“Claudia was my AS and A Level Art History tutor in London as well as a fantastic life mentor. Claudia taught me with complete ease and professionalism under the pressure of condensing two years of school work into four months in the hope to attend Trinity College, Dublin. Not only did I achieve top marks for all my modules, I managed to obtain an MA degree from Trinity which would not have been possible without Claudia’s outstanding tutoring. I learnt how to carefully compile case studies that would be easily memorable and also gained valuable learning techniques that I use to this day in the Art Business world of New York City. Claudia was always punctual, presentable and had a natural encouraging spirit which I have seen in very few people. I have stayed in close touch with Claudia in all these years, she is a lady who can adapt to any tricky circumstance, as outlined in the second sentence, and maintain determinism throughout. I have no hesitation putting her forward for any role. “
Lady Lowry Corry, A Level Art History Tuition
History of Art
2014, Galllatin School of Individualised Study, Master of Arts in Theatre (GPA average 4.0)
2009, Chelsea College of Art and Design, BA Fine Art and Theory (1st)
2002, Churcher’s College, A Levels, English (A), Philosophy (A), Art (A)
I am an academic, creative and nurturing teacher, who has worked privately for nine years, specialising in English, Humanities and the Arts. I have taught English at GCSE, IB Level and A Level and I have experience teaching students one-to-one from ages three to thirty-three in Europe, Abu Dhabi and New York. I have also run workshops in London, Boston and New York as well as having taught classes online in China, Taiwan and Japan. I place emphasis on creating safe spaces in which students can exercise their voices and ideas as well as Executive Functioning skills.
I am currently a thesis supervisor to Undergraduate level students studying at the British and Irish Modern Music Institute, several of which have specific mental health issues. I have also Guest Lectured in Shakespeare in the Undergraduate class at Tisch School of the Arts, New York University. I have created: Masters syllabi in Political Theory, a History of Art and Architecture syllabi for sixteen to eighteen year olds, as well as an original M.A. program at New York University.
I have worked closely and long-term with students with dyslexia, or mild emotional challenges, such as anxiety. By nurturing confidence in their academic abilities, my student’s achievements in examinations have averaged to 93% pass rate. Student successes include placement at Cambridge University, London, and Trinity College, Dublin; as well as excellent pass rates achieved by students, including 100% at English Literature and 100% in History of Art.
I have over 200 hours of tuition experience, from Key Stage 1 through to Undergraduate students. Please find a snapshot of my experience below.
Eleni (6 years old)
Eleni and I work on practicing all aspects for her 7+ entrance examinations. We work specifically on reading passages and poems and then answering comprehension questions, writing full sentence answers, as well as her creative writing skills. We also focus upon key grammar aspects such as nouns, adjectives and how to write simple and clear sentences. We work on specific tasks such as placing sentences into the correct order to tell a story, and creating and completing plans to structure her creative writing. I am familiar with many past papers for the 7+. Eleni is hoping to gain entry to Alleyn’s.
Nazim (5 years old)
As Nazim is in his first year of school, and very young for his year, we are concentrating mainly on the formation of letters using a tracing technique. We sound out the phonetic sound of the letters and make sure to find words that begin with the same sound. As well, using story books, I introduce Nazim to new nouns. We write these words on to a large whiteboard. He will often make a drawing which he will then label. I have several short and fun exercises which we complete using the Collins workbooks. As Nazim is becoming more confident, I also read short children’s stories and often ask comprehension questions. He can answer these using a couple of words. Good tasks are rewarded with stickers.
Age 3 to age 7 English as a Second Language Online
Daily tutoring with students from age 3 to 7 who are based in China. I teach a mix of group and one to one classes. I spend a great deal of time in class employing TPR (Total Physical Response) as a technique in order for the students to comprehend and memorise new vocabulary. This is a technique whereby you create a physical ‘symbol’. You can hold a small toy ball, for the student to understand ‘ball’. You may move two hands together to suggest, ‘kite’. At this stage of learning patience and repetition are key. When learning new words, the phonetic sounds of the alphabet are needed, along with practice tracing the letter shapes of the alphabet.
Jiayuan is one of my students from China that I work with online, for an hour a week. She is currently trying to improve her English ability in order to sit the 11+ UK entrance exams, when she is ready. She is only seven years old and learning an entirely new alphabet, with new phonetic sounds. This work involves tremendous patience and clarity. As well as TPR (Total Physical Response) as a teaching technique, to help her understand the meaning of vocabulary and questions. This work also involves teaching grammar in a structured and clear way.
11+ English examination preparation and English support
I work for an hour on a regular basis with Alexander. He is a voracious reader and highly intelligent, and so I work with Alexander on slightly slowing his reading so that he does not skip over important information in texts. Although highly gifted, his handwriting could also do with improving. So I also work on slowing down the process of structuring his writing, in order that his highly imaginative thoughts gain proper form on the page. I also allow Alexander to theatricalise his ideas, in order that he practices his articulation and turning those ideas into written prose.
13+ English examination preparation and English support
I work for an hour on a regular basis with Benjamin. He is a happy and confident reader, but I work with him to increase his focus and attention to the detail of the texts he is reading, in order that he gains top marks in his comprehension. He is very verbal and I spend time with him helping him clarify and structure his ideas. Together we have developed an academic 13+ reading list so that he can improve his overall vocabulary and understanding. He is particularly interested in sport, and so on occasion, I will relate his English learning to something topical related to sports.
GCSE English Literature and Language and University Admissions support
I worked with Zainab on a weekly basis, online, studying Shakespeare’s texts. Zainab was an exceptionally articulate student and so benefitted from having a tutor that could stretch her understanding and ensure that her coursework was to an excellent standard. I also supported Zainab with her UK and US College Admission process. Zainab went on to study Mathematics at Oxford University.
GCSE English Literature and Language, AS & A Level History of Art and Art and Design.
UK University admissions support
I first met Laila as a quiet and relatively shy fourteen-year-old. She is a twin, and her twin sister was much more vocal and confident. I carefully suggested to the parents that we separate the twins for the one to one sessions, online tutoring as well as residential placements with the family in both London and Abu Dhabi.
I supported Laila through her: GCSE English Literature and Language; AS & A Level History of Art and Art and Design; Foundation in Art and Design portfolio preparation and admission process; as well as Foundation in Art and Design support; followed by UK London University admission process. And therefore, worked closely and regularly with Laila from the age of fourteen through to nineteen.
The work that I did with Laila was not only academic, focussing on her written and spoken English and History of Art, we also spent much time together, particularly in Abu Dhabi. I would accompany her to exhibitions, where we would discuss the aesthetics and cultural references of the exhibition we were attending. At times I would support her creative output, by accompanying her to a photo studio or printers. I also spent much social time with the family, at dinners as well as swimming. It was my intention, also, to support Laila’s body confidence by modelling healthy eating and exercise.
I became a support system for Laila so that she could not only begin to develop her academic voice but also her own personal journey as a teenager. Laila began to voice her academic ideas more vocally. She was able to structure her thoughts more coherently and analyse texts using independent thought. She also developed a new personal confidence, exploring her interests in Art and Fashion in a way that was unique and exciting to her.
She went on to study a Foundation in Art and Design at Central Saint Martins, a BA. in Fine Art and Chelsea College of Art, University of the Arts, London and a MA in Fine Art and Theory at University College London.
She is now a confident and assured young woman., thinking of pursuing a career as an arts professor.
IB Level English Literature and Language
I worked closely with Anjali in terms of her understanding and analysis of poetry, plays and contemporary Literature. I was supporting her to plan her essays, structure her work closely, and to put her ideas into grammatically correct English. Anjali was keen to ensure her grades were of the highest level, given that she was applying to study Medicine. Anjali was at the Sevenoaks School when I first met her and gained top grades in her IB examinations.
AS & A Level History of Art
I personally created a History of Art syllabi in 16th and 19th Century History of Art and Architecture, which I taught to Martha on a weekly basis. This involved studying case studies together, supporting her to write clear and organised notes, through to exam revision techniques and preparing her for exams. Martha went on to attend Trinity College Dublin, completing both a BA and MA in History of Art.
A Level Media Studies
Emma is in her first year of A-Levels but owing to Corona Virus, she wanted to get a head start by taking online classes with me, three times a week, at the start of summer. These classes are still ongoing. I have taught all of Year One WJEC / Eduquas Media Studies, and now we are beginning on Year 2. I am familiar with all of the specified Media Products: newspaper, advertising, film, television and video games. I am also familiar with how to share these Media Products if a student is studying online through a mixture of screen sharing and asking the student to prep.
MA in Art and Political Theory
Daily support with reading, research, note-taking, writing structure and editing. As well as supporting the student with her time management and planning.
Hobbies and Interests
I was a published author at twenty-six years old; the book went on sale globally with Barnes and Noble and Amazon Global. I have also helped with content for: Art Review, New York Times Magazine and The Telegraph. I have worked as an Editorial Assistant for Art and the Public Sphere Journal, the contributors for which are Arts and Humanities professors across the globe. Most recently I created a brand new musical, ‘Chiara’, for which I wrote the script and score and performed as lead at Pulitzer-winning, The Public Theater, New York, in Spring of 2019. Tickets for the show were subsidised so that the audience could donate to UN Women. I have also advocated for the charity War Child, for several years, which provides education to children in war zones globally.
“Claudia was my AS and A Level Art History tutor in London as well as a fantastic life mentor. Claudia taught me with complete ease and professionalism under the pressure of condensing two years of school work into four months in the hope to attend Trinity College, Dublin. Not only did I achieve top marks for all my modules, I managed to obtain an MA degree from Trinity which would not have been possible without Claudia’s outstanding tutoring. I learnt how to carefully compile case studies that would be easily memorable and also gained valuable learning techniques that I use to this day in the Art Business world of New York City. Claudia was always punctual, presentable and had a natural encouraging spirit which I have seen in very few people. I have stayed in close touch with Claudia in all these years, she is a lady who can adapt to any tricky circumstance, as outlined in the second sentence, and maintain determinism throughout. I have no hesitation putting her forward for any role. “ Lady Lowry Corry
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