develop knowledge and skills in media, processes and techniques for three-dimensional outcomes

Cambridge IGCSE Art & Design 0400 – Three‑Dimensional Design

Learning Objective

Develop knowledge and skills in a range of media, processes and techniques to create three‑dimensional (3D) outcomes, and evaluate those outcomes against a brief using the design cycle.

Areas of Study (Linking Media to Context)

Students must choose at least one area and record the chosen context in their research notes. For each area a concise Key Learning Outcome is provided to make expectations explicit.

• Sculpture / Ceramics – clay (earthenware, stoneware, polymer), plaster, mixed‑media assemblage.
  Key outcome: explore form, texture and structural stability through hand‑building and carving.
• Product Design – wood, metal (wire, sheet), digital fabrication (3‑D printing, CNC), recycled plastics.
  Key outcome: develop functional prototypes that demonstrate balance, ergonomics and material suitability.
• Architecture & Interior Modelling – wood, cardboard, laser‑cut MDF, 3‑D printed maquettes.
  Key outcome: apply orthographic projection, scale and perspective to produce accurate spatial models.
• Craft (e.g., Textiles, Jewellery) – polymer clay, metal wire, found objects, sustainable fibres.
  Key outcome: combine traditional craft techniques with contemporary materials to create decorative or wearable objects.
• Fashion / Jewellery – metal wire, polymer resin, 3‑D printed components, recycled jewellery parts.
  Key outcome: investigate surface treatment, colour relationships and the integration of technology in wearable design.

Knowledge & Understanding

• Materials & Processes – properties, handling, shrinkage, sustainability, health & safety.
• Social & Cultural Influences – how local craft traditions, historical movements and contemporary design cultures shape 3D outcomes.
• Genres & Artists – research at least three examples from the list below and note how they inform the brief:
  • Barbara Hepworth (modernist sculpture)
  • Isamu Noguchi (landscape and public sculpture)
  • Charles & Ray Eames (mid‑century product design)
  • Zaha Hadid (parametric architecture)
  • Neri Oxman (bio‑digital design)
  • Ai Weiwei (conceptual installation)
• Intention – Research – Realisation – Reflection – the four‑stage narrative required for Criterion 4.

Design Principles & Technical Skills (common to all areas)

• Form & Shape – positive/negative space, volume.
• Perspective & Scale – orthographic projection, foreshortening, accurate scaling.
• Balance & Movement – centre of gravity, static vs. kinetic balance.
• Colour Relationships – theory applied to finishes, patinas and paints.
• Texture & Surface Treatment – tactile and visual texture through carving, modelling, finishing.
• Material Properties – strength, flexibility, shrinkage, brittleness, sustainability.

Syllabus‑Worded Skills Checklist

Common 3D Media

Processes & Techniques

Design Cycle (Cambridge wording)

1. Investigate – record observations, collect visual information, research the brief, cultural/historical context and relevant media.
2. Generate ideas – produce sketches, thumbnail studies, mood boards and a clear concept statement.
3. Plan – develop detailed drawings, scale models, material & equipment lists, and a step‑by‑step work‑plan.
4. Create – apply the selected processes and techniques, documenting progress with dated photographs or diary entries.
5. Evaluate – reflect on the finished piece using a structured template (intention, research, realisation, successes, areas for improvement).

Design‑Cycle Checklist (what to record)

Mapping Checklist Items to Assessment Criteria

Assessment Criteria Overview

Self‑Assessment Checklist (students)

Sustainable & Ethical Considerations

• Prefer recyclable, biodegradable or locally sourced media (e.g., reclaimed wood, recycled polymer filament).
• Document the environmental impact of each material in the research stage.
• Activity suggestion – “Material Audit”: locate three recyclable items, record their properties, and design a functional object (e.g., a lamp) using only those items.
• Respect copyright when using digital files; create original CAD models or obtain proper licences.

Specialist Equipment & Safety

• Personal Protective Equipment (PPE) – safety goggles, gloves, dust mask/respirator, ear protection for power tools.
• Kiln – ensure proper ventilation, use kiln‑safety gloves, monitor temperature with a pyrometer; follow the firing schedule for the chosen clay body.
• Laser Cutter – operate in a well‑ventilated area, use appropriate material settings, never leave the cutter unattended.
• CNC Router – secure the workpiece, select the correct bit speed, wear hearing protection.
• General workshop safety – keep the work area tidy, inspect tools before use, follow manufacturer instructions for all machinery.

Research & Visual Investigation

Students must record both first‑hand observations (material tests, site visits) and secondary resources (books, online image banks, museum visits).

• Annotated Mood Board – colour swatches, texture samples, reference photographs with captions.
• Image‑Bank Spreadsheet – columns for source, copyright status, relevance to brief.
• Observation Log – date, activity, notes on material behaviour, safety observations.

Evaluation & Reflection Template (Criterion 4)

1. Intention – Restate the brief and personal design goal (≤ 150 words).
2. Research Summary – Highlight key findings about media, cultural context and sustainability.
3. Realisation – Explain how the chosen processes achieved (or did not achieve) the intention; reference specific techniques.
4. Successes – Identify three strengths (e.g., structural stability, effective colour relationships, innovative use of recycled material).
5. Areas for Improvement – Identify three aspects to develop further (e.g., reduce shrinkage error, improve surface finish, refine balance).
6. Future Development – Propose a next step or extension project.

Suggested Classroom Activities

1. Material Investigation – Small tests of clay, wood, metal wire, polymer filament and recycled cardboard. Record workability, drying/shrinkage, and finish options.
2. Scale Model Challenge – Produce a 1:10 scale model of a simple object (e.g., a chair) using at least two media; include a technical drawing and a bill of materials.
3. Process Diary – Maintain a dated log (sketch, photo, short note) for every technique tried; include problems and solutions.
4. Collaborative Assemblage – Group project using found and recycled objects to create a mixed‑media sculpture that explores balance, movement and colour relationships.
5. Digital to Physical – Design a small object in CAD, export the file, and produce a prototype with a 3‑D printer or CNC‑milled component; evaluate the accuracy of the digital model versus the physical outcome.
6. Kiln Firing Session – Students fire a polymer‑clay or earthenware piece, recording temperature ramps and shrinkage measurements.
7. Laser‑Cut Architecture – Create a laser‑cut wooden façade panel; discuss tolerances, material waste and safety procedures.
8. Cultural Context Research – Investigate a traditional craft or architectural style relevant to the brief; produce a short visual report and incorporate at least one technique inspired by the research.
9. Material Audit (Sustainability) – Source three recyclable items, analyse their properties, and design a functional object (e.g., a lamp) using only those items.
10. Tonal Drawing / Pen‑and‑Ink Study – Produce a series of tonal sketches of a three‑dimensional object from multiple viewpoints. Use hatching and cross‑hatching to convey form, depth and surface texture, linking 2‑D drawing skills to 3‑D modelling.

Further Reading & Resources (Suggested)

• “The Complete Book of Sculpture” – comprehensive guide to traditional and contemporary sculptural media.
• “Digital Fabrication for Designers” – overview of CAD workflows, 3‑D printing, CNC and laser cutting.
• Cambridge IGCSE Art and Design Specification (0400) – full assessment objectives and exemplar work.
• “Sustainable Materials for Design” – case studies on eco‑friendly media and life‑cycle assessment.