select, review and refine work to plan and produce a personal and resolved response

Three‑Dimensional Design – IGCSE Art & Design (0400)

Learning Objective

Students will select, review and refine their ideas to plan and produce a personal, resolved three‑dimensional response that meets every assessment objective of the Cambridge IGCSE Art & Design 0400 syllabus.

Syllabus Overview

The 0400 component requires candidates to demonstrate:

• Effective visual research and contextual investigation.
• Generation of a range of ideas and critical selection of the strongest concept.
• Technical planning (scaled drawings, material specifications, risk assessment, schedule).
• Skilled execution using a variety of traditional and contemporary media.
• Reflection on the finished work against the brief, audience and personal intent.

Key Concepts

• Form & Volume – how shapes occupy space and relate to one another.
• Function – purpose, usability or interaction (decorative, functional, kinetic).
• Surface & Texture – finishes, treatments and tactile qualities that enhance meaning.
• Movement – implied or actual motion (rotating parts, viewer’s eye‑movement).
• Scale, Proportion & Perspective – relationships between parts, whole and display environment; use of one‑point and two‑point perspective for maquettes and technical drawings.
• Colour Theory – colour as a design element; colour relationships, contrast and cultural symbolism; how colour interacts with material properties.
• Structure & Stability – ensuring the piece can stand, be handled or displayed safely.
• Materials & Techniques – properties of traditional (wood, metal, clay, plaster, found objects) and contemporary media (CAD, 3‑D printing, laser‑cutting, recycled composites).
• Cultural & Historical Context – research into social, cultural or historical influences that inform the concept.
• Audience Awareness – understanding who will view the work and how the response addresses their expectations.
• Sustainability – selection of low‑impact materials, waste reduction, and life‑cycle considerations.
• Reflection & Critique – systematic review, editing and evaluation throughout the process.

Cross‑Component Connections

Skills developed in the 3‑D component transfer directly to the other four IGCSE areas (Painting & Related Media, Graphic Communication, Textiles & Fashion, Photography). Use the table below as a quick reference for teachers and learners.

Reminder for Candidates

If you are completing the other three components, ensure each portfolio contains distinct, self‑contained work that meets the specific brief for that component.

Visual Research & Inspiration

• First‑hand observation – sketches, photographs or video of objects, sites or natural forms.
• Secondary sources – books, journal articles, museum catalogues, online databases (record author, title, URL).
• Research journal / mood board – collate images, colour palettes, material swatches and write brief notes on each source.
• Contextual investigation – explore cultural traditions, sustainability issues or historical precedents that relate to your theme.

Materials, Techniques & Equipment

Perspective & Colour

Perspective – When developing maquettes or technical drawings, apply one‑point perspective for simple frontal objects and two‑point perspective for complex forms. Use vanishing points to ensure accurate depth and proportion.

Colour – Choose colours that complement the material’s inherent qualities (e.g., warm tones for wood, metallic finishes for metal). Consider colour symbolism relevant to cultural context and use colour contrast to highlight functional or kinetic elements.

Process Overview

1. Research & Inspiration – record observations, create a mood board, investigate cultural/historical context.
2. Idea Generation – sketch, produce maquettes, or model digitally (CAD/SketchUp).
3. Selection – evaluate ideas against originality, feasibility, personal relevance, audience and brief.
4. Review & Feedback – present to peers/teacher, record comments in a feedback table.
5. Refinement – develop detailed technical drawings, material specifications, risk assessment and a production schedule.
6. Production – construct the work using chosen techniques and equipment, documenting each stage.
7. Evaluation & Reflection – assess the finished piece against the brief and criteria; complete a reflective log.

Selection & Review Checklist

Refining & Planning

Technical Drawing Conventions

• Scale: 1:10 (or as appropriate) – clearly noted on each view.
• Line weight: thin for hidden edges, thick for visible outlines.
• Annotations: material symbols, surface‑finish notes, joint details.
• Views required: front, side, top (and section view if complex).
• Use graph paper or CAD software for accuracy; include perspective lines where relevant.

Material Properties Table (example)

Equipment & Safety Checklist

• Identify required hand and power tools, plus any specialist equipment.
• Confirm you have received training or supervision for each tool.
• PPE: safety glasses, hearing protection, gloves, dust mask/respirator.
• Work area must be well‑ventilated, clean and free of unnecessary clutter.
• Know emergency procedures – location of fire extinguisher, first‑aid kit, shut‑off switches.

Risk‑Assessment Template

Time‑Management – Sample Gantt‑Style Timeline

Production – Recording the Process

• Take dated photographs at each major stage (construction, joint testing, finishing).
• Maintain a brief log of problems encountered and how they were solved.
• Label all components in photos for easy reference in the portfolio.
• If digital modelling is used, export screenshots of the CAD file at key milestones.

Evaluation & Structured Reflection

Complete the prompt sheet after the work is finished. Use full sentences and refer to specific evidence (e.g., photograph numbers, drawing references).

Assessment Checklist – Aligned with Cambridge IGCSE 0400