Benjamin

I am a professional artist with an academic background, living and working near Leeds. My art practice has been my main focus for the past seven years or so but it is rooted in my studies and learning because it combines art and literature. I am represented by Merville Galleries (www.mervillegalleries.com) and am awaiting my second major London solo show which has been postponed by COVID. I am also a researcher, editor, writer and proofreader. I have a great curiosity about the world and particularly the way culture interacts with reality, reflecting, morphing and influencing it. I have taught at undergraduate level and am particularly interested in one-to-one teaching and developing ideas and confidence of expression in students. I think education and curiosity are vital elements and indeed skills in our society

Tutoring Experience

I have taught at the Department of Fine Art History of Art and Cultural Studies at the University of Leeds in the following subjects:
Film and History: Level 1, both the history of film and the telling of history through film , potential ways of seeing and challenging historical depictions and narratives. Introducing the close reading of film texts and introduction of theoretical reading. Exam evaluation and marking.
Cinema and Culture: Level 2, a theoretical approach to cinema studies, introducing models and texts including psychoanalysis, feminism, auteur and genre theory.

I have also coached a number of students through developing and evolving their theses at masters and Phd level.

Tutoring Approach

I take a student-centred approach to learning. This means each individual student requires a method of teaching tailored to them specifically. (A basic example being whether they have a linear approach or would benefit more from 'mind-mapping').
I am particularly keen that students should have the confidence to find their own voice (especially if they have been in an educational environment where they have essentially been 'talked at').
I would coach and facilitate student learning and overall comprehension of material and measuring student learning through both formal and informal forms of assessment.
Depending on the student, the approach I would take might be: 'guided comprehension' - based on explanations, demonstrations, guidance and practicing with the materials and examples; 'Intentional' (perhaps more with mature and graduate level students) where the focus is on a personal plan for the specific outcome the student has in mind; or more directional where a set of thinking skills are presented and then examples of its use are given.