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Degree: History of Art and English Literature (Bachelors) - Durham University
I have always had a passion for stories. Each painting, each novel, each leader, each cell has a story to tell and the more we learn the more they inspire us and spark our imaginations. Having studied English Literature, History of Art, Biology and French as well as Art and Maths for the International Baccalaureate, I continued the spirit of the IB in studying Combined Honours in Arts at Durham University, for which I am focusing on History of Art and English Literature.
I achieved 9 A*s and an A at GCSE and 44 out of 45 in the IB through dedicated hard work but also through strategic and efficient learning. Exam technique is as important as content for achieving your best result, something which is reflected in the way I teach.
Since leaving school, where I was Head Girl, I have been back to give advice about the IB and to teach a History of Art class. My first experience teaching was for my gymnastics club and dance school. Last summer, I spent 5 weeks in Cape Town teaching English to the four to six year olds at the township school. My Xhosa remains limited however my French was dramatically improved by my five months spent in a ski resort where I was an au pair. I helped the two children (11 and 7) with their homework, especially with History, English and French spelling/grammar.
I love meeting new people and helping others to achieve their best. I will always adapt to how best you learn and be patient with our progress. I have always found that explaining concepts to others allows you to better understand it yourself. I can listen to your explanation and ask you questions to clarify your understanding. Past exam papers are an invaluable part of revision but it is vital that you go through your answers, something I will help you with.
I am available Monday-Thursday with very flexible timings. I look forward to hearing from you.
|English Literature||GCSE||£18 /hr|
|History of Art||GCSE||£18 /hr|
|English and World Literature||IB||£20 /hr|
|English Literature HL||Baccalaureate||7|
|Visual Art HL||Baccalaureate||7|
|History of Art SL||Baccalaureate||7|
|Maths Studies SL||Baccalaureate||7|
|Theory of Knowledge/Extended Essay||Baccalaureate||3|
Having studied Rome and The Renaissance as my two Paper 2 topics, I had two ways of answering this question. For Rome I discussed the development of contrete including its composition (cement, water and aggregate), its unique Roman quality in that the Greeks only had marble, and several specific examples. I used the Sanctuary of Fortuna, a complex network of arches and platforms, The Colosseum, the enormous amphitheatre commissioned by Emporer Vespasian compiled of 80 vaults, and The Pantheon, commissioned by Emporer Hadrian, which continues to be world's largest concrete dome. All of this architecture was enabled by malliable concrete and genius Roman engineering.
For the Renaissance, I discussed Perspective, first developed by Brunelleschi in his drawing of the Baptistry (1420s). I then discussed Masaccio's 'Tribute Money' (1425) found in the Brancacci Chapel which employed one point persepctive, evident in form and in the fact that a nail was found at the top of Christ's head which would have been used to attach the strings to guide the landscape and groups contributing to the perspective. Finally, I discussed a High Renaissance piece such as a work by Leonard da Vinci or Rapahel, using it as an example of how perspective enables the incredible naturalism seen in their art.see more
The title is an oxymoron combining new life with death. 'Spring' with all the connotations of the freshness of a new season opposes the military connotations of 'Offensive' meaning attack. The youth associated with Spring reminds us of the young age of the soldiers involved in the attacks. Furthermore, the transition from Winter to Spring can be seen as Spring's 'Offensive' on Winter.see more
The sentence is formed of three parts:
- Person eg. Elle (She)
- Avoir/être conjugated with the person eg. Elle a (She has)
- Past Particle eg. Elle a mangé (She has eaten)
Each verb is associated either with être (to be) or with avoir (to have). Most verbs go with avoir, those which go with être tend to be associated with movement eg. aller (to go), tomber (to fall) or even mourir (to die, moving into a different state).
The past particle changes depending on the ending of the verb.
er becomes é eg. mangé (ate)
ir becomes i eg. fini (finished)
re becomes u eg. vendu (sold)
It is also really important to learn irregular verbs and their past particles.see more