I am, above all, a history of art specialist and teach no other subjects. All of my tutoring, teaching and writing is geared around this focus. Exam technique, in particular, has become one of my most sought after services and is now an established specialisation.
The three most recent academic years (ending June 2014, 2015 and 2016 respectively) have been my busiest to date. New and existing clients comprise a rounded and intensive mix of AS/A level, BA and MA students. I work predominantly with the AQA syllabus but am also experienced with the Cambridge Pre-U syllabus. Typical assignments include intensive revision bursts, remote teaching on Skype, long term ongoing assistance, independent study supervision and guidance, personal statement preparation, interview practice and much more. At the busiest time of year (February – June) I generally work with a dozen or so students with my availability for this period spoken for by early March.
Subjects I teach
History of art – all levels
Personal statement writing
September 2008 to June 2009 | MA History of Art, Courtauld Institute of Art, London
– Area of study: Late Victorian Aestheticism.
– Grade: Merit, with Distinction in the Dissertation.
September 2005 to June 2008 | BA History of Art, University of Cambridge, Cambridge
– First class honours, ranked third in the year upon graduation.
– Dissertation on contemporary American painter John Currin. Other areas of specialist study were Surrealism, Venetian Architecture (1300-1600), Titian and French Painting (1775-1875).
January 2005 – March 2005 | John Hall Pre-university Course
– Ten week intensive history of art course based at the National Gallery of London (one week), Venice (six weeks), Florence (one week) and Rome (one week).
September 1999 – June 2004 | Winchester College, Winchester
– AEA Level: Geography (Distinction).
– A-Levels: English (A), Geography (A), Art (B)
– AS-Levels: Art History (A), History (A)
– GCSES: Seven As and an A*
– Head of House and Head of School
My Passion And How I Inspire
My personal approach is structured around six core principles:
1) The student always comes first: their needs, outlook, level of knowledge and concerns. Each relationship is therefore totally unique, with no two students ever having identical needs.
2) Confidence is key. Without confidence students often hold back information and important analysis.
3) At AS and A level, technique is king. With the right essay structure and techniques students can be equipped for every situation. This avoids exam panic and helps generate the all important state of calm clarity required.
4) Nothing will come without hard work and structure. Technique and knowledge can only get you so far: hard work is the only way to increase the chances of a top grade.
5) Lessons need to be engaging, lively and treated with a sense of humour. I’m not here to lecture, I enjoy being proved wrong (occasionally) and I’m not (yet) an old fart.
6) Guided museum and gallery visits accomplish far more than sitting at a desk looking at a laptop screen ever will. London is blessed with the best museums in the world and they are invaluable teaching resources.
My video Introduction
Major space nerd!