explore relationships between image and text, colour composition, problem-solving and communication

Graphic Communication (IGCSE Art & Design 0400 – 2026)

This unit explores how images and text combine to convey ideas, emotions and information. Learners develop a visual language, apply systematic problem‑solving strategies and produce a coherent graphic‑communication piece that meets a brief while demonstrating awareness of media, research, cultural context and the technical fundamentals required by the Cambridge IGCSE Art & Design (0400) syllabus.

Learning Objectives

• Analyse the relationship between image and text across a range of media.
• Apply colour theory and compositional principles to create mood, hierarchy and visual unity.
• Use a structured problem‑solving process (brief → research → ideation → development → evaluation).
• Demonstrate competence in at least three of the following media: illustration, printmaking, photography & digital editing, packaging design, advertising, typography (including recycled techniques).
• Record first‑hand and secondary research systematically, respond to visual information and reflect on the design process.
• Produce a finished graphic‑communication piece that meets the brief, is culturally appropriate and is presented professionally.

Key Concepts (aligned with the syllabus)

1. Image‑Text Relationship – complement, contrast, reinforce or subvert each other.
2. Colour Theory & Composition – colour wheels, harmonies, temperature, psychological effects; balance, hierarchy, focal points, grid systems.
3. Media & Processes – illustration, printmaking, photography & digital editing, packaging, advertising, typography (hand‑crafted & recycled).
4. Perspective, Scale & Space – depth through linear perspective, scaling with grids, positive/negative space.
5. Research & Recording – visual‑research worksheet, visual‑information analysis, mood‑boards, sketchbook logs, citation of sources.
6. Social & Cultural Context – cultural symbolism of colour, historic graphic movements, audience analysis.
7. Problem Solving & Evaluation – defining the problem, brainstorming, prototyping, mid‑project review, final refinement.

Coverage of Required Syllabus Topics

Media & Processes (choose ≥ 3)

Research & Recording

• Visual‑Research Worksheet – a two‑page sheet in the sketchbook:
  • First‑hand observation: field sketch, date, location, brief description.
  • Secondary sources: author, title, URL, date accessed, key visual elements noted.
  • Colour swatches and texture samples linked to each source.
• Visual‑Information Analysis Activity – for each source, annotate:
  • Line, shape, pattern, texture, scale.
  • Potential ways these elements could be adapted in the final design.
• Mood‑Board Sheet – collate images, textures, colour chips, typographic samples; annotate relevance to brief and to the design‑question.
• Progression Map (Thumbnail Sequencing) – a visual flowchart that links each thumbnail to the research evidence that inspired it, showing logical development from idea to final piece.
• Digital Folder Structure – e.g. /Research/BriefName/Images, /Research/BriefName/References, /Production/Final for easy retrieval.

Design‑Question Worksheet (Personal Investigation)

Students complete a short worksheet before the ideation stage, stating a personal investigative question such as:

• “How does the symbolism of the colour red differ between Japanese and Mexican advertising?”
• “In what ways can recycled typography reinforce a sustainability message for a food‑brand?”

The question guides research, colour choices and typographic decisions throughout the project.

Social & Cultural Context

• Case study: Bauhaus (1919‑1933) – geometric forms, limited palette, functional typography.
• Case study: Swiss Style (International Typographic Style) – grid‑based layouts, sans‑serif type, objective communication.
• Research activity: investigate the symbolism of a chosen colour in at least two cultures; produce a comparative colour‑palette chart with cultural notes.
• Discussion: how cultural meanings influence colour, imagery and typographic conventions in contemporary branding.

Perspective, Scale & Space

• Exercise: one‑point perspective advertisement layout – place the product in a realistic environment using vanishing‑point grid.
• Scaling activity: enlarge a hand‑drawn illustration to A2 size with a proportional grid, maintaining line weight.
• Space management: analyse positive/negative space in iconic logos (e.g., FedEx, WWF) and redesign a logo to improve spatial balance.

Lesson Sequence (6 lessons + mid‑project review)

Practical Techniques (cross‑media)

• Layering text over images – use contrast (value, hue, saturation) to ensure readability.
• Colour harmonies – apply complementary, analogous or triadic schemes to reinforce mood and cultural meaning.
• Typographic hierarchy – manipulate size, weight, style and spacing to guide the viewer’s eye.
• Grid systems – divide the page into columns/rows; align text and images consistently.
• Iterative sketching – move from rough thumbnails → refined drafts → final production, documenting each stage.
• Recycled typography – cut, collage and glue lettering from discarded paper to explore sustainability.
• Photography integration – capture high‑contrast images, edit for colour balance, and mask to blend with hand‑drawn elements.

Evaluation & Reflection (Embedded Process)

1. Mid‑Project Review (Lesson 5) – peer‑review checklist covering:
   • Clarity of brief interpretation
   • Effectiveness of image‑text relationship
   • Colour & composition choices
   • Technical execution of chosen media
   • Evidence of research and response to visual information
2. Self‑Evaluation Form (Lesson 6) – students answer:
   • What design decisions most strongly support the intended message?
   • How did research, cultural considerations and the design‑question shape the final piece?
   • Which technical challenges were encountered and how were they resolved?
   • What would you alter for a different audience, medium or cultural context?
3. Teacher Feedback – annotated comments linked to the assessment criteria, plus suggestions for future investigations.

Assessment Criteria (excerpt – Levels 1‑6)

Suggested Diagram

Extension Activities

• Brand analysis – redesign a key communication piece (logo, packaging) while maintaining brand consistency.
• Digital vector production – create a scalable poster in Inkscape or Adobe Illustrator; export for print and web.
• Cross‑cultural redesign – adapt an existing advertisement for a different cultural market, justifying colour and typographic changes.
• Sustainable design challenge – produce a full communication campaign using only recycled or up‑cycled materials.
• Product‑design prototype – design a simple product (e.g., a reusable water bottle) and develop its packaging and promotional graphics.

Reflection Prompts for Students (post‑completion)

1. How does the choice of colour influence the viewer’s perception of the message and its cultural meaning?
2. In what ways does the placement and hierarchy of text affect readability and visual impact?
3. What challenges did you encounter during the problem‑solving stage, and how did you overcome them?
4. How would you adapt your design for a different audience, medium or cultural context?
5. Which media or technique gave you the greatest expressive advantage, and why?
6. How did your personal design‑question shape the research and final outcome?