Concepts of Space in Art

Concepts of Space in Art In his book Space, Time and Architecture, Sigfried Giedion noted that through developments made during the Renaissance, the conception of space comes to fruition. This conception of space in art was expressed with the discovery of perspective. Through the use of perspective he says every element is related to the unique point of view of the individual. In linear perspective -etymologically clear seeing- objects are depicted upon a plane surface in conformity with the way they are seen, without reference to their absolute shapes and relations. The whole picture or design is calculated to be valid for one station and observation point only. To the fifteenth century the principle of perspective came as a complete revolution, involving an extreme and violent break with the medieval conception of space, and with the flat, floating arrangements, as its artistic expression. Sigfried Giedion, Space, Time and Architecture, Harvard University Press, Cambridge,  1967, first published 1941, pp. 30-31 During the Renaissance, fields of study particularly in the arts were closely intertwined with traditional models. In architecture, buildings were designed with reference to past examples. At around about the early nineteenth century, there came a shift in the conception of space that broke free of the rigidity associated with antiquity. Relativity in our conception of space came about through the development of cubism. Cubism introduced a new dynamic to visual representation. The framed view is coupled with different points of view of the same object, his brings in a factor of time. Joan Ockman professor and the director of the Temple Hoyne Buell Center for the  Study of American Architecture at Columbia University. Here will be cited her essay The  Way Beyond Art published in Autonomy and Ideology, ed.Somol, R.E., the Monacelli Press,  New York, 1997, pp.83-120 matter ceased to be understood as opaque mass. The viewer now envisaged different aspects of space simultaneously, inside and outside, convex and concave at once. Matter was decomposed into simple surfaces and lines (as in Mondrian) or became transparent and interpenetrating (as in Lissitsky). With these developments, space came to be understood as a crossing of movements and energies. The change in the conception of space is said to be the demolition of pictorial space by Cubist techniques and substitution of a relative point of view for an absolute one Along with Ockman, Sigfried also wrote about a new conception of space from the traditional. He claims that classical conception of space is related to the notion of perspective and this notion was the primary element in painting since the Renaissance up until the 20th Century. For Giedion, the new method of visual representation after the formation of cubist techniques coincides with a shift in the conception of space and develops form giving principles of the new space conception After Cubism, space conception changes from the static perception of the Renaissance. Giedion claims that the classic conceptions of space and volumes are limited and one sided. For Giedion, the possibilities of this new space conception is like Cubism with its many perspectives that extract the essence of the subject, give it an infinite potential for relations within it. Giedion claims that the dawn of cubism is an anonymous principle just like the discovery of perspective. That cubism is the expression of a collective and almost unconscious attitude and for him, this expression is also closely related to scientific advancements of that period. As Giedion says. Cubism breaks with Renaissance perspective. It views objects relatively: that is, from several points of view, no one of which has exclusive authority. And in so dissecting objects it sees them simultaneously from all sides from above and below, from inside and outside. It goes around and into its objects. Thus to the three dimensions of the Renaissance which have held good as constituent facts throughout so many centuries, there is added a fourth one time: In stage design, the stage itself can become a medium for the exploration and the experimentation of different concepts in vision and space conception. The stage is the manifestation of the relationship between performers and audience. In her book, Theatres, Gaelle Breton makes reference to ancient theatres. She says that the Greek theatres of antiquity sought to create a unity between the stage and audience areas and combined them under an open air space. This principle she states becomes the model for Elizabethan theatres which she identifies with the Shakespeare Globe Theatre. Breton states that during the Renaissance, theatre design undergoes an increasing separation from the outside world, and within creates an ever increasing divide between stage and spectator who sit in a fix position for an optimum static perspective. This resembles the painting of the time. The way theatres were designed during the Renaissance was challenged by Richard Wagner. Together with architect Otto Brukwald, they collaborated to design theatre which sought a reversal in the separation of and stage. The theatre of the Renaissance was concerned with the audience with the perspective of the audience. No balconies and a darkened auditorium focused the audiences attention to the stage. Theatre no longer sought to create the illusion of reality but sought to express the essence of a play. Breton also claims that the necessity for creating the illusion of reality became less relevant with the advent of cinema and the innovation of cubism which shattered the traditional perception space and style of spatial representation Antonin Artaud (1862-1928) was a famous stage director and the author of Theatre and its Double. He describes the architectural space that he seeks for his productions as a single, universal locale without any partitions of any kind His proposal was to abandon the architecture of his time and set about producing production that could be held in a barn or a hanger for performance. The notion of flexible space such as this can also be seen in the architecture of Ludwig Mies van der Rohe around this time. The concept is for a performance space as a total space which can be redesigned and reorganized for different productions. The sculptor and painter Oscar Schlemmer, conducts experiments for stage space at the Bauhaus. Roselee Goldberg state that the work at the Bauhaus was to achieve a synthesis of art and technology in pure form The studies conducted included the problems of performance space such as the opposition of visual place and spatial depth Schlemmers experiments demonstrated a new conception of space on stage. In the 1920s, the discussion of space centred on the notion of felt volume Schlemmer explained that out of the plane geometry, out of the pursuit of the straight line, the diagonal, the circle and the curve, a stereometry of space evolves, by the moving vertical line of the dancing figure. The relationship of the geometry of the plane to the stereometry of the space could be felt if one were to imagine a space filled with a soft pliable substance in which the figures of the sequence of the dancers movements were to harden as a negative form Up until the twentieth century, the criteria for stage design was a framed view and theatres based on the relation of the proscenium. In the early twentieth century, revolutionary stage designers such as Edward Gordon Craig challenged this two dimensional approach to stage design with three dimensional concepts and experiments. For his first production, Craig had to design his own stage as the only available space was the Hampstead Conservatoire. This concert hall was 44ft wide with a series of stepped platforms at one end to house the orchestra. The comprises made by Craig became a characteristic of his work. The ceiling height was level throughout and Craig incorporated Herkomers technique of over head lighting and sky effects. A low proscenium was constructed to facilitate frames and a bridge above the stage for the lighting man. To facilitate a cast and chorus of 75, the full width of the stage was utilized. This created a strikingly panoramic effect. In later production in Coronet and Great Queen Street theatres, Craig lowered the proscenium by as much as 12ft to create the impression of great width. He also found that creating stepped platforms allowed for three dimensional groupings and movement. Craig wanted the spectators to have the same perspective of the plays so no side galleries, or boxes were used, instead a single level seating was used. Another characteristic of Craigs productions which challenged the viewers imagination were, although the sets were openly theatrical, with everything from imitation vine leaves to crude papier-mà ¢chà © boars head, on the other hand there was a deliberate avoidance of realistic detail and simple effects of colour were used, leaving the imagination free and achieving a suggestiveness that one viewer had commented reminded him of the delicate friezes of Pompeii. For these surfaces, Craig explains they stand on the stage just as they are, they do not imitate nature, nor are they painted with realistic or decorative designs Craig studied the theatrical work as it was in ancient Greece, Rome, from the Renaissance to the Elizabethan. He noted that Once upon a time, stage scenery was architecture. A little later it became imitation architecture, still later it became imitation artificial architecture. The two elements which became central to Craigs concept of a new theater were lighting and movement. The two elements which became central to Craigs concept of a new theater were lighting and movement. The great days of painted scenery belonged to the era of dim lighting from gas-few footlights or candles, which flattened the performer so that he an the picture became one. The day the first spotlight was on the side of the proscenium, everything changed. The actor now stood out, was substantial, and a contradiction suddenly appeared between roundness and the two dimensional trompe loeil behind his back. The great innovators in the art of scenic design, Adolphe Appia and Gordon Craig, knew this before the First World War. Peter Brook, Threads of Time, Methuen Publishing Limited, London, 1999, p.48 In 1923, Fredrick Kiesler presented his concept for the Endless Theatre. The theme of this space was the structure did not have any frame, but could still maintain its form. In the 1920s architecture had a strong tendency to interpret space from a functional point of view. Buildings where traditionally of a rectangular shape, however there were no corners in Kieslers endless concept. This implies a meaning of time and space simultaneously which one can interpret as without and en, or in another sense an eternity of time. While this theatre expressed Kieslers concept of space, it was in 1958 when he presented the Endless house that his concept had manifested itself into a space that responded to human sensibilities as well as a functional space acting as a home. An installation architecture piece by Bernard Tschumi called the Glass Video Gallery was constructed in the Netherlands. It is a glass structure which contains 6 banks of video monitors. The projects intention was to challenge our preconceived ideas on the act of viewing. The monitors act as an unstable faà §ade, unlimited space is suggested through mirror reflections. The reflective surfaces which can be interpreted as a modern day equivalent to Edward Gordon Craigs walls. The immateriality presents an ambiguous surface. The architect presented a challenge to the permanence of buildings. The multiplying layers act to dissolve the surface of the glass. Lighting at night acts to transform the space. For Tschumià ¢Ã¢â€š ¬Ã‚ ¦ The endless reflections of the video screens over the vertical and horizontal glass surfaces reverse all expectations of what is architecture and what is event, of what is wall and what is electronic image, of what defines and what activates. Tschumi also claims that his glass box challenges the ideas of television viewing and about privacy. The transparency of the glass walls acts as an opposition to an enclosed private space it also acts as an extension to the street. Within the structure, a person watches and is watched at the same time.

Tupac Essay -- Tupac Shakur 2pac Biography Biographies

Tupac When thinking of the Hip-Hop industry, one of the first names that comes to mind is Tupac Shakur. Shakur was born in the Bronx on June 16, 1971. He was reared by his mother Afeni Shakur who was an active member of the Black Panthers. Tupac's family later relocated to Oakland, California, where he spent much of his time on the street. As a kid, he was always getting himself into trouble, and he was very lonely. He started writing songs to keep himself out of trouble. An article from VIBE magazine "Troubled Times for Tupac Shakur" quotes Tupac. "'I was lonely, I didn't have no big brothers, no big cousins until later. I could remember writing songs.... I remember writing poetry.' " 1 Tupac was talented in the areas of poetry, songwriting and acting from the beginning. He started acting at a young age, and he joined the rap group Digital Underground, performing as a dancer in 1990. In an interview with MTV, John Singelton, the writer-director of Boyz in the Hood and Poetic Just ice, says that Tupac was a natural born actor; he knew how every role should be played.2 Tupac began his public acting career before his music career. After the Digital Underground debut, Tupac signed to Interscope Records and released his first solo album, 1991's 2pacalypse Now. The album quickly went gold thanks to the hit singles "Trapped" and "Brenda's Got a Baby," as well as a high-profile appearance in the hit movie Juice. Tupac's 1993 follow-up album Strictly 4 My N.I.G.G.A.Z., reached number four and went platinum, spawning the top 10 hits "I Get Around" and "Keep Ya Head Up." Then in 1995, Tupac put out Me Against the World, which debuted at number one, went platinum and established Shakur as one of the most popular and successf... ...world knew Tupac Shakur as a troubled but successful performer. Sex, drugs, and violence encircled his life; however, he overcame and emerged as one of the most successful rappers of all time. Tupac was a man who loved his mother and who held great respect for women, whom he thanked and celebrated in his music. Many adults rejected his music due to the profane language and his gangster lifestyle; however, his fans will always appreciate the awesome quality of his music. His death brought renewed attention to Inner-City violence as well as corruption in the rap music industry and East Coast /West Coast feuds. It also put a dent in the music world and left a void in the hearts of his family and friends. As time goes on, Tupac's music will continue to thrive through radio and album sales, but his legacy will live on through the hearts of everyone whom he touched.

Responsibility of the Teacher in Lifelong Learning Sector Essay

What is the role and responsibility of a teacher in the lifelong learning sector? The roles and responsibilities of a teacher in the field of lifelong learning sector that covers all publicly funded post-16 education outside universities are extremely varied and diverse. When examined closely the diverse roles of a teacher, trainer, assessor or tutor, seem to be associated a multitude/body of expectations. Ideally the teacher should have the ability to combine roles and responsibilities in a way, which firstly benefit the pupil, the education system but also the community and ultimately the state and its economy. Teachers in (LLLS) must provide significant assistance in training people, either after completion of compulsory schooling or as first contact with the education system, and thereby contribute to the national effort to remain competitive in the world economy, and thus maintain indirectly the basis of a welfare state. Professionalism is an important and essential feature of the teacher in the field of lifelong learning. This includes responsibilities for example keeping knowledge up to date, CPD, but also diligence and enthusiasm in one’s work as well as probity. Basically one could say that the teacher of lifelong learning supports the efforts not only of those of with post degree levels but also of people who only have come in contact with basic education, to learn, even in old age, to write, to read, to be able to express themselves, think in a structured manner, with the ultimate aim to involve the individual learners in all aspects of economic and social life. In this way it is possible to integrate diverse social elements and structures. This can include understanding about different needs of the Elderly, ethnically diverse groups, various nationalities or religious identities which until recently lived completely separate. This in turn helps individuals to understand and acknowledge differences and thereby ensure the peaceful coexistence of all these people living in the UK. The teacher of lifelong learning supports the expansion of knowledge, not only of people who are aiming for specialized university education, but also of those aiming to further/advance their general and specialist knowledge. In this context it is important to note that currently more students are in Further Education than at university. One in five adults now is studying in FE, 3/4 of the students are 19 years or older. The teacher lifelong learning contributes to the transformation/â€Å"creation† of students aiming for them to become active citizens. As a result this will expend the number of people who work socially and ethically responsible towards those in authority but also amongst individuals. This contributes to the creation of social cohesion. This process also encourages students to actively participate in community issues and thus engages them critically on a wider base on a national level. The students for lifelong learning, with the help of their teachers, become aware of how to effectively engage in public life, acquire appropriate knowledge, develop specific skills, acquiring values, upon which they can build their lives. It is important that teachers of lifelong learning keep up to date within their professional field through continuing professional development, aiming to evolve and develop their own teaching skills. A teacher’s duties involve a multitude of responsibilities. Amongst others, monitoring and reporting their pupils achievements in order to document student’s progress. The tutor is obliged to treat all students in a fair and equal manner, give the opportunity to all students to participate on an equal footing with equal expectation of success, to try to meet the needs of each student, to remain updated with subject development. Tutors must be well prepared, return the control to work at reasonable times Teachers must be aware of both their professional commitments and their personal limits and boundaries, knowing when and whom to recommend students for further support. There are some significant difference between roles and responsibilities amongst teachers for lifelong learning (after compulsory education) and those working at state or public schools. Particularly in light of recent changes that have taken place in the field of lifelong learning which have led an increase in numbers of students who now study at FE colleges, and access to funding (loans to finance their higher education) and resulting increased demand for professional teachers in schools etc. In conclusion, the role and responsibilities of teachers for lifelong learning are summarized as follows: 1. Teachers must be committed to their students and their learning. 2. The teachers know the subject they teach and how to teach this subject to students. 3. Teachers are responsible for managing and monitoring student learning. 4. Teachers think systematically on their practice and learn from experience. 5.The teachers are members of learning communities.

Avoid These Common Mistakes While Learning Spanish

Avoid These Common Mistakes While Learning Spanish You want to learn Spanish but still sound like you know what youre doing? If so, here are 10 mistakes you can avoid in your studies: 10. Being Afraid To Make Mistakes The truth is, nobody learns a foreign language without making mistakes along the way, and thats one we all learn, even with our native language. The good news is that wherever you go in the Spanish-speaking world, your sincere attempts to learn the language will almost always be appreciated. 9. Assuming That the Textbook Knows Best Even educated people dont always talk according to the rules. Although Spanish according to the rules will almost always be understood, it can lack the texture and sincerity of Spanish as it really is spoken. Once you feel comfortable using the language, feel free to imitate the Spanish you hear in real life and ignore what your textbook (or this site) tells you. 8. Ignoring Proper Pronunciation Spanish pronunciation isnt all that difficult to learn, and you should make an effort to imitate native speakers whenever possible. The most common mistakes of beginners include making the l of fà ºtbol sound like the ll in football, making the b and v sound different from each other (the sounds are identical in Spanish), and failing to trill the r. 7. Not Learning the Subjunctive Mood In English, we seldom make a distinction when verbs are in the subjunctive mood. But the subjunctive cant be avoided in Spanish if you wish to do more than state simple facts and ask simple questions. 6. Not Learning When To Use Articles Foreigners learning English often have a hard time knowing when to use or not use a, an and the, and its the same for English speakers trying to learn Spanish, where the definite (el, la, los, and las) indefinite articles (un, una, unos, and unas) can be confusing.. Using them incorrectly usually wont keep you from being understood, but it will mark you as someone whos awkward with the language. 5. Translating Idioms Word for Word Both Spanish and English have their share of idioms, phrases whose meanings cannot readily be determined from the meanings of the individual words. Some idioms translate exactly (for example, bajo control means under control), but many dont. For example, en el acto is an idiom meaning on the spot. Translate it word for word and youll end up with in the act, not the same thing. 4. Always Following English Word Order You can usually follow English sentence order (except for putting most adjectives after the nouns they modify) and be understood. But as youre learning the language, pay attention to the many times where the subject is placed after the verb. Changing the word order can sometimes subtly change the meaning of a sentence, and your use of the language can be enriched as you learn different word orders. Also, some English constructions, such as placing a preposition at the end of a sentence, should not be imitated in Spanish. 3. Not Learning How To Use Prepositions Prepositions can be notoriously challenging. It can be helpful to think about the purpose of the prepositions as you learn them, rather than their translations. This will help you avoid mistakes such as using pienso acerca de ti (Im thinking near you) instead of pienso en ti for Im thinking about you.. 2. Using Pronouns Unnecessarily With very few exceptions, English sentences require a subject. But in Spanish, that frequently isnt true. Where it would be understood by the context, the subject of a sentence (which in English often would be a pronoun) can and usually should be omitted. It usually wouldnt be grammatically incorrect to include the pronoun, but use of the pronoun can sound clunky or give it unnecessary attention. 1. Assuming That Spanish Words That Look Like English Words Mean the Same Thing Words that have the same or similar form in both languages are known as cognates. Since Spanish and English share a large vocabulary derived from Latin, more often than not words that are alike in both languages have similar meanings. But there are plenty of exceptions, known as false friends. Youll find, for example, that embarazada usually means pregnant rather than embarrassed, and that a violador usually is a rapist, not someone who merely committed a traffic infraction.

Business Law Research Paper Example

Business Law Research Paper Example Business Law Paper Business Law Paper Business law In business law, for a contract to be enforceable it has to be provable. This means that whether it is written or oral, a contract has to have some form of way to prove that it is existent (Jennings, 2006). For oral contracts, it may be difficult to prove existence of certain terms due to lack of evidence. However, written contracts are easier to prove as it is written on paper and signed by both parties involved, hence can be referred to when there is the occurrence of a breach of contract prompting litigation. In this instance, if a party forfeits his duty as expressed in the terms of the contract, it will be possible to prove the existence of those contractual conditions in the terms stated. The concept of proof of contract identifies the importance of the ability to prove the validity of the contract as this is what will render it enforceable in the court of law. This concept is dependent on the nature of the wording of the contract and the concepts of the contract in relation to the nature of the contract in question. This contract is valid as it meets all the contractual terms of good faith, a meeting of minds, performance expectation on both parties, mutual consideration and there was an offer and acceptance where the buyer accepted these terms before entering into the contract. Therefore, the buyer was under obligation to act according to the set terms as he had accepted them before signing it. Seinfields could not claim of not paying the fee because Cohen had received an amount of fee from Mayeris as this was not an alternative stated in the contract and the action between Mayeris and Cohen do not affect the written contract as they are outside its scope. However, Cohen also breaches the contract in that there is no total performance on her part where her duties include and are not limited to showing the house to the clients when required. In this case, she was absent when the defendant required seeing the house showing partial performance on her part. With this evidence, the court should not order Seinfields to pay Cohen, as there was non-performance where she failed to perform her duty as the broker. There also is lack of substantial evidence of damages by the plaintiff due to the non-payment that occurred.

Early Islam and Islam Today Essay Example | Topics and Well Written Essays - 1500 words

Early Islam and Islam Today - Essay Example The culture and beliefs of Muslims are also discussed. This paper also presents a brief overview on both historical and modern Islam, worldwide and in America. Culture and Beliefs of Muslims Islam is a monotheistic religion and Muslims believe in the oneness of god. They have five basic principles that they call the â€Å"pillars† of Islam (Shepard, 2009). The first pillar is that of the Shahada, which is the declaration that there is only one god and prophet Muhammad is his messenger. The second pillar is the Salah, i.e. prayer, which is performed five times a day. The third pillar is the Zakah, i.e. charity for the poor. The fourth pillar is the Sawm, which means fasting. Muslims fast during the entire month of Ramazan, a holy month of the Islamic calendar. It is believed that the Quran, the word of God (Allah), began to be revealed to Prophet Muhammad by angel Gabriel during this month. The fifth and final pillar of Islam is Hajj, or pilgrimage to the holy city of Mecca, at least once in a lifetime (Shepard, 2009). Muhammad, who is believed by Muslims to be a prophet and messenger of Allah, founded Islam. Islam abolished the practice of polytheism, which was the religion of pagan Arabia, and introduced the concept of unity or oneness of God. According to Muhammad’s teachings, there are certain tenets and standards of living, ethics and polity, as described in the Quran, the holy book of Muslims, to be followed by Muslims, failing which they would face penalty both in this life and in the afterlife. Muslims have faith in the Judgment Day, when all humans will be judged for their deeds and will be sent to hell or heaven based on their doings. Muslims place a great significance on the conservation of women’s modesty, and so, women are asked to cover themselves by veils. They are not allowed to reveal themselves to other men except their husbands and close kin. Women and men are segregated in their social gatherings. Although it is widely be lieved that Muslim women are suppressed, it is believed to be the wrongdoing of men themselves rather than Islam, as Islam preaches equality of both men and women (Ezzati, 2002). Muslims are forbidden to consume pork and alcohol (Shepard, 2009). While monogamy is the common practice among Muslims, polygamy is legal and permitted by Islam (Shepard, 2009). While Muslim women are allowed only one husband, Muslim men can have a maximum of four wives only if they can treat all their wives equally. The Arabs made great scientific and cultural progress with the advent of Islam (Shepard, 2009). Origin and Expansion of Islam Islam has many universal elements that appealed to all cultures and religions outside Arabia (Stearns et al., 2004). This led to the acceptance of Islam and conversion to Islam by people of other religions such as Christianity, Judaism, etc. Following the death of Muhammad, his followers set up a caliphate in order to maintain political stability among the Arabs (Hemming er, 1997). Abu-Bakr was made the first caliph and military exhibition was used to gain the caliph’s authority over Arabia (Hemminger, 1997). Under his caliphate, the Arabs overtook Persian and Byzantine forces. He was succeeded by Umar, who became the second caliph and under whose reign, many other neighboring empires were conquered. By 637 CE, Ctesiphon (Persia’

School Profiler Assignment Example | Topics and Well Written Essays - 1250 words

School Profiler - Assignment Example On the other hand, the school performed poorly in the category of English learners with only 15% of students passing CAHSEE in 2011 while 13% passing the exam in 2012 (School profiler, 2013). In 2014 the subgroups that required focus in their Adequate Yearly Progress (AYP) was the socioeconomically disadvantaged. They failed to meet their target of the proficient requirements in Language arts. The group also failed to meet their target in three consecutive years- 2011, 2012, and 1013 hence attracted attention. The group also failed to meet its targets in Mathematics in 2011 and 2013 and this was enough reason why the group required attention. Furthermore, socioeconomically disadvantaged groups still failed to meet their target in 2013 in their Academic Performance Index (API). The other sub groups met most of their targets in the three consecutive years. The school did well in Language arts specifically in the areas of RFEP. For instance, the number of students that passed was 90% in 2013, 87% in 2012 and 89% in 2011 (School profiler, 2013). Some grades performed better than others especially in the California English Language Development Test (CELDT). For instance, in advanced level, grade 9 and 11 performed better than grade 10 and 12. In early intermediate level, grade 12 did better in 2012 than other grades by scoring 23%. Performance in CST and CAHSEE exams varied among the grades in school. Between the two exams, it was evident that most students performed better in CST than in CASHEE. For instance, in the Language arts exams of 2013, only 21% of the grade 12 students passed the CAHSEE exam (School profiler, 2013). RFEP program was best-performed category while English learners recorded the least progress in Language arts. The school performed well in Mathematics led by the RFEP students. There are also variations in performance of Mathematics among the grades. For instance, in Algebra I, in 2012 grade 11 recorded the highest performance of 5%. Performanc e in both CST and CAHSEE exams tended to record variations. There were fluctuations in the results over the years and among the various groups of students. Out of the various groups and programs offered, the program that experienced progress was RFEP which recorded high level of students that scored highly. The least program in making progress was the special education students program, which saw only 26% of the students pass the exam. Sciences and social sciences were also part of the subjects done by students and whose result was provided. Sciences are many and included Biology, Chemistry, Earth science and Physics. The school did well in science and social sciences. Performance varied across the grades in different exams. For instance, in 2011, performance in Biology varied between the grades. Grade 9 students scored 76%, grade 10 scored 34% and grade 11 scored 37%. Such scores were replicated in other sciences and social sciences over the years (School profiler, 2013). There was fluctuation in performance in some of the science subjects. The science subject that recorded the most progress was Physics at an average score of 62% while the subject making the least progress was chemistry. Most of the students across the grades record low performance in Chemistry. The school did w