igcse art coursework topics

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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.

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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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0400 Art & Design Scope & Sequence 2021

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What is IGCSE Art?

The Cambridge IGCSE Art & Design syllabus aims to encourage a personal response by stimulating imagination, sensitivity, conceptual thinking, powers of observation and analytical ability. Learners gain confidence and enthusiasm as they develop technical skills in two and three dimensional form and composition, and are able to identify and solve problems in visual and tactile forms. They also learn how to develop ideas from initial attempts to final solutions. An ideal foundation for further study, Cambridge IGCSE Art & Design also develops a greater awareness of the role played by the visual arts in society and in history, broadening cultural horizons and individual experience

The course is divided into two components over the two year program.  Each component is weighted equally:

Component 1: Coursework - 50%

The first component is theme-based on a subject of the students choosing/instructors approval. 

There are two parts to this component: 

the portfolio , which consists of the first 7-8 sheets of A2 paper. These sheets  cover the course assessment objectives through research, experimentation , and refinement of the students chosen theme.  It is heavily reliant upon artwork created through observational drawing of  primary images (first-hand/students own) and secondary images (web-based or other).  These first 7-8 sheets are a developmental portfolio leading up to the final outcome  

the final outcome , which is an artwork showing the cumulation of understanding gained from creating the portfolio and directly reflects the thematic idea development from all previous sheets.  It is the final and most refined artwork of Component 1 and should reflect the highest level of effort using a combination of ideas, materials and techniques.  It is presented on the last A2 sheet.

  Component 1 consists of a maximum of 9 - A2 sheets in total. 

Component 2: Examination- 50%

The second component is an externally set assignment and is marked by Cambridge International. Students will receive a question paper from Cambridge Intl., which they will choose one prompt question from. This will be their theme for Component 2. 

There are two parts to this component:

the supporting studies , which students will create during the approximate 4 months preparation period  after receipt of the question paper and before the supervised test (final outcome).

a final outcome , produced during a supervised test of 8 hours’ total duration.

Students are allowed bring in their supporting study sheets and to work in any media during the 8 hour examination.

Component 2 consists of 5 - A2 sheets in total. 

Examples of graded student work for Component 1 :

'A*' mark

'A' mark

'B' mark

'C' mark

All images of student artwork courtesy of Ms Feeda.  Please visit artandfeeda.blogspot.com for further information.

Examples of graded student work for Component 2 :

IGCSE 

See following sub-pages for course structure, work exemplars by year and approaches to development of theme.

Online GCSE Art Course

About this course

Be inspired and explore your creativity! This online IGCSE Art Course is perfect for students looking to further their art and design skills. The course is run by an energetic and enthusiastic qualified art teacher in her weekly live interactive lessons. If you can’t make our timetabled lessons then you can study independently with dedicated teacher support, and you can also view all weekly lessons in our archive.

You will also have access to our specialist tutor team who are practising artists and freelance commercial designers with a passion for teaching and inspiring the next generation of artists. Whether you’re a beginner or an experienced artist or designer, our online Art Course gives you the opportunity to extend your technical skills and build confidence in your creative ability. You will be encouraged to explore materials, approaches and techniques towards final outcomes.

The IGCSE Art Course is run over two years as standard, and can be completed in one year through our intensive GCSE art course (see below). In year one (starting at any time) you will gain confidence in drawing, painting and sculpture. You will also make connections between your own work and the work of other artists and designers. In year two you will use your new skills, knowledge and understanding to express yourself in a themed project in preparation for the exam later in the year. You will also be asked to write (Component 3) an essay of 1500 – 2000 words about an artwork or art movement. For students wishing to gain an art GCSE equivalent without exams or essays, try our Level 2 Certificate in Art & Design. 

The final grade for the qualification is a summation of two components, a critical and historical assignment (component 3) and a final exam project (component 1). Preparation for these is a key aim of your tuition and a key role of your tutor. Lessons and tuition can be arranged with your tutor at mutually convenient times. Our tutors main goal is to support your art education, so they will work with you to realistically schedule your art study around other courses you may be taking.  

Our examination centres will provide you with an exam timetable with the key dates for sending paperwork and information about the exam weekend. They will also send you and your tutor a copy of your GCSE art exam paper. The exam paper will ask you to build an art project around a particular theme over a period of 6 weeks. At the end of the six weeks preparation period you will have 8 hours (4 hours a day x 2 days) to make a final piece that relates to your project. Upon completion your work will be graded, and you will receive your Art IGCSE.

Graduates will have created a specialist portfolio that expresses their personal brand of Art and Design. The completion of the Art IGCSE along with your portfolio enables access to our Foundation Diploma in Art & Design, which will fast track you to top universities and employment as a professional qualified artist or designer. 

Work produced on this course

Course overview

Entry Requirements  

In order to study our online iGSCE Art course, you must meet the following requirements:

• Be age 14 years or older
• No previous art or design qualifications required.

Please note that this is an online GCSE art course. You must have a computer with broadband connection and basic art materials in order to participate in the course.

Study options

Study online Art and obtain your GCSE in a way that suits you. With a variety of study options to match your lifestyle and time commitments:

• Part-time programmes:  available all year around – enrolling now
• Full-time programmes:  start December to January and September to October. Exceptions may apply.
• Standard 2 year programme
• Intensive 1 year programme

Accreditation and progression

Our online Art IGCSE is fully accredited and leaves graduates with a recognised art qualification. Upon completion, students are perfectly positioned to continue their art education. See the details below: 

• Accreditation : Cambridge International Examinations Board (CIE) 0400 syllabus. OCAD is not affiliated in any way with CIE - we simply support students with the 0400 syllabus.
• Progression : Completing our IGCSE Art gives students everything they need to progress to our Foundation Diploma in Art & Design. The level 3 / 4  course prepares students to study art at degree level.

Additional Course Information

Progression : To Foundation Diploma in Art & Design

Tuition:  Face to face, one to one – unlimited

How it works

Our online art students receive access to their own online studio where they can work through their course. Units and assignments are listed along with supporting resources, video tutorials for skills development, step-by-step guides and more helpful tools to ensure progress. Photographs of students’ completed art projects and coursework pieces are uploaded to their college e-portfolio for assessment and constructive, friendly written feedback on how to progress. 

Additionally, students are invited to LIVE interactive online lessons at timetabled times, where they will learn from qualified teachers and industry professionals. If students can’t make the lessons they can watch them in their own time, so they won’t miss any of the course content. The fully qualified and experienced school art teacher is available for feedback via email and messenger. Students are invited to discuss their progress and receive face to face verbal feedback, encouragement, and support. Students may also benefit from relationships with their fellow online students as they can view profiles and comment on each other's art work if they wish.

Optional LIVE enrichment classes are offered most weeks during term times. These fun classes are enjoyed by students but are not required to complete the course. When purchasing this course you are not paying for these FREE classes – they are a GIFT! The teacher has to strike a balance between providing enrichment and fun for students and supporting them through essential units on their course. This may mean live lessons are postponed from time to time. The teacher reserves the right not to run these optional free lessons.

You will be continually assessed throughout the IGCSE Art Course and tutors will provide constant feedback and help with improvements. 

Students’ timed test / final major project and written assignment will be assessed externally by the exam board and this will decide the final grade. You will be kept informed every step of the way on how to improve your work.

Structure of the course

This exciting course has been designed to ensure you produce a stimulating and rewarding art & design project (s) which allow you to develop your knowledge, skills, understanding and confidence in developing your interests and ideas in an artistic way.

The first part of the course takes you through a programme of developing skills in drawing, painting, mixed media (collage), digital art and 3d (sculpture).

In the second part of the course you will be asked to make an art project that is related to a theme which is of personal interest to you. Previous themes have included:

• “Identity”
• “Natural Forms”
• “My Manga World”
• “I Me & Mine”
• ‘Bully’
• “Success’
• “Acceptance’
• “Delicate”
• “Overhead and Underneath’
• “Surfaces’
• “Precious”
• “Through The Keyhole’
• “My Dream World”
• “Taken”

Your artwork in two components will be assessed by the examination board to determine your final grade:

• Component 1 Timed test – 8 Hour Practical Exam at an Exam Centre
• Component 3 Critical and Historical Assignment – 1500 – 2000 word Assignment / Essay

Download Syllabus ➝

Standard 2 year course: £2000 GBP ($2600 USD)

Intensive 1 year course: £3000 GBP ($3800 USD)

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Outside Europe

Standard 2 year course only £2,999 GBP

Plus an additional surcharge of £2,999 GBP may apply for students with a low level of English speaking and writing.  For students with learning difficulties, please apply for our SEND courses. It is considerably more difficult and time consuming to teach these students.

Standard 2 year course: £999 GBP

Intensive 1 year course: £1,999 GBP

Concessions are available for recipients of state benefits.

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COURSEWORK GUIDES

You have art coursework and need to research artworks for it. Where do you start? How do you find relevant inspiration? How have other artists approached the themes?Our thematic coursework guides provide ideas and inspiration to get you started. Try our 'Have A Go!' section at the bottom of our guides for activities to keep you motivated!

2023 Coursework Guides

Past coursework guides, we recommend, closeness and simplicity to nature coursework guide.

From the gardens and paradise to land art, discover the artworks in our collection that explore the themes of closeness and proximity to nature

Complex and simple movement coursework guide

From machines to humans, discover the artworks in our collection that explore the themes of simple and complex movement

Simple processes, complex outcomes coursework guide

From optical illusions and repeating forms to instructions, discover the artworks in our collection that explore the theme of simple processes, complex outcomes

Details and the uncanny coursework guide

From photoreal to dreams, discover the artworks in our collection that explore the themes of details and the uncanny

Layers Coursework Guide

From stacking and painting to collage and hidden layers, discover the artworks in our collection that explores the techniques of layering

Objects Coursework Guide

From the uncanny and personal to advertisement and politics, discover the artworks in our collection that explores the themes of object

Senses Coursework Guide

From touch and taste to sight and smell, discover the artworks in our collection that explores the themes of the senses

Reflection Coursework Guide

From mirror and glass to water and fractals, discover the artworks in our collection that explores the themes and techniques of reflection

Weather Coursework Guide

From sun worshipers, cloud gazers and storm chasers to artists who use the weather to explore broader themes and ideas

Materials Coursework Guide

From 'usual' to unlikely art materials: explore textures, qualities, techniques and symbolism of things artists use to make their work

Still Life Coursework Guide

Not just fruit and flowers, explore still lifes from realistic to abstract and familiar to unexpected

Dynamism and Movement Coursework Guide

Explore how artists use marks and colour to suggest motion or make kinetic, performance and video art to explore movement

Landmarks Coursework Guide

From art about landmarks to art that is itself a landmark: get some inspiration on the theme of landmarks

Diary Coursework Guide

From sketchbooks to video diaries and the everyday to big life events, explore how artists use diaries to record the world around them

Mark Making Coursework Guide

Explore the different ways artists use marks and expressive qualities

Outline Coursework Guide

Discover surprising ways artists use outlines in art from graphic to graffiti or abstract and animated

Clothing Coursework Guide

Explore art and fashion, from clothes and identity to shapes, patterns and textures of clothing inspired by art

Masks Coursework Guide

Explore how artists have used masks in their work, to protect, disguise, hide and amuse

Trees Coursework Guide

From atmosphere and symbolism to textures and abstract shapes, explore how trees have inspired artists

Memory Coursework Guide

Explore memories of the past, memories of people and fading memories to see how artists recall and reminisce in art

Food Coursework Guide

Can a humble bag of chips or slice of pizza become a masterpiece? Explore some tasty art about food

Colour Coursework Guide

Explore how different artists have used colour in their work and sketches

Form Coursework Guide

What exactly is form? And how can you explore it in your sketchbook?

Play Coursework Guide

What does play mean for you? Is it sports, or music? Perhaps it’s drifting into a personal imaginary world, or maybe it’s social – board games, card games, or just meeting others

Underwater Coursework Guide

About 70 percent of the Earth is covered in water. It’s probably the least-explored part of our planet - we’ve explored more of space than the oceans. But maybe because of that, for artists, water has been a theme, a subject and even a medium to work with

Line Coursework Guide

See how artists use the power of a line and try some ideas in your sketchbook

Tone Coursework Guide

Learn how you can use tone in your sketchbook

Transmission Coursework Guide

Discover works in which artists explore the complex ways humans spread thoughts and ideas

Isolation Coursework Guide

Recently we have all had to deal with long and short periods of isolation. How have artists explored the ideas of isolation in their work, and what can you learn from those experiences?

Mother and Child Coursework Guide

Discover tender images of new mums and babies and artists' in-depth explorations of mother and child relationships

Journeys Coursework Guide

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

Relationship Coursework Guide

Exploring relationships in art, as a connection or association between people, things or ideas

Letters and Words Coursework Guide

Discover how artists use letters and words in their art

Force Coursework Guide

From forces of nature and forceful feelings to force as a method, explore how artists have used force in art

Ritual Coursework Guide

What is a ritual? Discover how ritual has been used as a theme in art

Self-Image Coursework Guide

Explore how artists have represented themselves, and others, using portraiture

Transformation Coursework Guide

Explore how artists have transformed objects and ideas through their work

Details Coursework Guide

Explore the theme of details through works in our collection

Human Figure Coursework Guide

Explore people drawn, painted or sculpted from life and art that explores abstract ideas about being human

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News and Event Coursework Guide

Look at artists responses to news, from headline-grabbing events and social or political issues, to stories of the extraordinary everyday

Light and Dark Coursework Guide

Look at artworks made from light and shadow to the symbolic use of light and dark to make powerful statements

Interwoven Coursework Guide

Explore art that interweaves materials, ideas, experiences and histories

Perspective Coursework Guide

From vanishing points to points of view, explore perspective in art

Spaces Coursework Guide

Busy crowded streets, eerie empty rooms, explore spaces in art

Habitats Coursework Guide

From art about home life to art that highlights the impact of climate change and pollution on natural habitats

Texture Coursework Guide

Explore textures in art from woven textures and textured fabrics and materials to gestural marks and patterns

Toys Coursework Research

From pop art to gender politics, see toys in a new light and get some inspiration for your coursework

Myths and Legends Coursework Guide

Be inspired by myths and legends – or create your own!

Changed Identity Coursework Guide

From changing their own identities to changing the identity of objects, how have artists explored the theme of changed identity?

Space Coursework Guide

From the space race to heavenly bodies, find some coursework inspiration

Plastics Coursework Guide

Explore plastic in art for some research inspiration

Old and New Coursework Guide

Uncover ways of thinking of Old and New in art

Circus Coursework Guide

Uncover ways of exploring the theme of Circus for coursework inspiration

Rhythm Coursework Guide

Explore artworks with rhythm for some coursework inspiration

Geometric Coursework Guide

Maths meets art to inspire your coursework

Moments in Time Coursework Guide

See how artists respond to moments in time to inspire your coursework

Crowded Coursework Guide

Pack in tightly for some inspiration for your coursework

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Coursework Narrative Writing for IGCSE First Language English 0500/0990

Subject: English

Age range: 14-16

Resource type: Unit of work

Last updated

11 May 2024

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13 lesson unit for IGCSE First Language English 0500 for Narrative Writing, specifically for the Coursework route . The theme of this unit is fantasy narrative writing.

Included is a 239 slide PowerPoint and 81 page student workbook with all activities included, such as the do nows, planning sheets, extracts, etc.

Planned by an experienced 0500 teacher and IGCSE English examiner. Find me on Youtube by searching Taughtly for 0500 video lessons.

Find the Paper 2 exam adaptation of this same unit here: https://www.tes.com/teaching-resource/-13036397

Lesson topics:

• Introducing the fantasy genre
• Show don’t tell
• Characterisation
• Plot mountain
• Clues and tension
• A* exemplar
• Rank ordering three example stories
• Generating story ideas
• Planning my story
• Writing my story
• Redrafting my story

Free sample lessons:

• Unpicking an exemplar A* story: https://www.tes.com/teaching-resource/resource-13037017
• Identifying show don’t tell: https://www.tes.com/teaching-resource/resource-13037005

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A* GCSE Art Coursework: Sense of Place

Last Updated on April 2, 2023

This Edexcel GCSE Art Coursework project was completed by Samantha Li , while studying at West Island School , Pokfulam, Hong Kong. Samantha gained full marks (120/120 and 80/80) for both her Coursework and Examination . This article contains images of Samantha’s GCSE Art sketchbook pages: outstanding observational drawings of architectural spaces, artist research, development of ideas and experimentation with media.

Two of Samantha’s sketchbook pages are included in our new book:  Outstanding High School Sketchbooks . This book has high-resolution images so that fine details and annotation are clear, making it an excellent resource for students and schools.  Learn more !

In an interview with the Student Art Guide, Samantha shares the themes she explored – a reflection of daily life and busy routines – and provides insight into how she developed a high level of artistic skill and the ability to work with speed. Her descriptions of the places depicted within her work are breathtaking: indicating a deep connection and understanding of her subject matter – something all IGCSE / GCSE Art students should aspire to.

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

What was your GCSE Art Coursework topic and why did you select this?

Samantha : My coursework topic was ‘Sense of place’ and, for me, this is expressing culture and sense of belonging through touch, sight, taste, smell, and sound. The first two can easily be communicated through texture and colors, and a combination of these creates an atmosphere that bursts into life.

The city scenes are of Sham Shui Po, Central, Aberdeen and Causeway Bay, all in Hong Kong. For my artwork, I used reference photos I took myself and also drew from life. I was lucky to be living in Aberdeen during that time and often went to the marketplace to buy groceries. It felt good to be part of the busy, yet simple routines. The woman with the red gloves speaking in Cantonese while I just pretend to understand by nodding…the smell of flowers interrupted by the metallic smell of fish. There was so much going on!

As I twisted through the lanes searching for the perfect potato, what visually appealed to me the most were the dripping, grungy walls hidden behind the stalls. A mix between the freshness of vegetables, combined with what looked ancient, seemed somewhat natural, which makes it beautiful. It’s like that feeling when looking at the hands of an aged farmer, it’s beautiful !

Your Coursework project contains exceptional gestural drawings. Drawing quickly is something that many students struggle with. How did you develop this skill?

Samantha : When sketching without resources, I rarely think and just jump straight into it. Thinking too much restricts your mind’s ability to use the information it has gathered through experience, so I try to just trust my instincts and adjust it afterwards if it doesn’t look right.

I have done a lot of drawing as a hobby ever since I could hold a pencil. I only started to develop my techniques professionally during the summer of 2012 (towards the end of first GCSE year) when I was introduced to a small, unfamiliar art group by an ex-graphic designer.

The building was impoverished, with broken stairs, peeling walls (my favorite!) and small rooms with no fans or air conditioning. The tropical climate didn’t help much either. However the intensity of the atmosphere distracted me completely from the stickiness of the sixty people around me and the sweat continuously dripping from my forehead. This goes on for nine hours, from 8am to 11:30pm (I try to use only 3hrs per piece), not including lunch and dinner breaks in between.

The other artists were older and more skilled than me. That gave me pressure and the drive to surpass the person beside me. They were all using the building as a studio and practice for art exams to get into universities, so competition was everywhere. I also made a lot of friends that gave me tips and also taught me how to play basketball and pool!

The other artists focused completely on the examination system (which I don’t really understand at all, to be honest) so the sketching ‘rules’ were strict and didn’t have room for imagination. Nearly all the students there had no interest in art and were simply there to get into a university. I guess this was the difference between us that made me improve at such a rapid speed in a short period of time: passion.

I just keep reminding myself of my dream, which is to become someone who adds respect to the art world and reduces the stereotypical belief that ‘people become an artist as last resort’, which is, unfortunately, a common thought among many people I’ve met.

Other than that summer experience, I draw a lot at home for fun, creating dynamic poses and looking up tutorials for interesting techniques. I used to draw for a few hours right after I got home from school, stopping only when my wrist ached. Now, I have an exciting International Baccalaureate life with subjects I enjoy and I spend less time doodling and more time studying and hanging out with friends.

The main things I learned through my experiences:

• We are extremely lucky to live with such great conditions to help reach our full potential (especially if we have air-conditioning).
• Focus on the big picture first, add the details later.
• Art is art, not a photograph!

My journey not only helped me improve technical skill, it helped me build more confidence and develop experiences that are not so art-related.

Which artists did you study as part of your project? 

Samantha : During the project, the artists I studied use very different styles and mediums. Most of GCSE was experimentation, so our class was encouraged to try a wide range of techniques, such as pen pressure, layering…

Ian Murphy was the first artist I studied. He came to our school and taught us lots of methods of creating backgrounds, linework, and his art-making process. It opened a whole new world of possibilities in my mind when expressing directional movement and creating effects the traditional way (I was a digital art addict)!

While most of Ian Murphy’s artwork creates a reminder of culture and age by emphasizing the textural attributes, Jasper Knight ’s artworks have a more modern and graphical look. His distinctive style includes using solid colors (usually primary) and bold lines that drip. What captures me the most about Jasper Knight’s work is the combination of geometrical features and playfulness, similar to De Stijl and Memphis.

As a digital art lover, I was attracted to Margaret Preston ’s color schemes and printmaking technique, which is quite similar to cel-shading . Her artwork express complexity through few colors and strong borders which makes it eye-catching.

Kurt Schwitters was an artist I studied while I was experimenting with collage and composition through basic shapes and materials. I became more open-minded about different materials such as rope, wires, and aluminium foil, all which I have never used before in a painting. His work also gave me ideas on the use of levels (height and density of materials) when printmaking.

Samantha is a multi-talented student: someone to watch. If you enjoyed this article, you may also wish to view Samantha’s  International  GCSE Art Examination  or  other exemplary high school Painting and Fine/Art Projects .

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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