3.7 Three-dimensional design

Students should be introduced to a variety of experiences that explore a range of three-dimensional media, processes and techniques. They should be made aware of both traditional and new media.

Students should explore the use of drawing for different purposes, using a variety of methods and media on a variety of scales. Students may use sketchbooks/workbooks/journals to underpin their work, where appropriate.

Students should explore relevant images, artefacts and resources relating to a range of art, craft and design, from the past and from recent times, including European and non-European examples. This should be integral to the investigating and making process. Students' responses to these examples must be shown through practical and critical activities that demonstrate their understanding of different styles, genres and traditions.

Students should be aware of the four assessment objectives to be demonstrated in the context of the content and skills presented. They should be aware of the importance of process as well as product.

Areas of study

Students are required to work in one or more area(s) of three-dimensional design, such as those listed below. They may explore overlapping areas and combinations of areas:

  • ceramics
  • sculpture
  • exhibition design
  • design for theatre, television and film
  • interior design
  • product design
  • environmental and architectural design
  • jewellery/body ornament
  • 3D digital design.

Skills and techniques

Students will be expected to demonstrate skills, as defined in Overarching knowledge, understanding and skills, in the context of their chosen area(s) of three-dimensional design. Students will be required to demonstrate skills in all of the following:

  • appreciation of solid, void, form, shape, texture, colour, decoration, surface treatment, scale, proportion, structure, rhythm and movement
  • awareness of intended audience or purpose for their chosen area(s) of three-dimensional design
  • awareness of the relationship between three-dimensional design and urban, rural or other settings
  • appreciation of the relationship of form and function and, where applicable, the ability to respond to a concept, work to a brief, theme or topic, or answer a need in the chosen area(s) of three-dimensional design
  • the safe use of a variety of appropriate tools and equipment
  • understanding of working methods, such as model-making, constructing and assembling.

Knowledge and understanding

Students must show knowledge and understanding of:

  • relevant materials, processes, technologies and resources
  • how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts created in the context of their chosen area(s) of three-dimensional design
  • historical and contemporary developments and different styles and genres
  • how images and artefacts relate to social, environmental, cultural and/or ethical contexts, and to the time and place in which they were created
  • continuity and change in different styles, genres and traditions relevant to three-dimensional design
  • a working vocabulary and specialist terminology that is relevant to their chosen area(s) of three-dimensional design.