a personal journey in art education igcse

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A Student’s Guide to IGCSE Art

Embarking on a journey in the arts can be both exhilarating and challenging. For students seeking to delve into the world of art through a structured, academically rigorous programme, the International General Certificate of Secondary Education (IGCSE) in Art offered by Cambridge Home School presents an ideal pathway. This course stands out as a comprehensive Level 2 Art & Design qualification, recognised for its depth and breadth in nurturing artistic talent.

Why Choose IGCSE Art at CHS?

• No Traditional Exams : A unique feature of this course is its assessment method. Unlike conventional GCSE or BTEC qualifications, the IGCSE Art at CHS requires no final exam or written essays, alleviating some of the pressures typically associated with art education.
• Online Convenience : The course is delivered entirely online, making it accessible to students across various regions, including the UK, Europe, Africa, the Middle East, and Asia.
• Professional Accreditation : It leads to the OFQAL 501/2278/2 Level 2 Certificate, a testament to its quality and equivalence to traditional qualifications.

Course Description and Benefits

The IGCSE Art Online syllabus at Cambridge Home School has been skilfully crafted to enrich students’ understanding and interpretation of the artistic world. This programme not only focuses on developing practical art skills but also deepens students’ theoretical knowledge in art and design.

Advantages of the IGCSE Art Online Syllabus:

• Broad Learning Spectrum : From drawing and painting to digital art and sculpture, the course covers a wide range of art forms.
• Foundation for Further Education : It paves the way for higher studies in art, such as A-Level Art & Design or Foundation Diplomas, opening doors to university-level art education.
• Flexibility and Support : The course is structured to provide flexibility in learning, supported by a wealth of resources and expert guidance.

Assessment Process

The evaluation process in the IGCSE Art Online Course is continuous and focuses on students’ coursework, art portfolios, and their grasp of art theory.

Key Aspects of Assessment:

• Regular Coursework Assessment : Students receive consistent feedback on their submitted work, allowing them to understand their progress and areas for improvement.
• Expert Tutors : Specialist art tutors provide actionable feedback, helping students aim for the highest possible grades.

Homework and Virtual Studio Space

One of the most innovative aspects of the IGCSE Art course at CHS is the virtual studio space allocated to each student.

Features of the Virtual Studio Space:

• 24/7 Access to Resources : Students can access course units, assignments, and a plethora of supporting materials anytime.
• Interactive Learning Environment : The platform allows for the submission of artwork, which is then reviewed with detailed feedback from tutors.

Parental Involvement and Reporting

Involvement of parents in their child’s education journey is crucial, and the IGCSE Art Online Course at Cambridge Home School recognises this.

How Parents Stay Connected:

• Access to Coursework : Parents have round-the-clock access to their child’s coursework, grades, and teacher feedback via the online platform.
• Consultations with Teachers : The school facilitates consultations between parents and teachers, ensuring open communication and collaboration in supporting the student’s artistic development.

Course Details

The IGCSE Art Online Course at CHS is detailed and well-structured, providing students with a clear path towards achieving their art qualification.

Essential Course Information:

• Qualification : Level 2 Art Certificate OFQAL 501/2278/2, an equivalent to GCSE/BTEC, but uniquely without the need for an exam.
• Duration : The course spans 2 years, providing ample time for in-depth learning and skill development.
• Delivery Method : The course is delivered through live online classes, taught by experienced and qualified teachers, supplemented with video tutorials and step-by-step guides.
• Start Date : The academic year runs from September to July, aligning with the standard academic calendar.

Course Outline and Live Classes

The structure of the IGCSE Art Online Course is designed to encourage creativity, skill development, and academic rigour.

The Course Includes:

• Personalised Online Studio : Each student receives access to their own studio space on the platform, where they can work through the course content.
• Resource-Rich Learning : The course is supported by various resources, including video tutorials and guides.
• Live Class Interaction : Though not mandatory, the live classes offered during term times provide an enjoyable and interactive element, allowing students to engage directly with teachers and peers.

Course Units and Pathway Stages

The IGCSE Art Online Course at CHS is divided into distinct stages and units, each designed to progressively develop students’ artistic skills.

Exploratory and Pathway Stages:

• Exploratory Stage : This initial phase includes developing skills in drawing, painting, mixed media, digital art, and 3D sculpture.
• Pathway Stage : Students undertake a project within a chosen specialist pathway, linked to a theme of personal interest. Past themes have included “Overhead and Underneath”, “Surfaces”, and “My Dream World”, among others.

Key Units of the Course:

• A/602/6142 : Investigating information and developing research techniques.
• K/602/6251 : Developing and handling media and materials.
• M/602/6252 : Recognising and applying visual language within production techniques.
• A/602/6254 : Working to set briefs.

Equipment Required

The course is designed to be accessible, requiring basic art materials that can be sourced easily.

Basic Art Supplies Needed:

• Drawing and Painting Materials : Pencils, paints, brushes, and paper.
• Mixed Media Resources : Everyday items and recyclables for creative projects.

Building a Strong Artistic Foundation

The IGCSE Art Online Course at Cambridge Home School does more than just teach students about art; it lays a strong foundation for future artistic endeavours and academic pursuits.

Why This Course is a Stepping Stone:

• Preparation for Advanced Studies : Successfully completing the course equips students with the skills and knowledge necessary for A-Level Art & Design or Foundation Diplomas in Art and Design.
• Universality of Skills : The diverse range of skills and techniques taught are applicable in various fields of art and design, making students versatile in their artistic endeavours.

Connecting with a Community of Artists

An often-overlooked aspect of studying art online is the sense of community it can foster. The IGCSE Art course at CHS offers opportunities for students to connect and share their work.

Community Engagement:

• Peer Interaction : Students can view profiles and comment on each other’s artwork, fostering a supportive online artistic community.
• Exposure to Diverse Artistic Perspectives : By interacting with peers from various backgrounds, students gain a broader understanding of different artistic styles and cultures.

Conclusion: Unleashing Creative Potential

Choosing the IGCSE Art Online Course at Cambridge Home School means embarking on a journey that is both academically rigorous and creatively fulfilling. This course not only prepares students for higher education in art but also nurtures their individual artistic talents, enabling them to express themselves uniquely and confidently.

Final Thoughts:

• Accessible and Comprehensive : The course’s online nature makes it accessible to a wide range of students, and its comprehensive curriculum ensures a deep and well-rounded understanding of art.
• A Pathway to Success : For students aspiring to make a mark in the world of art and design, this course is an excellent starting point, guiding them towards achieving their dreams and ambitions in the artistic realm.

In conclusion, the IGCSE Art Online Course at Cambridge Home School is a testament to the school’s commitment to providing quality art education. It is a course that promises not just learning, but an enriching experience that shapes students into well-rounded artists, ready to explore their creative potential in the wider world.

How Does the IGCSE Art Course at Cambridge Home School Differ from Traditional Art Courses?

The IGCSE Art course at CHS is unique in its assessment approach, as it requires no traditional exams or written essays. This feature eases the usual stress associated with art education. Additionally, being entirely online, it offers global accessibility and flexibility, culminating in a Level 2 Art Certificate OFQAL 501/2278/2 for professional recognition.

What Artistic Skills and Knowledge Does the IGCSE Art Course Focus On?

The IGCSE Art Online syllabus at CHS is designed to enhance a wide range of artistic skills and deepen theoretical knowledge. It encompasses various art forms, from traditional techniques like drawing and painting to digital art and sculpture, providing a comprehensive learning experience. The course also lays a foundation for further education in art, leading to opportunities in higher education.

What is the Assessment Process Like in the IGCSE Art Online Course?

In the IGCSE Art Online Course, assessment is continuous, focusing on coursework and art portfolios. This involves regular coursework evaluation with actionable feedback from expert tutors. The process is designed to help students understand their artistic progress and work towards achieving the highest grades possible.

How Does the IGCSE Art Course Facilitate Student and Parental Involvement?

The IGCSE Art course offers students a virtual studio space with 24/7 access to resources and a platform for submitting artwork and receiving feedback. For parents, there is full access to their child’s coursework, grades, and teacher feedback, along with opportunities for direct consultations with teachers. This ensures that parents are actively involved in their child’s artistic education.

What Are the Key Details and Equipment Requirements for the IGCSE Art Course?

Student Resource

Journeys Coursework Guide

From physical journeys and migration to journeys of self-discovery, get ideas and inspiration about journeys in art

Journeys in art

Explore art terms related to journeys, more for students and teachers.

Ford Madox Brown The Last of England (1864–6) Tate

Mark Wallinger Threshold to the Kingdom (2000) Tate

© Mark Wallinger

Lubaina Himid CBE RA Between the Two my Heart is Balanced (1991) Tate

© Lubaina Himid, courtesy the artist and Hollybush Gardens, London

Kara Walker Grub for Sharks: A Concession to the Negro Populace (2004) Tate

© Kara Walker

Ellen Gallagher Bird in Hand (2006) Tate

© Ellen Gallagher

Simon Starling Five-Man Pedersen (Prototype No.1) (2003) Tate

© Simon Starling

Carl Plackman The Immigrant (1985–7) Tate

© The estate of Carl Plackman

Whether documenting a journey from A to B; exploring and responding to places; or using historical or personal journeys in order to better understand identity, artists have used different kinds of journeys to inspire their art over centuries.

Journey can refer to an actual physical journey – travelling from one place to another; wandering around a particular urban or landscape location in order to explore it; or enforced migration such as the journeys made by slaves or refugees. However journeys don’t always have to involve physical travel. The term ‘journey’ is often used to describe the journeys we make in life: such as personal experiences that involve an element of self-discovery or more generally the journey through life – growing up or getting old. Journey might also be used in relation to formal processes in art making, for example in the work of artists whose process dictates the end result of the work.

Land art and urban mapping

Hamish Fulton Wind through the Pines (1985, 1991) Tate

© Hamish Fulton

Land artists such as Hamish Fulton and Richard Long use walking as a way of exploring landscapes. Hamish Fulton records his experience of the walks he makes in poetic texts. In Wind through the Pines 1981 the things he sees, hears and experiences are transformed into descriptive sentences or single words which together evoke the sense of journeying through a landscape. Richard Long’s A Line Made by Walking creates a temporary sculptural intervention in the landscape as the route he takes across a field flattens the grass and becomes a trace of his journey.

Edward Ruscha Filthy McNasty’s (Sunset Strip Portfolio) (1976, printed 1995) ARTIST ROOMS Tate and National Galleries of Scotland. Lent by Artist Rooms Foundation 2011

© Edward Ruscha

Ed Ruscha journeys through the urban spaces of Los Angeles in order to create a portrait of the city, often collecting these photographs together to form photobooks . For his Sunset Strip Portfolio he photographed every single building on the Hollywood Strip in LA, a mile-and-a-half strip of Sunset Boulevard in West Hollywood. In doing so he not only gave a sense of moving from a point at one end of the strip to the other, but also captures the history of the city, and provides a snapshot of its socio-economy as reflected in the changing nature of the buildings and businesses.

Psychogeography: The politics and poetics of locations

The term psychogeography refers to an approach to geography that emphasizes drifting around urban environments in order to explore the effect of particular locations on emotions and behaviour. Ruth Ewan’s The Darks is an alternative audio guide to Tate Briatin which invites visitors to navigate the area around the building where the notorious Millbank Prison once stood.

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Patrick Keiller’s films record the exploratory journeys around England of a fictional, unseen character called Robinson. Robinson’s chance encounters with various locations cause him to reflect on the significance of places and what he sees there in relation to greater global themes – such as the economy or politics. For his installation The Robinson Institute at Tate Britain in 2012 Keiller selected images of landmarks and locations in the English landscape from Tate’s collection, to illustrate the development of capitalism.

Susan Philipsz uses her own voice to create uniquely evocative sound installations that play upon and extend the poetics of specific, often out-of-the-way spaces. For Lowlands , she uses an old Scottish folk song to explore the spaces around and under three bridges along the River Clyde in Glasgow.

Willie Doherty’s photographic work The Bridge is made up of two views from either end of Craigavon Bridge which crosses the River Foyle in Belfast, marking a point of connection between the Protestant and Catholic communities in the city. The photographs demonstrate that the perspective may be different but the view is almost identical. The bridge divides the two communities but also links them and has the capacity to be a point of meeting and exchange.

Willie Doherty The Bridge (1992) Tate

© Willie Doherty

Artist Francis Alÿs journeys along borders and boundaries in order to raise awareness of political issues. For The Green Line 2004 Alÿs walked around Jerusalem, trailing a ribbon of green paint behind him. He was following the so-called green line, which was drawn on a map by the Israeli Minister of Defence Moshe Dayan at the end of the Arab-Israeli war of 1948–9 and has become one of the most contestded boundaries in the world. It marked the respective positions of Israeli and Arab forces in the final ceasefire, and it has served as a boundary between Israel and the West Bank ever since.

Migration – whether enforced through slavery, through escaping war or disaster, or triggered by economic needs – has played an important role in the lives and histories of many people and is a theme that has been widely explored in art. Ellen Gallagher’s Irish and African American origins have shaped the texture and subject matter of her practice. Bird in Hand refers to the experience of slaves of the Cape Verde islands off the West Coast of Africa, the birthplace of the artist’s father, a region that was for three centuries a hub of the transatlantic slave trade. Kara Walker’s room-sized installations of silhouette cut-outs explore the narratives and journeys of Black history, its telling and re-telling, and the effect this has on African-Americans today.

Lubaina Himid was born in Zanzibar in Tanzania but moved to England with her parents shortly afterwards. One of the founding members of the Blk Art Group – formed by British artists whose parents were Caribbean and African migrants – her paintings, woodcuts, installations, works on paper and curatorial projects emphasise the contribution of African migrants to the development of European culture. Between the Two My Heart is Balanced 1991 is a large painting depicting two black women dressed in African-style clothing at sea in a small grey boat. The title of the work suggests the struggles for identity and belonging faced by migrants.

Cuban performance and installation artist Tania Bruguera’s ongoing art project, Immigrant Movement International is an artist-initiated socio-political movement which aims to explore who is defined as an immigrant and the values they share, focusing on the question of what it means to be a citizen of the world. For her 2012 work Surplus Value at Tate Modern, visitors to the gallery were given a taste of some of the experiences immigrants have to face.

Personal journeys: Identity and life journeys

Bill Viola Nantes Triptych (1992) Tate

© Bill Viola Studio

Although all the journeys referenced so far in this resource have included personal experience as well as referencing a geographical journey, there are some journeys that do not involve geographic travel but soley relate to life, personal experience and exploring identity. Bill Viola’s Nantes Triptych is a three panel video installation with video footage of birth (on the left), death (on the right) and a metaphorical journey between the two represented by a body floating in water (in the centre). Viola uses his personal experience of birth and death (the birth of his son and his Mother’s death) to exlore the universal experience of the journey of life, but in doing so also expresses his own personal response to these two momentous events.

Tracey Emin’s Exploration of the Soul 1994 also explores the journey of life. It is comprised of thirty-two framed sheets of blue A4 notepaper on which Emin has written a poetic text recounting significant moments in her life from birth up until the age of thirteen.

Donald Rodney In the House of My Father (1996–7) Tate

© The estate of Donald Rodney

Facing up to and coping with big things that effect our life such as the break up of a relationship or suffering from an illness can become a journey of self-discovery. Artist Jo Spence was diagnosed with cancer in 1982 and much of her subsequent work was a response to her treatment by the medical establishment and her attempt to navigate its authority through alternative therapies. As well as addressing ideas of identity, family, home and Britishness – particularly with respect to a British, Afro-Caribbean diaspora – Donald Rodney’s work explores themes of mortality and his own illness. Rodney suffered from sickle cell anaemia, an inherited disease that affects people of African, Caribbean, Eastern Mediterranean, Middle Eastern and Asian ancestry. In the House of My Father is a photograph of the artist’s hand holding a small fragile house constructed from pieces of his own skin removed during one of the many operations he underwent to combat his disease. The artwork symbolizes his illness but also the journey the illness has taken him through, in relation to his identity and his relationship with his father.

Process: Journeys in art making

Journeys in art can also be those that relate to the formal processes of art making. Artist Paul Klee famously described the process of drawing as ‘taking a line for a walk’. Some artists create work using systems that dictate the journeys they will make in their creative process. For his Chance and Order Group VII, Drawing 6 1971 Kenneth Martin used number permutations which established systems outside his choice to dictate the journey his drawing would go on and the end result. For his sound installation Raw Materials in the Turbine Hall at Tate Modern, Bruce Nauman used the placement of recorded voices to manoeuvre people’s journeys through the space.

Simon Starling Work Made-ready, Les Baux de Provence (Mountain Bike) (2001) Tate

Simon Starling is fascinated by the processes involved in transforming one object or substance into another. He makes objects, installations, and pilgrimage-like journeys which draw out an array of ideas about nature, technology and economics. Starling describes his work as ‘the physical manifestation of a thought process’, revealing hidden histories and relationships. For Work Made-ready, Les Baux de Provence (Mountain Bike) 2001 , Starling rode a mountain bike to France, where he collected a few hundred kilograms of bauxite rocks, which he afterwards processed into aluminium. The installation features a do-it-yourself aluminium production line, and ends with the casting of the aluminium to replicate part of the same mountain bike he had ridden to the mine.

Land art or earth art is art that is made directly in the landscape, sculpting the land itself into earthworks or making structures in the landscape using natural materials such as rocks or twigs

Psychogeography

Psychogeography describes the effect of a geographical location on the emotions and behaviour of individuals

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Diaspora is a term used to describe movements in population from one country to another and is often cited in discussions about identity

The Blk Art Group

Formed in Wolverhampton, England, in 1979, The Blk Art Group was an association of young black artists who, inspired by the black arts movement, raised questions about what black art was, its identity and what it could become in the future

Black Atlantic

Black Atlantic describes the fusion of black cultures with other cultures from around the Atlantic

Research skills and exam support

Designed to inspire ideas for research in the gallery, classroom and everyday life

Find out what's on for students and teachers

Find out about workshops, courses and other opportunities for students and teachers at Tate Britain, Modern, Liverpool and St Ives

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How IGCSE Art and Design Can Help Students Showcase Their Creative Flair

• Posted on December 26, 2022
• By Cambridge Home School

The Art and Design discipline of IGCSE provides a solid foundation for a career within the various flourishing creative industries. Its ability to think outside the box and develop observational skills are valuable in a variety of roles. There are many career paths that education in art can lead to, while for those who are more focused on scientific subjects, it can provide a valuable contrast.

Through the Art Foundation course, students can gain the qualifications to start a degree in Art and Design. This discipline explores the various forms of critical and practical work that can be presented in 3D and 2D.

Students can develop their creative and expressive skills through a variety of media and artistic areas. These include fine art, photography, textile design, and graphic communication. They can also enhance their transferrable abilities by developing these skills in other sectors.

Besides developing their skills related to design and art, students can also benefit from the study of this discipline by developing critical thinking and creativity. This discipline can provide them with a solid foundation for a career in the creative industry. Some of the areas that can be pursued using these skills include fashion design, illustration, photography, and graphic design.

Those who pursue IGCSE Art & Design can also choose to work in various areas such as art administration, art journalism, gallery curation, and museum and art travel. Cambridge Home School Online is one such leading online schoo l that provides a comprehensive online education for children in various age groups, including Primary Prep , Lower School , Upper School , and Sixth Form .

Here’s everything you need to know about IGCSE Art and its benefits.

What’s IGCSE Art About?

By studying Art and Design at IGCSE Level, students can develop a wide range of technical and creative skills. They can also gain a deeper understanding of the history and contemporary practice of art. This discipline is unique in that it allows students to develop their own unique body of work. In addition to developing their individual skills, this course allows them to explore their creative directions and create their own body of work.

One of the greatest benefits of IGCSE Art and Design is personal investigation. This allows students to create a personal collection of work that includes extensive practical work and an illustrated essay.

The second practical component is the Timed Test, which is an externally-set test. On February 1, the exam board publishes a Timed Test Paper, which provides a list of possible starting points for you. Throughout the next three months, you work on your chosen theme and participate in a Timed Test, which consists of 15 hours of testing.

The various exam boards that offer the Art IGCSE specifications have their distinct emphasis on this subject. Some of the most popular areas commonly covered are fine art, photography, graphic communication, and textiles.

The pattern of work and assessment for Art IGCSE is similar to that of other similar courses. The four Key Assessment Objectives of the different exam boards provide various tools that help students develop their individual skills.

What Sort Of Work Is Involved?

Throughout the course, you will be able to develop a wide range of processes and media. Drawing, printmaking, mixed media, photography, film, performance, and sculpture are some of the techniques that you will be exposed to. Depending on the area of your chosen specialization, you might spend most of your time working in one of the areas that focus on your particular interests. This course also allows you to develop a variety of creative skills.

One of the most important factors you will be able to consider when it comes to developing your practical skills is the various publications and books you have been reading. In addition to developing various creative skills, this course also allows you to explore the influences that have influenced your work. One of the most challenging tasks you will be asked to perform is to analyze the changes that have occurred in your work over time.

Through the various exhibitions and galleries that you will be visiting, you will be able to develop a deeper understanding of the creative work that you have been working on.

What background do I need?

Many students taking the Art IGCSE enjoy the combination of the practical, technical, and creative demands of this course. International students not taking an Art GCSE should have at least some experience reflecting their interests.

As you progress through the course, you should take advantage of the opportunities you will be able to develop, as well as the guidance and advice you will receive from your teacher. Successful students are known to improve their expressive skills through the guidance and advice of their teachers. In addition to developing various creative skills, this course also allows you to explore the influences that have influenced your work.

Where can it lead?

After completing the Art IGCSE, successful students can go on to study at various degree and foundation programs in art and design. They can then train in their chosen specialization before going on to become a designer, artist, architect, or arts professional.

The various facets of the arts and culture, such as fashion design, fine art, architecture, and graphic design, reflect the vital role that culture and creativity play in our society. All around us, there are individuals who are passionate about creating the world we live in. There are a wide variety of career opportunities in these fields, and people can choose to work in different areas, such as fashion design, architecture, and graphic design.

Strong Art training can help you develop various transferable skills, such as problem-solving, visual communication, and contextual interpretation. It can also help you improve your presentation and organizational abilities.

The new assessment pattern and syllabus for Art and Design IGCSEs are likely to make it difficult for you to perform well in this course in less than two years. Developing these skills takes time, and it is not always possible to get them in three terms.

Your IGCSE mark is decided by the two major pieces of coursework, the Timed Test and the Personal Investigation . The college you are enrolled in will mark both of these pieces according to the “taxonomy” of the assessment objectives. In May, the marks are sent to the examining body, which then checks the accuracy of the teachers’ marks.

The results of the examinations are released in August. The moderated marks are submitted by the moderator, and the Personal Investigation provides 60% of the possible mark, while the Timed Test provides 40%.

An IGCSE in creative subjects is an essential part of any student’s journey to follow a career in the field of art and design. It can also help individuals who are not ready to commit to a full-time career in this field. After completing their course, successful students can go on to study at a variety of higher-level programs in art and design.

At Cambridge Home School Online, studying photography or art provides many advantages. It allows students to develop their creative expression and become more imaginative. These skills can be incredibly valuable in any career path, whether it is related to the arts or not. In addition to being able to create ideas from an initial concept, learning how to develop them from a fully realized outcome is also very important for any student.

Even if the goal of a student isn’t to become a renowned artist like Tracy Emin or David Hockney, the importance of developing creative skills is still very important. According to a report released by the World Economic Forum, creativity was named one of the most in-demand skills  in the coming years.

In a world that is constantly changing, it’s important that students develop their creative skills to be able to cope with the challenges that come with the new environment.

The multiple transferable skills that are gained through studying photography or art at Cambridge Home School Online  can be incredibly valuable in a variety of future careers. Our independent curriculum and individualised attention allow students to develop their design and problem-solving abilities, letting them grow their creativity.

At Cambridge Home School Online , students are also introduced to a wide variety of different creative techniques and processes. Some of these include printmaking, painting, photography, and sculpture. The teaching staff can help students develop their ideas for their work, but the end result is that the students decide how they want their projects to be made.

Cambridge Home School Online Paves The Way For Thousands To Study Quality British IGCSE Online Education

International students who take the IGCSE examinations need to perform well in order to secure a place in university or a career in the arts. The standalone qualifications that are offered by the IGCSE are regarded as a passport to higher education.

The comprehensive curriculum of Cambridge Home School Online is designed to help students prepare for success. We believe that countries worldwide should provide more opportunities for their students to develop their knowledge and skills. Through an interdisciplinary approach, the program helps students develop an understanding of their subjects.

At Cambridge Home School Online, our Upper School  allows students to choose from a wide variety of subjects. They should also note that passing grades are required in all of the subjects that are included in the IGCSE examinations.

For instance, if you’re planning on studying mathematics, biology, psychology, or chemistry in university, you must take the exams in these subjects. If students have already taken the IGCSE, they can only study certain subjects. We recommend avoiding taking a few subjects that are related to the examinations, as this can prevent you from achieving success.

You have the option to change your plans regarding the subjects that you want to study in college, but this won’t work at the IGCSE junction. Taking a wide variety of subjects will allow you to afford the best possible education.

At Cambridge Home School Online, we provide comprehensive IGCSE Art & Design courses that are designed to help students improve their knowledge and skills in preparation for the IGCSE examinations, taught by highly experienced MA/MSc/PhD qualified teachers.

The objective of Cambridge Home School is to create an independent and well-rounded curriculum that will help students succeed. This allows them to study at their own pace, and regardless of their level, the learning experience of the students will matter.

We have a large collection of educational resources and videos, including study guides, past papers, and presentations. These tools help students improve their performance and complete their homework. Cambridge Home School is dedicated to helping students become confident individuals and leaders.

Cambridge Home School Online is a leading online school  that provides a comprehensive education for children in various age groups, including Primary Prep , Lower School , Upper School , and Sixth Form .

At Cambridge Home School Online, we also provide a faculty of highly experienced teachers and audio-visual resources that are designed to help students excel in their studies. We additionally aim to help them maintain a healthy school-life balance.

Due to the increasing student-teacher ratios in the school system, parents can rely on Cambridge Home School Online to provide their children with the necessary tools and resources to excel in their studies.

Parents are encouraged to contact us today  to learn more about how they can help their children secure top grades in their examinations.

Frequently Asked Questions about IGCSE Art & Design

What are the benefits of studying art and design at igcse level.

Studying Art and Design at IGCSE provides students with the opportunity to cultivate their creativity, develop observational skills, and gain technical proficiency in various artistic media. This forms a strong foundation for careers in creative industries or serves as a complementary contrast to scientific subjects.

How does the IGCSE Art and Design course support future educational pathways?

The IGCSE Art and Design course is tailored to prepare students for further education in the arts, such as a degree in Art and Design or an Art Foundation course. The curriculum focuses on both critical and practical work, providing a comprehensive grounding in the creative process.

What practical skills will students develop through the IGCSE Art and Design course?

Students will refine their abilities in a range of artistic media, including fine art, photography, textile design, and graphic communication. They also build transferable skills beneficial across various sectors, such as critical thinking and creative problem-solving.

How does Cambridge Home School Online facilitate the study of Art and Design?

Cambridge Home School Online offers a robust curriculum that enables students to explore diverse creative techniques like printmaking, painting, and sculpture. Highly qualified teachers guide students in developing their ideas, allowing them to execute projects that reflect their personal vision.

What kind of career opportunities can arise from studying IGCSE Art and Design?

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Art Themes to Explore in GCSE & iGCSE

If you are looking for art themes to explore in GCSE or iGCSE lessons, the huge list below is a great starting point.  Thank you to art teacher Annie Chapman who started this list and to other teachers for making suggestions which I’ve added.  I also have an ‘ Artists Listed by Theme ‘ page, which lists lots of artists under a huge range of themes. Some words link to art teaching resources on this website.

Aboriginal and native art

Abandoned places

Advertising/Consumption and consumerism, Rich world vs Poor world

Ageing, old and new, decay and change

Art & Words

Beauty.The beauty myth, Self-image

Beautiful vs Ugly

Book illustration and text

Casting Shadows

Colour and mood

Carnival and Celebration

Culture Patterns, objects, traditions:  eg: Africa, Asia. Japan

Collections

Dream/Surrealism

Design eg. clothes/shoes/campaign poster

Depression/Fragility

Fear and Nightmares Environment

Faces and features

From natural to abstraction

Fragile things

Flowers and plants

Game Design

Graffiti/murals/Protest messages

Insects/butterflies in nature

In The News

Impressionism /light in painting

Illustrate a story

Landscapes of the mind, loneliness, loss

Magnification and macro

Mirrors/reflection

Money /inequality

Metamorphosis/change

Myths and Legends/Magic

Natural Forms

Out of Place

Ordinary vs extraordinary

Pattern eg. patterns in nature/repeat patterns/rotational patterns

Planets/Save the planet/Space

Pop Art and Comics

Rich world-vs-poor world

Reflections

Realism/Surrealism

Refugees/War

Stories and storytelling

Seven Deadly Sins

Self-portrait

Secrets/a secret place

Time and Space

Time-lapse/freeze frame/movement

Transformation

Tropical vegetation/Jungles

Trash and/or treasure

Through a Window

Ugly/beautiful

Under water

Vegetables and Fruit

Washed-up, things found on a beach

World within a world

Women in Art

Zoom-in/Close-up

This website is for art teachers.  I’m pleased that art students also enjoy it, but I am not able to respond to individual students who want help with ideas for their GCSE projects.

Please comment below if you have more art themes to explore in GCSE & iGCSE lessons and I will add them.

There is also a fantastic list of artists listed by theme on The Arty Teacher.  Click the link below to find out more.

Enjoy this article, Drop it a like

Or share it.

The Arty Teacher

Sarah Crowther is The Arty Teacher. She is a high school art teacher in the North West of England. She strives to share her enthusiasm for art by providing art teachers around the globe with high-quality resources and by sharing her expertise through this blog.

76 responses to “Art Themes to Explore in GCSE & iGCSE”

Hi Arty Teacher, could “song lyrics” be part of a theme?

Hi Gilbert, Absolutely, song lyrics are a great starting point to stimulate art. I’d suggest ‘Art & Words’ as a theme as this was actually on a GCSE exam paper in the past. You could then look at song lyrics. I have a list of artists under the theme of art and words on the following page: https://theartyteacher.com/artists-themes/

Hi im doing my first sketchbook for my igcse course.Im really struggling on finding a subject.At first i thought of teenages. And thought to talk about depression , social media and etc.But i have noticed that many people choose this subject so i dont really want to do it now.I have in my mind now social media impacts.Or even artificial intelligence.I believe its something unsual and not really talked about in art topics.Although im struggling on what photoshoot and some artists references.Could you please give me some ideas

Hi Yolanda, It’s good to choose a topic that no one else is doing. This shouldn’t be too hard: just look at the list above! It sounds like you like issues rather than something that is purely asethetic. At the following link are artists who have created artwork about interesting topics like the environment, social issues, isolation, death, emotions, identity and more. It might inspire you: https://theartyteacher.com/artists-themes/ What ever you choose, make your life easier by connecting it to something that is easy to photograph in an interesting way. e.g. If it is about death you could photograph churches and graveyards, if it is about social media photograph someone all alone and people in a group having a great time.

Hello, Is childhoon a good topic for igcse art and what subtopics can we explore for this theme and the reference artists?

Yes, childhood is an excellent theme. As for a subtopic, perhaps you could look at your own childhood to help you. What was significant? Toys? Place? People? Make it personal and think of something really good to photograph to make your life easier. The section on nostalgia on this page may help: https://theartyteacher.com/artists-themes/

Hi, I am grade 10 student and i am struggling to find a suitable topic. I have tried 3 to 4 topics and created many art works for them but I end up not liking them or feel like the topic is boring.What should I do also the topics i find interesting are hard to take pictures for.I mostly stay at home so can’t get pictures easily.Is there any topic i can explore which is interesting and easy to take pictures for?

Hi, If you have already tried 3 or 4 topics and created many artworks, you really need to pick a theme and stick to it. Choose a topic where it is easy to take inspiring photographs. Why pick something hard? Fantastic photos can be an inspiring starting point. There are so many good starting points in the blog post above. You need to think about what you are interested in and what you enjoy. Sometimes finding an inspiring artist can be a good starting point if you can’t find a topic that excites you. Only you know what you find interesting!

I want to do islamic architecture as a topic but I don’t know if it can be used as a topic, can you tell me if it can be used and what type of different panels I could make with this theme? , I have a feeling that it might be too broad and not very precise?

I think Islamic architecture is an excellent starting point. Start by researching it broadly and create work based on your findings. Then really think about what it is that you find appealing about it and narrow it down to that. Is it the colours, the patterns, the gold leaf, the domes? It is the religious aspect? A particular geographic area? Explore it further.

hi the arty teacher, i am a year 11 student taking igsce art and our theme is identity, however we need to choose a “sub-theme” sort of to explore along with that in regards to identity. would it be alright to explore something like ghosts or media (as in film, devices, internet, etc) ?

Yes, but it would be good if you could say why Ghosts is identity or what aspect of media you see as identity. Also, find some artists who explore identity through these sub-themes.

i understand what you mean, thank you! would something like the theme of confusion/belonging (not sure what’ll work better) in identity using ghost symbolism be better then?

I think you are exploring some interesting ideas. Why and how would a ghost symbolise confusion or belonging?

Hello Arty Teacher, I am an A-level student and I’m doing Art & Design. The theme given to us is “Observe, Seek and Challenge” but I am struggling to find any ideas, and I also don’t know many artists who have done paintings related to this theme. Would you please suggest any ideas that I can use and talk about so I can create an individual response to this theme? Thank you very much!

Hi Lili, I have a useful page on this website of artists listed by theme which is great for researching: https://theartyteacher.com/artists-themes/ “Observe, Seek and Challenge” is nice and broad. All artists observe. Seek, is interesting. What is the artist seeking? ie trying to find, desiring? I think artists seek ways to communicate, seek inspiration, seek to explore their own identity and that of others, seek to explore natural and manmade environments. Artists challenge us with their ideas all the time. They raise our awareness about climate change, social issues, race, gender, fears, prejudices, and stereotypes, ethical dilemmas and mental health challenges.

I think I’d pick a challenge first, find some artists, see what they are seeking to say and how.

Hi, the theme I’m exploring for my final GCSE piece is the power of love but I’m struggling to find inspiration and an artist. Any suggestions? Thanks

If you are struggling to find inspiration, it may not be a good theme for you. Try choosing a question from the paper that gives you lots of ideas. The word ‘ideas’ appears in 3 out of the 4 assessment objectives and you should be the one who is having the ideas. Lots of artists have been inspired by love. Jim Dine painted hearts. You could use them as a symbol of love. Make sure to include in your annotation why Dine used them. He was responding to a close friends mental breakdown. You can read more here: https://cranbrookartmuseum.org/artwork/jim-dine-the-heart-at-sea-in-a-non-secular-way/#:~:text=Dine%20felt%20the%20paintings%20were,Dine's%20is%20a%20compassionate%20one . The Pre-Raphalites painted about nature and religion but also literature and poetry, particularly text that dealt with love and death. Many of their painting depict beaufiul women. Rob Ryan creates paper cut outs. Many of them are romantic. If you google ‘paintings about love’ or ‘artists who depict love’ lots of things come up. I hope these suggestions help.

The aqa exam paper released and I want to do portraiture theme would faces and features be a good theme?

Hi Ayesha, I don’t think faces and features are a theme, they are simply part of portraiture. Themes could be: family, loniless and isoltion, cultural and ethnic identity, Intamcy and connection, time and aging, spirituality and faith.

Hi! I was wondering which to do between war and the Japanese imperialism and how it still seems to affect future generations or the role of beauty in horror. I have many many points for both but the first is much more personal but it seems to be quite controversial. What would you recommend i do?

These all sound like good themes. I would go with the most personal one. Controversial can be exciting when you explore it through art.

The edexcel exam paper has been released early for 2024 and the theme is power. I’m thinking of doing the power in oppression /war/genocide but I’m unsure of how to take a photoshoot/portray these ideas. I do have other ideas like discrimination (islamophobia, racism) , medicine, drug addiction , etc. I’m just not sure what to do that will be easy and fun?

What pops into your head when you think of oppression, war and genocide? I think of old rusty chains, blood stained cloth, dirty old hands, tattered flags, gas masks. These are all things that would make a powerful photoshoot. Could your drama department help? Do they have any war-appropriate costumes? Do you have a museum near by with artifacts? (War museum in London or Salford) Start with a broad photoshoot showing lots of ideas and then after you have worked from these photos, do a second more specific photoshoot to ‘develop your ideas’.

Hi there, this site is really helpful well I wanted to ask that can I go with the topic Indian gods

I think Indian Gods would be an excellent topic. You could look at how lots of different artists have drawn/painted them and then perhaps focus on an artist that you particularly like.

Thanks so much for your assistance Sarah. Please can Game design be considered as a theme?

Hi Liz, Great idea; I have added it. Thanks for the suggestion.

Hello I am called Robert from kenya any new themes for IGCSE exams for November and June exams 2023/24?

Hi Robert, No one will know the themes that will be on the exam papers until they are published.

my son is doing GCSE coursework but wanted to do it on African culture but he has to choose famous artists to tie in with that theme any help please

Hi Billie, You can look at a culture instead of an artist. GCSE specification states that you need to look at ‘contextual sources’. These could be artists, cultures, films, animation, or anything that inspires creativity. If I had a student who wanted to look at African culture, i would want them to narrow it down to a tribe or country within Africa. He could do a page in his sketchbook on ‘African Art’ to start with, but then look at Maasai Clothing or Senufo Masks. If his art teacher insists upon an artist, and hey, they are running the course, there are some great choices here: https://blog.artsper.com/en/a-closer-look/10-african-artists-you-absolutely-must-know/

Fantastic resources, I appreciate you making them available to us. The extensive list below is a wonderful place to start if you’re seeking for art-related topics to cover in GCSE or iGCSE classes. This incredible collection was compiled by Annie Chapman, a teacher of art. A few of these words are clickable links to useful pages for art teachers. Keep writing, I really enjoy reading your posts. Come across Joshuacreekarts.com and hope you can visit this too to get more information.

Hi! Thanks for your positive comment. I’m delighted you like the list. I’m happy to keep adding to it, so if you have any ideas, do let me know. I do mention Annie at the top of the post! I’ll check out your website.

Greetings, may you please advise what aspects are considered irrelevant and ‘out of topic’ when choosing a starting point?

Hi Klavier, I think you can pick any theme as long as you can see how you can fulfil the assessment objectives for your course. Choose a starting point that really excites you as you will be working on that theme for a long time. Pick something where you are inspired to record in a variety of ways. (Photography, drawing etc) Most of all, be creative and make a personal response!

I am an IGCSE teacher from Ghana. I have 5 learners and I am currently preparing them for the exams. However, I am a bit lost with the kind of themes to make available to them to choose or help them choose. Kindly, share some possible themes with me. It will really be helpful.

Hi Elizabeth, Thank you for your comment. You could choose any of the themes in this post but I always think it is a good idea to choose a theme that makes it easy for students to photograph something and to easily find artists. For examples ‘Natural Forms’ is a good theme as learners could choose from a huge range of items that would photograph well. There are also lots of artists that cover this theme. You may find these links useful: Artists listed by theme: https://theartyteacher.com/artists-themes/ Natural Forms Artists: https://theartyteacher.com/downloads/list-of-natural-forms-artists/ List of Natural Forms: https://theartyteacher.com/downloads/list-of-natural-forms/ You may also find these complete units of work useful: https://theartyteacher.com/category/arty-students/

This is so helpful and very relief. Thank you.

Hi Elizabeth, I’m so pleased you found it helpful 🙂

hello art teacher, is it true that we can choose to draw whatever we want in igcse art? or is there a subject for igcse art every year?

Hi, Different art teachers run their GCSE courses in different ways. They may give you a theme to start with at the start of the first year. If you are a self-motivated, confident learner they may well let you plot your own course but it is up to your teacher to guide you and do what is best for the whole class. When you get the exam paper in the second year, there is a broad range of starting points and often you can fit in what you would like to do into one of the questions (but not always!). I hope this helps.

Hi, this blog post is really helpful to me. But is art a good subject to take for pursuing engineering or design?

If you are thinking of persuing engineering or design, I would think that art would be the perfect subject to study. Think of polymath Leonardo da vinci, he found that recording his observations and ideas through drawing was essential. Many of his drawings were engineering designs! Many design courses would expect your to have studied art.

is art a good career choice? im 15 and haven’t actually decided a career choice, I used to just draw any image that I liked, but recently I have started learning art, practicing anatomy for example I have got a sketchbook that I actively use and, I also have another one which I am working on a comic in. i love drawing, but is it a good career choice? and if so, what opportunities are there abroad that I can look into *for the future*.

Hi Huzaifa, If you love being creative, studying art at a higher level can lead to all sorts of interesting jobs. It might help you to look at all of these art related careers here: https://theartyteacher.com/art-careers-written-for-kids/

Hiii, is it ok to do a fictional character as a theme?

Hi Jordan, Yes, that would be an interesting theme. I would strongly advise you to find an artist who has created artwork about the fictional character you choose. Or an animator or has created artwork, or a theatrical set designer who has made sets or costumes about the character. This would make your life easier!

Hi! i’m a gcse art student and i was just wondering if something about old fashioned clothes or something like armour would be a theme. i currently don’t have an art teacher :/ do we have to do the same theme as everyone in our class

Hi, Thanks for your message. Yes, both ‘old fashioned clothes’ and ‘armour’ would be excellent themes. Choose a theme where it is easy to photograph something. You don’t have to do the same as everyone in your class, you can all do your own theme. I would start by photographing either old fashioned clothes or armour, and then draw from your photos in a range of different media. Think about working on different surfaces and different sizes. You then need to find an artist that links with your theme in some way. Create a beautiful artist research page. Good luck!

Would surrealism be a theme ?

Hi Vishva, Surrealism is a movement rather than a theme. I’m trying to think if movements have ever come up on the exam papers and I can’t think that they have. I don’t see why you couldn’t research into Surrealism if that was something of interest. There are themes within Surrealism such as ‘Dream Like Scenes’, ‘Illogical juxtapositions’, or ‘Distorted figures and biomorphic shapes’.

Hi, my son his in his 1st year of art gcse. He is a good little drawer but that’s it really, not particularly good at painting or using different textiles. we are a little confused as to the structure of the course…. I do need to speak to his teacher but so hard getting to do this! portfolio/theme idea he has thiught of is western/ cowboy….came from his love of an xbox game. We’ve had a little look at the ladscape artists for that era and he has favourite characters from the game that he can sketch etc just not sure how to make it into a portfolio….any help would be grateful. thanks.

Hi Mari, Hopefully his art teacher has shared the GCSE assessment objectives with him. You can see them on the following page: https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/scheme-of-assessment If you scroll down to ‘Assessment criteria grid’, in bold you will see the 4 assessment objectives. The first reads ‘Develop ideas through investigations, demonstrating critical understanding of sources.’ ‘Sources’ can be artists, designers, film-makers, books, anything creative really, including the designers and artists who made the xbox game. I would suggest he created a research page all about the game, the publisher of the game, the artists. You can find all sorts of stuff online about the art in games. For example here I found some fan art on the Rockstar Games website: https://www.rockstargames.com/newswire/article/51ka2k2819a1ak/fan-art-spindel-art-s-portraits-of-the-van-der-linde-gang After this research page, he could photograph someone dressed up as a cowboy. Make sure he considers background, lighting, focus. Present these photos in the portfolio. Draw from these photos. Draw in different media e.g. pencil, ballpoint pen, fine liners, markers, chalks, charcoal (what ever he feels comfortable with). Draw on different surfaces: white paper, brown packing paper? Cowboys drink coffee: coffee stain some paper and draw on that. Hopefully once he’s done this his art teacher will be able to tell him what to do next!

Hi, I am a teacher at a school in England. We have had our new brief for our y11 exam and the theme is ‘MAKE MUSIC DAY’. We are stuck for ideas on what the students could research into as well as artist who relate. Any help would be appreciated.

Hi Chloe, I hope you’ve discovered my ‘Artists Listed by Theme’ page. There are some artists listed under the theme ‘Music’ that might be useful to your students. You can see it here: https://theartyteacher.com/artists-themes/ I hope your school has a music department. I would be straight up there to borrow instruments as some students might want to start with photography as instruments are so photogenic. Other ways students might begin: Photographing a friend listening to music. Ask if anyone plays an instrument and use their own experience as a starting point. This article was interesting: https://www.vogue.com/slideshow/24-times-fashion-designers-got-their-beat-from-music They could pick their favourite band and promote them as if they were playing at ‘Make Music Day’.

Hello Mrs! I’m a current IGCSE art and design student, our school doesn’t have a art teacher yet. I have no idea what to do, should I start with making a portfolio on my own first? thank you! A topic I want to do is “behind the eyes” it’s a topic surrounding mythical creatures and mythology. would this be appropriate? thank you so much!

Hi, That sounds like a very difficult situation. I’m surprised your school is letting you do an art course without an art teacher. Are you in your first year of the course? What have you completed since September? I would first try and find a couple of artist that create artworks about mythical creatures and/or mythology. Produce some research pages on them in your sketchbook. Then try and think of something real that you could draw (a primary source) that relates to your artists. (This will depend on the artist you have chosen, but it might be something like animal skulls if your school has them) You could also work from secondary sources, perhaps images of lizards? Or could you get a real octopus from a fish mongers and draw and photograph it? (I’ve had students do this!) You could then use your drawings to create mythical creatures of your own. Make sure you work in a variety of media and on a variety of surfaces. Hopefully this would be a start. Let me know how you get on.

Hi The Arty Teacher, I am teaching iGCSE Art and Design for the first time. Just wondering as to what you would consider as an ideal number of themes that can be introduced to a class over the course of two years. Is it several or is it a matter of concentrating on one theme only throughout the entire course? Much appreciated, thank you.

Different teachers structure the course in different ways. At my school, we do one theme in Year 10 with two main outcomes. In year 11 they do another theme (we run this a little bit like a mock). Then they do the externally set task from January.

Great job! ” The Arty Teacher” The resources and responses you provided are very helpful and so inspiring. I teach Igcse Art and design in keystages 3,4&5 in Africa. Thanks!!

Hi Cletus, I’m so pleased to read that you find my resources useful and inspiring – thank you 🙂

Interesting and informative. I am an igcse teacher.would like to see the blog

Hi Ina, Thanks for your comment. You can see more blog posts here: https://theartyteacher.com/blog/

Have just come across this blog…. hope to gain more!!

Hi Brenda, That’s great to hear. I hope you enjoy more of my posts!

Hi Arty Teacher,

I am an art teacher in Africa Nairobi Kenya teaching IGCSE Art & Design. Just wondering if you still do this blog. Any materials would be appreciated including advice on Photography.

Kind regards. James

Hi James, Yes, if you go to the home page of the blog you’ll see I post every week. If you look under the category ‘Techniques and Processes’ there are some articles about photography. https://theartyteacher.com/category/techniques-processes/

Good day what ideas could I work on for Stories or story telling

I think you might find the artists listed on the following page under ‘Narrative’ inspiring. https://theartyteacher.com/artists-themes/

Hi Annabelle, That sounds like an excellent theme to me. Don’t worry about it – enjoy it. You could go in so many directions and make it personal. Within that theme, you can look at one aspect of it and then flow into other areas of it. Here is a list of artists you might like to look at: https://artsandculture.google.com/story/8-lgbtqi-artists-you-should-know/iQLiswH6mVfoJQ

‘Inside Out’ is a great topic. You could do a person without drawing a person e.g. A house on the outside where the objects in the house represent the person, or a jewellery box where what is in it represents the person. Both these could be 2D or 3D. Or make a book (or a box) where the outside is the personality you show to the world and the inside is what you keep hidden. You could take a more literal approach: You could do fish and fish skeletons. If you didn’t want to do a portrait, you could still do feet or hands and draw them and also the bone structure or x-rays.

This is really helpful thank you so much for sharing these I’ve already gotten an idea of what I want ❤️

That’s great to hear. Thank you.

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Vibrant Illustrations: An A* IGCSE Coursework Project

Last Updated on April 2, 2023

The Student Art Guide was created to help high school Art students excel. It moves us immensely when we receive emails like the one below from Thabiso Mokokwane , who achieved 95% in IGCSE Art and Design (CIE 0400), while studying at Livingstone Kolobeng College , Gaborone, Botswana.

I faced many a challenge throughout my course, and a key factor in my final turnouts was the ‘shock and awe’ I got in my chance discovery of the ‘Student Art Guide’, which rocketed me into a frenzy of exploration and experimentation. A bulk of my Coursework was fashioned within a span of mere weeks nearing the deadline! I had to adapt the pieces I had already done into a new, though related, theme, ‘Dreamlike’, which not only defined my painting subjects and figures, but also the experience of a shift in my pursuits in art, seeing a lack in my artwork where once I had seen relative fullness, because of the exposure the Student Art Guide had given me. I of course had to sacrifice massive amounts of sleep, and so the world of painting sort of became my dream world, and all those beautiful things around which I no longer had much time to indulge in, became the substance of my dreaming, and thus led to the growth, refinement and completion of my Coursework project.

It is only fitting that images of Thabiso’s artwork now provide inspiration and guidance to those who follow him. This article features his superb, stylised illustrations: the result of a personal journey of experimental mark-making, imaginative exploration, attention to surface and learning from artist models.

READ NEXT: How to make an artist website (and why you need one)

The Student Art Guide was lucky enough to interview Thabiso about his IGCSE Art and Design project. His responses are below:

Your project explores an exciting collection of subject matter: mushrooms, natural waterways, the human form, cityscapes, wildlife and so on. Tell us about your reasons for selecting these items and how these help to support / express ideas related to your theme.

The body of work had a dimension of volatility to its development. I wanted a truly experiential and very much personal set of ideas to be laid forth and, to achieve this, I somewhat strangely allowed my theme to be developed by my artworks, as well as of course allowed my works to be moulded by my theme. The pieces have a personal significance for me, each echoing from some aspect of my life, whether it be literal as in the still life and portrait, ideological as in the winged painting, or emotional as in the abstractions. Visually, I was attracted by the diverse and colourful array of mushrooms, the telling forms of the human face, the varied textures in nature and the intricacy of shapes in abstraction. These components each embody a type of silence and mystery, which I have come to love and, curiously, almost marvel at, fused into the theme, ‘Dreamlike’. Such silence and mystery as the leopard, a creature of the shadows; the human face, which is a shroud of mystery; an empty street eerily silent and the night sky full of wonder. My teacher allowed me the necessary freedom to pick my subject matter, and this facilitated my liberal exploration of ideas.

Which artists did you study as part of your project and how did these influence your work?

There were three main artists, the first being Ito Shinsui . He mainly influenced my work in the compositional aspect. From his work, I gathered skills on landscaping, and in defining subtle emotion through facial expressions. His work attracted me particularly because of the cultural context, which added richness to the whole project itself. The second was Vincent Van Gogh , who influenced me experimentally. His work helped me to gain a better understanding of colour relationships and schemes. His paintings also echoed a lot about the contexts in which they were made, and this was evident in his expressionistic style of painting, allowing emotion to come through in his works. From this, I was able to add more life to my paintings, in terms of creating particular atmospheres. The third was Andy Warhol , whose work encouraged me to be more masterful in my use of colour and to experiment with opaque media, as well as to layer paintings.

Another artist, though not a painter, was poet John Keats , whose poem “A thing of beauty” was highly influential to my works. From this I gained immense inspiration and guidance in my work.

You have an exception ability to apply both wet and dry mediums, with meticulous fine detail, beautiful textures, patterns and surface qualities evident in your work. What advice do you have for others who wish to apply mediums with a greater level of control?

The single best piece of advice I have for gaining control over any medium is to have patience with your works. Before my exam year I had never engaged in using quite a number of different mediums, including oil paints, gouache and charcoal, as well as having little experience painting on varied surfaces. Regardless of this, I made it a mission to learn each and every medium, to be a sort of jack-of-all-trades, as well as a master of them. I gave each one of my pieces the fullest measure of care, attention to detail, and time and, because of this, with each successive piece my level of skill and control could only go up. This is a recipe that, in my experience, cannot fail! Exploration, dedication and application!

It is also of major importance to experiment widely – perhaps sometimes wildly – with media. Mixed media painting was a wondrous tool for me, as it allowed me to ease myself into new mediums while still having the comfort of old ones, all in one painting. Trying all sorts of different techniques made for a good learning experience and, in the process, you discover key strengths that you have in specific areas. Understanding the dynamics of a medium is key to the masterful use of it. I went so far as applying watercolours on base layers of oil paint in one of my paintings, in order to achieve special effects! Often time, we may perceive certain mistakes on our paintings as disastrous, when in fact they can, with a little imagination, be turned into welcome improvements. 

What other advice do you have for other high school art students who are hoping to achieve excellent grades?

Art is an incredibly exciting subject, allowing you to explore and express things both visible and invisible, actual and dreamed. Students should realise that the best ideas are really those ones that speak to them most, in their heart-of-hearts. There is no status quo to be complied to in art, and so any topic and any theme, can in each and every case be expressed in a uniquely different way, serving only as a reference beacon to the imagination. This is a principle which my teacher, Mr Collymore, had laid down to us, and it is a rather freeing statement. Also, it is good to dedicate ample amounts of time to developing and finishing your art pieces, getting into a rhythm and creating a space for yourself which allows the maximum comfort when working. Communication with your teachers and fellow students is very important, as it is a wonderful platform for developing ideas, getting guidance, sharing discoveries and breeding confidence. My most important tool in doing my art is a genuine interest in what I am doing, coupled with the pure inspiration to do it. The love of it all is what will surely keep you going, and driving you to greater heights and achievements.

This article is one of many Featured Art Projects brought to you by the Student Art Guide. Please view our collection to see many more!

Amiria has been an Art & Design teacher and a Curriculum Co-ordinator for seven years, responsible for the course design and assessment of student work in two high-achieving Auckland schools. She has a Bachelor of Architectural Studies, Bachelor of Architecture (First Class Honours) and a Graduate Diploma of Teaching. Amiria is a CIE Accredited Art & Design Coursework Assessor.

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IGCSE Art and Design  

13 March, 2023

  Equipping Students with Level 3 Art Qualifications

IW School uses the Cambridge IGCSE Art and Design curriculum to help students develop relevant skills and an artwork portfolio while learning essential transferable skills.  

It consists of 4 modules; two to be completed in year 10 and two in year 11. Learners have to participate in individual and group activities to complete the course. 

What Do Students Learn? 

Our online art and design lessons for IGCSE spark an individual interest in art by stimulating creativity, imagination, analytical ability, and conceptual thinking.

The course boosts students’ confidence and enthusiasm as they learn the technicalities of two and three-dimensional design and composition. 

Learning objectives include: 

• Gain an in-depth understanding of art concepts
• Technical skills in two and three-dimensional forms 
• Identify and solve problems using visual and tactile sensitivity 
• Transform ideas and initial attempts into final products
• Develop awareness of the importance of visual arts in history and society 
• Polish transferable skills, including planning, research, communication, and creative evaluation 
• Broaden the horizon by learning about various cultures

Aside from increasing students’ knowledge of art and design, we strive to build highly imaginative and confident learners who are not afraid to share their ideas and work on them through creative expression. 

Course Materials

Our dedicated online art and design teachers use interactive activities and educational tools to ensure an immersive educational process. They also provide supplementary resources, including: 

• A learners’ guide
• A detailed outline of the curriculum 
• 24/7 access to virtual lessons recorded during class  
• Resources for syllabus-based assessment, including accredited Cambridge IGCSE

Art and Design (0400) progression tests and sample responses for reference   

At IW School, we ensure each learner receives individual attention and support throughout to explore their unique talents and fully develop their artistic skills. 

IGCSE Board Exams (Schedule and General Info) 

               We notify students and their parents or      guardians and deliver exam-related instructions once the Cambridge Board releases its exam schedule. Our teachers are available to guide students to choose the subjects they wish to take during that year.  

Our British online school also assists students with locating the right exam centre. Please note that different regions may have different fee requirements. Parents and guardians are requested to review the exam fee structure before selection.   

Access Support for Learners 

IW School provides access support to special-needs learners, helping them overcome physical, medical, and learning challenges during the board exam. 

Students may request for: 

• An extended submission time (25-50%)* 
• A scribe to write exam answers*
• A learner’s aide to read the questions out loud*
• Enlarged print exam papers 
• Use of a laptop 
• A separate examination room free from distractions
• Monitored breaks during the exam 

Access assistance* forms must be approved by the Cambridge exam board. It may take up to 18 months if an appointed educational psychologist, occupational therapist, or other specialists join the committee to evaluate the learner. 

Students may submit their applications for access support by February (of the year they have their IGCSE exams).     

Course Fees

Our Cambridge international school offers a flexible fee structure to accommodate students from various backgrounds. We reduce financial barriers by accepting advance payments and instalments from parents and guardians. 

Please note that the IGCSE exam fee is not included in the tuition fees. Parents are encouraged to get relevant details before enrolling their children in our program. 

 Have questions? Schedule a quick consultation with our teachers and school administrators today. 

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Programmes & Qualifications

Cambridge igcse (9-1) art & design 0989.

• Syllabus overview

Available in a limited number of Administrative zones. See our 'Syllabus availability notice' below for details. Not available to private candidates.

This syllabus is graded from 9 to 1 but is otherwise the same as Cambridge IGCSE Art & Design (0400).

Cambridge IGCSE Art & Design encourages a personal response by stimulating imagination, sensitivity, conceptual thinking, powers of observation and analytical ability.

The syllabus allows learners to:

• develop confidence and enthusiasm as they practice technical skills in two- and three-dimensional form and composition
• identify and solve problems in visual and tactile forms
• develop ideas from initial attempts to final solutions
• develop an awareness of the role played by the visual arts in society and history
• broaden cultural horizons and individual experience.

The syllabus year refers to the year in which the examination will be taken.

• -->2023 Syllabus update (PDF, 143KB)
• -->2023 Guide to Administering (PDF, 174KB)
• -->2024 Syllabus update (PDF, 143KB)
• -->2024 Guide to Administering (PDF, 281KB)
• -->2025 Guide to Administering (PDF, 397KB)
• -->2026 Guide to Administering (PDF, 355KB)

Syllabus support

• -->Support for Art & Design (PDF, 495KB)

Important notices

In June, this syllabus is available in Administrative zone 3 and for centres in Oman and UAE. In November, this syllabus is available in Administrative zone 3 only. Check the administrative zones for your school .

We are withdrawing Cambridge IGCSE (9–1) Art & Design (0989) from the November exam series. The last November series for this syllabus will be November 2024.

From 2025, we will only offer this syllabus in the June exam series.

We communicated this change to schools in May 2022.

Please note that if you make an entry for the 9-1 grading scale, it is not then possible to switch to the A*-G grading scale once the entries deadline has passed. If you find that you have accidentally made an entry for the 9-1 syllabus, you must withdraw and re-enter before the entries deadline.

For some subjects, we publish grade descriptions to help understand the level of performance candidates’ grades represent.

We paused the publication of grade descriptions in response to the Covid-19 pandemic and the temporary changes to the awarding standard in 2020, 2021 and 2022.

As the awarding standard has now returned to the pre-pandemic standard, we are working to produce up-to-date grade descriptions for most of our general qualifications. These will be based on the awarding standards in place from June 2023 onwards.

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