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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.

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

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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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

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• 50+ Creative Art Project Ideas For College Students

By: Author The GenTwenty Team

Posted on Last updated: December 13, 2023

Categories College

Art class in college is a time to expand your palette and try new techniques! Here are well over 50 creative art project ideas.

Embarking on  art projects  is not just a way to fill the time between college lectures and exams; it’s a crucial element of personal and educational growth for  college students . Creativity thrives when minds are given the freedom to explore, and art projects offer a unique avenue for this exploration.

As part of art education, art teachers love making projects as part of their lesson plans, whether for college or high school students. It’s a fun way for art students to show what they have learned and express themselves.

Engaging in various  creative projects , whether a passion project or a calling, can enhance an individual’s ability to think laterally, solve problems imaginatively, and express complex ideas visually. These artistic endeavors are not limited to the tangible benefits of improved  artistic skills  but extend to bolstering academic performance and personal well-being.

As the canvas of college life stretches out, students are encouraged to paint their paths with broad strokes, dabbling in a medley of  art ideas  from traditional  painting techniques  to digital expressions in  graphic design . Every student has the opportunity to craft a unique  art portfolio , develop a rich tapestry of skills, and weave their narrative through  creative expression .

In this blog post, we will cover a plethora creative art project ideas for college students to try. Make note of what speaks to you!

50 Creative Art Project Ideas For College Students

Here are 50 creative art project ideas suitable for college-level students:

• Create a self-portrait using abstract shapes, colors, and textures to represent different aspects of your personality. Use white paper and oil pastels or acrylic paint or do something more creative and use only materials from the natural world on black paper. The options are endless.
• Gather random objects and create a sculpture by assembling them in a unique and interesting way.
• Create a collage using photographs, combining and layering images to tell a visual story.
• Utilize 3D printing technology to produce a sculpture or object that explores form and structure.
• Design an installation that engages viewers and encourages them to interact with the artwork.
• Experiment with digital painting using software like Adobe Photoshop or Procreate. Create a virtual bulletin board for a collaborative art project.
• Transform old books into works of art by cutting, folding, and adding your own illustrations.
• Build a sculpture that incorporates movement or responds to external stimuli.
• Create a stop-motion animation using objects, drawings, or clay figures.
• Combine traditional artwork with augmented reality elements using AR apps.
• Construct an art installation using recycled materials to highlight sustainability.
• Experiment with body painting and use the human form as a canvas for photography.
• Design a mosaic using tiles, glass, or other materials to create a visually stunning piece. Take a field trip to local spots and gather materials.
• Explore alternative printmaking techniques like monoprinting, cyanotype, or linocut.
• Use projection mapping to transform the surfaces of objects or buildings with dynamic visuals.
• Create a large-scale installation using ceramic pieces to explore form and texture.
• Craft a sculpture using natural materials like branches, leaves, and stones.
• Experiment with creating a sculpture by making a cast of a part of the human body.
• Keep an art journal documenting your creative process, thoughts, and visual ideas.
• Design an artwork using typography as the primary visual element.
• Develop a virtual reality art experience that immerses viewers in a digital environment. This is a creative way to blend technology and art.
• Create an art installation that involves auditory elements and explores the relationship between sound and visual art.
• Build a detailed miniature world inside a box or container.
• Create poetry by selecting and rearranging words from existing texts, newspapers, or books.
• Stage a live art performance, incorporating elements of theater, dance, or music.
• Experiment with graffiti art techniques, either on canvas or an approved outdoor space.
• Use wire to create intricate sculptures that play with form and negative space.
• Develop a series of fashion illustrations that showcase your unique style.
• Explore the art of glassblowing to create intricate glass sculptures or vessels.
• Combine various materials like fabric, paper, and found objects to create a mixed media collage.
• Experiment with long-exposure photography and light sources to create dynamic and abstract images.
• Create an installation using textiles and fabric to explore texture, color, and form.
• Develop a project that focuses on conveying a conceptual idea through various mediums.
• Take your sketchbook to the streets and create drawings or paintings of urban scenes.
• Collect sounds from your environment and compose a piece of music or an audio installation.
• Create a performance art piece and document it through video. Video project require another set of skills as well but video is highly profitable skill in today’s world.
• Build a shadow box that tells a story or explores a theme using three-dimensional objects.
• Develop a series of landscape paintings exploring different techniques and styles.
• Use augmented reality apps to enhance street art and create interactive experiences.
• Use your body’s movement to create drawings or paintings, capturing the essence of motion.
• Create maps that illustrate personal experiences, emotions, or imaginary worlds.
• Produce an experimental short film that incorporates unconventional storytelling techniques.
• Experiment with fabric dyeing techniques, such as tie-dye or shibori, and create printed patterns.
• Weld or manipulate metal to create sculptures that explore form, balance, and structure. You could even make cookie cutters and then make cookies from what you’ve created for your college art project.
• Design and illustrate your own book, exploring both the narrative and visual aspects.
• Develop a photography series that explores a specific concept or theme.
• Create temporary art installations in natural settings using materials found on-site.
• Design and print your own textiles, exploring pattern and color.
• Create artworks that explore personal or societal views on body image and self-perception.
• Develop an art project with therapeutic goals , addressing personal or social issues through creative expression.

These art project ideas are diverse and can be adapted based on your interests, preferred mediums, and artistic style. Feel free to combine or modify these ideas to create unique and meaningful art projects for your college-level coursework.

Unlocking Your Creativity

College serves as an expansive canvas for young artists, offering an environment brimming with new experiences, diverse perspectives, and stimulating challenges that are tailor-made to fuel the creative fires.

It is in this unique academic setting that  college students  can harness their life experiences and academic learning as sources of inspiration to funnel into their art.

To tap into this wellspring of creativity, students are encouraged to maintain an open mind, engage in campus activities outside their comfort zone, and utilize their coursework as a muse for their artistic endeavors. Trying new mediums and techniques, such as  digital art ,  sculpture , or  printmaking , not only broadens their artistic repertoire, but also cultivates adaptability and innovation in their creative expression.

Embracing the variety of art supplies and  art workshops  available on campus can further expand their horizons and augment their artistic skills, pushing the boundaries of their usual creative processes. By immersing themselves in college’s vast pool of opportunities, students open the doors to discovering fresh  art ideas  and new ways of  creative expression , setting the stage for a rich and vibrant artistic path.

Budget-Friendly Art Ideas

Embarking on creative endeavors in college need not drain your finances. A thrifty approach to art can involve  recycled materials , such as repurposed cardboard, discarded magazines, and reclaimed fabrics, to not only save on costs but also add unique textures to your projects.

Scouring  thrift stores and yard sales  can unearth affordable art supplies and unexpected materials. Additionally, many art stores offer  student discounts , allowing you to access quality resources without the hefty price tag. Be on the lookout for community  art swaps or exchanges  where you can trade materials with peers.

Embracing a DIY ethos can also inspire you to create your own supplies, for instance, mixing your own paint colors or crafting sketchbooks from recycled paper. The university’s art department may have resources like  free workshops  or a reuse center, offering an economical gateway to expand your artistic repertoire.

Here Are Some Art Projects for Beginners:

• DIY Canvas Painting:  Experiment with simple paint techniques like sponging or finger painting to create abstract designs on canvas. This is a relaxing way to start with painting while learning color theory and composition.
• Papier-Mâché Sculpture:  Create sculptures using recycled newspaper and glue. It’s an accessible project for beginners and helps understand three-dimensional forms.
• Basic Printmaking:  Use everyday objects such as leaves or cut potatoes to practice printmaking. This teaches pattern-making and the basics of ink application.
• Recycled Art:  Reuse materials to build an eco-friendly art piece. It’s a great way to learn about sustainability in art and can involve anything from plastic bottles to old clothing.
• Photography Project:  Start with a smartphone or a basic camera and capture themes like ‘A Day in the Life’ or ‘Urban Landscapes’. It helps beginners understand framing and lighting.
• Sketching and Drawing:  Begin with pencil sketches focusing on still life or outdoor scenes to hone observation and hand-eye coordination.
• Basic Digital Art:  Utilize free digital drawing tools to create artwork on a computer or tablet. It’s an important skill set for modern art practices and encourages understanding of digital mediums.
• Mural Painting:  Collaborate on a group mural project utilizing simple shapes and colors to contribute to a larger piece. This helps with planning and executing larger scale works.

Here are Examples of More Advanced Art Project Challenges:

• Large-Scale Mural Painting:  Tackle the grandeur of public art by engaging in a mural project that requires planning, collaboration, and a mastery of painting techniques.
• Interactive Sculpture:  Challenge both technical and conceptual skills by creating sculptures that require viewer participation or integrate mechanical elements.
• Advanced Printmaking Series:  Delve into the complexities of printmaking with a series of related prints that explore advanced techniques such as intaglio or lithography.
• Complex Mixed Media Installations:  Push the envelope with an installation that combines various media and engages with the exhibition space in immersive ways.
• Conceptual Photography Project:  Develop a photography project with a strong thematic focus, requiring in-depth research and a sophisticated approach to visual storytelling.

Another Idea: Collaborative Pieces and Group Projects

Working together on a collaborative art piece  can significantly enhance the experience of creating and learning for college students. Such projects not only merge diverse perspectives and artistic skills but also foster a spirit of community and cooperation.

For instance, a  mural painting  involving multiple student artists can transform a bland campus wall into a vibrant tapestry of collective expression. Similarly,  sculpture installations  made from recycled materials encourage students to discuss environmental themes and develop problem-solving skills as a team.

Another inspiring group project could be the creation of a large-scale  mixed media piece , where each participant contributes a segment that reflects personal narratives or cultural backgrounds, ultimately weaving a story that is bigger than its parts.

By participating in such endeavors, students learn the vital role of teamwork and shared creativity in accomplishing artistic visions and projects.

Displaying Your Artwork

Once you’ve poured your heart into a piece, finding the right platform to share it can be just as rewarding. An excellent starting point is a  digital portfolio , where you can curate and display your work professionally. Websites like Behance or your personal site can serve as a great showcase for potential employers or art schools.

Students should also take advantage of  college exhibitions , which not only provide a legitimate space for your artwork but also offer a chance to receive feedback and network. Additionally, social media platforms have become indispensable for artists today, offering a broad audience and engagement opportunities.

Don’t overlook local coffee shops, libraries, or community centers either; they often have space dedicated to local artists. Remember, the act of presenting your art to the public is crucial – it’s a bold statement of your creativity and a significant step in your artistic journey.

Digital Art and Tech Integration

The intersection of art and technology opens up a new realm of possibilities for college students eager to expand their creative toolkit. Digital art tools and software, such as Adobe Photoshop for photo manipulation, Illustrator for vector graphics, and Procreate for digital painting on tablets, provide students with the means to push the boundaries of traditional art forms.

Blender can be used for 3D modeling and animation, while Unity offers an introduction to the world of game design and art. Encouraging the integration of technology in art not only enhances the creative process but also prepares student artists for a digital-centric professional landscape.

By blending traditional painting techniques with graphic design, or incorporating digital elements into sculpture and printmaking, students can create mixed media masterpieces that are unique and innovative. Embracing the digital dimension in art projects allows for endless experimentation and growth in both artistic skills and technological proficiency.

Reflections Through the Canvas

Art projects during college not only serve as a form of creative expression but also play a significant role in personal and professional growth. As you embark on various art endeavors, taking the time to reflect on your artistic journey can be incredibly rewarding.

Documenting your progress through journals, blogs, or visual portfolios allows you to witness your evolution as an artist. This practice isn’t just about preserving memories; it’s a proactive approach to developing your artistic skills and creating a body of work that can be instrumental in your portfolio development.

Such a portfolio can open doors to future opportunities and serve as a testament to your dedication and talent. So, continue to push boundaries, experiment with new techniques, and most importantly, keep creating. Remember, every piece you create is a step towards mastering your craft and cementing your unique artistic voice.

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2012 GCSE / IGCSE / A Level Art Exam Paper: Help, Ideas & Interpretation

Last Updated on April 2, 2023

The GCSE, IGCSE and A Level Art exam paper contain topics which must be used to stimulate ideas for a portfolio of artwork.  For some students, a set starting point makes life easier; for others, it throws up a mental block: a paralysing fear that they will not be able to produce anything original, or – worse –that they will be forced to draw/paint/photograph/design/sculpt something that is horrendously boring and which doesn’t interests them at all.

What follows is a list of thoughts, ideas and responses to the 2012 GCSE and A Level Art exam topics from a range of different examination boards. They are intended to spur creative thought and to aid the brainstorming process.

It is worth remembering, before you begin, that no topic is inherently boring and that even the most mundane can result in beautiful work. What matters is not the thing or even the idea, but the way it is interpreted; the way you respond to it, what it means to you and whether it wriggles inside and kicks at your soul.

It is important to remember that the best art topics are those which:

• Are significant and important to your life in some way
• You know about or have first-hand experience of
• You have access to quality first-hand source material

It should also be noted that ideas on this list are provided as an aid to the brainstorming process. They may or may not be appropriate for you, depending on your circumstance. Selection and exploration of ideas should occur only in conjunction with advice from your teacher.

Some artist model ideas have been included with the lists below. For additional ideas, please look through our Pinterest Boards .

Encounters, Experiences and Meetings

A beautiful image from a Year 12 (Level 2) NCEA Printmaking folio (sourced from the NZQA website):

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

• The meeting between mother and child / adoption / birth;
• The clashing of those who despise each other;
• Friends in a bustling and crowded restaurant;
• SEX and other forbidden encounters in a teenage world;
• The shields we put up in our brains: the filter between ourselves and those we meet;
• The joining (or meeting) of two halves;
• Meetings between strangers…The million people we pass on a daily basis, but never connect with;
• Drunken encounters;
• Encounters with god;
• Online encounters and the changing social landscape of the world;
• The clashing of cultures;
• Meeting someone who has suffered a great loss;
• Shameful encounters / those you regret;
• A meeting room, filled with business people who go about their daily lives in a trance;
• A boisterous meeting between children;
• A birthday party;
• Meeting at a skateboard park;
• Reunion at an airport;
• Meeting for the last time;
• A life-changing moment;
• Focus on the senses (an event experienced through sight / audio etc);
• Something that made you cry;
• A deja vu experience;
• Remembering an experience a long time ago: the passing of time / generations;
• The meeting of truth and lies;
• The meeting of fiction and reality;
• Encountering animals: the interaction between human and animal kind and our influence upon them (for good or bad);
• Meeting your childhood self or yourself fifty years in the future;
• The meeting of land and sea;
• Physical meetings between two things: the boundaries and edges, perhaps at a cellular level (plunging into / stabbing / tearing apart);
• The meeting of theory and practicality;
• How our own biases, backgrounds and modify/influence every experience we have: the influence of the mind;
• Truly seeing yourself as you really are;
• Conception;
• The aftermath of a meeting that never happened;
• Meeting temptation: the battle of wills;
• The meeting of technology and nature;
• Ancient man meeting the modern world: the conflict between genes and the modern environment;
• Terrorist encounter (see image below).

More exceptional Year 12 (Level 2) NCEA Printmaking work, sourced from the NZQA website:

Combinations and Alliances

• A young child holding the hand of their mother;
• Bad influences (combinations of friends) and peer pressure;
• A family unit, in alliance against the world;
• The butterfly effect (how a combination of actions / behaviours leads from one thing to another until every tiny moment in a life is interwoven with all the moments that came before);
• Political alliances;
• How ‘good’ people can complete horrific acts when lead on by the wrong situation and the wrong company;
• Still life combinations: salt and pepper, sweet and sour, fish & chips, apple and cinnamon; peanut butter and jam; the literal combination of ingredients used to make a meal;
• Unpleasant combinations we would rather not be reminded of: chocolate and obesity; that cute lamb and the juicy steak;
• The legal binding (combination) of lovers: marriage / civil unions;
• Combination of genes: Darwin’s theory of evolution – how traits are passed on etc;
• A study of two people (or animals), or people who care about each other;
• A person and something that they use to embellish their identity (i.e. fast car, makeup, fashion accessories, label clothing, iPhones);
• You and the one thing that defines you;
• Mismatched couples;
• Unfortunate combinations: drugs and celebrities; childbirth and pain; cats and water; sugar and tooth decay;
• Discipline and being cruel to be kind;
• Combinations of exercises / sets / routines;
• Mixing of light (light streaming through coloured glass windows etc);
• Lock combinations;
• Combinations of numbers – gambling, addiction;
• An uneasy alliance: a dog about to break its chain;
• Things that depend on each other for survival: a plant growing in dirt trapped in a hole in the rocks; tiny creatures that live in on the fur / skin of others – ticks on cows / hair lice / germs;
• Vaccinations and the alliance of ‘good’ germs fighting against bad…
• Eco-systems – the interconnection of water / life etc;
• A trusted alliance: horse and rider; blind person and guide dog;
• Business networks that rely on one another;
• Uniting against a common enemy.
• Highly accurate, scientific records;
• The layering of time;
• Disintegration and memory;
• Bones: the structure of life – the architecture of a living form;
• Fish skeletons;
• Archaeology and the documenting of fossils;
• Unexpected items as fossils (i.e. a fossil of an iPod or other contemporary object – remnants of a modern existence);
• Dinosaurs / extinction.

Note: this topic lends itself perfectly to printmaking, rubbings and layered, mixed media works.

Society Today

• Modern diet / processed food;
• Digital technology and the impact it has on our lives;
• Soaring depression levels / the psychiatric torment of modern man;
• Soaring caesarean rates;
• Drugs and mind-numbing forms of escape;
• Slowing down;
• More, more, more: ever increasing consumption;
• The mechanised processes involved in the production of meat: pigs in tiny cages / battery hens / images from an abattoir;
• Disconnection from the whole: i.e. a factory worker who spends his/her whole life assembling one tiny part of a product, without having any input into the big picture: disillusionment with life purpose.

Inside / Outside

• Framing / windows;
• Blurring of the boundary between inside and out;
• Prisons / loss of freedom;
• Breaking in the exterior barrier of things i.e. injuries in flesh resulting in the spilling out of insides;
• Opening a can of preserved fruit;
• Pregnancy /birth;
• Shelter from the rain;
• The inconsistency between what is going on in the outside world and the inner turmoil of someone’s brain;
• The change in state as something moves from outside to inside the human body (i.e. food > energy);
• An environment that is devoid of ‘outside’ i.e. fluorescent lights / poor ventilation…lacking in plant life…unable to see nature outdoors…the dwindling human condition etc;
• Apocalyptic future: what will happen if humans destroy the outdoor conditions; or a wall is erected to keep an infected virus-ridden population ‘outside’;
• The peeling back of interesting things to expose what is underneath (inside)…i.e. banana skins, seedpods, envelopes.
• Vegetables or interesting fruit sliced through to expose the insides (things with lots of seed / pips / bumpy skin etc);
• Something opening to reveal something unexpected (i.e. inside a cardboard box);
• The Impossible Staircase: indoors blending into outdoors in an indeterminable fashion / a blurring of dimensions;
• Inside the human body: complex, organic form: the miracle of life (human anatomy drawings / x-rays;
• Inside an animal carcass;
• The human ‘outside’ – an exterior presented to those around us. The fixation we have on creating the best exterior possible: weight control/dieting; makeup; cosmetic surgery; latest fashions;
• Inside the earth: minerals / geology / the underworld;
• Sectional views through a landscape (i.e. showing a slice through the ground / inside the earth): mines / slips / erosion / quarries, with trucks and machinery taking soil and rocks away;
• The soul: inside / outside – leaving the body;
• Plays upon storage and scale, i.e. miniature ‘scaled down’ items inside other items, like large wild animals stored inside tiny jars;
• Castings of the insides of objects – things you don’t normally think about – that are then exposed for all to see;
• Walls / divisions / outsiders;
• Deterioration that has occurred to something as a result of being left outside (i.e. an ice sculpture that is left in the sun or a decayed, rusted, weathered structure showing the long term effects of the elements);
• Light streaming in a window from outside;
• Kids in a daycare facility looking longingly outside;
• Animals in a small enclosure: a sorry life in comparison to those wild and free outside;
• Looking outside from an unusual perspective, i.e. as if you are a mouse looking through a small crack into a room;
• Inside a bomb shelter;
• Inside is meant to equal haven / shelter: what if inside is not this at all: a crime scene / an inside that has been violated;
• In the palm of your hand;
• The contents of something spilling out;
• Shellfish or snails inside their shells.

Harmony and Discord

• Love and hate relationships / fighting between families and loved ones;
• The human mind, swinging from joy to misery and despair / schizophrenia / the meddling mind: our own worst enemy;
• A whole lot of similar things, with one different thing that clashes with the rest;
• Disturbing of the peace: a beautiful scene which is rudely interrupted (i.e. a hunter firing a bullet into a grazing herd of animals or someone pulling out a gun in a crowded shopping mall);
• Musical interpretations: jazz bands / instruments / broken instruments;
• Money: the root of good and evil;
• The broken family / divorce / merged families;
• The clashing of humans with the environment;
• Something beautiful and ugly;
• Meditation to escape the discord of modern day life;
• Prescribed medication (happy pills) to minimise the discord in life – but eliminates the harmony?
• A visual battle: a mess of clashing colours;
• Things in the wrong environment: placing objects unexpectedly in different locations to create discord (or at least alertness and aliveness) a scene of apparent harmony.

Changed Landscape

• Changing seasons;
• The impact of human waste / litter on the environment;
• Urban sprawl;
• Forests cut down to make way for new developments;
• The pattern of crops, farming and paddocks on the land.

Black holes / stars / solar systems / the big bang;

• Skateboarders or snowboarders;
• A drug induced high;
• Cloud formations / the science of rain;
• Flying in sleep;
• Views from an aeroplane window;

Patterns humans have made in the landscape – i.e. motorways / city grids;

• Hang-gliding / hot air balloons / free fallings / parachuting;
• Insects / birds flying;
• Wing structures;
• Aftermath of a plane crash;
• Superman / superheroes;
• Things blowing into the air (old newspapers / an open briefcase / seed pods / dandelion seeds);
• Falling off a high rise building;
• Paper aeroplanes;
• Giants / over-scaled items;
• A inner cityscape of high rise buildings – glimpses through windows to people living lives contained in tiny capsules in skyscrapers;
• Athletes / sports people leaping through air.

Possible Sky High artist models: Robert Ellis (above right),  Wayne Thiebaud (right) and  Joel Rea  and   Jim Darling (below).

An intricate still life that creates shadows which become an integral element of the composition;

• Translucent sculptures;
• Images containing only shadow (without the source object);
• Woven shadows;
• Overlapping shadows from multiple light sources;

Shadows that are not of the object shown;

• A dark alleyway or other location where the lighting conditions are dramatic;
• Photographs of paper sculptures: artificial manipulation of form to explore light and shadow;
• Skin colour;
• A monochromatic subject, with the emphasis on tone (light & shade) rather than colour;
• Sunhats and sunscreen / skin cancer;
• Buildings with visible shading screens built into the facade.

Image (right) sourced from Observando .

• Symbols in airports with crowds of people of multiple ethnicities (i.e. icons communicating without language);
• An absurd aspect of a pop star’s life;
• The worship of a pop star by an ordinary teen (posters peeling off a crowded bedroom wall etc);
• Religious icons – relevance in a modern world;
• Someone using icons to communicate;
• The lie of the icon: a pop star with a public image that is nothing like they really are;
• Sex symbols: the disparity between ‘real’ bodies and those portrayed in magazines…

Memorabilia

• An obsessed fan’s memorabilia collection relating to a particular famous person;
• Objects related to something negative that you don’t want to remember: i.e. a night out on the town (cigarette butts, empty beer bottles);
• Memorabilia related to a famous wedding (i.e. Prince Charlies and Diana);
• A collection of tacky plastic characters from a particular film, that lie forgotten and dusty in the bottom of a box;
• War memorabilia, interspersed with photographs.
• ‘Sleazy’ signs from a dodgy part of town…with litter / other traces of human life / dark alleyways underneath;
• A inner cityscape crowded with brightly lit signs – perhaps exploring things to do with the clutter of human life / overpopulation of space etc;
• An decrepit sign (on an entertainment park or tired motel, for example) with broken bulbs / peeling paint;
• Disassembling old neon signs and reassembling different signs together in tongue-and-cheek ways;
• Inspiration drawn from the Neon Boneyard – where old neon signs go to die;
• Focusing on the eye-catching aspect of neon colour to draw attention to unexpected subjects…
• Young children playing with toys;
• A family playing a card or board game;
• Playing in water – or at the beach, with a bucket and spade in the sand;
• Sports – competitive playing;
• ‘Playing the field’;
• Dress up games;
• A young child putting up make-up in the mirror (playing at the imitation of adults);
• Wendy houses;
• An early childhood education scene;
• Playing gone wrong: an injured child / fighting children etc…

Folding Structures

• Paper aeroplanes (see Christina Empedocles and Ali Page )
• Paper bags (see the painting below by Karen Appleton )
• Architectural models;
• Folding architectural structures;
• Beach chairs;

• A physical journey from a particular destination to another (i.e. the mundane drive between your home and school…seeing beauty in the ordinary etc; your first visit to see something that moved you);
• The transformational journey from old to new (old structure demolished for something new / old technology making way for new etc);
• A journey through time, such as a person aging / physical changes, or a record of memorable occasions in a life;
• Childhood to adulthood;
• Getting through an emotional circumstance, such as a loved one passing away or overcoming illness;
• Conception/pregnancy/birth;
• A miniature journey  (i.e. walking down your garden path – with viewpoint at your feet etc; brushing your teeth in the morning – the journey from arrival at the sink to bright white smile);
• Achieving a goal;
• An academic journey – through school etc (ambition / academic goals / failure / success / test papers / assignments / grades etc…as in the hurdles you need to get to university);
• On a bus or a plane or a train;
• Memorabilia related to a particular journey (i.e. an overseas trip);
• A still life made from tickets, maps, timetables;
• The journey of an animal (i.e. a bird or fish, swimming upstream);
• The journey of an insect walking a short distance over interesting surfaces;
• Terrorism and the journey you will never forget.

A family argument;

• Domesticated cat or other animal;
• Domestic chores – focus on a mundane ordinary task such as doing the dishes (see Sylvia Siddell and Jo Bradney );
• Housewives / the female role / feminism etc;
• Wild versus Domestic ;
• The ‘perfect’ home situation illusion and what bubbles below the surface…
• Domestic versus foreign / invading / other;
• Domestic goods = items made in your own country…a still life featuring country-specific items…

Deceptive facades, and the walls we put up to hide our true emotions;

• Decaying wall surfaces / peeling away;
• Reflective windows, mirroring a busy street or some other interesting scene (fragmented reflections);
• A decorative facade – old church walls etc;
• Old fashioned shop fronts / signage;
• Secrets hidden behind facades / the things nobody talks about;
• Sunshades / light streaming through facades / window openings;
• Masks / dress-ups;
• Abstraction of a building facade (see work above by Uwe Wittner ).

Digital Dreams

• The merging of reality and our ‘online’ lives;
• The fictional online persona (the person we craft in our Facebook profiles and so on);
• iPods / digital devices and brightly lit screens;
• Cyber dating / online love;
• Brain waves and digital imaging of human brains while dreaming.

Looking Through

• Windows / frames – from unexpected locations / unexpected angles or in places where the outside scene contrasts the inside scene;
• Transparent layers / glass / distortion / interesting views through things;
• Old overhead projector transparencies;
• Flicking through an old recipe book or photo album;
• Looking through small gaps between leaves in the foreground at a natural scene;
• Trains / tunnels;
• A child looking through cracks in a jetty at the water below;
• Invisibility, and the feeling you get when someone ‘looks through’ you – i.e. doesn’t notice you at all;
• Kids playing hide and seek, peeking out from a hiding place;
• Inappropriate snooping through someone else’s personal belongings…

An emotive NCEA folio by Lizzi :

People – Ordinary and/or Extraordinary

• People engaged in ordinary mindless actions, i.e. brushing teeth, doing one’s hair, eating breakfast;
• Scars / tattoos / deformities that are out of the ordinary;
• The vices of ordinary people (cigarette smoking, alcoholism, food addiction etc);
• Portraits of really ‘plain’ people – seeing the beauty in the ordinary;
• The facades / layers people build up around themselves to make themselves seem extraordinary – make-up, fashion accessories etc;
• A person of extraordinary importance in your life (your mother or grandmother etc);
• Ordinary people who have extraordinary roles (i.e. a firefighter);
• The extraordinary;
• Merging images of people with other objects to make fantastical creatures;
• A portrait of an ordinary stereotype: the gossip or the cheerleader etc;
• The desperate attempts or lengths someone will go to become extraordinary;
• Depictions of ordinary people, so that they look eerie and extraordinary, like the awesome artworks by Loretta Lux ;
• Sculptures of the ordinary, at extraordinary scales, like Ron Mueck (viewer discretion advised).

Old and New

• A grandmother or other elderly person holding a baby;
• Ancient artefacts, alongside modern instruments;
• Discarded outdated computers / technology, to make way for new (things that become rapidly obsolete);
• Fresh fruit alongside rotted and decaying produce;
• Plastic surgery: an attempt to make old into new;
• A decaying structure alongside a new, contemporary form;
• New posters overlaid onto an outdoor wall layered with old, peeling posters;
• An old architectural form demolished for something new / old technology making way for new etc).

Here and Now

• The impact of digital technology on modern lives;
• Advances in preventative health and medicine;
• The prevalence of natural disasters in recent times;
• The mechanics of an old clock;
• A topical issue, such as food addiction.

Arrival / Departure

• Train stations / Airports / Looking out windows at that which is left behind;
• Divorce / departure of a parent;
• Parents who leave their children;
• Recovering from a departure / coping mechanisms;
• First day at school (or some other place);
• Feet walking away;
• A decaying, decrepit building after the departure of the occupants;
• A look at building entrances and exits;
• Motorway exits;
• Maps / subway routes / directions for travellers…

Fruit, vegetables and gardening tools placed in a setting of your choice

• A freshly harvested outdoor setting;
• A farm-like scene with wooden crates / indoor wooden shed;
• Vegetables stored for animals;
• Vegetables hanging to dry, i.e. onions / garlic with tools leaning nearby;
• A kitchen scene ;
• A fruit and vege shop;
• A bustling marketplace;
• Preserving fruit – knives / chopped fruit / preserves in glass jars;
• Fruit, veges and tools in an unexpected location, i.e. hanging in plastic bags ;
• Abstract works derived from the patterns on the skin of fruit and vegetables or the interiors that have been sliced open with knifes;
• The brutal smashing of a watermelon or some other fruit or vegetable with a hammer;
• The hanging of decaying fruit and vegetables .

Time-Honoured

• Wedding traditions;
• Birthday celebrations;
• Religious rituals;
• Guy Fawkes;
• Christenings;
• Coming-of-age rituals;
• Graduation ceremonies.

This post is a work in progress. For more help with selecting a topic, you may like to read this blog post about what makes a good A Level Art idea .

You may also be interested in the article about the 2013 Art exam topics .

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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The Art Teacher

Art Lesson Ideas, Plans, Free Resources, Project Plans, and Schemes of Work. An 'outstanding' art teacher in Greater Manchester. Teaching KS3 and KS4 art and design.

Grade 9 GCSE Art Examples

As it is so challenging for students to achieve a Grade 9 in GCSE Art & Design, I thought it would be useful to share some Grade 9 Art project examples. If you’re wondering how to get a Grade 9 in GCSE art, these projects might be able to help!

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*UPDATE!* I have added more full Grade 9 Art & Design projects to this presentation – there are now FIVE projects to have a look at. Enjoy!

I usually have students work on design sheets so these are photographs of all the design sheets and any final pieces the students made. I was so impressed with their work and with how much effort the students put in! Anyone who teaches (or has done GCSE art) will know it is REALLY difficult to get the top grades and takes a lot of hard work.

There are five Grade 9 full project examples on the presentation, including sheets of student’s secondary and primary research and artist research. As I tell my students, the focus should always be on the quality of their work rather than the quantity in order to achieve high grades in art. Although, of course, they need have enough work to meet all of the four assessment objectives (I currently teach for the AQA exam board.)

I have also included all of the student’s observational / working drawings, development work, experimentation, plans and final pieces. I have added close up images of the Grade 9 observational drawing work so you can use the presentation to show your own students if you wish.

I have chosen very different exam projects so you can see a full range of techniques and approaches to the different exam questions. The projects are a mix of coursework and the externally set exam by AQA.

I have added titles to each of the slides in ‘student speak’ so your students can clearly see examples of what each stage of a Grade 9 art project looks like. All of the annotations should be legible too!

Finally, I have included photographs of all of the final pieces completed in the 10 hour exam / controlled assessment. As well as the final pieces, I have included close up images so you can clearly see the details and quality of the work. In total, there are 85 slides with examples of Grade 9 GCSE art projects.

Since some of these art projects were for the externally set exam, the marks made up 40% of the total grade. All students achieved a Grade 9, but that is also including the 60% coursework component.

That means that not every single drawing or experiment in the presentation is a grade 9 . This is important as students can refine their work by recognising what has not gone well and move forward using only their best work! This is tricky to get across to students but hopefully using this presentation will help. I have used it with my own classes and found it useful.

If you would like a copy of the Grade 9 Art presentation for free, just leave a comment and I will share it with your email address! Thanks, I hope this is useful 🎨

Could you make a small donation to help keep this site free? It is getting more expensive to keep online – thanks!

Sharing is caring

192 thoughts on “ grade 9 gcse art examples ”.

Hi! Looks amazing, would love to have a copy if possible as I am currently doing my exam project.

Thanks so much.

Like Liked by 1 person

Hi, yes of course! Hopefully this will help your students through their exams – it’s a stressful time.

These are great. Please could I have a copy too?

Yes of course, I just sent it 🙂

Superb ideas

Hi , this is really helpful advice and resources. Thanks for posting. Could you please send me a copy?

Hi, you’re welcome! Thanks for your message 🙂 I just shared it.

Hi, thanks! I still use it too with my students 🙂 I’ve just shared it!

These resources are WONDERFUL! Thank you for posting them.

You’re welcome! Thanks for your lovely comment 🙂

Really find this site useful! Could I please have a copy to show my GCSE Art students.

I’m really glad it’s helpful 🙂 I just sent the presentation.

Hi , I would love a copy to show my students- thanks.

Hi, no probs – I just sent it over 🙂

Great! thanks so much, a wonderful resource.

This is great and useful to show the students, especially the not everything has to be perfect!

Thanks for your comment! I just sent it over – hopefully it’s helpful for your students. I use it all the time with my GCSE Art classes 🙂

This is really beautiful work! It would be really beneficial to show my students the jouney and development of some great projects 🙂

Hi – I just shared it, I hope your students find it useful! Mine tend to get a better understanding of what is expected when I go through this 🙂

I love this! Would I be able to be sent a copy?

I’m glad you like it 🙂 I have just shared it with you!

this looks so helpful! My daugher is near the end of year 10 and woudl love to see the presentation

I just shared it – I hope your daughter finds it useful!

This would be really useful for my daughter in Y10.

This is amazing and would help my students a lot. Could you please share the presentation with me?

Hi, yes of course, I just sent it 🙂

Many thanks for this 🙂

Love your work – I looking to support my daughter whose work is incredible but she’s not finding her teacher very supportive

I have just shared it – I hope your daughter finds it helpful!

Really well put together. I am sure it will be helpful for many students. Thank you so much for sharing.

Thank you! I just sent it over 🙂

Thank you for sharing. So so helpful. If not too late please could I see a copy of the full presentation?

You’re welcome! And it’s not too late 🙂 I just shared it.

Hi, can I please get a copy? Thank you.

Hi, yes of course – I just sent it 🙂

Very comprehensive and informative. Brilliant post. New to the art teaching world so this would be amazing to have a copy to show students.

Thanks so much for your comment! I’ve just shared it, best wishes for your new career!

This is so inspiring! I am a new teacher and I’d love a free copy of the grade 9 art presentation. Thank you

Thanks for your comment, I’m glad you find it helpful! I just emailed it to you 🙂

Fabulous stuff, would love a copy of the presentation to support a friend’s daughter who is doing her Art GCSE!

Hi, no problem, I just sent it! Best of luck to your friend’s daughter 🙂

Hey there, thank you for such an excellent resource, this would be great in helping me support my daughter who is doing her Art GCSE.

Thanks for your comment! I just sent it – best of luck to your daughter 🙂

This is very useful. Please could we have a copy. Thx!

Hi, yes of course – I just shared it.

Please can you send a copy of the gcse presentation, thanks

I have just shared it with you – thanks!

Please could I have a copy of the presentation. Thx!

I have just shared it 🙂

Sorry I got a message to say it couldn’t be sent to your email address – please double check you’ve given the correct email?

Hi! We would love a copy of your presentation. It would be so helpful!

I just sent it – hope it helps!

Very interesting, thank you. Please may I have the copy?

Would love this! please could I have a copy?

Yes, no problem!

Fabulous resource, pease could I have a copy

This is a great idea, please could I have a copy. Thank you

Thanks! I just sent it over.

Hi, can I get a copy to share with students please.

Hi, I have just shared it 🙂 thanks.

This is really helpful. Please may I have a copy?

Hi, yes of course, I have sent it over.

Hi, please could I get a copy for my son? He has not had an art teacher for most of his GCSE time and is getting very concerned about completing his coursework! Many thanks

Sorry to hear that – hopefully this will help him out a bit 🙂

Hi, I would love a copy, thank you!

I have just shared it with you – enjoy!

Such a great inspiration for teachers, parents and pupils…thank you for taking the time to put all this together xx

Thanks so much, glad you appreciate it 🙂 I just shared it.

Please could I have a copy? Thanks so much.

Yes, I have just shared it 🙂 hope it’s helpful!

Hello! So pleased to come across these examples. Please could you share the full set with me?

Thanks! Happy to help out, I just sent them over 🙂

Hi, I would like a copy please. Thank you.

No problem, I just shared it.

Please could I have a copy? I would find it very useful, thankyou.

Thank you for doing this, some fabulous original ideas. I would love a copy please, I think it will help a number of students looking for more information.

Thanks! It’s all the student’s work so credit to them 🙂

Could this non-arty mum have a copy please? It would be very helpful, thanks.

Of course! And there’s no such thing as non-arty 🙂 there’s no right or wrong!

This is extremely helpful! Please could I have a copy sent across? Thankyou in advance 🙂

I have just sent it over, hope it helps you out!

Hi! What a wonderful idea to share examples in this way as it’s so difficult to know what to do to achieve the top grades! Please could you send me the slideshow? Many thanks!

Thanks for your comment! I have just shared it, I hope it’s helpful.

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Making and teaching art. Based in Manchester. View all posts by art_teacher_mcr

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10 Concepts Every Intro to Art Course Should Cover

When planning curriculum, it can be incredibly helpful to have a list of knock-out art lessons from which to choose. That’s part of the reason you can find so many in my article, “ Everything You Need to Design the Perfect Intro to Art Course .”

However, before you can choose specific lessons, it’s important to have an idea of the overarching concepts you want students to gain in the course as well.

Here are 10 concepts every Intro to Art course should include.

For this article, I’m going to talk about an Intro to Art course that mainly focuses on 2-D artwork. However, many of these concepts could translate to a course that incorporated 3-D work as well.

1. Art Rules

Before considering what to teach, you need to consider WHO you are teaching. To be successful in the art room, your students need guidelines, rules, and expectations.

Many art teachers have a whole list ready to go when students walk into their rooms. But, I take a different approach. I’ve found having your students help you write the art room rules gives them a sense of ownership. Therefore, each year my rules, or laws as I like to call them, change a bit.

However, these 3 always remain the same:

• A – Act appropriately
• R – Respect everything and everyone
• T – Try…and you can!

2. Elements of Art

The building blocks of art are important. As much as some art teachers don’t want to talk about or teach the elements , I find them to be essential talking points to start off a school year. To me, not teaching the elements and expecting kids to make art is like not teaching the alphabet and expecting kids to read and write.

Ice Cream Cone Study Guides

The quickest, most effective way I’ve found to teach the elements is through a project I call “Ice Cream Cone Study Guides.”

It’s difficult for students to remember all seven elements of art.

That’s why I teach my students about the elements using a mnemonic device about ice cream.

But is that enough? I don’t think it is, so the next thing I have them do is create an “Elements of Art Ice Cream Cone Study Guide!” It is a simple, two-day lesson that is wonderful in helping students retain this valuable information.

I give each student an 8.5 x 11 piece of copy paper. They fold the paper three times, creating eight rectangles. In the first rectangle, they put the title, “Elements of Art.” They can also choose to give their guide a creative title if they like!

Then, they must put a different element in each of the remaining sections. For each section, they must look up the definition and write it in their own words. From there, they can design the study guide any way they like.

Finally, they must create an ice cream treat on which to adhere their study guide. And, Wow! They have created wonderful artistic artworks that teach our kids so much!

3. Contour Line Studies

I honestly believe the most important thing in art is understanding contour line. When students grasp how to visually describe the edges of an object, they begin to see and draw objects differently.

I generally start by having students trace their hands and then look carefully at the lines in their palms that make up their hands. There are several creative ways to do this. One of the easiest and most successful is by laying a transparency over their hand and tracing it with a permanent marker.

4. Color Theory

Color theory matters! Students need to know what colors work well together and why. One of the best ways to teach color theory is to have an open studio day where students can experiment with a variety of media. Once they create mud, they learn pretty quickly what colors don’t work well together.

After they experiment, I talk about the color wheel and all that’s involved with color theory. Primary, secondary, complementary, analogous, warm, cool, tints, shades, etc.! The list can feel endless. I recommend spreading these lessons out over time or giving students the opportunity to create their own creative color wheels as seen in this article .

And, if you’re interested, Johanna Russell also shares more meaningful ways to get your students excited about color theory in the PRO Learning Pack  Color Theory Basics .

5. Direct Observation Studies

I think it’s important to give students a small still-life project early on in the course. Getting them used to drawing from life helps to prepare them for this thing we call art. Learning to see and render well are skills students can take into all other work they create.

You can do a traditional still-life project or create visual journal prompts that help develop these skills.

6. Principles of Design

Once students begin to see the importance of the art elements, it’s time to introduce them to the principles of design. In simple terms, the principles are how you organize the elements.

In general, people agree on the following 7 principles of design.

However, there are other principles to consider teaching as well! In my classroom, I also like to include Variety and Repetition. Using the first letter of each of these nine principles, I give them another mnemonic device: MR. BV CUPER.

Again, I have my students find the definitions of these words about halfway through the semester. Once they have done that, I have them gauge which ones they feel are the most important, and we talk about it. Of course, there is no right answer. But, it’s fun to see them have a lively discussion using art history prints from the masters.

7. Media Manipulation

Giving students open studio days is good for everyone’s soul. It makes for a lively and fun day of experimenting with media and reminds kids that there are really no mistakes in art. Plus, they can use what they learn through experimentation in their future work.

Open studio days also are a great time to revisit your cleanup rules and routines!

8. Composition

Once students have a good grasp of the basics, it’s time to teach the art of composition.

The three biggest ideas I hit with my students are:

• The “MOP” (middle of the page) is a no-no!
• Crop or go off the page to make things more interesting.
• Be sure to consider negative space.

Many lessons teach composition, but one of my favorites is a shoe drawing still-life. To start, have each student take off a shoe. Then, have them set up a collaborative still-life with their shoes. Students must carefully consider which part of the still-life they want to draw by considering the three ideas above. After students draw their shoes, they add mixed media to create exciting, original works.

9. Visual Journals

I believe visual journals are a necessity in an introductory art course. Visual, prompt-based journals get your students practicing their drawing and compositional skills weekly. This is where students are encouraged to take risks, experiment, play, draw, add text, collage, and create from their hearts.

These journals become a storehouse full of creative ideas. Often, students cherish these and take them on their artistic journeys into advanced art courses and beyond. Visual journals are also a great place to put service learning and art history lessons into your curriculum. You can read all about visual journals in the article, “ 50 Visual Journal Prompts to Promote Drawing and Creative Thinking Skills .”

10. Authentic Assessment

Authentically assessing our students matters! Regurgitating definitions onto a multiple choice exam is not my idea of an effective assessment. But, hands-on art lessons that review a semester’s worth of learning sure is! That’s why I like to give my intro to art students a summative assessment bookmaking project. You can read all about it in the article, “ Use Bookmaking As An Authentic Summative Assessment to Engage Your Students .”

This lesson is the perfect way to see all that your students have learned and retained from a semester’s worth of art. It’s one of my favorites!

So there you have it, my list of the top ten things all Intro to Art courses should cover. I am anxious to hear your thoughts and what you might add. I think it’s the most important course we teach, so it’s necessary to reflect on what students truly need to take their thinking and their art to the next level.

What are the most important things to teach your Intro to Art students?

Do you agree this is the most important course your students will take? Why or why not?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Debi West is one of AOEU’s adjunct instructors and a former AOEU Writer and NBCT art educator. She loves sharing with others and enthusiastically stands behind her motto, “Together we ART better!”

Art and Appetite: 7 Ways to Explore the Significance of Food in the Art Room

7 Engaging Ways to Teach the Elements and Principles of Art and 3 Fun Ways to Review Them

10 Easy Strategies to Apply Brain-Based Learning in the Art Room

7 Common Misconceptions When Approaching Your Art Curriculum This Year

Lansdowne School

Lansdowne Turney Federation

Year 11 Art Exam Coursework Ideas

The Year 11 students are progressing well with their GCSE and GCSE Entry Level art coursework.

The Entry Level work has involved the pupils choosing a particular artist for their inspiration. Each artist has been researched with examples of their work produced in our coursework folders.

Different themes were then made available for the students to choose. These included landscapes and buildings , reflections and stone, metal and clay .

The coursework then requires each pupil to produce a piece of work based on this theme. Evidence of inspiration from our chosen artist also needs to be provided.

The Lansdowne pupils have created some original work. One student made a collection of pebbles by using clay and the school kiln. These are being painted in different colours. The end result will be an arrangement showing darkness and light.

Another pupil has been busy printing with ink. The landscapes and buildings topic has focussed on London and Paris. Popular tourist attractions have been printed using polly blocks.

A final Year 11 student has chosen movement as their main subject matter. A wire figure was made. This was then positioned to show various stages of movements. Some paintings of the action figure will follow.

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IGCSE Art: Year 1

The first two terms of year one in the course will be focused on developing skills in drawing, painting, mixed media (collage), digital art and 3d (sculpture).  Students will explore a range of dry and wet media while researching key art movements that have impacted the art world over time.  Term 3 is typically split between a unit on Figures & Portraits and beginning the Component 1: Coursework .

Below is a predicted layout for the first year of the IGCSE program.

3 (1st half)

3 (2nd half)

Topics / Skills Covered

Still-life :

Students will learn to draw still-life objects from direct observation. They will explore the visual elements of art- line, tone, shape and form whilst studying natural and organic forms. They will learn to use a variety of media such as pens, pencils, graphite and charcoal. They will learn about the history and characteristics of Cubism and make a final painting in a Cubist style using mixed media and collage.

Spaces and Places :

Students will start to explore the theme in a personal and individual way through direct observation and photographs. They will create paintings in watercolours, acrylics, pastels and other media. They will use colour theory to create colour schemes and use colour in an expressive manner. Students will create a final piece of the project in 8 hours as an assessment. 

Figures and Portraits :

Students will learn how to draw portraits and figures with accuracy. They will use rules of proportion and create a series of sketches involving figurative elements.

IGCSE Coursework Project :

Students start the coursework project for IGCSE Art & Design. They start by choosing a theme and gathering and recording images from direct observation. This is worth 50% of their IGCSE grade. 

Within this project students will experiment with a variety of images, media and techniques and demonstrate the development of an idea from start to a final resolved piece.

How Artists Capture Environments:

How Artists Explore Identity:

At the beginning of the coursework you will be asked to select a theme which will be the focus of your work for the next year.  Consider your theme carefully and aim to choose one that is of personal interest to you.

Choosing a theme may be more difficult than it sounds.  You might begin with this simple 3 step process:

Brainstorm             Evaluate           Narrow it down

For additional resources on theme development and a comprehensive list of artist's by themes click here

Full list  of themes

Here are examples for  Component 1.   There is no order nor have marks been assigned; just a variety of prior student work. ​

example 7 

example 8 

It is important that both Component 1 and 2 progress thematically with unity between each sheet.  Although there is no set format for how this is to be done, I instruct my students to follow idea progress based on the Elements of Art .  Use this document here to add structure and maintain organization between sheets.

Use these links for an in depth view on how to develop a final work: ​

A* Coursework

Compositional layout

Top Marks in the World

If you are interested in a Surrealistic approach, look into the following links:  

Intro to Surrealism

Surrealism ppt

Speed drawing in pencil

My Surreal Room

Speed painting

Simple box figure

Citing Sources

PDF File Download