The Cambridge IGCSE Art & Design syllabus aims to encourage a personal response by stimulating imagination, sensitivity, conceptual thinking, powers of observation and analytical ability. Learners gain confidence and enthusiasm as they develop technical skills in two- and three-dimensional form and composition, and are able to identify and solve problems in visual and tactile forms.

They also learn how to develop ideas from initial attempts to final solutions. An ideal foundation for further study, Cambridge IGCSE Art & Design also develops a greater awareness of the role played by the visual arts in society and in history, broadening cultural horizons and individual experience.

The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to develop:

• an ability to record from direct observation and personal experience
• an ability to identify and solve problems in visual and/or other forms
• creativity, visual awareness, critical and cultural understanding
• an imaginative, creative and personal response
• confidence, enthusiasm and a sense of achievement in the practice of art and design
• growing independence in the refinement and development of ideas and personal outcomes
• engagement and experimentation with a range of media, materials and techniques, including new media and technologies, where appropriate
• experience of working in relevant frameworks and exploration of manipulative skills necessary to form, compose and communicate in two and/or three dimensions
• a working vocabulary relevant to the subject and an interest in, and a critical awareness of, other practitioners, environments and cultures
• investigative, analytical, experimental, interpretative, practical, technical and expressive skills which aid effective and independent learning.

Cambridge IGCSE Art & Design has been designed to offer a broad choice of media and approaches so that candidates can produce a personal response and schools can play to their strengths in terms of staff expertise and interests.

The broad areas of study are:

• painting and related media
• print making
• three-dimensional design
• photography, digital and lens-based media
• graphic communication
• textiles and fashion.

Candidates can respond to either component using any of the media above.

• Coursework 50%
• 100 marks
• Candidates research, develop and realise a project from one area of study in the subject content from a theme set by the teacher.
• There are two parts to the coursework:
• a portfolio and
• a final outcome.
• Externally assessed

Component 2 (8 hours)

• Externally Set Assignment 50%
• 100 marks
• Candidates respond to one starting point set by Cambridge International. Candidates may produce work from the same area of study as Component 1, but they do not have to.
• There are two parts to the assignment:
• supporting studies and
• a final outcome, produced during a supervised test of 8 hours’ total duration.
• Externally assessed

Professional artist, Illustrator, Photographer, Animator

Photography may be defined as the creative journey through the process of lens- and light-based media. It could include work created using film, video, digital imaging or light sensitive materials. With the developments of new affordable lens-based technologies, students should attempt to use the photographic mediums to explore and create a body of work, which develops and refines both the process and the concept.

Students should obtain permission from the examination centre if they wish to take their own computer, printer and photographic paper to the examination venue.

There are many skills, techniques, materials, processes and concepts that are essential to all areas of study in Photography. In addition to any specialist requirements listed under the chosen area(s) of study, students should develop a practical knowledge and understanding of:

• the use of formal elements to communicate a variety of approaches
• the camera and its functions, including depth of field, shutter speed, focal points and viewpoints
• the application of observational skills to record from sources and communicate ideas
• the effects and creative potential of combining and manipulating different two-dimensional and three-dimensional materials and media
• the use of digital and/or non-digital applications. Students will be expected to develop a knowledge and understanding of:
• the uses of light as the most important element in photography
• view points, composition, depth of field
• darkroom techniques involving the recognition of appropriate paper types, developing and printing, emulsions, exposures, tone and contrast
• manipulation of the image, either silver-based technology or digital format, through electronic and mechanical means including lasers, computers, scanners and photocopiers.

Work must demonstrate integrated knowledge, understanding and skills. Work is not limited to one area of study and students could develop work in at least one of the following areas of study.

Documentary photography

• The use of the photographic process to provide a narrative of events and/or situations.
• The use of a range of documentary photography materials, tools and techniques such as compositional, proximity to the subject, focal points and the involvement of the photographer with the scene being documented.

Photojournalism

• The use of the photographic process to record events as they happen to support the written word.
• The use of a range of photojournalism materials, tools and techniques such as manipulation of images for artistic effect through depth of field, shutter speed, focal points and viewpoints.

Studio photography

• The use of a formal studio setting to control the environment for a variety of subject matters such as portraiture and still life.
• The use of a range of studio photography materials, tools and techniques such as lighting and the use of light, props, posing and the arrangement of objects.

Location photography

• The use of subject matter found or placed to manipulate the formal elements within an existing environment.
• The use of a range of location photography materials, tools and techniques such as lighting and light metering, developing site-specific shoot plans.

Experimental imagery

• The control of light and photographic processes to create non-traditional photographic outcomes.
• The use of a range of experimental imagery materials, tools and techniques such as analogue and digital photography, manual manipulation and digital and non-digital processes and outcomes.

Moving image: film, video and animation

• The recording and use of moving image to communicate a visual narrative
• The use of a range of moving image materials, tools and techniques such as storyboards, scripts, digital, non-digital mixed media methods

Drawing and other materials processes

• The word ‘photography’ could be taken to mean ‘a graphic representation with light’. In this way, a photograph can take on the qualities of a drawing. Drawing methods such as pen or pencil on paper may enhance students’ development and understanding of photographic ideas, for example to plan shots, analyse and deconstruct their own imagery, or record ways in which practitioners have used formal elements and visual language. Students should use a variety of tools and materials, as appropriate, for recording their surroundings and source materials.

Component 1:

• Personal Portfolio: – Internally-set personal portfolio of work based on centre-devised theme(s), project(s) or task(s).
• 50%
• 72 marks

Component 2:

• Externally set Assignment: – Externally-set assignment based on the same endorsed title as Component 1, to be marked externally.
• 50%
• 72 marks

Photographer, Advertising art director, Film/video editor, Graphic designer, Magazine features editor, medical illustrator, Press photographer, Television camera operator.