A booklet to support students throughout the prep time for their 2015 GCSE art and design exam - following the theme from Edexcel.

1. YEAR 11 UNIT 3 TIMED TEST
Please read you exam paper carefully – this booklet is a support to the exam paper. Assessment objectives are found in
the exam paper.
In the time running up to the timed test (exam) you will need to do the following:
• A selection of 5 documented preparatory pieces using different materials.
• 1 final piece in your best medium this should take ten hours – we will call this alternative final piece.
• 1 sketchbook, this should include a title page, an introduction page, drawings and colour work and an evaluation at
the end.
• Critical study work in your sketchbook making clear links to other artists’ work.
• 1 ten-hour piece completed over two days (this is the exam piece) again in your best medium – this should also be
evaluated.
APART AND/OR TOGETHER SKETCHBOOK WORK GCSE 2015
Using this example of an introduction for your sketchbook as a guide (DO NOT COPY IT WORD FOR WORD)
Write what you plan to produce and gain from the sketchbook and how it will link to the theme ‘Apart and/or Together’.
This can be done at the end of the exam unit.
• I have produced this sketchbook for my GCSE exam because I would like to achieve the following in my work……
• I want to make a personal response to the GCSE theme APART AND/OR TOGETHER. By doing this I am looking
at………………………………………………………………. that links to the theme.
• I want to improve and develop my drawing skills by recording from objects and artifacts in front of me using a range
of materials. I will work from first and second hand source materials.
• I want to use my imagination and find ideas that interest me and are personal to me.
• I want to improve my art vocabulary within written evaluations about my work, using the formal elements and other
keywords linked to the theme.
• I would like to experiment with different materials to show a variety of techniques and processes.
• I will develop my work as it continues to help me improve on skills and techniques.
• I will also be looking at the work of other artists in order to see if I could learn something about how they have
tackled the same/similar theme. Or whether I could gain insight into how these artists have used tone, shading,
paint, printmaking, pastel, colour, 3D form or other processes that I could put into practise in my own work.

2. together |tə geTHər|ˈ ͟
adverb
1 with or in proximity to another person or people: together they climbed the dark stairs | they stood
together in the kitchen.
• so as to touch or combine: she held her hands together as if she were praying | pieces of wood nailed
together.
• in combination; collectively: taken together, these measures would significantly improve people's chances of
surviving a tornado.
• into companionship or close association: the experience has brought us together.
• (of two people) married or in a sexual relationship with each other: they split up after ten years
together.
• so as to be united or in agreement: he won the confidence of the government and the rebels, but could not
bring the two sides together.
2 at the same time: they both spoke together.
3 without interruption; continuously: she sits for hours together in the lotus position.

3. adjective informal
self-confident, level-headed, or well organized: she seems a very together young woman.
PHRASES
together with as well as; along with: their meal arrived, together with a carafe of red wine.
ORIGIN Old English tōgædere, based on the preposition to + a West Germanic word related
to gather. The adjective dates from the 1960s.
apart |ə pärt|ˈ
adverb
1 (of two or more people or things) separated by a distance; at a specified distance from each other
in time or space: his parents are now living apart | two stone gateposts some thirty feet apart | countries as
far apart as New Zealand and the US | figurative : the two sides remained far apart on the issue.

4. 2 to or on one side; at a distance from the main body: Isabel stepped away from Joanna and stood apart
| figurative : their religious commitment sets them apart.
• used after a noun to indicate that someone or something has distinctive qualities that mark
them out from other people or things: wrestlers were a breed apart.
• used after a noun to indicate that someone or something has been dealt with sufficiently or is
being excluded from what follows: Alaska apart, much of America's energy business concentrates on
producing gas.
3 so as to be shattered; into pieces: he leapt out of the car just before it was blown apart.
PHRASES
apart from 1 except for: the whole world seemed to be sleeping, apart from Barbara. 2 in addition to; as
well as: quite apart from all the work, he had such financial problems.
tell apart distinguish or separate one from another: the twins were so identical that it was impossible to
tell them apart.
DERIVATIVES
apartness noun
ORIGIN late Middle English: from Old French, from Latin a parte ‘at the side.’

5. KEYWORDS and SOME RELATED ARTIST – these images can be found on our
Printerest boards.

6. STRUCTURE UNTITY ORGANISED RELATIONSHIP EMOTIONS
PATTERNS ALONE SYMMETRICAL IRREGULAR VIEWPOINT
BOND CRAMMED SPACE ORGANIC
LINES REPEATING SINGLE MAN MADE NATURAL FORM FORMAL
INFORMAL UNITY SHARING DISTANCE

7. PROCESSES YOU MAY WANT TO CONSIDER
• DRAWING
• PASTEL
• PAINTING
• PHOTOGRAPHY
• 3D MIXED MEDIA
• 2D MIXED MEDIA
• CLAY
• CONSTRUCTION
• PRINTMAKING
• 2D MIXED MEDIA
• FIGURES/3D/2D
• PORTRAITS
• STILL LIFE/OBJECTS

8. SUGGESTIONS FOR YOUR SKETCHBOOK
• Title page; design the word to show its meaning.
• Written intro to your sketchbook.
• Spider chart exploring keywords linked to the title APART AND/OR TOGETHER.
• Make a range of drawings – timed drawings, continuous line drawings and overlapping drawings from objects and
images linking to the theme and your ideas.
• Over a series of pages draw from primary and secondary source documenting different initial ideas.
• Make a collage of a section of your alternative final piece. Use only limited colours.
• Draw out the composition of your alternative final piece or exam piece (fill the page). Divide the drawing up into
four sections. Complete in a range of different materials, tonal pencil, paint, pen and colouring pencil.
• Gather a collection of objects that link and lay them out some laid out together and some apart, start of drawing the
first object(s) in pencil, then the next in coloured pencil, then paint, and the final object(s) in ink.
• Use only words to create an image. (The words should link to the exam theme, as should the image).
• Research what ‘typology’ means in photography and create images linking to the theme ‘Apart and/or Together’
and to the photographic process.
• Create a visual brainstorm. Draw and capture pictures that link to a word, linking to you’re alternative final piece.

9. • Find an image linking to your alternative final piece. Cut it in half and you complete the missing half in a medium of
your choice.
• Make a pattern of a section of one of your prep pieces.
• Create a drawing or painting of your alternative final piece idea but in the style of another artist.
• Experiment with contour lines on an object or design linking to your alternative final piece.
• Create a collage using a collection of scrap paper; draw three objects linking to the theme in pen on the top.
• Create a self-portrait showing your understanding of what ‘Apart and/or Together’ means - incorporate your
understanding visually in the image. ‘
• Take a section, shape or symbol from your AFP and make a repeat pattern from it. Use colour. Use a process of
your choice. Consider and plan the layout of your pattern, symmetrical, half drop or grid. Fill the page.
• Take three objects/designs from your final piece and create four different compositions of them. Each of your four
studies must show a range of different drawing techniques, tonal, continuous line, contour line and cross-hatching.
• Create two pages in you sketchbook (4 if you are working A4 size) exploring composition ideas and layouts for your
final piece. Create colour and tonal studies of your best composition. Evaluate you work explaining how your
ideas are developing. 6208
notes
• Create a step-by-step visual diary of the progress of your alternative final piece so far.
Can you think of any more?????

10. SUGGESTIONS FOR YOUR CRITICAL STUDY
Make sure this visually interesting to look at. The images you use must link to your work and the exam theme.
• Title page on your chosen artist(s)
• Use the process, content, form and mood sheet to write about your chosen artists’ work. Create your own version
of the artwork.
• Use the art keyword sheets to help you annotate an image by your chosen artists. Select three of your keywords to
create your own image linking to the artist.
• Visit an art exhibition and document your visit.
• Compare and contrast the work of two different artists working under the theme ‘Apart and/or Together’ but who
work in two different mediums.
• Find an image by another artist (it should link to the theme or your alternative final piece) and draw over it, adding
your interpretation.
• Look at different art movements (there is a timeline up in the art room), research different artists from different
times whos’ work links to the idea of the exam theme.
See the prompt questions over the page to support your writing.

11. Looking at Art: Seeing Questions
Use the prompt questions when writing and questioning the work of other artists.
•Describe it.
•Who is the artwork by? What is the title?
•What can you see in the artwork? What is happening?
•What words would you describe the artwork?
•Look at the image for a few moments....What observations can you make about it?
•Is it realistic or abstract?
•How do you think the artwork has been developed and made?
•How would you describe the formal elements? The texture, form, shape, line, colour etc?
•How would you describe the artwork to someone who couldn’t see it?
•If there are people/figures in the artwork how would you compare them to you?
•Relate it.
•What does the artwork remind you of?
•What things do you recognise in the artwork? What things seem new to you?
•How is the artwork different to real life?
•What interests you most in this artwork?
•How does it make you feel? Why do you feel like this?
•Analyse it.
•If there are objects in the artwork, which seem closer? Which see further away?
•What can you tell me about the colours?

12. •Is there a colour used more than others?
•Does the artwork look crowded? Explain further.
•If there is a person or figures in the artwork tell me something about them?
•What do you think the most important part of this artwork is?
•How do you think the artist made it?
•What questions would you like to ask the artist?
•Interpret it.
•What title would you give the artwork? What made you decide that?
•What other titles could we give it?
•What do you think is happening in the artwork? What else could be happening?
•What do you think the artwork is about?
•What sound would this artwork make? (If it could).
•Pretend you are inside the artwork....how does it feel? Think atmospheres here!
•Why do you suppose the artist made this artwork?
•Evaluate it.
•What do you think is good about this artwork? What is not so good?
•Do you think the artist did a good job making this?
•Why do you think other people should see this artwork?
•Do you think other people would like it?
•What grade would you give the artist for this?
•What would you do with the artwork if you owned it?
•What do you think is worth remembering about this piece of art?
LINKS ONLINE

13. http://11efineartattallis.tumblr.com/
http://www.pinterest.com/ttse3art/
http://www.bbc.co.uk/education/subjects/z6hs34j - GCSE Bitesize
http://www.studentartguide.com/- Great website designed for art students
http://www.moma.org/explore
http://www.tate.org.uk/art/
http://www.tate.org.uk/search/tateshots