IGCSE ART

SCHEME OF WORK
 • CHAPTER 1 •

INTRODUCTION

This booklet is your key source of information to

complete the Edexcel IGCSE Art and Design course
successfully. This includes the course aims,
objectives and your target outcomes. In the scheme
of work you will find your week by week course
outline and deadlines.
 • Aims,Objectives and Outcomes•
Objectives

1. To learn the 4
assessment
objectives that you
will be graded on

2. Learn how to develop

an idea

3. How to experiment
with an idea

4. how to use the work

of other artists and
designers to inspire
ideas

5. How to write about

your work and how
to be critical in a
way that promotes WHAT YOU NEED TO DO.
development
Assessment Objectives met Analysis and responses in words and images in
6. Skills for rendering relation to your own artistic development
final artworks Completed units of work in a sketchbook or work
successfully
journal that is fully evaluated and developed Exploration of ideas through a variety of media,
processes and appropriate intentions
A clear demonstration of research into the art
work of other artists from another culture or Final works of art that demonstrate refined ideas
artistic movement in relation to your work before presenting a coherent personal response

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 • CHAPTER 2 •
ASSESSMENT

In this section it is important to study and

continuously refer back to the Assessment Outcomes
AO1-AO4. Each assessment outcome will be explored
in detail within the schemes of work.
The four Assessment Objectives (AOs) are equally weighted and form the basis of the course. There must be evidence, in both the
externally set assignment and the preparatory studies, that all four Assessment Objectives have been addressed.

The Assessment Objectives should be seen as interrelating, not discrete components. You should bear this in mind when structuring
teaching and learning for the preparatory period for the externally set assignment.

AO1: Record observations, experiences and ideas which are appropriate to intentions

AO1 addresses the student’s ability to select, collect and record information relevant to the project in hand. This is primarily a visual activity
where students should record information using a variety of media and processes appropriate to their intentions.

Whichever endorsement students choose, they are encouraged to use wet or dry materials, two- and three-dimensional processes, cameras
and digital cameras to collect relevant information in order to develop and sustain their study. Wherever possible, students should collect
information from first-hand experience, for example visits to museums, galleries and sites of special interest. Starting points for projects
could focus on the local environment, man-made or natural forms or still life objects gathered in art studios.

AO2: Analyse and evaluate images, objects and artefacts, making informed connections with the work of others

Evidence for AO2 could be visual, a piece of written work, or a combined visual, annotated response. However, all the evidence students
produce for this Assessment Objective should be relevant to the project in hand. AO2 is not a stand-alone Assessment Objective. Teaching it
as such would affect students’ final marks.

Centres must fully integrate AO2 into the externally set assignment. Students should be encouraged to research and consider relevant
contemporary and historical artists and designers, as appropriate to their chosen endorsement.

For example, students focusing on the genre of still life might reflect on the work of Cézanne, Van Gogh, Patrick Caulfield or the
photographer Emmanuel Sougez. Equally, they may be drawn to a local still life painter, photographer or textiles artist. Making connections
with, and referring to, the work of artists and designers, will support students in the development of their own ideas and understanding.

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Students should consider how artists use materials, media, composition and the formal elements to pursue their own artistic
preoccupations.

Students should consider the following key issues:

! texture

! pattern

! colour

! line

! tone

! light

! composition

! perspective

! use of materials.

Transcriptions of the whole, or sections of, an artist’s work can illuminate that work for the student. This can also help them in considering
issues such as the complexity and application of colour and the use of mark-making to create mood, expression or even passion in a piece of
work. Students may find it useful to annotate their findings and log useful, pertinent information or thoughts. Visits to art galleries both
real and virtual can be logged, as can conversations with local artists. These experiences can help to inform the development of students’
visual language.

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When making notes, either written or visual, students may find it helpful to consider the following questions.

! What theme underpins the artist’s work?

! How has the composition been created?

! What materials have been used?

! How have the materials been applied?

! Has a mood been captured? How?

! What colour palette has been used? How has this affected the outcome? 

Ultimately, this Assessment Objective aims to extend the student’s capacity through looking at and absorbing visual information about the
work of artists and designers. In doing this, student ideas, experience and understanding should broaden. This should be apparent in the
experiments with media and materials students carry out and produce for AO3.

AO3: Develop and explore ideas, using a variety of media and processes that are appropriate to intentions

For AO3 students need to explore the possibilities of media and processes as they relate to their project. Students should work creatively
with new materials or new combinations of materials to explore their theme or issue visually. Fine art students may wish to explore paint,
or mixed media, printmaking or sculpture, or a combination or selection of one or more of these. There are no restrictions other than
fitness for purpose. Photography students may choose to work digitally or with silver-based processes. Equally, they may choose to
experiment by painting, sewing, scratching or collaging onto their photographs to pursue their ideas.

Students may wish to consider the following issues.

! How can techniques learned during the course be used in new combinations to achieve a mood or create
textures?

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 ! How can the techniques observed in AO2 be tested and used to further their own study?

! How can they borrow and learn from others, and then reinterpret the style or technique for 

their own ends?

This Assessment Objective requires students to experiment with ideas and materials which feed the imagination and open up
possibilities. AOs 1 and 2 are similar to learning how to read music and understand notation. AO3 can then be likened to playing and
creating music. AO3 focuses on the student’s ability to reorganise and combine what they have observed and assimilated into new
combinations and structures. This will, in turn, lead to new outcomes which can be used as the basis for AO4.

AO4: Review and refine ideas, modifying work as it progresses, before presenting a coherent personal response

For AO4 students need to resolve an issue or idea in the form of a highly personalised, quality outcome. It is the culmination of the
student’s learning and hard work. The outcome should always flow from the work carried out for AOs 1-3. It should never be an unrelated
response as this will impact on the student’s final marks and go against the `spirit’ of the qualification.

When creating their final outcome, students should ensure that they always work with materials relevant to their chosen endorsement.
However, this is not restrictive. This International GCSE allows for great flexibility in its interpretation and understanding of the
endorsements. Textiles incorporates a broad range of contemporary materials such as paper, plastics and wire, as well as traditional textile
materials. Photography students can produce a set of prints as an outcome, or equally create a photographic sculpture. Fine artists may
work with paint, printmaking or sculpture, or combine any of these areas and also include photographic processes in their outcome.
Graphic design students can choose to use photography, printmaking or mixed media as part of creating their outcome.

All students should see this Assessment Objective as an opportunity to illustrate the full depth of their understanding and enquiry, plus
their understanding of studio practice.

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 • How will I be marked? •

Assessment Overview
Assessment Objectives and weightings (AO) Paper 1

AO1-25% 100% externally assessed

Record observations, experiences and ideas which are appropriate to

Six week preparation study time
intentions

AO2-25% 10 hours for final examination piece to be

completedThis examination consists of two parts:
Analyse and evaluate images, objects artefacts, making informed
connections with the work of others
Preparatory studies

AO3-25% You will be given six school weeks before the Timed
Examination for preparatory work in response to the
Develop and explore ideas, using a variety of media and processes that
are appropriate to intentions theme presented in this paper.
AO4-25%
You should use the preparatory period to investigate
Review and refine ideas, modifying work as it progresses, before the theme, experiment with your ideas, and gather
presenting a coherent personal response visual information about the people, places and objects
you need to help you to develop your final work. Any
reproduction used, or a photocopy of it, must be
included with your preparatory work.

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This examination consists of two parts:

Preparatory studies

You will be given six school weeks before the Timed Examination for preparatory work in response to the

theme presented in this paper.

You should use the preparatory period to investigate the theme, experiment with your ideas, and gather visual
information about the people, places and objects you need to help you to develop your final work. Any reproduction
used, or a photocopy of it, must be included with your preparatory work.

only one side of the paper. Boards and canvas stretchers should not be used. If you use pastel or chalk, these must
be fixed. If you use paint and prints, these must be dry. After the examination, you will have an opportunity to
mount your preparatory studies on up to three sheets of paper (maximum size A2).

The preparatory studies you produce are a compulsory part of the examination as a whole, and
marks will be lost if they are not submitted.

You must take your preparatory studies into the examination room to help you with your final
work.

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Timed Examination

This consists of up to ten hours working under examination conditions to produce unaided work in response to the
theme. Your teacher can only help you with technical problems, such as working space, materials
and equipment.

You should take any preparatory studies which you have produced in the six-week period into the examination for
your own reference.

Work in a way which is comfortable to you. If your final piece is fragile, bulky or larger than A2 (420mm x
594mm) in size, arrangements will be made so your artwork can be photographed and the photographs can be sent
to Edexcel for marking.

A completed copy of the following label should be clearly shown in the top right-hand corner on the FRONT of your
work.

Art and Design: Fine Art

In the context of this endorsement, students are required to work in at least one of the disciplines of painting,
drawing, printmaking and/or sculpture. Further details are given below.

Fine art may be defined as work which is produced as an outcome of the students’ personal experience, rather than
that which is created exclusively for a practical function, or that which is the outcome of a tightly prescribed brief. It
is a means by which ideas are explored, communicated and, through visual information and enquiry, translated into
art outcomes.

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Art and Design: Fine Art For all disciplines within this endorsement, students
should:
In the context of this endorsement, students are
required to work in at least one of the disciplines of !  undertake visual research, using primary
painting, drawing, printmaking and/or sculpture. and secondary sources, and record observations,
Further details are given below. experiences and ideas in appropriate ways. Primary
sources must include first-hand experience of original
Fine art may be defined as work which is produced as work
an outcome of the students’ personal experience, rather
than that which is created exclusively for a practical !  develop and realise ideas and outcomes,
function, or that which is the outcome of a tightly exploring and reviewing possible solutions and
prescribed brief. It is a means by which ideas are modifying work appropriately
explored, communicated and, through visual
information and enquiry, translated into art outcomes. !  understand and use (appropriately and
safely) a range of materials, equipment, processes and
Work produced for this endorsement will demonstrate techniques in two and/or three dimensions, using
the use of formal elements and creative skills, and give information and communication technology, where
visual form to individual thoughts, feelings, appropriate
observations and ideas. Students will show evidence of
trying to extend their own and others’ ways of seeing the !  know and understand a range of work,
world. They will use the visual language of the subject from contemporary practice, past practice and different
sensitively and thoughtfully to support their intentions. cultures, in order to demonstrate an understanding of
continuity and change in art, craft and design.

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Painting (available to all students) 
 Drawing (available to all students) 

Students will be expected to develop a knowledge and Students will be expected to develop a knowledge and
understanding of: understanding of:

!  an appreciation of colour, form, tone, !  an appreciation of form, tone, texture and
texture and shape shape

!  the use of a range of tools and surfaces in !  the use of a range of tools and surfaces in
painting drawing

!  a range of materials for painting and the !  a range of materials for drawing and the
different purposes of mark-making different purposes of mark-making

!  work in at least one of the following mixed !  work in one of the following non-figurative,
media — collage, assemblage and environments non-representational and/or abstract drawing
(landscape, natural and man-made objects), non-
figurative, non-representational and/or abstract art !  technical skills in an appropriate range of
media.
!  technical skills in an appropriate range of
The four Assessment Objectives (AOs) are equally weighted and
media.
form the basis of the course. There must be evidence, in both the
externally set assignment and the preparatory studies, that all four
Assessment Objectives have been addressed.

The Assessment Objectives should be seen as interrelating, not

discrete components. You should bear this in mind when

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 • CHAPTER 3 •

SCHEME OF WORK

It is important to follow the scheme of work and use

the useful links, and artist references. Working in
you own time, during breaks, after school and at
home is essential to complete the course successfully.
Failure to bring work to school or not meeting
completion deadlines will have a negative impact on
your final grade.
Edexcel Scheme of Work IGCSE Fine Art. Art Words
Chiaroscuro Tone fragmentation overlapping texture features modelling
Theme: Surfaces
colour modulation flesh tones negative shapes composition form expression
Painting and Drawing
shape line likeness subjective objective drapery detail under painting gesture

WEEK ACTIVITIES RESEARCH SKILLS MEDIA, EQUIPMENT,SKILLS

Give out student paper-Surfaces Trim and organise your work as it progresses. All art department graphic materials. Pencils,
pens, felt tips, coloured pencils, oil pastels, oil
Learn about what is expected of an IGCSE art student. Visually consider the layout of your sketchbook/ bars, conte crayons, charcoal, glue, paints etc.
What the Work journal/sketchbook is for and how it journal. Use different papers to write down your Possible application of collage and
photomontage. All art department painting and
should be put together. thoughts and position them in your sketchbook
drawing equipment, ICT equipment, etc.
overlaying your sketches.
(See also ‘stimulus’). Art department painting
Initial planning and research into a theme.
surfaces such as board, paper, card and other
Internet access to museum and gallery sites. surfaces.
Photographs and drawings as research tools Internet access to sites on ‘the face’. Reproduced
digital photographs. Use the College’s art and Use of digital camera. (refer to photography
Journal shows planning prep and understanding for a design webpage to access links. Scheme)
final work of art. Computer distorted / generated / fragmented
Written evidence of research with explanations of imagery.
Shiny, Rough, Pattern, Scaly, Scratched, application your own work. Internet access to peripheral imagery, imagery
Coloured, Broken, Speckled, Translucent, on reflections and other imagery.
Use the ‘Looking at artwork’ worksheet. Computer generated combinations of imagery.
1-2 Explain the theme and begin visual enquiry.
Use the ‘reflection ‘ worksheet.
Produce a minimum of eight observation drawings in:
Using art words add your thoughts to your
pencil, pastel, paint, chalk, charcoal, ballpoint pen, ink journal.
with stick or feather, conte crayons.
Find the dictionary explanation for the aspect of
‘surfaces’ you are researching and add to your
Homework journal.
Take 24 photographs of visually
exciting surfaces.

12 natural

12 man-made

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 WEEK ACTIVITIES RESEARCH SKILLS MEDIA, EQUIPMENT,SKILLS

Research an artist that you like that uses All art department graphic materials. Pencils,
interesting surfaces in their work. pens, felt tips, coloured pencils, oil pastels, oil
Observational drawing skills and techniques to aide this bars, conte crayons, charcoal, glue, paints etc.
assessment objective. Print off examples of their work and add to you Possible application of collage and
photomontage. All art department painting and
work journal. Use the ‘looking at art’ worksheet to
Carry out visual explorations using objects and drawing equipment, ICT equipment, etc.
capture your responses.
(See also ‘stimulus’). Art department painting
photographs taken as a starting point.
surfaces such as board, paper, card and other
When you have completed your observational surfaces.
Produce 4 observational drawings in tone only using drawings annotate your thoughts on the
pencil and ink. Explore different ways to convey the techniques that you have tried. Use of digital camera. (refer to photography
different surfaces. Explore and use different mark Scheme)
3
making techniques. Can you make a connection with the work of the Computer distorted / generated / fragmented
artist? Add these thoughts to the work journal. imagery.
2 x ‘Man-made surfaces’ observational drawings Internet access to peripheral imagery, imagery
on reflections and other imagery.
2 x ‘Natural surfaces’ observational surfaces Computer generated combinations of imagery.

Homework
Surfaces
Week 3 -surface observation
drawn with torn and cut coloured
paper. Work from your primary
source photograph.

Paint on paper

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 WEEK ACTIVITIES RESEARCH SKILLS MEDIA, EQUIPMENT,SKILLS
Artist exploration Focus on one of the artists that you are inspired by and Library visit
intensify your research and responses using the critical
You must now focus on one aspect of the theme evaluation worksheets such as ‘looking at art’. A possible Gallery visit
‘Surfaces’, and do not spend too much time deliberating.
make your decision and stick with it. There is no time for It is expected that you demonstrate a more critical eye Art books
in the depth of your written analysis and images.
changing your mind.
Develop stronger links and connections to your own Post cards, posters.
work.
The work of artists needs to be explored using: Websites-Museums and Galleries, artists
Study the artists techniques and produce notes that will websites
Books, Internet, and the School art web page.
help you to create studies of the artist’s work.
Department Art materials
Give a visual and verbal presentation about one artist
that you have researched.
Transcriptions and notes should be made of at least two
artists and their work. Cut, paste and print will not be

4-5
sufficient to demonstrate your knowledge and What or who is
understanding. Read the information, make notes and Chiaroscuro?
then write your own piece for your journal. Make it
personal and relate this to your own artwork.
Transcriptions no longer than A4, however, brief
superficial descriptive notes will not be enough.
Is the answer....

A. An Italian
Produce your own studies of the artists work recreating
sculptor
some of their techniques and subject matter . Create
small studies of sections of their work in a range of
different media. B. Italian bread

C. Light-dark

D. Celebration
Interim Assessment- Homework
Complete your artist transcriptions.
Bring in all of your work for
Prepare for your 3 minute
assessment. Presentation of Check Answer
presentations.
work is important.

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 WEEK ACTIVITIES RESEARCH SKILLS MEDIA, EQUIPMENT,SKILLS

Taking an image and developing it with different media and Every idea needs to be documented including All art department graphic materials. Pencils,
looking for combinations of media to produce good effects. positives and negatives. pens, felt tips, coloured pencils, oil pastels, oil
Looking at different sections of the same image (abstracting). bars, conte crayons, charcoal, glue, paints etc.
Scale is important, so consider creating quick sketches and Don’t throw a failed study away, reflect on why it Possible application of collage and
compositional framing to create an exceptional idea for your photomontage. All art department painting and
doesn’t work. Importantly how you recognise the
final piece. drawing equipment, ICT equipment, etc.
failings and how you respond and improve your
(See also ‘stimulus’). Art department painting
You now must develop your ideas combined with a work will get you more marks. surfaces such as board, paper, card and other
medium of your choice. You can combine different surfaces.
Explain your links to artists studied.
mediums especially when you are exploring the theme of
‘surfaces’. Use of digital camera. (refer to photography
Annotate the final idea, with reference to the Scheme)
artists that you have studied. Computer distorted / generated / fragmented
Continue to question and reflect upon your decisions,
imagery.
explaining how and why you chose different materials
Internet access to peripheral imagery, imagery
relating to he artists that you have studied. Which country was Andy on reflections and other imagery.
6-8
You must record every stage of your process and
Warhol born? Computer generated combinations of imagery.

development.

Do not change your idea, develop it further instead. Was it...

A. America

B. France

C. Germany

D. Slovakia
Final Critique before the
timed mock examination-
Check Answer
Bring in all of your work for
assessment. Presentation of work

17
Edexcel Scheme of Work IGCSE Fine Art. This scheme of work can be use to
Theme: Surfaces supplement the fine art scheme or
Photography expanded to meet the assessment
criteria of the full Photography

WEEK ACTIVITIES RESEARCH SKILLS MEDIA, EQUIPMENT,SKILLS

INDUCTION PROJECT Research two photographers and artists that Digital camera and printer.
explore the theme of ‘surfaces’. Ensure that you
Working in conjunction with the fine art course Books
have references to your sources. Where did your
source come from? This includes images.
take 24 digital photographs of different surfaces. Internet

12 Natural Art Department materials

When you research, investigate other sources as if

12 Man-made
you are a detective. Hunt for even better evidence.
WIKI cut paste will not do.

Research two photographers and artists that Read and learn about photographic light,
explore the theme of ‘surfaces’. composition , subject matter, depth of field etc

Research and find a photographer that you like.

1

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Edexcel Scheme of Work IGCSE Fine Art.
Theme: Surfaces
Photography

WEEK ACTIVITIES RESEARCH SKILLS MEDIA, EQUIPMENT,SKILLS

From the 24 photographs taken, choose 6 to Annotate your thoughts and initial responses. At Digital camera and printer.
analyse. Use the ‘Looking at artwork sheet’ to first you will naturally describe what you see. As
structure your analytical skills. Books
you gain more experience you will begin to
analyse, evaluate and make connections with
Internet
other artists.
2 Using the internet research different Art Department materials
photographers that relate to your photographs.
They could relate to your work in different ways, Research two artists/photographers that connect
in terms of subject, composition, form, tone and with your images.
aesthetic style.

WEEK ACTIVITIES RESEARCH SKILLS MEDIA, EQUIPMENT,SKILLS

Experimenting with your photographs. Research artists that link to your experimentation. Digital camera and printer.

Produce 6 different experiments using your Add your research findings to your sketchbook/ Books
photographs. work journal.
3-4 Internet
Cutting up the image and reassembling in a
different way. Ink or paint over the surface. Art Department materials
Collage, burn, add different materials, use
photoshop, make into 3D, add textiles etc.

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Edexcel Scheme of Work IGCSE Fine Art.
Theme: Surfaces
Photography

WEEK ACTIVITIES RESEARCH SKILLS MEDIA, EQUIPMENT,SKILLS

Photographic experimentation. Make notes on each step of each experiment. The Digital camera and printer.
recording of your experimentation is essential to
There are a range of different photographic Books
demonstrate to the examiner that you have
manipulation programs available for mac,PC and developed the skills and knowledge of
as phone apps (many are free). As a student you Internet
photography.
also get a discount for some of the more
Art Department materials
expensive software programmes. Ensure that your work journal is up to date.

Experiment 1 Explore compositions of early photography.

Using the same image, experiment with the

positive and negative image. Print off several
copies demonstrating a range of contrast in tone. Research the work of William Henry Fox Talbot.

Experiment 2 Bring your findings to class to give a brief

5 presentation.
Using a filter option, experiment with solarising
an image. The use of blue or red tints could be
interesting when you print off your examples.

Experiment 3

Experiment with filter layers to create interesting

effects and textures.

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Edexcel Scheme of Work IGCSE Fine Art.
Theme: Surfaces
Photography

WEEK ACTIVITIES RESEARCH SKILLS MEDIA, EQUIPMENT,SKILLS

Develop and refine your ideas. Continue to Continue to research photographers and artists. Digital camera and printer.
experiment and add new layers to your work. annotate and update your work journal/
Sustained focus on a smaller series of prints Books
sketchbook.
demonstrating a methodical analytical process
Internet
will enable you to attain the higher grades. Collect images of exhibitions and consider how
the photographs were displayed. Consider what
Art Department materials
Do not throw away the images that you didn’t impact the photographs have upon the viewer.
like. Explain why you were unhappy with the Record your ideas and develop them further.
images as this will demonstrate further that you
have developed a critical eye.

Present your work in a series of stages,

considering how they will be finally presented.
What environment or space is the perfect space
for your series of photographs to be viewed.
6-8 Consider the emotional and psychological impact
of the viewer. What do you want your images to
do in the mind of the viewer?

Consider the quality of the finished prints. The

type of paper, thickness, matt, gloss and size are
all important factors in creating a photographic
art piece.

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 • Copyright •

© Daniel Maloney 2014

The images and content of this book are the sole property of Daniel Maloney, produced and created outside of any
contractual agreements. The use of this material is granted to students whilst studying under the tuition of the
author.

xxii
Art. Click on the following links for an art glossary.

The Museum of modern Art

http://www.moma.org/learn/moma_learning/glossary

The Tate Gallery

http://www.tate.org.uk/learn/online-resources/glossary/a

Related Glossary Terms

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