Award-Winning Art History Tutors
serving St. Petersburg, FL

Few art history tutors have actually made art professionally. Emily's MFA in Photography from SCAD means she can explain compositional choices, material techniques, and visual rhetoric from the inside — whether a student is analyzing a Baroque altarpiece or a Cindy Sherman self-portrait. She teaches students to build interpretive arguments that connect formal analysis to broader cultural and historical contexts.

As a studio art major who spends time both making and studying art, Parker brings firsthand creative context to art history concepts like formal analysis, iconography, and period identification. He teaches students to look at a painting or sculpture and articulate not just what they see but why the artist made specific compositional choices within a broader cultural moment.

Every painting, sculpture, or building is an argument made in stone or pigment — and Vivian reads those arguments fluently. Her Medieval Studies and Classics training at Fordham covers iconography, patronage systems, and stylistic evolution from Greek temples through Gothic cathedrals, while her current role as a museum educator means she's practiced at making visual analysis intuitive rather than abstract.

I am a graduate of Florida State University, where I received a Bachelor of Arts in Art History and English, and University of North Carolina--Chapel Hill, where I received a Master of Science in Library Science. I currently work as Assistant Curator of Visual Resources in the History of Art department at Vanderbilt University. In my downtime I enjoy reading and hiking with my dog.

I am currently in my second year at the University of Kansas. I am majoring in secondary history and government education and minoring in art history. Most of my tutoring experience comes from high school, where I peer tutored a student in her world history class. As an upperclassman, I also gained a lot of mentoring experience on my school's debate team as I helped new debaters learn the ropes of the activity. As my intended college degree reflects, I am most excited about teaching history, government, and art history classes, but I have a strong background in English as well. As a former AP and honors high school student, I would love to share the strategies that I found to be the most successful. I believe education not only improves society, but can help shape students to their fullest potential. I would love to be someone who facilitates that development. Outside of academics, I am a total bookworm, my favorite TV show is The Good Place, and I try to spend as much time outside as I can without getting a sunburn.

I am a graduate of Oberlin College, where I attained two Bachelor's degrees in English and Ancient Latin Language and Literature. I am a licensed teacher with a diversity of experience working with young people. For the past 10 years, I have tutored students of all ages and in a variety of subjects, with a strong focus on K-12 mathematics. I am pursuing a Master's degree in Elementary Education and a TEFL (Teaching English as a Foreign Language) certification. I am extremely passionate about teaching and work daily to improve my craft. Students, parents, supervisors, and colleagues have described me as efficient, extremely patient, creative, and caring.

I am enthusiastic about helping others reach their educational goals. Whatever the task, no matter how long it takes, I will make sure you get the most out of your sessions and will tailor my personal approach to whatever you need.

I am currently a first grade teacher in the New York City Department of Education. I teacher in an inclusive classroom using Math in the City, TERC, and the Teachers College Reading and Writing Project Units of Study. I have over 10 years of experience tutoring students of all levels in grades K-12. I have helped students with test prep for the ACT, SAT, and AP exams as well as middle school admissions. I also have experience supporting young students with early literacy and math skills. Most recently, I worked as a cocurrator on the TCRWP Classroom Libraries Project.

Stephanie's dual degrees in English and History from Cornell, plus her current master's work in History at Penn, give her a sharp eye for the kind of cross-disciplinary reading art history demands — interpreting a work as both an aesthetic object and a product of its political and social moment. She's especially strong on helping students craft the written analyses that make or break art history courses, since she's spent years building arguments from primary sources across multiple humanities disciplines.

A double concentration in Literary Arts and Visual Arts at Brown means Hasan doesn't just know art movements by name — he can unpack how formal choices in a painting connect to the philosophical, religious, and political currents of its era. He walks students through visual analysis techniques that turn a daunting slide identification into a structured, confident reading of any work.

Studying architecture at Columbia means Andrew doesn't just talk about visual analysis in the abstract — he's trained to read buildings, spaces, and design movements as historical documents. He walks students through formal analysis techniques and contextual framing, whether they're tackling Romanesque cathedrals or Bauhaus furniture. Rated 4.9 by students.

I am not tutoring, I enjoy reading fiction, going to the movies, and spending time with my friends and family in the sunshine.

Studying art history means learning to read a painting the way you'd read a primary source — asking who commissioned it, what conventions the artist followed or broke, and what the work reveals about its era. Kelly's liberal arts training and international travel give her a cross-cultural lens that's particularly useful when comparing Western European traditions to global artistic movements.

I am a senior at The University of Georgia studying finance and entrepreneurship. I have completed summer internships with SunTrust Robinson Humphrey in Atlanta as well as with Moelis & Company in New York City. After graduating in May, I will be joining Alvarez & Marsal, a management consultancy. I have a passion for learning as well as helping others unlock their potential.

This is Luke's home turf. He earned his MFA from the School of the Art Institute of Chicago and has taught art history at the college level, covering everything from Romanesque sculpture to contemporary installation. He unpacks formal analysis — line, composition, materiality — alongside the historical context that explains why Caravaggio's chiaroscuro or Duchamp's readymades mattered when they appeared.

Analyzing a work of art means reading it as a historical document — understanding patronage, religious context, political propaganda, and material culture all at once. Iris's anthropology degree from the University of Chicago gave her deep practice in exactly this kind of object-based analysis, from Paleolithic cave paintings to twentieth-century installations. She's particularly effective at teaching students to write the comparative essays and contextual analyses that AP and college art history courses require.