Summary Pearson Edexcel Level 1/Level 2 GCSE

Instructions to teachers This paper should be given to the teacher-examiner AS SOON AS IT IS RECEIVED in the centre in order to plan for the candidates’ preparatory study period. The paper will also be available on the Pearson Edexcel website each year in January. The paper may be given to candidates any time after its release, at the centre’s discretion. Candidates then undertake investigations and development under informal supervision. There is no prescribed time limit for the preparatory study period. The final ten-hour period of sustained focus may take place over multiple sessions (a maximum of four within three consecutive weeks) and is conducted under formal supervision. The ten-hour period of sustained focus should not include teacher direction, demonstration, preparation of workspaces or materials, clearing or storage of work. Instructions to candidates This paper contains the theme and suggested starting points to be used in the preparatory study period and the period of sustained focus. You are advised to read the whole paper. This paper contains the Externally Set Assignment for the following: 1AD0/02 Art, Craft and Design 1FA0/02 Art and Design (Fine Art) 1GC0/02 Art and Design (Graphic Communication) 1TE0/02 Art and Design (Textile Design) 1TD0/02 Art and Design (Three-dimensional Design) 1PY0/02 Art and Design (Photography) Turn over P73255A ©2024 Pearson Education Ltd. 1/1/1/1 Candidate guidance Your teacher will be able to teach, guide and support you as you prepare your personal response. You may also complete preparatory work without direct supervision. The preparatory study period The preparatory study period begins when you receive this paper and continues up until the start of the period of sustained focus. You should develop your response to the theme in a personal and creative way, developing, refining and recording your ideas towards the final outcome(s). The period of sustained focus The period of sustained focus consists of ten hours working under supervised examination conditions in an appropriate studio setting. Teachers will be able to support you with matters such as working space, materials and equipment. However, teachers will not be able to give you feedback about your work in progress or suggest how you might improve or develop your outcome(s). During the ten-hour period of sustained focus, you will produce your final outcome(s), based on your preparatory studies, in response to the Externally Set Assignment theme. The period of sustained focus may take place over more than one session. You will not be able to access any of your work outside of these sessions. Once the ten-hour supervised sustained focus period has ended, you will not be able to add to or alter any of your work. Your teacher will inform you of the dates and times when you will complete your ten hours of unaided work for the Externally Set Assignment. The Externally Set Assignment is worth 40% of the GCSE. Exploring and developing the theme Your work for this Externally Set Assignment should be based on the theme given in this paper. The theme this year is: Power You should discuss your ideas with your teacher before deciding how to respond to the theme. Your work will be marked according to how well you have shown evidence of the four Assessment Objectives. The four Assessment Objectives are: • develop ideas through investigations, demonstrating critical understanding of sources • refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes • record ideas, observations and insights relevant to intentions as work progresses • present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. You should use the knowledge, skills and understanding you have learnt to show your progression along your creative journey. Suggested starting points The starting points on the following pages are suggestions to help you think about possible ideas, ways of working and your personal creative approach to this year’s theme. You should read through the whole paper before you start your preparatory work, as any section may provide you with ideas. You may prefer to use a starting point of your own and explore and respond to other artists, designers and/or craft workers to help you develop your response to the theme ‘Power’. Further contextual references can be found at: Power – people People in positions of power can inspire others to achieve success. Kehinde Wiley has painted a seated President Barack Obama, directly facing the viewer with a focused and contemplative expression. Kehinde Wiley President Barack Obama painting A hero can be a powerful inspiration. It could be a famous person, or perhaps someone you know personally. Grayson Perry portrays his own heroes on this hand built ceramic vase. Grayson Perry My Heroes ceramic As a crowd gathers to protest, they form a powerful unified voice. People demonstrate leadership in many different situations, for example as a captain of a team, as an activist or as the head of a family. The artist Gustave Courbet has painted himself with his eyes wide open, to emphasise the intensity of his feelings. Powerful emotions such as extreme sadness or joy could provide you with ideas. Gustave Courbet The Desperate Man (Self Portrait) painting Physical and mental power is needed when participating in many sports. The sumo wrestlers in the wood engraving below make different shapes as they battle to win. Japanese School Sumo wrestlers hand tinted wood engraving on paper Antony Gormley Angel of the North sculpture The enormous sculpture by Antony Gormley reflects the history of the North East of England and its people. Your local area could make an interesting starting point for your ideas. Here are some other suggestions that may stimulate your ideas: • muscular • propaganda • icon • equal rights • control Using one of the above starting points, or starting points of your own, develop your ideas to produce a personal response to the theme ‘Power’.