Art Syllabus T
Singapore-Cambridge General Certificate of Education
Normal (Technical) Level (2018)
(Syllabus 6126)
CONTENTS
Page
2
INTRODUCTION
AIMS
2
FRAMEWORK
2
LEARNING OUTCOMES
3
SYLLABUS CONTENT
4
APPROACH TO DEVELOPING A COMPONENT OF STUDY
5
EXAMINATION REQUIREMENTS
6
WEIGHTING AND ASSESSMENT OF PAPERS
6
DESCRIPTION OF PAPERS
7
APPENDIX A
13
Singapore Examinations and Assessment Board
 MOE & UCLES 2016
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
INTRODUCTION
The Art syllabus is a journey of discovery where students test new concepts, raise questions, decipher
problems and invent solutions. Students venture to connect what they have learnt with their own experiences
as they explore the use of visual language in real-world situations. They are challenged to unleash their
imagination, forge fresh perspectives and express their views.
The syllabus seeks to draw out the creative energy of students with a broad and diverse range of media,
including the use of new digital media as a tool for art making and designing. Students apply their knowledge
to create solutions to authentic tasks in art and design. Through the creative process, students are
empowered with the skills to thrive in art/design-related industries globally.
The syllabus elicits the students’ innate sense of wonder about the world and provokes their curiosity,
encourages observation and celebrates discovery. Students acquire meaningful knowledge about
themselves and their work by engaging with and discussing the works of artists and designers. They become
more confident as they equip themselves with visual literacy skills and an understanding of how these can be
applied in real life.
This document presents the aims, the framework, learning outcomes, content and examination requirements
of the Art syllabus.
AIMS
The aims of the syllabus are to:
•
nurture an informed awareness and appreciation of art and design
•
enhance ability to identify and solve problems creatively in visual and tactile forms
•
develop competency in the use of art elements and design principles, materials and processes
•
foster self-confidence and a sense of achievement through the practice of art and design
•
cultivate an inquiring mind, a spirit of experimentation and a passion for art and design.
FRAMEWORK
The framework for the Art syllabus is structured under three learning domains of Perceiving,
Communicating and Appreciating. These learning domains take into consideration the cognitive,
psychomotor and affective dimensions that students are involved in when they are engaged in the visual
arts. The three domains are interconnected and operate dynamically.
Under the domain of Perceiving, students respond to and interpret visual images, as well as make
connections between different visual qualities and their experiences. Through observing and analysing visual
stimuli in nature, the man-made environment and works of art and design, students develop visual
awareness and sensitivities that encourage imagination.
Under the domain of Communicating, students develop practical and process skills to express their
thoughts, experiences and feelings in visual and tactile forms. This involves investigation and exploration of
ideas, organising information and solving problems to effectively express intent and purpose.
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
Under the domain of Appreciating, students value the visual arts as a means of expression. Students learn
to approach art and design works with an understanding of the art elements and design principles. They are
able to see the connection of art and design to their lives and better appreciate its significance in the wider
context of culture and society. In this way, students are provided with a platform to pursue their interest and
participate in the visual arts beyond school.
LEARNING OUTCOMES
The learning outcomes for the Art syllabus are organised under the domains of PERCEIVING,
COMMUNICATING and APPRECIATING.
By the end of secondary education, students will be able to:
Perceiving
•
•
scan the environment
and make connections
with personal
experiences
record from observation
and experience
Communicating
Appreciating
•
generate ideas in art and
design
•
enjoy the experiences involved
in art making and designing
•
formulate solutions with
applications of art elements
and design principles
•
achieve a sense of confidence
and self esteem through studio
practice
•
explore creative use of
materials, techniques and
technologies in art and design
•
make connections between
visual expressions and personal
experiences
•
acquire competence in using
art media towards the
expression of an idea
•
respond to works of artists and
designers with understanding
•
•
document and communicate
work processes
value local artworks/designs as
part of the development of
Singapore’s history and cultural
heritage
•
develop an inquiring attitude
and life long interest in the
visual arts
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
SYLLABUS CONTENT
The content is organised into:
(A) Foundational Studies
(B) Elective Studies
Students are required to complete two compulsory components in Foundational Studies and two media
components in Elective Studies within the curriculum time allocated for the N(T) course.
(A) FOUNDATIONAL STUDIES
Foundational Studies comprises two components: Basic Drawing and Basic Digital Imaging which provide
students with the opportunity to acquire essential drawing and digital imaging skills. Students will learn to
develop and document their ideas and creative processes, and build confidence in generating solutions for a
given task. The scope and focus of the two components are described below.
1.
Basic Drawing
Students learn to use drawing as a mode and medium of documentation and self-expression. Students
hone their skills of observation and acquire a basic understanding of the art elements and design
principles through the use of drawing as a way of generating, developing and presenting thoughts and
ideas.
2.
Basic Digital Imaging
Students learn digital imaging skills and methods of digital image manipulation. The former includes
different modes of capturing and recording digital images while the latter includes image layering
methods. This component allows students to harness technologies in unleashing their imagination and
expressing their thoughts and ideas.
(B) ELECTIVE STUDIES
Elective Studies comprises two media components. Each media component allows students to learn
practical skills in a chosen medium and essential process skills such as analysis, experimentation and
evaluation. Students will apply the acquired skills to generate art and design solutions to given authentic
learning tasks. Teachers have the flexibility to develop any two media components from the six media
categories as detailed in the table below. The list of examples is not exhaustive and can be extended to
cater to the needs and interests of candidates.
Media Components
Examples
Fine Art (2-D)
Painting, calligraphy, collage, printmaking
Fine Art (3-D)
Sculpture, assemblage, ceramics, glass
Design (2-D)
Graphic design, illustration, computer-generated graphics, fashion/costume
illustration
Design (3-D)
Interior/architectural models, product/packaging design, jewellery,
environmental design
Textiles/Fibre Art
Weaving, screen printing, batik, tie and dye
Digital/
Lens-Based Media
Photography, multi-media, film, video, animation
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
APPROACH TO DEVELOPING A COMPONENT OF STUDY
Each component of study comprises a series of comprehensive lessons structured and sequenced to deliver
the learning objectives. The following aspects should be considered in the planning of a component of study:
•
•
•
•
Looking
Practising
Applying
Valuing
These aspects are interconnected, dynamic and do not have to be carried out in any particular order.
Teachers have the flexibility to structure the different aspects in a way that best caters to the needs and
interests of their students.
Looking
Exposure to the works of artists and designers1 allows students to develop an awareness of the meaning
and the impact of visual arts in the world they live in. They learn to value how art and design can be applied
to real world situations. Through looking at and discussing ideas related to the use of visual elements and
principles behind art and design works, students widen their perceptual knowledge. Looking at art and
design beyond the classroom arouses students’ curiosity and enhances their sensory perceptions; for
example, artworks in public spaces and advertisements. Through looking, students become sensitised to the
visual, tactile, spatial and temporal elements of their environment and are provoked and inspired to further
explore their world.
Practising
Studio practice allows students to make art and design works. Students gain competency and confidence in
the use of various art media and technologies for self-expression and design solutions. They learn to
manipulate visual elements and principles towards the expression of their ideas and cultivate effective work
habits and processes. They also learn to differentiate visual qualities and give form to their ideas, emotions
and experiences.
Applying
Skills acquired through studio practice are enhanced and made meaningful when they are applied in art
tasks. An Art Task is an art/design problem contextualised in real world situations to challenge students to
investigate and arrive at viable solutions. Within each component study, tasks are designed by the teacher to
provide the context to engage learning and offer students the opportunities to apply their acquired skills.
Each task is intended to arouse students’ curiosity and stimulate them to make independent choices and
generate personal solutions in the creation of art and design works. They learn to actively explore
possibilities and employ both spontaneous and deliberate ways to manage their tasks. This promotes
independent and meaningful learning.
Valuing
Valuing inculcates in students the processes of inquiry and a lifelong interest in the visual arts. Students are
empowered when they value their own works as well the works of others. Continuous reflection and
evaluation of works and processes imbue them with the confidence to express their personal opinions and
make informed judgements about visual arts. Through discussions and feedback, students see merits of
their work and learn to work on their strengths. This enhances the learning and appreciation of art and
design.
1
Teachers may use artworks and designs as listed in the Suggested List of Artists/Artworks Appendix A, or any
relevant works from other sources.
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
EXAMINATION REQUIREMENTS
Candidates taking the GCE N(T)-Level Art Syllabus Examinations will be required to offer Paper 1: Portfolio
and Paper 2: Art Task.
Paper
Description
Examination
Duration
Weighting
Requirement
Paper 1
Portfolio
Not Applicable
60%
Compulsory
Paper 2
Art Task
3 hours
40%
Compulsory
WEIGHTING AND ASSESSMENT OF PAPERS
Level
Requirement
Assessment
Weighting
Paper 1 (Portfolio)
Compulsory
Each candidate is to submit a collection of three art
and/or design works from at least two differing
media.
A brief description of not more than 50 words must
be submitted for each work.
Submission of the Portfolio will be in the month of
June of the examination year.
60%
Paper 2 (Art Task)
N
N(T)
Compulsory
3 hours
Task question and answer booklet to be given ten
weeks before the commencement of the N(T)-Level
examination. Six questions will be issued to
candidates and candidates are to make response to
one of the questions.
The answer booklet is for the documentation of the
processes and explorations for the chosen question.
The final solution is executed on paper of size A3 or
A2 during the examination.
Each candidate is to submit the final solution and
the answer booklet at the end of the examination.
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40%
6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
DESCRIPTION OF PAPERS
Paper 1: Portfolio
Paper 1 (Portfolio) must be undertaken under normal conditions of classroom study. Each submission must
be accompanied by a statement endorsed by the Principal of the school, testifying that it is the authentic
work of the candidate.
For Paper 1 (Portfolio), candidates are required to submit a collection of three art and/or design works that
best represent the candidate’s abilities in at least two differing media. All three art and/or design works must
be accompanied by a brief description of the task/s leading to the creation of the final art and/or design work.
Each description should not be more than 50 words in length. The portfolio submission is considered
complete only when each of the three art and/or design works is submitted with a description.
Submission of portfolio is in the month of June of the examination year.
Candidates may employ any appropriate media and techniques to express their artistic intentions and design
solutions. The following table outlines the different craft/media types that can be explored. This list of
examples is neither definitive nor exhaustive and may be extended.
Craft/Media
Examples
Fine Art (2-D)
Painting, calligraphy, collage, printmaking
Fine Art (3-D)
Sculpture, assemblage, ceramics, glass
Design (2-D)
Graphic design, illustration, computer-generated graphics, fashion/costume
illustration
Design (3-D)
Interior/architectural models, product/packaging design, jewellery, environmental
design
Textiles/Fibre Art
Digital/
Lens-Based Media
Weaving, screen printing, batik, tie and dye
Photography, multi-media, film, video, animation
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
Assessment Objectives
Paper 1: Portfolio
The four assessment domains applied to the Portfolio paper are:
1.
2.
3.
4.
Communication of Ideas
Aesthetic/Design Qualities
Control of Materials and Technical Processes
Personal Response
The following assessment objectives stated in the four domains define a range of assessable qualities and
skills which can be demonstrated by candidates at this level.
The domains as assessment objectives are as follows:
Candidates should demonstrate the ability to:
1.
Communication of Ideas (20%)
•
2.
3.
Aesthetic/Design Qualities (20%)
•
apply art elements and design principles
•
make aesthetic judgement appropriate to the chosen media.
Control of Materials and Technical Processes (40%)
•
4.
communicate ideas and intentions in art making.
use materials and technical processes to realise intentions.
Personal Response (20%)
• exhibit a personal engagement
• show evidence of personal expressions and an original input.
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
Achievement Levels for Paper 1: Portfolio
Candidates demonstrate:
Assessment
Domains
Excellent
Communication of
Ideas (20%)
•
Aesthetics/Design
Qualities (20%)
•
effective use of
imagery to clearly
express artistic
intentions
•
effective use of art
elements and
design principles
•
ability to exploit a
range of qualities of
chosen media
•
appropriate choice
of materials and
technical processes
•
skilful application of
technical processes
to effectively
communicate
artistic intentions
•
•
a high degree of
personal
commitment
•
consistent use of
visual expression
with high degree of
originality
•
Control of
Materials and
Technical
Processes (40%)
•
•
Personal
Response (20%)
Good
Below
Satisfactory
Satisfactory
appropriate use of
imagery
appropriate to
intentions
• elementary use of
relevant use of art
elements and
design principles
• elementary use of
ability to use some
qualities of chosen
media
•
lack of
understanding of
the use of
imagery to
represent ideas
•
weak
understanding of
art elements and
design principles
• ability to use
•
inexperienced
use of medium
with lack of
understanding of
its qualities
evidence of a
selection of
materials and
technical processes
• elementary use of
•
uninformed use of
materials and
technical
processes
ability to apply
technical processes
to match artistic
intent
• some
•
lack of
understanding of
purpose in the
use of technical
processes
•
some degree of
personal
involvement
• limited interest
•
lack of
commitment and
interest
•
ability to use visual
expression with
some degree of
originality
• use of clichéd
•
use of limited
modes of
expression
9
imagery with limited
success in
communicating
ideas
art elements and
design principles
chosen medium
with limited
understanding of its
qualities
materials and
technical processes
understanding of
purpose in the use
of technical
processes
modes of
expression
6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
Paper 2: Art Task
Paper 2 (Art Task) provides candidates with an opportunity to display personal and creative expression in
art and design processes. Six questions will be issued from which candidates are to choose one. The
scope of the questions lies within the following six categories: Fine Art (2-D), Fine Art (3-D), Design (2-D),
Design (3-D), Textiles/Fibre Art and Digital/ Lens-based Media.
Candidates have up to ten weeks to carry out preparatory studies and record their research and studies to
the chosen task in the answer booklet provided. Candidates are to execute their final solution to the chosen
task on a paper of size A3 or A2 during a three-hour examination. They can refer to their preparatory studies
recorded in the answer booklet.
The answer booklet is designed to guide candidates in documenting the processes of investigation,
exploration, development and evaluation of ideas and solution/s to task. These can be in the form of
drawings, sketches, investigation information/data, reproduced images and annotations. Candidates are to
work independently and demonstrate their abilities to generate innovative solutions to the chosen task.
Candidates must keep their investigation and exploration within the pages provided for in the answer booklet
and may employ any appropriate media and methods to realise their artistic intentions.
Preparatory studies must be undertaken under normal conditions of classroom study. Candidates must
submit their preparatory studies together with their final solution at the examination.
Example of Task:
Create a costume design for a Singapore superhero character of your choice for a new action movie, comic
book, etc.
The costume should reflect the personality and the special powers of this character. You may include in your
design any gadgets/weapons.
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
Assessment Objectives
Paper 2: Art Task
The five assessment domains applied to the Art Task paper are:
1.
2.
3.
4.
5.
Investigation of Task
Exploration and Development of Solution to Task
Aesthetic/Design Qualities
Presentation
Personal Response
The following assessment objectives stated in the five domains define a range of assessable qualities and
skills which can be demonstrated by candidates at this level.
The domains as assessment objectives are as follows:
Candidates should demonstrate the ability to:
1.
2.
3.
4.
5.
Investigation of Task (20%)
•
utilise a variety of sources to gather information
•
produce evidence of investigation into a variety of aspects based on the chosen task
•
make reference to knowledge of works of artists and/or designers.
Exploration and Development of Solution to Task (20%)
•
record the exploration, development and evaluation of ideas in the various stages
•
show a relevant and consistent inquiry in the development of ideas
•
explore a range of visual ideas to communicate intentions and solutions to chosen task.
Aesthetic/Design Qualities (20%)
•
show an understanding of art elements and design principles
•
apply art elements and design principles in the solution to task
•
make aesthetic judgement appropriate to the chosen idea/media/form.
Presentation (20%)
•
select relevant visuals and information to illustrate work processes
•
show and connect ideas and intentions through organisation of relevant visuals and information
•
communicate ideas and intentions through the display of work processes and solution to task.
Personal Response (20%)
•
exhibit a personal engagement in the development of the solution and an original input
•
demonstrate curiosity, exploration, innovation and reflection
•
make personal choices in developing ideas using various resources and visuals to accomplish the
chosen task.
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
Achievement Levels for Paper 2: Art Task
Candidates demonstrate:
Assessment
Domains
Excellent
Good
Below
Satisfactory
Satisfactory
Investigation of
Task (20%)
•
comprehensive
and thorough
investigation with
creative
interpretations
and highly
relevant to task
•
comprehensive
investigation that
is relevant to task
•
some
investigation that
is relevant to task
•
limited and
superficial
investigation with
little relevance to
task
Exploration and
Development of
Solution to Task
(20%)
•
highly relevant
and consistent
exploration and
development with
thorough inquiry
of visual ideas
•
relevant and
consistent
exploration and
development with
some inquiry of
visual ideas
•
some exploration
and development
•
limited
exploration and
development with
little relevance
Aesthetic/Design
Qualities (20%)
•
effective use of
art elements and
design principles
•
relevant use of
art elements and
design principles
•
elementary use
of art elements
and design
principles
•
poor use of art
elements and
design principles
•
ability to exploit a
range of qualities
of chosen media
•
ability to use
some qualities of
chosen media
•
ability to use
chosen medium
with limited
understanding of
its qualities
•
inexperienced
use of medium
with lack of
understanding of
its qualities
Presentation (20%)
•
ability to organise
and use visuals
and information in
a selective and
thoughtful
manner to
effectively
communicate
ideas/intentions
•
ability to organise
and use visuals
and information
in a selective and
competent
manner to
communicate
ideas/intentions
•
ability to organise
and use visuals
and information
in a basic
manner to
communicate
ideas/intentions
•
limited ability to
select, organise
and use visuals
and information
to communicate
ideas/intentions
Personal
Response (20%)
•
a high degree of
personal
commitment
•
some degree of
personal
involvement
•
limited interest
•
a lack of
commitment and
interest
•
consistent use of
visual expression
with high degree
of originality
•
ability to use
visual expression
with some
degree of
originality
•
use of clichéd
modes of
expression
•
use of limited
modes of
expression
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
APPENDIX A
Suggested list of artists/artworks2
The Suggested List of Artists/Artworks will be taught as an integral part of each component in Foundational
Studies and Elective Studies. The Suggested List of Artists/Artworks offers a wide range of works of artists
and designers grouped under the six categories: Fine Art (2-D), Fine Art (3-D), Design (2-D), Design (3-D),
Textiles/Fibre Art and Digital/Lens-based Media. Teachers may use the relevant artworks and designs
provided in the Suggested List of Artists/Artworks or from other sources to discuss the ideas of the works
and the application of art elements and design principles. This is to enhance the learning of practical and
process skills in each component of study. Through the Suggested List of Artists/Artworks, candidates will
learn how to improve and evaluate their own works using the fundamentals of art and design. The
Suggested List of Artists/Artworks is listed in the table below:
FINE ART (2-D)
FORM
Drawing
ARTIST/ARTWORK
Giovanni Battista Piranesi (Italy)
Fantastic Interior
1720–1778, Pen and brown wash over red chalk
Leonardo Da Vinci (Italy)
Vitruvian Man
1487, Pen and ink
Egon Schiele (Austria)
Self Portrait
1913, Pencil
Painting
Liu Kang (Singapore)
Artist and Model
1954, Oil on canvas
Zhang Xiaogang (China)
Big Family No.2
1993, Oil on canvas
Georgette Chen (Singapore)
Moon Festival Table
1965–68, Oil on canvas
2
Teachers are not required to cover the entire Suggested List of Artists/Artworks.
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
FINE ART (2-D)
FORM
Painting
ARTIST/ARTWORK
Claude Monet (France)
Impression Sunrise
1872, Oil on canvas
Piet Mondrian (The Netherlands)
a) Avond (Evening); Red Tree, 1908, Oil on canvas
b) Gray Tree, 1912, Oil on canvas
c) Composition No. II; Composition in Line and Colour, 1913,
Oil on canvas
d) Composition with Large Blue Plane, Red, Black, Yellow,
and Gray, 1921, Oil on canvas
Chen Wen Hsi (Singapore)
Herons
1990, Chinese ink and colours
Roy Lichtenstein (United States of America)
Whaam!
1963, Magna on canvas
Pablo Picasso (Spain)
Guernica
1937, Oil on canvas
René Magritte (Belgium)
Personal Values
1952, Oil on canvas
Collage
Print
Henri Matisse (France)
The Fall of Icarus
1943, Paper cut-out and gouache
M.C. Escher (The Netherlands)
Reptiles
1943, Lithograph
Andy Warhol (United States of America)
Time Magazine Cover
March 19,1984, Silkscreen
Tan Tee Chie (Singapore)
Brobak Birds Competition
1966, Woodcut
Chng Seok Tin (Singapore)
Flowing
1984, Etching 4/10
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
FINE ART (3-D)
FORM
Sculpture
ARTIST/ARTWORK
Brother Joseph McNally (Singapore)
Family Form
1997, Ancient Yew
Claes Oldenburg (United States of America)
Soft Fur Good Humors
1963, Fake fur filled with kapok, wood painted with enamel
Lee Bul (Korea)
Cyborg W1
1998, Cast silicone, polyurethane filling, paint pigment
Henry Moore (United Kingdom)
Reclining Figure
1938, Cast lead and bronze
Marcel Duchamp (France)
Fountain
1917/1964 (1917 original lost)
Sculpture
(Public Art)
Victor Tan (Singapore)
Okay
1999, Stainless steel wire, Singapore EXPO
Chong Fah Cheong (Singapore)
First Generation
2000, Bronze, Singapore River
Roy Lichtenstein (United States of America)
Brushstrokes
1997, Painted and fabricated aluminium, Brushstrokes A–F
Six piece sculpture installation, Pontiac Marina, Singapore
Salvador Dali (Spain)
Homage to Newton
Installed in 1985, Bronze, UOB Building, Singapore
Fernando Botero (Colombia)
Bird
1990, Bronze, UOB Building, Singapore
Artworks installed in Stations of the North East Line (Singapore)
Sculpture
(Mobile)
Installation
(Environment Art)
Alexander Calder (United States of America)
Finny Fish
1948, Wire, glass, objects and paint
Christo Javacheff (Bulgaria)
Wrapped coast
1969, Fabric
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
FINE ART (3-D)
FORM
Installation
ARTIST/ARTWORK
Antony Gormley (United Kingdom)
European Field
1991, Terracotta, 40,000 figures
Damien Hirst (United Kingdom)
The Physical Impossibility of Death in the Mind of Someone Living
1991, Tiger shark, glass, steel, 5% formaldehyde solution
Ceramics
Iskandar Jalil (Singapore)
Vessel 13
Stoneware
DESIGN (2-D)
FORM
Graphic Design
ARTIST/ARTWORK
Lucian Bernhard (Germany)
Klein-Adler
1914, Lithograph, printed in colour
Saatchi & Saatchi (United Kingdom)
SIA Logo
Quicksilver Logo Design (Australia)
James Montgomery Flagg (United States of America)
I Want You for the U.S. Army
1917
CD Cover Designs (Various)
Packaging Design
Apple Graphic Design, Cupertino, CA (United States of America)
I-Pod Packaging
2004, Paper board, moulded carton, 100% PCR paper,
5 colour offset printing with a dull film laminate
Coffee Club Packaging
SP Consulting International Pte Ltd
Print Advertisement
BBDO Communicacoes
Knees – Almap for Mizuno
2004
Oglivy and Mather
Rain – for Mattel Hotwheels
2004
Fashion Illustration
Issey Miyake
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
DESIGN (3-D)
FORM
Architecture
Environment Design
Product Design
ARTIST/ARTWORK
Vikas Gore (United States of America)
The Esplanade-Theatres on the Bay
2002, Architecture
Singapore Playgrounds
Philippe Starck (France)
Juicy Salif (Lemon Squeezer)
1990
Ferruccio Laviani (Italy)
Orbital (Lamp)
1992, lacquered metal, glass
David Lewis (United Kingdom)
Beosound 9000 (CD Player)
2001
Charles Eames (United States of America)
Chaise Lounge
1948, Hard rubber foam, plastic, wood and metal
Joe Colombo (Italy)
Tube Chair of Nesting and Combinable Elements
1955, PVC plastic, polyurethane foam and fabric
Frank Nuovo, Chief Designer Nokia (United Kingdom)
Nokia 8810
1998
Harvey Bernstein (United States of America)
Paperclip Clock
2000, Coated steel, polypropylene hands
Swatch Watch Designs (Switzerland)
Stikfas Blister Pack Toys (Singapore)
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6126 ART GCE NORMAL (TECHNICAL) LEVEL SYLLABUS (2018)
TEXTILES/FIBRE ART
FORM
Scarf design
Tie-dye
Batik
ARTIST/ARTWORK
Hermes (France)
Au Dela des Cinq Mers
Robert Bailey & Rebecca Schaller (New Mexico)
Javanese Batik (Various)
SIA Sarong Kebaya Uniform
DIGITAL/LENS-BASED MEDIA
FORM
Animation
Video/Film
ARTIST/ARTWORK
Weta Digital (New Zealand)
Gollum
2002, Film, Digital Effects
Aardman Animations (United Kingdom)
Chicken Run
2000, Claymation
Music Videos (Various)
Photography
Man Ray (France)
Tears
1930
Sandy Skoglund (United States of America)
The Green House
1990, Cibachrome photo
Video Installation
Web-based Designs
Nam June Paik (Korea)
TV Clock
1989 version, Video Installation
www.teknoel.com
www.dusso.com
www.artbyfeng.com
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