GCSE​ ​Art​ ​Handbook

​ ​ ​ ​ ​ ​ ​ ​Contents Page

​ ​ ​ ​ ​ ​ ​ ​Rules​ ​and​ ​Expectations​ ​in​ ​GCSE​ ​Art 3

Introduction 4

Course​ ​Overview 5

Course​ ​Structure 6

Assessment ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​7

AQA​ ​GCSE​ ​Art​ ​Assessment​ ​Grid 9

Vocabulary 11

AQA​ ​Exam​ ​Board 13

Useful​ ​Resources 13

2
Rules​ ​and​ ​Expectations​ ​in​ ​GCSE​ ​Art

1. Spend​ ​at​ ​least​ ​THREE​​ ​hours​ ​per​ ​week​ ​on​ ​Independent​ ​Learning

2. Read and remember the four ​Assessment Objectives (or AOs) to help you make sure that you
are​ ​on​ ​target.

3. In addition to IL tasks set, spend about 20 minutes every week reading about exhibitions, gallery
and​ ​art​ ​events​ ​in​ ​national​ ​newspapers,​ ​magazines​ ​and​ ​online.

4. Meet​ ​all​ ​IL​ ​deadlines

5. Bring your WORKBOOK and BASIC EQUIPMENT to every lesson (Drawing Pencils, Pritt Stick,
Rubber,​ ​30cm​ ​Ruler,​ ​Sharpener,​ ​Fine​ ​liner​ ​pen

6. Explore​ ​and​ ​enjoy​ ​different​ ​ways​ ​of​ ​making​ ​art​ ​to​ ​keep​ ​your​ ​work​ ​unique​ ​and​ ​exciting

7. Do​ ​not​ ​be​ ​afraid​ ​of​ ​making​ ​mistakes​ ​–​ ​this​ ​is​ ​a​ ​vital​ ​part​ ​of​ ​developing​ ​as​ ​an​ ​artist.

8. Discuss​ ​improvement​ ​targets​ ​and​ ​ways​ ​of​ ​improving​ ​your​ ​work​ ​with​ ​your​ ​teacher

9. Take opportunities to experiment with different media and techniques – drawing, painting, print
making,​ ​3D,​ ​mixed-media​ ​and​ ​photography.

10. Ask if your parent or carer can take you to see an art gallery or exhibition in your own time at least
once per term. Living in London we are lucky enough to have a large number of art galleries that
are​ ​free​ ​to​ ​visit.

11. Carefully present and store your own work. You are fully responsible for ensuring it is properly
organised​ ​for​ ​assessment​ ​and​ ​review.

12. Tidy up and clear away properly after you have finished working in the art room. If we do not look
after​ ​the​ ​art​ ​resources​ ​and​ ​facilities​ ​properly​ ​then​ ​we​ ​won’t​ ​be​ ​able​ ​to​ ​produce​ ​high​ ​standard​ ​work.

13. Look after your workbooks taking a personal pride in how they are presented. Do not rip out any
pages.

14. Keep every piece of work that you do even if you are unhappy with it and have started again.
Pieces such as this can be used to demonstrate experimentation and ideas development earning
you​ ​valuable​ ​assessment​ ​marks.

15. Extended Curriculum: make an appointment to discuss with your teacher ways of extending tasks
to meet ‘Stretch & Challenge’ criteria; ask to be added to the ‘Extended Curriculum List’ so that
you​ ​can​ ​take​ ​part​ ​in​ ​competitions,​ ​events​ ​and​ ​workshops.

3
Introduction

You​ ​will​ ​be​ ​following​ ​the​ ​AQA​ ​GCSE​ ​Art​ ​and​ ​Design​ ​(Fine​ ​Art)​ ​specification.

Fine art is all about your skill,creativity and imagination. You will create work in response to project
themes and different kinds of inspirational starting points. Although you will all begin from the same
starting​ ​point​ ​you​ ​will​ ​develop​ ​your​ ​own​ ​unique​ ​thoughts​ ​and​ ​ideas​ ​to​ ​explore.

Key to being successful at GCSE Art is your ability to gather first hand (or primary) research. When
you receive a project starting point the first step in responding will involve gathering in-depth
research. This could be done in a number of different ways. Drawing, photography and writing are
the​ ​most​ ​obvious​ ​but​ ​you​ ​can​ ​discuss​ ​other​ ​methods​ ​with​ ​your​ ​teacher.

You must make connections with the work of other artists from different times, places and cultures.
The ​‘story of art’ is very much a living and ongoing thing. There are countless artists alive and
working today shaping the world that we see and experience around us. It is important to show in
your work that you have investigated ​contemporary and ​historical artists who share similar ideas, or
ways of working, to your own. This process might be informed by visits to galleries, exhibitions and
museums​ ​along​ ​with​ ​meeting​ ​practising​ ​artists.

From your research you will begin to experiment with and explore the potential of different
techniques, materials and processes. This could include traditional fine art practice such as drawing
and painting. However, you will be encouraged to be as experimental as possible, so things like 3D
making, digital media, photography, printmaking and mixed media could all become part of your
work.

The work that you build up will form the basis for an outcome or final piece that sums up your project.
This will assess your ability to bring all your thoughts together and express your ideas in response to
the​ ​original​ ​starting​ ​point​ ​or​ ​project​ ​theme.

4
Course​ ​Overview

In​ ​order​ ​to​ ​successfully​ ​achieve​ ​your​ ​GCSE​ ​Art​ ​you​ ​will​ ​need​ ​to​ ​complete​ ​two​ ​units​ ​of​ ​work:

Component​ ​1:​ ​Coursework​ ​(60%​ ​of​ ​final​ ​mark)

During the course you will build up a portfolio of work that is carefully selected and thoughtfully
presented. This will include a series of extended projects responding to a theme or starting point in
an in-depth way. Evidence will take the form of workbooks, journals, development sheets and test
pieces. Projects will be concluded by a final piece outcome usually taking the form of a large scale
drawing​ ​or​ ​painting.​ ​Work​ ​might​ ​also​ ​include​ ​photography,​ ​printmaking,​ ​digital​ ​media​ ​and​ ​3D​ ​making.

Component​ ​2:​ ​Exam​ ​(40%​ ​of​ ​final​ ​mark)

After Christmas in Year 11 you will receive an exam paper from AQA. You will choose ONE question
to work from and then have a limited number of weeks to carefully research your thoughts and ideas
in response to this theme. This could take the form of a workbook filled with primary research, artist
connections and exploration studies. You will then take your sketchbook into a ten hour practical
exam. During the exam time you will create a drawing, painting or other type of final piece outcome
to​ ​finish​ ​your​ ​project

Drawing
You must provide evidence of drawing in both your coursework and your exam.. These can take
different forms depending on intention. It can feature as an element within the developmental
process and/or explicitly in the realisation of intentions. Drawing could be demonstrated in as
evidence for AO1, AO2 and AO4, but must feature in their evidence for AO3. The particular value
and significance of drawing should be determined by the ways in which it addresses purpose and
need rather than the extent to which it demonstrates technical mastery, unless this is the explicit
intention.

Annotation
When addressing the requirements of AO3, you must record your ideas, observations and insights
both visually and through written annotation using appropriate specialist vocabulary, as work
progresses. Annotation must be explicitly evidenced in both Component 1 and Component 2. The
content and presentation of annotation will be determined by what you wish to communicate,
including how it supports the development of your work through the creative process. For example,
as ideas are developed, explored and recorded annotations might relate to initial thoughts, practical
considerations, the communication of intentions, responses to sources, critical reflection on personal
work​ ​and​ ​self-evaluation.

5
Course​ ​Structure

Year​ ​9 Year​ ​10 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Year​ ​11

HT1 Component​ ​1 Component​ ​1 Component​ ​1

“Still-life​ ​& “Portraiture” “Revision”
Reflective (coursework) (coursework)
Surfaces”
(coursework)

Autumn​ ​HT​ ​Break

HT2 Component​ ​1 Component​ ​1 Component​ ​1

“Still-life​ ​& “Portraiture” “Revision”
Reflective (coursework) (coursework)
Surfaces”
(coursework)

Christmas​ ​Holiday

HT3 Component​ ​1 Component​ ​1 Component​ ​2

“Still-life​ ​& “Portraiture” “Externally​ ​Set
Reflective (coursework) Assignment”
Surfaces” (exam)
(coursework)

Spring​ ​HT​ ​Break

HT4 Component​ ​1 Component​ ​1 Component​ ​2

“A​ ​Different​ ​View” “Structures” “Externally​ ​Set
(coursework) (coursework) Assignment”
(exam)

Easter​ ​Holiday

HT5 Component​ ​1 Component​ ​1 SIT​ ​FINAL​ ​TEN

“A​ ​Different​ ​View” “Structures” HOUR​ ​EXAM
(coursework) (coursework)

Summer​ ​HT​ ​Break

HT6 Component​ ​1 Component​ ​1 SUMMER

“A​ ​Different​ ​View” “Structures” EXHIBITION
(coursework) (coursework)

Summer​ ​Holiday

6
Assessment

Work is assessed using the following ​Assessment Objectives (AOs). Successful GCSE art students
will​ ​show​ ​that​ ​they​ ​can:

AO1:​.Develop​ ​ideas​ ​through​ ​investigations,​ ​demonstrating​ ​critical​ ​understanding​ ​of​ ​sources

You need to make clear links in your work to artists/designers/ craftspeople who have explored
similar ideas or ways of working. This will involve developing your awareness of how people have
made art in different times, places and cultures. Original and exciting work can take inspiration from
all sorts of different sources. To achieve a high mark in this AO you need to show that you can
produce​ ​in-depth​ ​research​ ​and​ ​analyse​ ​other​ ​people’s​ ​work​ ​to​ ​create​ ​your​ ​own​ ​personal​ ​ideas.

AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials,
techniques​ ​and​ ​processes.

You need to show that you can develop ideas by exploring different ways of working. Types of
drawing might involve working in pencil, biro, fineliner applying hatching, scumbling and stippling.
Types​ ​of​ ​painting​ ​might​ ​involve​ ​smooth/flat​ ​brush-marks​ ​or​ ​rough/expressive

AO3:​​ ​Record​ ​ideas,​ ​observations​ ​and​ ​insights​ ​relevant​ ​to​ ​intentions​ ​as​ ​work​ ​progresses.

Inspiration and visual information needs to be taken from the visual world around you. It is impossible
to underestimate the importance of recording from direct observation of primary sources when
researching projects and ideas. Drawing, photography and writing are key to all this. Once you have
an idea think about which primary sources you want to look at. As you make studies try different
approaches. Not everything needs to be a finished drawing. Quick sketches, close-up photographs
and thought maps might also provide exciting responses. Play around with the scale of your
observational work. Large double-page spread drawings look great when contrasted with small
thumbnail drawings that fill up a page. Good quality observational studies (relevant to your project
idea!)​ ​can​ ​make​ ​the​ ​difference​ ​between​ ​a​ ​high​ ​and​ ​a​ ​low​ ​grade.

AO4: ​Present a personal and meaningful response that realises intentions and demonstrates
understanding​ ​of​ ​visual​ ​language

Outcomes are the grand finale of your project. They are only as good as the time, quality and
richness of effort that you have put into the other AOs. An outcome needs to reflect the exciting
culmination of all your ideas and research. The processes of experimentation and exploration have
identified the right materials and techniques required to achieve the right outcome. Spend time
planning and thinking about your outcome. As always record this in your sketchbook (the more visual
the better!). Scale is worth considering – what kind of surface or media would work best? Does it
need to be rectangular? What will the first steps of realising your outcome involve? Once it is
completed take a good look at it. Write an evaluation analysing it in terms of formal elements, visual
language,​ ​colour,​ ​etc.

7
Students are marked out of ​24 for each assessment objective, meaning that there will be a total of ​96
marks​ ​available​ ​for​ ​each​ ​unit.

The AQA exam board specification describes the different final assessment grades as showing
evidence​ ​of​ ​the​ ​following:

Grade​ ​7​ ​to​ ​9

Candidates creatively develop and explore ideas through investigations. They sustain related activity
perceptively and effectively analyse and evaluate images, artefacts and products. Responses,
interpretations and subsequent developments are thoughtfully informed by an understanding of
culture and context.They thoughtfully develop and refine their ideas through experimentation,
confidently manipulating and exploiting a wide range of relevant resources, media, material,
techniques and processes. They combine their knowledge, skills and understanding in resourceful,
discriminating and purposeful ways. Significant relationships are established between process and
product through continuing evaluation, planning and modification as their work progresses. They
sensitively and skilfully record ideas and interpret observations and experiences. They present
imaginative and personal responses, communicating the results of thorough research and enquiry in
appropriate forms that clearly relate to and facilitate the realisation of intentions. They make
perceptive​ ​and​ ​informed​ ​connections​ ​between​ ​personal​ ​lines​ ​of​ ​enquiry​ ​and​ ​the​ ​work​ ​of​ ​others.

Grade​ ​4​ ​to​ ​6

Candidates effectively develop and explore ideas through considered investigations. They analyse
and evaluate images, artefacts and products with a clear sense of purpose. They demonstrate a
suitably​ ​broad​ ​understanding​ ​of​ ​context​ ​and​ ​culture,​ ​which​ ​inform​ ​developing​ ​responses.
They refine their ideas and select and employ a range of resources, media, material, techniques and
processes appropriately. They combine their knowledge, skills and understanding in a generally
appropriate and accomplished manner. They understand the relationship between process and
product,​ ​and​ ​demonstrate​ ​growing​ ​ability​ ​to​ ​review,​ ​modify​ ​and​ ​refine​ ​their​ ​work​ ​as​ ​it​ ​progresses.
They demonstrate the necessary skills to effectively record and respond to observations and
experiences.
They present ideas and the results of their research and enquiry competently in forms that are
consistent with intentions. They make connections with the work of others, which inform personal
responses​ ​and​ ​support​ ​the​ ​realisation​ ​of​ ​intentions.
Grade​ ​1​ ​to​ ​3
Candidates develop and explore ideas through experimentation. They make an attempt to analyse
and evaluate images, artefacts and products, and in their responses show evidence of a modest
understanding​ ​of​ ​culture​ ​and​ ​context.
They make an attempt to refine and modify their work as it progresses. They use media, material,
techniques and processes with some control and understanding. They demonstrate some ability to
combine​ ​the​ ​knowledge,​ ​skills​ ​and​ ​understanding​ ​they​ ​have​ ​developed.
They select and record observations in a direct way and draw upon their experiences. They present
ideas with a basic understanding of the links between form and intention. They make a personal
response, endeavouring to realise intentions, and seek to make connections between their own work
and​ ​that​ ​of​ ​others.

8
At the start of each project you will be given a project sheet. This will provide a starting point or
theme for you to begin working from. It will also include an overview identifying what evidence you
need to produce to successfully meet the assessment objectives. An important part of it will be a
week-by-week​ ​curriculum​ ​plan​ ​giving​ ​a​ ​structure​ ​for​ ​what​ ​needs​ ​to​ ​be​ ​done​ ​in​ ​lesson​ ​time​ ​and​ ​for​ ​IL.

Each lesson you will have a discussion with your teacher to discuss how your work is progressing
and identify progression targets. Formative assessment at key points in your project will enable you
to receive feedback about your work and make improvements and refinements in order to meet your
target​ ​grade

At the end of the course you will submit all of your coursework for assessment by your teacher, it will
then​ ​be​ ​moderated​ ​within​ ​the​ ​Academy​ ​and​ ​then​ ​seen​ ​again​ ​by​ ​a​ ​visiting​ ​moderator​ ​from​ ​AQA.

GCSE​ ​Art​ ​Assessment​ ​Grid

9
10
Vocabulary

To​ ​fully​ ​understand​ ​and​ ​successfully​ ​achieve​ ​on​ ​your​ ​GCSE​ ​Art​ ​course​ ​you​ ​will​ ​need​ ​to​ ​be​ ​familiar
with​ ​these​ ​specialist​ ​words​ ​and​ ​be​ ​able​ ​to​ ​explain​ ​their​ ​meaning:

2D​ ​Formal​ ​Elements:​​ ​Key​ ​words​ ​that​ ​can​ ​be​ ​applied​ ​and​ ​used​ ​to​ ​describe​ ​art​ ​and​ ​design​ ​such​ ​as
drawing,​ ​painting,​ ​print-making,​ ​collage,​ ​photography​ ​and​ ​graphics
(Line/Tone/Texture/Shape/Pattern).

3D​ ​Formal​ ​Elements:​​ ​Key​ ​words​ ​that​ ​can​ ​be​ ​applied​ ​and​ ​used​ ​to​ ​describe​ ​art​ ​and​ ​design​ ​such​ ​as
sculpture,​ ​furniture,​ ​architecture​ ​and​ ​millinery​ ​(Structure/Form/Volume/Balance/Surface)

Colour:​​ ​Chromatic​ ​values​ ​in​ ​terms​ ​of​ ​scientific,​ ​mechanical​ ​and​ ​expressive​ ​qualities
(primary/secondary/tertiary/complementary/simultaneous/contrast/hot​ ​&​ ​cold/earth)

Composition:​ ​Ways​ ​of​ ​arranging,​ ​organising​ ​and​ ​laying​ ​out​ ​elements​ ​in​ ​a​ ​piece​ ​of​ ​art​ ​and​ ​design​ ​to
suggest​ ​different​ ​visual​ ​ideas​ ​and​ ​meanings.

Analyse:​​ ​ ​Examine​ ​methodically​ ​and​ ​in​ ​detail,​ ​typically​ ​in​ ​order​ ​to​ ​interpret.

Annotate:​​ ​Note​ ​added​ ​to​ ​drawing,​ ​image​ ​or​ ​text​ ​for​ ​explanation​ ​or​ ​comment.

Apply:​​ ​Put​ ​skills/knowledge/understanding​ ​into​ ​action​ ​in​ ​a​ ​particular​ ​context.

Appropriate:​​ ​Selection​ ​and​ ​use​ ​of​ ​materials,​ ​equipment​ ​and​ ​processes​ ​in​ ​ways​ ​that​ ​reflect​ ​a
creative​ ​aim,​ ​brief​ ​or​ ​theme.

Coherent​:​ ​Logically​ ​or​ ​aesthetically​ ​consistent​ ​and​ ​holding​ ​together​ ​as​ ​a​ ​harmonious​ ​or​ ​credible
whole.

Confident:​​ ​Demonstrate​ ​secure​ ​application​ ​of​ ​skills​ ​or​ ​processes.

Creative​:​ ​Using​ ​techniques,​ ​equipment​ ​and​ ​processes​ ​to​ ​express​ ​ideas​ ​or​ ​feelings​ ​in​ ​new​ ​and
engaging​ ​ways.

Compare:​​ ​Identify​ ​the​ ​main​ ​factors​ ​relating​ ​to​ ​two​ ​or​ ​more​ ​items/situations,​ ​and​ ​explain​ ​the
similarities​ ​and​ ​differences,​ ​and​ ​in​ ​some​ ​cases​ ​say​ ​which​ ​is​ ​best​ ​and​ ​why.

Competent:​ ​Having​ ​the​ ​necessary​ ​skill​ ​or​ ​knowledge​ ​to​ ​do​ ​something​ ​suitably​ ​or​ ​sufficiently,​ ​in
amount​ ​or​ ​extent.

Comprehensive​:​ ​Full,​ ​covering​ ​a​ ​range​ ​of​ ​factors,​ ​related​ ​to​ ​goals,​ ​briefs​ ​or​ ​objectives.

Consistent​:​ ​ ​Able​ ​to​ ​reliably​ ​repeat​ ​an​ ​action​ ​that​ ​progresses​ ​towards​ ​achieving​ ​an​ ​aim.

Define​:​ ​State​ ​or​ ​describe​ ​exactly​ ​the​ ​nature,​ ​scope​ ​or​ ​meaning​ ​of​ ​something.

11
Demonstrate​:​ ​Carry​ ​out​ ​practically.

Describe​:​ ​Give​ ​a​ ​clear​ ​description​ ​that​ ​includes​ ​all​ ​the​ ​relevant​ ​features​ ​–​ ​think​ ​of​ ​it​ ​as​ ​‘painting​ ​a
picture​ ​with​ ​words’.

Develop​:​ ​Bring​ ​out​ ​potential.

Discuss​:​ ​Consider​ ​different​ ​aspects​ ​of​ ​a​ ​topic​ ​and​ ​how​ ​they​ ​interrelate​ ​and​ ​the​ ​extent​ ​to​ ​which​ ​they
are​ ​important.

Effective​:​ ​Show​ ​control​ ​over​ ​techniques,​ ​equipment​ ​and​ ​processes​ ​to​ ​efficiently​ ​meet​ ​the​ ​details​ ​and
broad​ ​aims​ ​of​ ​a​ ​requirement.

Enhance​:​ ​To​ ​raise​ ​in​ ​degree,​ ​to​ ​intensify.

Evaluate​:​ ​Bring​ ​together​ ​all​ ​information​ ​and​ ​review​ ​it​ ​to​ ​form​ ​a​ ​conclusion,​ ​drawing​ ​on​ ​evidence
including​ ​strengths,​ ​weaknesses,​ ​alternative​ ​actions,​ ​relevant​ ​data​ ​or​ ​information.

Explain​:​ ​Provide​ ​details​ ​and​ ​give​ ​reasons​ ​and/or​ ​evidence​ ​to​ ​support​ ​an​ ​argument.

Explore​:​ ​Try​ ​out​ ​the​ ​qualities​ ​of​ ​materials,​ ​techniques​ ​or​ ​processes​ ​through​ ​practical​ ​investigation,
with​ ​some​ ​record​ ​of​ ​results.

Identify​:​ ​Indicate​ ​the​ ​main​ ​features​ ​or​ ​purpose​ ​of​ ​something.

Imaginative​:​ ​Develop​ ​ideas​ ​and​ ​concepts​ ​in​ ​new,​ ​engaging​ ​and​ ​inventive​ ​ways.

Independent​:​ ​To​ ​complete​ ​some​ ​work​ ​on​ ​your​ ​own,​ ​by​ ​yourself,​ ​separate​ ​from​ ​other​ ​people.

Investigate​:​ ​Test​ ​the​ ​qualities​ ​of​ ​materials,​ ​techniques​ ​or​ ​processes​ ​through​ ​practical​ ​exploration,
keeping​ ​outline​ ​records​ ​of​ ​results.

Justify​:​ ​Give​ ​reasons​ ​or​ ​evidence​ ​to​ ​support​ ​an​ ​opinion.

Outline​:​ ​Provide​ ​a​ ​summary​ ​or​ ​overview​ ​or​ ​a​ ​brief​ ​description.

Refine​:​ ​Improve​ ​initial​ ​work​ ​taking​ ​into​ ​account​ ​feedback​ ​and​ ​aims.

Review​:​ ​Assess​ ​formally​ ​with​ ​the​ ​intention​ ​of​ ​instituting​ ​change​ ​if​ ​necessary.

Select:​​ ​Choose​ ​the​ ​best​ ​or​ ​most​ ​suitable​ ​option.

Support​:​ ​Contributing​ ​to​ ​the​ ​success​ ​or​ ​maintaining​ ​the​ ​value​ ​of​ ​something.

Synthesise:​ ​Put​ ​together​ ​or​ ​combine​ ​into​ ​a​ ​complex​ ​whole.

Consistent:​ ​Deliver​ ​to​ ​a​ ​high​ ​standard​ ​throughout.

12
Contextual:​ ​Connections​ ​made​ ​to​ ​the​ ​work​ ​of​ ​other​ ​artists​ ​from​ ​different​ ​and​ ​similar​ ​times,​ ​places
and​ ​cultures.

Fluent:​​ ​Communicate​ ​and​ ​present​ ​high​ ​quality​ ​material​ ​in​ ​a​ ​clear​ ​and​ ​meaningful​ ​way.

Skilful:​​ ​Control​ ​and​ ​manipulate​ ​materials,​ ​techniques​ ​and​ ​processes​ ​with​ ​a​ ​high​ ​level​ ​of
understanding,​ ​ability​ ​and​ ​control.

AQA​ ​Exam​ ​Board

AQA​ ​GCSE​ ​Art​ ​Specification-

http://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/assessment-res
ources

Useful​ ​Resources

If you want to succeed and achieve on your GCSE Art course you need to visit galleries, museums
and exhibitions on a regular basis. Living in London you are lucky enough to have some of the
world’s​ ​most​ ​famous​ ​galleries​ ​right​ ​on​ ​your​ ​step​ ​and​ ​many​ ​of​ ​them​ ​are​ ​FREE​ ​to​ ​visit!

Tate​ ​Britain​ ​http://www.tate.org.uk/visit/tate-britain

Tate​ ​Modern​ ​http://www.tate.org.uk/visit/tate-modern

The​ ​National​ ​Gallery​ ​http://www.nationalgallery.org.uk/

The​ ​National​ ​Portrait​ ​Gallery​ ​http://www.npg.org.uk/

The​ ​Victoria​ ​and​ ​Albert​ ​Museum​ ​http://www.vam.ac.uk/

The​ ​British​ ​Museum​ ​ ​http://www.britishmuseum.org/

The​ ​Design​ ​Museum​ ​http://designmuseum.org/

The​ ​Natural​ ​History​ ​Museum​ ​http://www.nhm.ac.uk/

The​ ​Science​ ​Museum​ ​http://www.sciencemuseum.org.uk/

The​ ​Wallace​ ​Collection​ ​http://www.wallacecollection.org/

The​ ​Haunch​ ​of​ ​Venison​ ​http://haunchofvenison.com/

13