and English Literature at GCSE.
Subjects I teach
History of Art A-Level to Postgraduate Level
Professional QTS Skills Tests – English
Religious Studies GCSE
Religious Ethics and Philosophy A-Level
English Literature GCSE
Academic and Research Skills
Verbal Reasoning (11+)
Research Scholarships (Masters and PhD) – £15,000
American Ceramic Circle, Getty Institute Archives, Los Angeles, 2016 – £5,000
Silkeborg Museum & Museum Jorn, Denmark, 2015 – £2,000
PGCE Secondary Education with QTS (Religious Ethics & Philosophy), York St John University.
PhD in History of Art, University of York.
Thesis Title: ALBISSOLA AND THE INTERNATIONAL AVANT- GARDE: CERAMIC ART, DESIGN AND ACTIVITY (1929-1963).
Masters in History of Art (Merit), University of York.
BA Hons in History of Art (2:1), University of York.
My Passion And How I Inspire
My teaching philosophy is grounded in self-reflection, creativity and self-efficacy. I believe that as a tutor my role is to help students explore their place in the world, embrace diversity and encourage critical and independent thinking. I view learning as a process that should include personal as well as intellectual growth. Not only do I consider these principles central to the ethos of teaching, but also central to teaching History of Art. I believe that History of Art can inspire and challenge people in ways that deepens their understanding of the importance of culture and art within society, and more broadly, encourage them to understand themselves better as individuals. I was taught History of Art by an amazing teacher at A Level who had an immense passion and enthusiasm for their subject. I firmly believe that their inspiration and influence helped shape the person I am today, and I believe that this is something I can also offer to students.
I am ‘that friend’ who loves the Bounty’s in Celebrations!