Pearson Edexcel International GCSE (9–1)

May 2019

Time: 10 hours plus your additional time

allowance

Paper Reference 4FA1/02 – 4TD1/02

Art and Design

Component 2: Externally-set Assignment

YOU WILL REQUIRE: A diagram booklet.

V60462A
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INSTRUCTIONS TO TEACHERS

• The paper will be available to centres on

the Pearson Edexcel website each year
in JANUARY.

• All examination work must be received

by Pearson no later than the LAST DAY
IN MAY.

• The paper should be given to the teacher

responsible AS SOON AS IT IS
AVAILABLE ON THE PEARSON
WEBSITE in order to plan for the
candidates’ preparatory study period.
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• 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 10-hour examination may take

place over multiple sessions
(a maximum of four within three
consecutive weeks) and is conducted
under formal supervision. The 10-hour
examination should not include
teacher direction, demonstration,
preparation of work spaces or materials,
clearing or storage of work.
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INFORMATION

• The total mark for the paper is 72.

INSTRUCTIONS TO CANDIDATES

The paper contains the theme and

suggested starting points to be used in the
preparatory study period and the
examination. You are advised to read the
whole paper.

The paper contains the

externally-assessed assignment for the
following endorsed titles:

4FA1/02 Fine Art

4GC1/02 Graphic Communication
4PY1/02 Photography
4TE1/02 Textile Design
4TD1/02 Three-dimensional Design
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INTRODUCTION

The examination consists of two parts.

PART ONE - PREPARATORY STUDIES

The preparatory study period begins when

you receive the paper and continues up
until the start of the examination.

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).
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Boards, canvas stretchers, maquettes and

models should not be submitted.
Please photograph any three-dimensional
work. If you use pastel or chalk, these
must be fixed. Paintings and prints must
be dry. After the examination, you will have
the opportunity, with the help of your
teacher, to select and mount your
preparatory studies, with no overlapping,
on three sheets of A2 paper. Use only one
side of the paper.

The preparatory studies you produce are

an essential part of the examination, marks
will be lost if they are not submitted.

You must take your preparatory studies

into the examination room and use them to
help you with your final work.
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PART TWO - TIMED EXAMINATION

This consists of 10 HOURS working

under supervised examination conditions,
in an appropriate studio setting, to
produce unaided work in response to the
theme. Your teacher can help you with
technical problems only, such as working
space, materials and equipment.

Boards, canvas stretchers, sculptures

and three-dimensional design outcomes
should not be sent. Any three-dimensional
work or work that is fragile, bulky or larger
than A2 (420 mm × 594 mm) in size should
be photographed and the photographs
submitted. The photographs (SIZE A4)
must be included as part of the final
submission.

A completed label should be shown clearly

in the top right-hand corner on the FRONT
of each sheet.
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EXPLORING AND DEVELOPING THE

THEME

The theme this year is:

GROUPS

This theme can be explored in many ways

and covers all endorsed titles
(Fine Art, Textile Design, Photography,
Graphic Communication and
Three-dimensional Design).

Discuss the theme with your teacher and

make sure that you produce evidence to
cover each of the four Assessment
Objectives on the following page. Your
preparatory studies and final examination
piece combined must show evidence of all
four Assessment Objectives.
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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.
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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 the
examination theme ‘GROUPS’.

You should read through the whole paper

before you start your preparatory work, as
any section may provide you with ideas.

The total mark for the paper is 72.

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GROUPS IN SPORT, WORK, LEISURE

AND ENTERTAINMENT
(study the images in the diagram booklet)

• Groups of people form teams that

represent countries in international
sporting events.

• A group of actors and performers are

selected to be the cast for a new
television or film production, show or
play.

• Military personnel come together to

create a united force against an
aggressor.

• Workers unite to put pressure on their

employer to achieve better working
conditions.
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• Politicians with different views form an

alliance to govern national affairs.

Here are some other suggestions that may

stimulate your ideas:

• crowd

• troupe

• assembly

• regiment

• collaborative.

Using one of the given suggestions, or a

starting point of your own, develop your
ideas to produce a personal response to
the theme ‘GROUPS’.
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GROUPS IN NATURE
(study the images in the diagram booklet)

• A flock of geese, a bask of crocodiles, an

army of caterpillars, a pack of wolves, a
school of sharks and a pride of lions.

• Market stalls display bunches of

colourful flowers, vegetables, herbs,
spices, fruit and firewood.

• Bees, agitated by an imminent storm,

cluster around a hive ready to swarm.

• Groups of stars, planets, suns and

moons make up galaxies in outer space.

• Shoals of fish dart around the ocean

creating large clouds of flickering light
as the sun reflects off their silver scales.
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Here are some other suggestions that may

stimulate your ideas:

• cluster
• minerals
• batch
• colony
• flora and fauna.

Using one of the given suggestions, or

starting points of your own, develop your
ideas to produce a personal response to
the theme ‘GROUPS’.
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SOCIAL GROUPS
(study the images in the diagram booklet)

• Groups of smartly dressed students

celebrate a special occasion.

• A group of people meet to discuss

topical issues, some people listen
attentively and others are argumentative.

• Clubs and societies are made up of

groups of people with a common
purpose or interest.

• A political campaign attracts crowds of

people involved in a peaceful protest.

• Groups of people congregate to meet

friends and socialise in different
locations. Some are dressed in similar
clothes.
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Here are some other suggestions that may

stimulate your ideas:
• carnival
• family
• community
• festivity
• tribe.

Using one of the given suggestions, or

starting points of your own, develop your
ideas to produce a personal response to
the theme ‘GROUPS’.
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GROUPS OF OBJECTS
(study the images in the diagram booklet)

• Clothes can be arranged neatly in a

wardrobe or left in a pile.

• A range of products is covered in

suitable packaging and organised on
supermarket shelves to create
interesting displays.

• Components are assembled to create a

functional object.

• Cooking utensils, crockery and cutlery

are arranged and stored in a kitchen.

• Groups of objects are presented in shop

windows to attract customers.
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• Collections of objects are stored in

libraries, galleries, museums or at home.

Here are some other suggestions that may

stimulate your ideas:
• set
• alphabet
• assortment
• system
• structure.

Using one of the given suggestions, or

starting points of your own, develop your
ideas to produce a personal response to
the theme ‘GROUPS’.
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Every effort has been made to contact copyright

holders to obtain their permission for the use of
copyright material. Pearson Education Ltd. will, if
notified, be happy to rectify any errors or omissions
and include any such rectifications in future
editions.

Images used within this paper may be from

www.clipart.com