grade 9 gcse art coursework

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GCSE Art Sketchbook Tour [A* / Grade 9 FULL MARKS student || Pastel Inspire]

With a new set of Year 9s and 10s about to begin their GCSEs, I thought I’d share some some of my GCSE coursework and discuss a bit about my experience of GCSE Art. Many posts and forums online paint GCSE Art as a large amount of work with little gain, while in reality an open mind can go a long way; in my experience, GCSE Art taught me a lot about new approaches to art and allowed me to develop more as an artist.

My first ever GCSE Art sketchbook pages

I did GCSE Art & Design with AQA from 2015 to 2017, whereby my class had to cover at least two different projects with different media; my class chose to focus on fine art and ceramics. For my full GCSE Art sketchbook tour, please scroll down to the end of this article.

The first project we did was fine art and still life, where we primarily focused on fruit and skulls in our early lessons; this is an ideal starting point for students new to GCSE Art, as it really allows you to focus on improving your basic shading and proportion skills, which is really useful for a top grade at GCSE.

I really enjoyed this project and it is actually how I truly fell in love with painting flowers amongst other things, as I found that perfection was not the be-all-and-end-all, giving me the ability to sketch and paint liberally. Some of the pieces I used to hate in Year 10 are actually not that bad, seen in retrospect, since I am now less of a perfectionist in art. Sure, plenty of times I see mistakes in my work which should be fixed, but I have also learnt the lesson of not overworking my art, which can certainly happen.

Initial artists I researched included YouTuber Sakuems and French Realist Édouard Manet

Something really lovely about GCSE Art is how it teaches you to appreciate different artists and really forces you to study them, not just appreciate them. Doing artist studies and research into their styles was never really important to me until GCSE and this is an area where you can exercise a lot of freedom in terms of picking your own artists; initially, I chose YouTubers and artists I’d seen online, though eventually I started developing an appreciation for the more traditional artists. (For example, my EPQ, a research project undertaken alongside A-Levels, is based around the Impressionist Artists.)

Naturally, I am not one to work from light-to-dark, preferring to continuously jump between darker hues and white (I use a lot of white…). This meant that I really was not confident working on light surfaces with watercolours or other translucent media, and you can see from this early ink painting that I often ended up overworking so that the painting was too dark, due to clumsy, rash brushwork.

However, as I developed as an artist over the course, I began experimenting with techniques and found that methods such as stippling (shading with dots rather than consistent layers) allowed me to be more precise and cautious when painting, leading to this Year 11 mock artwork being one of my favourite studies to date. Development like this is a really rewarding part of GCSE Art, especially if you want to go on to study Art at a higher level or have interests pursuing it as a hobby.

My practice “vessel”

Initially, I absolutely detested the GCSE ceramics project we did– in fact, I was so bad at clay-work, that my first “pot” completely sank and looked like a sad excuse for a bowl by the end of my first lesson. However, I really did grow into the project and allowed myself to learn from my mistakes, leaving my final ceramics piece to harden between layers of my coil pot, so it did not sink. I had a lot of issues with my clay pot as the art department even ran out of the key glaze I wanted, so I had to water it down for a less even result. I was so unhappy with the outcome for a long time but, looking at the photos and the finished result, I am actually quite proud of it.

Photography was also very new to me coming into Year 10, as I had rarely considered my composition in prior artworks. I must admit, I am still no natural at taking pictures, but GCSE really spurred me on to research art theory concerning composition, such as the rule of thirds and the Golden Ratio. This was never something I was interested in before I began taking photos for my final pieces but the more projects I did, the more I wanted to experiment with subjects being off-centre, or photos taken from above or below. With the ceramics project, some of my favourite photos are the ones where I was more adventurous with angle and perspective.

The most important thing to remember for GCSE is that you do not have to be the best artist in the world to get an A*. In fact, as long as you fulfil the Assessment Objective criteria (AO1-4), there is little emphasis on how much innate talent you have as an artist. Remembering the AOs is particularly important when it comes to art/artist analysis, as it is easy to describe the art or give a history of the artist, yet explaining and analysing is actually quite hard.

For some of my top tips for GCSE Art, you can find my article here.

For my top tips for paintings for GCSE Art, you can find my article here.

You can find my full first and second GCSE Art projects below:

Project 1: Still Life (Natural Forms)

Project 2: Ceramics (Organic Vessels)

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Art and Design - AQA

Easy-to-understand homework and revision materials for your GCSE Art and Design AQA '9-1' studies and exams

Part of Art and Design

Techniques and Materials

• Guide Number 3 Guides

• Guide Number 2 Guides

Photography

• Guide Number 4 Guides

Printmaking - AQA

Printing in art is transferring ink or paint from a design onto a surface. There are many techniques for printing – these can be used for different results, including fine art, textiles and advertising.

Portfolio and External Assessment

Finding inspiration - AQA

Artists and designers look for inspiration to use as a starting point for their creative projects. Many artists and designers find inspiration in the work of others.

Responding to stimuli - AQA

Artists and designers find stimuli in the world around them or research a particular topic to find stimuli. They use this material to help them generate a personal creative response in their work.

Analytical drawing - AQA

Artists use analytical drawing techniques to explore and record their subject matter. Designers also often use analytical drawing to investigate the visual qualities of their sources of inspiration.

Developing ideas - AQA

Developing ideas is part of the creative process for artists and designers. By exploring and refining ideas, effective decisions can be made about the final piece of artwork or design solution.

Creating a design brief - AQA

Designers use a brief to give them guidance and focus. A brief helps define the design problem and gives details on important considerations and constraints.

Experimenting with materials and techniques - AQA

Artists and designers use a variety of materials and techniques for different purposes and to create different effects.

Recording and observing - AQA

Recording your ideas, observations and insights will help your creative process. You can do this visually, through writing or by using other media.

Annotating your work - AQA

Annotation means writing key information alongside your work. It can help to record your thoughts, keep your development on track and let others know what you have done and why.

Analysing and evaluating - AQA

Artists and designers often record ideas they have for artworks and designs. They will note down observations as they go so they can analyse and evaluate the effectiveness of the work produced

Assessment objectives and presenting your work - AQA

To effectively present your project you need to show how you have developed ideas, refined your work, recorded your process and created a personal and meaningful response.

Externally set assessment - AQA

There is no written exam for GCSE Art & Design – instead there is a portfolio and an externally set assignment. Learn what this assignment involves, how to prepare for it and how it is marked.

Elements of Art

Lines are used by artists and designers to describe objects, add detail or create expression. Lines define an artwork and reveal the artist’s techniques.

Colour - AQA

Choices of colour and the relationships between colours have a huge influence on how a piece or art or design looks and feels and the emotions it provokes.

Tone means how light or dark something is. The tones artists and designers use and the contrast between them can create very different moods and visual effects.

Shape - AQA

Shapes are two-dimensional. Positive shapes represent solid objects and negative shapes show the surrounding space. Geometric shapes are perfect and regular. Organic shapes are irregular and natural.

Form refers to three dimensional objects. While shapes have two dimensions (height and width), forms have three dimensions (height, width and depth).

Space - AQA

Three-dimensional work creates real space. Two-dimensional works can create implied space using artistic technique. Objects take up positive space, while negative space is the empty space around them.

Texture - AQA

Artists and designers can use actual texture in their work or they can suggest how something feels using techniques that imply texture.

Pattern - AQA

A pattern is a design in which lines, shapes, forms or colours are repeated. The part that is repeated is called a motif. Patterns can be regular or irregular.

Principles of Design

Balance - AQA

The arrangement of elements in a composition can create balance or imbalance. Three key ways to create balance are through symmetry, asymmetry and radial symmetry.

Emphasis - AQA

Emphasis is what makes part of a composition stand out. Artists and designers can emphasise something by altering its position or using converging lines

Proportion - AQA

Proportion describes the relationship between the dimensions of different elements. Scale refers to an artwork’s size and how parts of a composition relate to each other.

Unity - AQA

Unity refers to how different elements of an artwork or design work come together and create a sense of wholeness. It can be achieved through proximity, simplicity, repetition and continuation.

Variety - AQA

Variety refers to how artists and designers add complexity to their work using visual elements. Contrast, difference and change, and elaboration all add visual interest to an artist’s work.

Rhythm - AQA

Rhythm refers to how elements are repeated or how they change and develop. Rhythm can be described as either regular, flowing or progressive.

Personalise your Bitesize!

Jobs that use Art and Design

BBC Culture: Art

• External link External link

TES: Art and Design resources

Design Council

• International
• Education Jobs
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• Resources Education Jobs Schools directory News Search

GCSE Art sketchbook

Subject: Art and design

Age range: 14-16

Resource type: Unit of work

Last updated

14 September 2023

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A complete PDF PowerPoint to creating a high level GCSE Sketchbook. The PDF includes numerous Grade 9 student examples for each lesson breakdown, links to the Assessment Objectives, writing frameworks and easy to follow lesson by lesson slides with Learning Objectives.

The comprehensive guide is every you need to successfully teach a GCSE Art project.

Breakdown of PDF;

• Assessment Objectives
• What makes a high quality drawing
• Statement of intent
• Visual Mind map
• Creative Resource Board
• Pencil Observations
• Annotation and Analysis
• Pen Observations
• Artist Research
• Colour Studies
• Documenting Processes
• Development Ideas 1,2 & 3
• Digital Art
• Final Design Ideas
• Final Piece

This 94 slide PDF has been used to teach both the AQA and OCR coursework projects.

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5 Top-tips to survive the Art workload

From a GCSE A*/grade 9 student

Jennifer Leigh | 22nd December 2017

If you Google “should I do GCSE art”, you’ll probably find a lot of students and mums saying how difficult GCSE Art was, as well as how impossible it is to keep on top on the workload, making it impossible to get a good grade…

Well, guess what–I took GCSE Art&Design from 2015-2017 and I was thrilled to obtain full marks in both my coursework and exam project! It was not an easy GCSE for me, but it was probably my most rewarding.

Note: I did the AQA Art GCSE course in 2016/17. I am basing this article on the AQA art courses (specifically the Art & Design course) but I have also read the specification for the new 9-1 course, so the information given and the skills I have learnt are 100% applicable for the exams taught from September 2016 (with exams starting in June 2018). This advice can also be transferred to other exam boards, although the Assessment Objective marking method that AQA uses (mentioned in my first point) may differ from that of other exam boards.

Every piece of advice (besides the first) can be applied to everyday artwork and any art lessons internationally–you don’t need to be living in England and doing your GCSEs to be able to “work homework around your schedule” or “cut some corners”; this goes for anyone struggling with art loads! In fact, it could even work for artists on social media who are trying to gain followers with frequent posting, but are stuggling to keep up with demand (we’ve all been there!).

It is a truth universally acknowledged that GCSE Art is a difficult GCSE. You have probably heard it a thousand times that the GCSE work load for all art courses is pretty huge. This is most definitely true; my art class was full of extremely talented artists who all were capable of getting that prestigious A* grade. However, talent is not everything and with so much to do in the course, it is very, very easy to fall behind.

Despite this warning, it would be a lie to say I did not love GCSE Art & Design and that the art lessons were not the highlight of my Year 10/11 timetable. These tips are all to make the GCSE Art courses (whether photography, art & design, fine art or something else) more manageable in workload, which I have learnt over the two-year period. I believe some of these tips (particularly the last one) significantly reduced my stress levels in art lessons

Less can be more (when it comes to marking)

For the AQA specification, there are four elements that are each marked out of 24 (old qualification: 20), leading to 96 marks (80): for each of your coursework projects and your final exam project (the final grade is 60% coursework and 40% exam). I will give a quick summary of each of the Assessment Objectives (AO) below (not in chronological order, but by what my teacher taught me as the most sensible order):

• AO3 Researching artists, going to museums galleries to collect inspiration. This is all about showing you have been using other sources to develop your projects, often through “research pages” and artist studies.
• AO2 Studies and practising actually creating art. If it’s still life, you’ll probably have some fruit plopped on the desk and told to draw them- it does help develop your skills when it comes to your final response or exam.
• AO1 Bringing ideas together. This is basically developing what you have learnt in AO2 and AO3 to start coming up with some concepts and ideas in preparation for AO4.
• AO4 Your personal response. This could be a “final piece” type artwork which mirrors the process of your exam project (which was how my school did this) but it could be another type of response. It is based on what you have learnt in AO2 and AO3.

This may seem off topic to the question of “less is more”, but when it comes to GCSE Art, as long as you have covered all four of these aspects in good enough quality, then you will not lose marks. Sometimes, teachers even discard some of your worse pieces for the marking process, so it doesn’t lower your grade. Of course, that isn’t a reason for slacking as your teacher will know how much you need to do at what standard for that A* (or whatever grade you are aiming for!).

This tip is more for reassurance than advice for something you should put into practice: just focus with the task at hand, and if there is one terrible Year 10 piece that you and your teacher both know did not show off the best of your ability, it will probably be removed with little fuss.

A good unfinished piece is better than a rushed finished piece

Similarly to the last tip, this is important considering just how much work you may have to do for your GCSE Art course. You may want to try and get every part of an artwork to the same degree of “finished-ness” and detail, but bare in mind that examiners just want to see you are capable of getting to that standard at all!

If you are running short on time for any art piece, just make sure one area of it is finished, to show you are capable of reaching that A*-standard! You will not be marked down on that, although, again, that is not an excuse for slacking- your teacher is unlikely to appreciate every painting or sketchbook page being half finished (note that this does not apply for artist research pages or any other collage-type work you might do for AO3; those are meant to look full and busy, however you may be able to cut some shortcuts: see below).

This was not a piece for my GCSE coursework, but I decided to include it all the same (it is called “Moonlight”; if you’re interested in finding out my process in creating this little fox, check out my article here, where I also discuss my advice for overcoming a “slump”, also known as “I-don’t-know-how-to-fix-this syndrome”) as it demonstrates my point pretty well!

This piece was taking forever to paint and add the detail I wanted, so I ended up focusing completely on the face and head area. As you can see, this did not really affect how “finished” the artwork looked; in fact, the eye focuses on areas of more detail, making it so much more effective. You can see, if you take a second look at this painting, that everything from the neck downwards is actually little past the “base-layer” stage. Obviously, if I had longer (as in, about five more hours!), I could have added all the white highlights to the whole piece but, had this been a piece of GCSE coursework, it would have shown the examiner that I am capable getting a great amount of detail, as I got with the face, had I had enough time.

Now by shortcuts, I don’t mean getting someone to do your work for you, or printing out a sheet of photos just to stick it straight into your sketchbook! No, I mean using different media to add details quicker to get that grade A piece to an A* in 20 minutes, or to save those photos slightly bigger just to fill out more space, more quickly. This is similar to the point above in that you may not finish you artwork how you wanted to, if only to save time, yet this is really not he end of the world, especially if it is only an AO2 piece.

Here are some tips for quickly finishing art pieces, and also finishing research pages:

• Ballpoint pens (are your best friend when it comes to quickly finishing pieces; from quick artist studies on a research page to finishing off that watercolour study that has been taking forever, adding details and shading with pens can save bucket-loads of time, as I learnt in my 10 hour exam!
• White gel pens are honestly such a lifesaver! I highly recommend this for any GCSE artist or indeed any school art department (I believe I currently own 6 white gel pens in various places around my house!) as it is as precise as a ballpoint pen, less messy than Tip-ex/white-out/liquid-paper and so, so effective! You can add quick highlights onto any medium in a similar way to ballpoint pens for shading.
• Paint is quicker than pencil and I know! we are all so used to coloured pencils and watercolours seem horribly difficult to control- but I promise you, just dash some watercolour onto a study and add all the shading with ballpoint pens and white gel pens once it is dry. I swear pencil work can take hours compared to a 20 minute watercolour wash; it’s not worth it!
• Large photos in collages are easy and fill up space- often they also look best overlapping in a random manner rather than being arranged in neat rows
• Add some sort of background , again, to fill up space. This can be as simple as a watercolour wash or a collage of papers (e.g. Book pages, a selection of colour sugar paper), which makes the page look a little less empty and brings out the real “collage’ look
• Have some bits and pieces such as stamps or typed-out information to– you guessed it- fill out space. This helps bring everything together and means less work or studies to do on the page!

Art homework doesn’t have to be a chore; work it around your schedule

This one is also very important; the number of people whom I’ve heard leave their homework for the lunchtime before the lesson is huge! I have sometimes been known to do this myself, I grant you, but I do find it brings me unnecessary stress (plus, I very rarely can manage to finish my art homework in 30 minutes!). A very easy way to fall behind on art homework can be simply to procrastinate, putting it off to the last minute and then forgetting about it. It is notoriously common!

So an easy way to prevent procrastinating with your art homework is to multi-task when you do it. I personally find that the best time for me to do my homework is when I would usually watch television in the evenings; a Saturday night 'Strictly Come Dancing' session is the perfect excuse to spend two and a half hours doing a collage or working on a study of an apple! Other times you could do your art homework could be during the school journey from home or on the way back home, during lunchtimes (though best not to do it the lunchtime before the lesson- try to spread it out throughout two or three as you’ll probably need the extra time!) or whenever you have a break in the day.

I don’t believe art homework shouldn’t be enjoyable; it should be fun, like a hobby. What is great about art is also that you can be social while you do it; I used to go to the art room every luinchtimes before a lesson so that I could chat with my artsy classmates while we all did some homework- it was a really nice way to spend my breaks in the school day!

What you reap now, you sow later

This is the most valuable piece of advice I could possibly give. I can not express how important time management is in art; if you can’t get your work done in the allocated amount of time, the unfinished work quickly builds up. This tip is what gave me five hours-worth of free periods at the end of Year 11, after I had finished my exam, while my classmates were finishing off coursework pieces. These free periods were very valuable for revision purposes so that I could now focus on subjects I stuggled with, putting Art behind me.

Put in the time. Work hard to make A* pieces at the weekends, in the evenings while watching television, because they will be valuable at the end of the two years. My favourite sketchbook page to this day is a photo collage I made which took me 10 hours to complete while watching TV one evening; you definitely can’t tell it took 10 hours when you look at it, but every photo, every stroke, was considering and placed carefully until I could declare it perfect. It is those sort of days that differentiated the A-grade pupils from the A* pupils: that clear passion and determination and pride in your artwork- and you don’t have to spend 10 hours on a piece just to prove that. Working hard at the start of Year 10 helps lower the inevitable stress (and workload) in the Year 11 exam season and that is precious; you really do not want to sacrifice revision and work in other subjects just to finish your art exam coursework.

I really hope these tips have been helpful and wish the best of luck to anyone doing GCSE Art next year, or hoping to in the future. It is possibly the most rewarding GCSE, in my opinion, if you are able to work hard and focus on the task at hand. Swapping my GCSE options to do Art in favour of Latin was quite possibly one of the best decisions I’ve ever made; those two years improved my art more than I could have ever imagined, as well as the experience itself just teaching me so many things!

Those who say art is an easy A* have probably never actually been through it, but it’s a great journey; just try to enjoy it!

© 2020 Jennifer Leigh. Based on website design GreatSEO .

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.

GCSE Artist Research Guide

Creating research about artists is a creative and exciting part of a GCSE course. It will allow you to discover new artworks and learn about how artists think and work.

This GCSE artist research guide will help you find an appropriate artist, analyse their work and present your research to a GCSE standard. The purpose of research in GCSE Art is to help you understand the artist’s style , techniques / processes and themes . You will use this knowledge to inform your own artwork.

Researching artists / art exhibitions / photographers / designers is an important aspect of your GCSE Art course and can help you improve your own work and generate new ideas.

Successful GCSE artist research pages are produced by collecting information and images about an artist you are studying or want to study. Your research should include:

• A brief biography of the artist
• Pictures of their artwork
• Analysis of their artwork(s)
• The inspiration behind their pieces
• Your own response

A guide to creating high quality artist research:

• It is important to choose a relevant artist. If your project is about portraits , you shouldn’t really be looking at artists who specialise in landscapes !
• You should also choose an artist that you like . It’s no good choosing an artist if you think their work is boring.
• Use an artist who has similar skills to you. Do you prefer drawing? Avoid painters!
• This will show that you understand the context of their work.
• This will make your research look more professional.
• Artists often use social media to show their processes. Online museums and galleries also share information about the artist’s work or techniques.

How to present your artist research:

Once you have found an artist that you’re interested in and you have started to research them, you need to present what you have found. Use these tips to help show off your research:

• Plan your layout
• Include colours related to the artist
• Have a clear title
• Write neatly, checking spellings and grammar
• Type up annotations if it will help you
• Create a response using the same materials as the artist (eg. acrylic paint)
• Create your research on a computer if it will help you

DON’T:

• Spend hours on a fancy title
• Spend hours on a fancy background
• Feel like you need to write lots and lots
• Copy a full piece of the artist’s work – a colour study, or a section of their work is enough to learn from them

Let’s look at a good example of GCSE artist research :

• The layout is simple and clear; the background lines link to the artworks.
• The student has stuck to black and white, just like the artist.
• The title is clear and reflects the ‘glitch’ style of the art
• The writing is neat, along straight lines
• The drawing is high quality and uses appropriate materials (pencil and white pen). The student has clearly studied the artist’s work carefully.

How to analyse artwork:

You should choose a piece of artwork by the artist to analyse . Writing an image analysis about art can seem strange because there are no absolutely ‘correct’ answers. However, if you’re not sure how to analyse artwork, this guide to analysing art can help.

You don’t need to answer every question, but aim for at least 2 or 3 from each section:

Artist: Janet Fish Title: “Untitled (Two Packages of Pears)” Date: (1969) Medium: oil on canvas Size: 52 1/4″ x 42″

Let’s analyse an artwork using some questions from the “Content, Form, Process, Mood” Guide:

What can you see in the picture? Think about objects, colours, shapes and textures. The painting shows two packets of green pears, there are six in total. They are still in the wrapper and there are a lot of reflections painted to show the plastic covering them. What is the composition (layout) of the work? The pears fill the whole canvas and we can’t see much of the background. There is some symmetry with three pears on each side. Is there a colour scheme? Why or why not? There is a limited, harmonious colour palette of calm greens, blues and yellows. The colours are quite realistic and natural to reflect the subject matter. Is it realistic, or surreal, or both? Why? Overall the piece has realistic and surreal elements due to the sharp shapes of the light reflections that add contrast to the soft natural shapes. The shape of the reflections stand out against the soft round edges of the pears. How was the artwork made? The artist has used oil paints which enhances the glossy, plastic effect. Do you think the artist made any other versions or sketches? I think they would have sketched different layouts and mixed tester colours to match the fruit carefully.

Creating your own artist response:

Your response to an artist or artwork should use the same (or similar) materials to the artist. You might choose to focus on their use of colour or composition for example.

You should always include your opinion about an artist’s work in your research, explaining why you like/dislike their work.

You should also explain how it will inspire you or influence your own work.

In this artist research example the student has studied the artwork of Tjalf Sparnaay. Their response is a good quality drawing of a fried egg, copied from one of the artist’s paintings. The artist is a hyperrealist painter, but the student has responded with coloured pencils, showing skill in the accuracy of their drawing and managing to show some realism in their work through natural colours and a range of tones.

In this example, the student has researched the ceramic artist Mechelle Bounpraseuth . Their response doesn’t use clay like the artist, but the student has used the same idea as Bounpraseuth and chosen to draw a food object that reminds them of their family / friends. The drawing is highly skilled, showing a range of tones and highlights with exceptional attention to detail.

GCSE Artist Research examples:

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Artist research page checklist:

Now that you’re got an idea of what good artist research looks like, download the checklist below to use and help make sure you have included everything you need.

This artist research page checklist is simple to use and will make sure you / your students have included everything they need to make a successful, GCSE standard artist research page!

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3 thoughts on “ gcse artist research guide ”.

Amazing work thanks

Like Liked by 1 person

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The artist work is really very good and amazing.

Thank you so much.

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

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