IGCSE Art & Designartcoursework.com/iGCSEteachersupport1.pdf · Edexcel International Art and Design - Subject Advisor Training - 2010 IGCSE Art & Design IGCSE Exemplar Materials

Edexcel International Art and Design - Subject Advisor Training - 2010

IGCSE

Art & DesignIGCSE Exemplar Materials New Specification

Fine Art 4FAO Graphic Design 4GDOPhotography 4PYO Textiles 4TEO

With comments by John Heaton - Chief Examiner IGCSE

Edexcel International Art and Design - Subject Advisor Training - 2010

• The IGCSE Art and design allows students to develop their creative and imaginative skills, and the practical skills for communicating and expressing ideas, feelings and meanings in art, craft and design

• Students will investigate analytical, experimental and interpretive capabilities, aesthetic understanding and critical skills. They will develop an understanding of codes and conventions in art, craft and design and an awareness of the contexts in which they operate

• Students will also develop knowledge and understanding of art, craft and design in contemporary society and in other times and cultures

Introduction

2 Edexcel International Art and Design - Subject Advisor Training - 2010

Key features of the specification

Students have a choice of four different endorsements which include:

Fine Art | Graphic Design | Photography | Textiles

Students have the opportunity to study local artists and designers. At the end of the course there is a single practical examination. IGCSE gives students a solid foundation for progression to AS and A levels and other equivalent qualifications.

Within the four endorsements offered students undertake visual research, using primary and secondary sources, and record observations, experiences and ideas in appropriate ways. Primary sources must include first-hand experience of original artwork. Develop and realise ideas and outcomes, exploring and reviewing possible solutions and modifying work appropriately. Understand and use (appropriately and safely) a range of materials, equipment, processes and techniques in two and/or three dimensions, using information and communication technology, where appropriate. Know and understand a range of work, from contemporary practice, past practice and different cultures, in order to demonstrate an understanding of continuity and change in art, craft and design.


Assessment summary

AO1 Record from observations, experiences and ideas that are appropriate to intentions

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

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

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

A* Exceptional 91–100 A Fluent 81-90B Confident 71-80C Competent 61-70D Sound 51-60E Limited 41-50F Basic 31-40G Weak 21-30 U 0-20


Past IGCSE examination themes

May 2006 Structures

May 2007 Sensation

May 2008 Power

November 2006 Light & night

November 2007 Groups

November 2008 Secret

May 2009Broken

November 2009Cover


The ten hour examination and preparatory period

The six weeks preparatory period should be seen as a fully taught unit of work where work is focused on the examination paper set theme. Students should be supported on their individual journey of discovery, allowing them to develop ideas through a variety of approaches. An understanding of sources and contexts should be shown through visual enquiry and annotation. Student’s visual language should be integrated and applied with confidence. Once they have produced these ideas they should be reviewed and refined and the final idea realised during the ten hour examination.

The IGCSE examination paper is identical for all endorsed titles. It represents the summative assessment of learning that has occurred during the IGCSE course. The paper is thematic. The theme changes for each examination session. The theme will be the starting point and the question paper will also provide guidance which will be of use to candidates throughout the examination.

In summary, students have a six week preparatory period prior to the ten hour examination. Preparatory studies content should reflect six weeks of work by students. Students must fulfill all four assessment objectives, developed from a single theme, in a comprehensive document.

John HeatonChief Examiner IGCSE


Externally set assignment Fine Art 4FAO - PowerSample 1: Exceptional 91 – 100 Final mark 100

Chief Examiner comments:

• Overall an exceptional candidate in all assessment objectives• Exceptional use of skills and techniques• Effective judgements shown when analysing and making connections with the work of other artists (AO2)• Exceptional exploration of ideas through good use of media and processes • Discriminating judgements used to develop a personal outcome in the form of a painting (AO4)• This candidate has explored the genre of portraiture using the exam theme of Power• This candidate has produced a number of self portraits and then gone on to produce drawings of her peers in a variety of media showing the emotion of anger inspired by the exam theme: Power• They have considered the work of a number of artists including Edward Munch, Xavier Cortada, and Mirityunjay Mondal• They have developed and explored through the creation of transcripts, painting, oil pastel and coloured pencil

Preparatory Studies - Sheet 1


Externally set assignment Fine Art 4FAO - PowerSample 1: Exceptional 91 – 100 Final mark 100

Student comments:

“I chose Munch as one of my artists because I liked the colours he used for the sky in ‘The Scream’ these colours, that I experimented with reflected the idea of power through rage very well and I thought they would suit my theme”

“I chose Mrityunjay Mondal as one of my artists because I was encaptured by the idea of showing a depressed face but with it showing the emotion of anger. I thought this idea was very clever and I decided to adopt it into the theme of power by trying to show the power of rage in someone who is depressed”

“I chose Xavier Cortada as my artist because I like the way she has a combination of different faces at different angles that show the emotion of rage and fury in the painting “fury”. I incorporated this idea in my development to show that the power of rage can consume a person and leave them feeling unhappy and maybe depressed in the longer run”



Externally set assignment Fine Art 4FAO - PowerSample 1: Exceptional 91 – 100 Final mark 100 - A*

Student comments:“I used the idea of text in my pieces which is used by Mondal although this artist tends to use this idea rather subtly I have used it in an exaggerated manner.”


Final Outcome - Exceptional 91-100 - Mark 100


Externally set assignment Fine Art 4FAO - PowerSample 1a: Exceptional 91 – 100 Final mark 95 - A*


A fine art candidate who has gained inspiration from the work of Antoni Gaudi

• The work demonstrates a very perceptive command of skills and technique• They have considered the work of a number of artists including Antoni Gaudi and Georgia O’Keeffe to inform their work (AO2)• The candidate has explored the theme of Power to create a series of dramatic buildings (AO3)• The candidates final outcome (AO4) shows a technically imaginative command of skills

The candidate uses photographs to inform their work

Preparatory Studies - Sheets 1 & 2


Externally set assignment Fine Art 4FAO - PowerSample 1a: Exceptional 91 – 100 Final mark 95 - A*

Georgia O’Keeffe paintings are used as dramatic inspiration

Preparatory Studies - Sheet 3 Final Outcome - Exceptional 91-100 - Mark 95


Externally set assignment Fine Art 4FAO - BrokenSample 1b: Exceptional 91 – 100 Final mark 91 - A*


• Overall an exceptional candidate in all assessment objectives• Exceptional use of skills and techniques• Effective judgements shown when analysing and making connections with the work of other artists (AO2)• Exceptional exploration of ideas through good use of media, processes and technology (AO3)• Discriminating judgements used to develop a personal outcome in the form of pastel (AO4)

Student comments:

“I like the way she uses the profile of the face, it creates a very interesting shape but it is still very much a face. The painting inspired the drawing. I like the way in which the woman’s eyes are closed it is very peaceful. The silhouette of the man in the background like a lot of McIntyre’s is suggestive and quite subtle.”

“Using Catherine McIntyre’s technique I want to show how the face is broken down and how like an archaeologist I am rebuilding it. This is relevant to my work because I am trying to combine the skull and the face because they are both very closely related”.




“To represent broken I chose to look at the way the face in particular breaks down after we have died.”

“MC Escher; I like this artist he has combined the skull and the eye very effectively. It is relevant because of the context but also because of the charcoal, which I think is very effective.”

“Anthony Waichulis; I like this artist work because the skulls look so real. There are a lot of fine lines and the shading gives the skull dimensions.”

“Georgia O’Keeffe; is relevant to my work because of the context. I especially like the second picture because it is not obvious what it is therefore very subtle.”




“Hans Holbein; I have chosen to include this because the context is relevant. Also I like the way the skull has been distorted because again it makes it more subtle. I like the shadows in the skull too.”


Final Outcome - Exceptional 91-100 - Mark 91


Externally set assignment Fine Art 4FAO - StructuresSample 2: Fluent 81 – 90 Final mark 85 - A

This candidate has used a variety of artists including Vincent van Gogh and Georgia O’Keeffe. Secondary and primary source images of flowers and fungi have been used as inspiration


• A fine art candidate who demonstrates fluent recording of skills and research• Heightened analysis making informed connections (AO2)• Fluent exploration of ideas (AO3)• Fluent outcome which reflects a high skill level




Close up studies of various flowers have been used in the candidates research

Georgia O’Keeffe“Since seeing one of her paintings as a child I have been intrigued by her

choice of colours, unique style of capturing intricate detail and by the

artistic trademark of making whatever she painted/did in other media such as oil pastel, crayons and coloured pencils

look realistic.”




“The shapes and patterns of the flower have been simplified into a dramatic composition emphasising the exciting combinations of line, tone and texture.”

Final Outcome - Fluent 81-90 - Mark 85


Externally set assignment Fine Art 4FAO - BrokenSample 2a: Fluent 81 – 90 Final mark 85 - A

“I began looking at broken things in the kitchen such as broken and cooked eggs, eaten food and how things break during accidents. I concentrated on sliced and cut up fruit observing the different patterns, tones and shapes. I came across the artist Michael English who inspired me to look further into this theme of broken food.”


• A fine art candidate who demonstrates fluent recording of skills and research• A lively, individual approach to the exploration of ideas is clearly demonstrated• Personal, pertinent connections are made with the work of the artist researched which helps to make the candidates thinking move forward




“I sliced open a red cabbage and was captivated by the different swirls and patterns that seemed to never end. I observed the different shades of purple and experimented with the different tones which I loved. I also cut up the red cabbage into pieces.”

“I began looking at broken glass and experimented with different effects. I loved the effects above as it is similar to the red cabbage patterns.”






Externally set assignment Fine Art 4FAO - BrokenSample 2b: Fluent 81 – 90 Final mark 81 - A

Student comments: Patrick Demarchelier - photographer“He likes over accessorising the models, and focuses on their eyes by using filter, he makes his photos more mysterious. Patrick also takes photographs of models that look sad, they are mostly close up to focus on facial expression.”

“Patrick likes to photograph models posing with their arms and also uses a blue filter. So I took a photo of my friend posing with her arms and then edited the photo and placed a blue filter. I took some pictures of my friend posing as a model to try and imitate his style.”

“I did a drawing of a photograph that I took imitating my photographer Patrick Demarchelier.”

Richard Hamilton - artist“He draws figures without colour like the picture in the left. He took the face of the model which can relate with broken like a broken face for example.”

“I edited this photo with a very intense contrast to make it look like Richard’s work. To create this image be more like the style of pop at I edited the original and added a yellow filter and change the contrast.”



Externally set assignment Fine Art 4FAO - BrokenSample 2b: Fluent 81 – 90 Final mark 81 - A

“The theme for our exam was broken, so I chose to focus on models and celebrities and how they may look perfect on the exterior and have the perfect image but lots of them are broken inside in various ways. And show it in some literal way like breaking the image down.”

“I used the style of pop art to do my final piece. I took some pictures and then edited them using one image three times to make it more relevant with the theme broken. I washed it out each time, or making it smaller each time. But making a yellow filter to make it look more like the style of pop art.”

Chief Examiner comment:

• A fluent candidate using the exam theme of broken• The candidate explores issues surrounding fashion photography• Personal and thoughtful connections are made with a number of photographers and painters (AO2)• Fluent outcome reflects a high skill level AO4)




Externally set assignment Fine Art 4FAO - StructuresSample 3: Confident 71 – 80 Final mark 75 - B

Confident exploration of ideas through media and processes (AO3)

Chief Examiner comment

• A high command of skill and technique demonstrating considerable flair• Even though there is no written evidence it is clear this candidate has been influenced by other artists work

Preparatory Studies - Sheets 1, 2 & 3

Final Outcome - Confident 71-80 - Mark 75


Externally set assignment Fine Art 4FAO - BrokenSample 3a: Confident 71 – 80 Final mark 71 - B

This candidate looked at the work of two American artists Wayne Thiebaund and Todd Ford. All written comments about the artists are copied direct from the internet.“I started by finding photos of broken objects on the internet. I also broke some objects for myself and took photos of them.”“On this page I have chosen my final composition. Here are two patterns I designed myself. I will use them for the backgrounds of my final piece. I prefer curved patterns as it makes an interesting contrast with the broken bottle shapes. I tried combining a tracing of my drawing with ink patterns to give a more relaxed feeling.”“Here I have combined my chosen pattern with my drawing to make my final design. I tried two different colour schemes.”“The first drawing is bottle of coke. I used pencil. I like it because it shows reflection of light. The second drawing is also bottle of coke. I used water colour painting. I don’t like it very much because colour or tone is a bit dark and the shadows are not smooth so it looks a bit messy but I like that you can see through some parts.”“The third drawing used water colour pencil so I drew in pencil first and the coloured it use colour pencil and I used water to make bit smooth so I like it.”“Fourth drawing used pastel and coloured pencil. I use colour just pink and red. Pieces coloured pink to use pastel and smudged it and broken straw I just used colour pencil to draw lines. I don’t like it because it’s too simple.”



Externally set assignment Fine Art 4FAO - BrokenSample 3a: Confident 71 – 80 Final mark 71 - B


• A reasonable command of skill and technique demonstrating some flair• However uneven performance in the development and refining of ideas• The candidate plays it safe, returning to familiar second hand images, rather than pursuing more dynamic personally developed images

Preparatory Studies - Sheet 3 Final Outcome - Confident 71-80 - Mark 71


Externally set assignment Fine Art 4FAO - BrokenSample 4: Competent 61 – 70 Final mark 68 - C

“In interpreting the theme ‘Broken Hearts’ I chose to focus on human emotions and body posture as a reaction to possible heart breaking information. To portray this, I intend to do observational sketches of portraits depicting sadness, deceit and pain.”

“I have worked mainly with models to help me get the interpretation of my theme ‘Broken Hearts’.......as my work progressed I decided to concentrate on the heart wrenching letter which so far I intend to use as a focal point.”



Externally set assignment Fine Art 4FAO - BrokenSample 4: Competent 61 – 70 Final mark 68 - C

Paul Cézanne - artist“My work connects to one of Paul Cézanne’s pieces of work called ‘The Card Players’.....his painting along with my final piece calls attention to light and dark tonalities.”


• Competent use of skills and techniques whilst recording from observation (AO3)• Good use of skills and technique evidenced in the final outcome• Ideas are explored methodically through media and processes (AO3)• Only one artist connection made


Final Outcome - Competent 61-70 - Mark 68


Externally set assignment Fine Art 4FAO - BrokenSample 4a: Competent 61 – 70 Final mark 65 - C

“I decided to use plants because they are a living thing and by breaking them I wanted to show how everything has life in this world can be easily broken. By using brighter colours I want to demonstrate that even broken things can be beautiful.”

Wassily Kandisky - artist“As I look at this painting I believe that the artist’s goal is to bring emotions using and the different colours and patterns to the public instead of making realistic copy’s of things. This was the main focus and the idea which inspired me for my final piece.”



Externally set assignment Fine Art 4FAO - BrokenSample 4a: Competent 61 – 70 Final mark 65 - C

Further inspiration for this candidate comes from the work of Andy Warhol and Edward Munch

Chief Examiner comment• Overall a competent candidate• Good use of skills and technique evidenced in the final outcome• Ideas are explored methodically through media & processes (AO3)• Evidence of assessment objectives is uneven


Final Outcome - Competent 61-70 - Mark 65


Externally set assignment Fine Art 4FAO - BrokenSample 5: Sound 51 – 60 Final mark 58 - D

This candidate has looked at the work of Kazuo Shiraga and Robert Longo

“Longo describes his series as doomed souls living under the pressure of everyday life.”

“The reason why I chose the pictures in the church, was to show how oppressed a person may feel to break silence.”

“For my final piece I am thinking of not only use the same techniques of Robert Longo and Kazuo Shiraga but to communicate the same emotions. I would like to link ears – which represent the entrance with inner self and dark colours which shows the layout of a dim life under pressure.”

“The ear represents the entrance to inner self.”




“Longo’s ‘Men in the cities’ series portrays a group of sharply dressed business men writhing in contorted agony. (Same concept for my broken project)

“Kazuo Shiraga was a distinguished Japanese avant – garde artist noted for his unusual method using his own body to apply paint on the canvas.”



• A sound fine art candidate• Sound use of skills and techniques• Sound exploration of ideas through media and processes• Connections made with a number of experimental artists• Final outcome is disappointing in comparison to the initial research

Final Outcome - Sound 51-60 - Mark 58



This candidate has looked at the work of Ivan Ulmann and Van Matino. Research has included broken dreams, broken records and broken instruments

“This photo is one I took which was influenced by the photo I found on Flick R. It is my sister in the same position on the floor outside.”


“This is a photo of my sister on the edge of a pathway to stop you from falling into the lake. She is testing her limits-maybe she wants to fall as her dreams have been shattered. She is in deep thought and is thinking a lot about what has happened.”

“This one is another photo of the similar pose but in this one she is more upset about what has just happened and wants to go back to the time when her dream was still alive.”



Experimenting with different media.

“From the photo I took of my sister sitting in the edge of the with her legs dangling down. I used the artist Ivan Ulmann as an influence. I broke a plate and super glued the pieces together to create the image of my sister. I then painted on plates getting the colour I wanted. However because it was pastel paint it created a very bad texture and lost the original gleam of the plates. For the background below the wall is a collage of flowers printed purple symbolising what she can return to but above is a gloomy stormy day representing her feelings.”


• A sound fine art candidate• Methodical and repetitive exploration of ideas. (AO3)• Some interesting connections are made but little analysis occurs (AO2)• The final outcome is a repeat of initial research

Final Outcome - Sound 51-60 - Mark 55


Externally set assignment Fine Art 4FAO - StructuresSample 6: Limited 41 – 50 Final mark 44 - E

“I looked at the work of Willem Kalf. I think this art is interesting because it has a lemon I’d peeled. I like peeled lemon.”


“In my picture I am trying to show the fruits cut of part by using shading inside the fruits. I think the apple part is successful because it is good to show the fruit inside. I think the lemon is bad partly because it’s so hard to show light and dark.”

“My first idea was to draw fruit because I am interested in drawing inside the fruits.”


Externally set assignment Fine Art 4FAO - StructuresSample 6: Limited 41 – 50 Final mark 44 - E


• A limited candidate • Uneven use of skills and technique• Tendency to simply repeat images• Looked at the work of one artist

Final Outcome - Limited 41-50 - Mark 44


Externally set assignment Fine Art 4FAO - BrokenSample 6: Limited 41 – 50 Final mark 42 - E

“I love the idea of silhouettes used in the form of faces and in landscape form.”

“With this experiment I cut out squares from a picture and filled them in with pencil. There is before and after to compare.”

“I am very pleased with the final result and think it worked extremely well. The squares on yellow show the picture it was trying to form.”

“These are Picasso inspired pieces with cubism.”



Externally set assignment Fine Art 4FAO - BrokenSample 6: Limited 41 – 50 Final mark 42 - E


• A limited candidate looking at the theme of Broken• Uneven use of skills and technique• Over reliance on second hand images• No real connection in final outcome with initial research• Limited understanding of artist connections

Final Outcome - Limited 41-50 - Mark 42


Externally set assignment Fine Art 4FAO - StructuresSample 7: Basic 31 – 40 Final mark 33 - F

“My artist research was Kazimir Malevich.”

“In my final piece I’m going to do a building in oil pastel. But my technique is not going to be like Kaimir the colours won’t be as bright.”

Chief Examiner comment• Basic understanding of artists connections• Over reliance on secondary images• Little appreciation of aesthetic personal style

Final Outcome - Basic 31-40 - Mark 33



Externally set assignment Fine Art 4FAO - BrokenSample 8: Weak 21-30 Final mark 26 - F

Chief Examiner comment• A fine art candidate• Little understanding of research • A number of assessment objectives not covered• Marks considerably reduced as only one research sheet presented

Final Outcome - Weak 21-30 - Mark 26



Externally set assignment Fine Art 4FAO - BrokenSample 8: Weak 21-30 Final mark 25 - F


• A fine art candidate• Little understanding of research • A number of assessment objectives not covered• Marks considerably reduced as only one research sheet presented

Final Outcome - Basic 21-30 - Mark 25


40 Art & Design Edexcel - Subject Advisor Training - January 2010

The Specification

Take a look at the Specification and other helpful documents

• Specification for iGCSE in Art and Design

• A guide for students and parents

• Teacher Guide

• Sample question paper and assessment guidance

For further guidance please emailArt&[email protected]

This document has been designed and produced by Susan Young Art & Design Subject Advisor, Edexcel, 190 High Holborn, London WC1V 7BH

http://www.edexcel.com/migrationdocuments/IGCSE%20New%20IGCSE/IGCSE2009_Art_and_Design_Specification.pdf

http://www.edexcel.com/migrationdocuments/IGCSE%20New%20IGCSE/igcse-guide-for-students-and-parents.pdf

http://www.edexcel.com/migrationdocuments/IGCSE%20New%20IGCSE/IGCSE2009_Art_and_Design_TSM.pdf

http://www.edexcel.com/migrationdocuments/IGCSE%20New%20IGCSE/IGCSE2009_Art_and_Design_SAMs.pdf

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IGCSE Art & Designartcoursework.com/iGCSEteachersupport1.pdf · Edexcel International Art and Design - Subject Advisor Training - 2010 IGCSE Art & Design IGCSE Exemplar Materials