Topic Guide B1 - Nature in art and architecture - A level History of Art - Pearson Edexcel Level 3 Advanced GCE in History of Art (9HT0) - GCE History of Art 2022

Oct 20, 2026

Uploaded by OmBimo

Topic Guide B1 focuses on Nature in art and architecture for A level History of Art within the Pearson Edexcel Level 3 Advanced GCE in History of Art (9HT0). It outlines course outcomes and shows how students select specified painters, sculptors, and architects, build a Scope of works grid, and choose key works across pre-1850 and post-1850 periods. Learners study artworks through formal analysis and developments in materials, techniques, and stylistic influences, while linking works to cultural, social, technological, and political contexts, including aims and impacts of commissioning and display.

LanguageEnglish

CategoryExam

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Course outcomes

Selecting your key works for study

Assessment

Some questions about Nature in art and architecture

Critical texts to support Theme study

Resources for B1: Nature in art and architecture

First hand learning and museum education

B1: Nature in art and architecture: sample key works

Blank grid for your completion

Nature: a longer list of possible works

Topic Guide B1: Nature in art and architecture A level History of Art Pearson Edexcel Level 3 Advanced GCE in History of Art (9HT0) GCE History of Art 2022 – Topic Guide B1: Nature in art and architecture This guide has been updated for September 2022.The specification remains the definitive source of information for this qualification. Contents Course outcomes 2 Selecting your key works for study 3 Assessment 6 Some questions about Nature in art and architecture 7 Critical texts to support Theme study 10 Resources for B1: Nature in art and architecture 11 First hand learning and museum education 11 B1: Nature in art and architecture: sample key works 13 Blank grid for your completion 14 Nature: a longer list of possible works 15 ● Students will be able to discuss and explore the artistic, contextual, ethical and social issues raised by artists and architects’ involvement with the narratives of nature, with reference to specific examples. ● They will examine these works of art and architecture in their own right, by means of formal analysis, a detailed exploration of the relevant developmentsin materials, techniques and processes, and the stylistic influences appropriate in each case. ● Students will also explore the conceptual links between the works and the context of their production by exploring the cultural, social, technological and political factors at play. ● This understanding will be further developed by consideration of the use, meaning and impact of these works both in their era of production and in subsequent eras. Students will need to consider location and display as well asthe motives and impacts of their commissioning (where appropriate) . ● Students will need to have detailed knowledge of one specified painter, sculptor and architect. This knowledge should span at least two relevant works and consider the artist/architect’s personal experience and exploration of nature. ● Students will be expected to build coherent debates around the key issues of nature in art and architecture and to integrate and evaluate the arguments of named critics relevant to the topic and/or their selected specified artists/architect. ● This study is expected to span different parts of the globe across different eras and all students must explore the full Scope of works (as listed on page 11 of the specification) with specific examples both before and after 1850 and within and beyond the European tradition. 1 First, select your specified painter (Dürer, Turner, Monet or O’Keeffe) , sculptor (Giambologna, Hepworth, Flanagan or Long) and architect (Nash, Gaudi, Lloyd Wright or Calatrava) . Make sure that one of these has produced work pre 1850 and one post 1850. The third may have produced work at any time. (Once you have selected your key artists from these lists, you are not obliged to include any works by the others, although you may choose to do so if you wish.) 2 For each of these, you will need to find two relevant works (and may not repeat any work used in any other Theme or Period) . You will also need to source at least one critical text for the whole Theme or – and this may be easier – one critical text for each of your selected specified artists, or indeed for individual works. You will find it useful to look at the Scope of works grid to make the most effective decisions on key works. 3 Put these works into your Scope of works grid (exemplar and blank grid attached at the end of this document.) 4 For the study of Nature in art and architecture, you must have at least one work pre 1850 and one work post 1850 in each of the following categories: (a) Landscape or seascape in 2D works (b) Animals in 2D or 3D works (c) Plants in 2D or 3D works (d) The elements (fire, water, wind or earth) in 2D or 3D works (e) The relationship between wo/man (woman or man) and nature in 2D or 3D works (f) Architectural works influenced by nature All three Themes have the sam

FAQs

How do students select the specified painter, sculptor, and architect for B1?

Students first choose one specified painter (Dürer, Turner, Monet or O’Keeffe), one sculptor (Giambologna, Hepworth, Flanagan or Long), and one architect (Nash, Gaudi, Lloyd Wright or Calatrava). They must ensure at least one selected artist has produced work pre-1850 and one has produced work post-1850.

What minimum requirements must the Scope of works grid meet?

The grid must include at least one work pre-1850 and one work post-1850 for each category: 2D landscape/seascape, animals, plants, elements (fire, water, wind or earth), relationships between people and nature, and architectural works influenced by nature.

What kinds of learning and analysis does the guide emphasize for these works?

Students explore artworks and buildings through formal analysis and detailed investigation of relevant developments in materials, techniques, and processes. They also develop understanding by considering cultural, social, technological, and political factors, and by evaluating meaning and impact in both the era of production and later eras.

Oct 20, 2026

Uploaded by OmBimo