BA (Hons) 3D Effects for Performance and Fashion will equip students with specialised design and craft skills. The course will cover a variety of performance areas to provide the breadth and depth of knowledge students need for a successful career as a costumier or prop designer.
What to expect
Lectures and seminars
Briefings and tutorials
Design, text analysis and context
Critiques, peer-evaluation and self-evaluation
Workshops and demonstrations
Presentations of practical outcomes
Collaborative group work
Creation of sketchbooks and design and research portfolio
BA (Hons) 3D Effects for Performance and Fashion will equip students with specialised design and craft skills. The course will cover a variety of performance areas to provide the breadth and depth of knowledge students need for a successful career as a costumier or prop designer. What to expect Lectures and...
The academic year for this course is divided into Block 1 and Block 2. Block 1 is of 15 weeks’ duration from late September to February. In accordance with the University timetable, there will be a 4-week holiday in December. Block 2 is also of 15 weeks’ duration from mid-February to the end of June with a 4-week holiday for Easter.
Year one will introduce the fundamentals of 3D Effects for Performance and Fashion, outlining the key skills and techniques as a grounding for your practice.
Introduction to design for performance
This unit aims to introduce you to your discipline in the context of study at Higher Education level; learning skills and the requirements of effective studentship at undergraduate level; and to orientate you within your course, the College and the University.
Introduction to 3D and modified forms
This unit will introduce you to the fundamental principles and techniques used by 3D effects practitioners to create 3D effects for a range of applications. During workshops, you can explore how the human form can be modified to create creature effects, by adapting, extending and distorting the body. The unit encourages your development in technical areas underpinned by an understanding of the principles of sculpting, moulding and three-dimensional fabrication construction, to realising form for the performing body and how to translate 2D design drawings to 3D outcomes.
Introduction to Cultural and Historical Studies
This unit introduces the Cultural and Historical Studies approach to fashion and related areas. The unit provides a broad overview of the subject and introduces key concepts and ways of thinking that will form the basis of subsequent study.
This unit will provide you with a solid understanding of London College of Fashion’s core values and how they connect to your practice. As part of this unit, you will explore diversity, social responsibility and sustainability, themes which you will then apply to a selected project. At this stage, the emphasis is on how you apply your thinking across these important themes to your practice. Fashion can change lives. We want you to use fashion to examine the past, build a sustainable future and improve the way we live. That’s why we call this unit ‘Better Lives’.
Collaboration one: design and production
This is an opportunity to demonstrate the progress you have made and will extend your knowledge of other areas of design and craft skills. You will work collaboratively with students across the performance programme to design and realise characters from a script or text. You will be introduced to a range of materials and be encouraged to take an innovative approach to the realisation of your work using both experimental and traditional methods for a contemporary performance context.
Year two provides the opportunity to explore new areas of 3D Effects for Performance and Fashion such as digital technology and working collaboratively with industry.
Cultural and Historical Studies
You will be able to study a Cultural and Historical Studies unit of your choice, to broaden or deepen your learning of areas relating to your chosen field. You will be able to learn alongside students from other courses and will read relevant academic texts and complete a formal academic essay for assessment.
Core skill: 3D innovation and design
Developed around a narrative, this unit will introduce you to digital technology and its use in the creative industries to create three-dimensional artefacts alongside traditional 3D craft techniques. You will develop an awareness of the software used to create 3D virtual objects and the output methods such as laser cutting and 3D printing.
This unit aims to develop your practitioner identity and consider your personal manifesto for performance, by completing a performance proposal for a performance event around a location, and stimulus of your choosing.?It will allow you to expand your understanding of the work of practitioners who you find useful, inspiring, and interesting, before then applying that knowledge in the creation of your own performance event.
This unit aims to develop your professional skills within an industry environment. On your placement, you will be able to experience the pace, atmosphere and discipline of working in the industry. This will give you practical experience of the roles, functions and operations within the industry. The unit requires a minimum of 60 work placement hours.
Collaboration two: interdisciplinary and experimental
During this unit, you will collaborate with other students to design and realise characters for a narrative. Working in a small group you will choose a context for the performance, you are encouraged to look at a context you may not have designer for previously, and to collaborate with performers and students from other disciplines.
Year three will give the opportunity to showcase your progress and skill development through creative and academic work across three units.
Innovation and design
This unit requires you to identify an area of personal interest and then to investigate, research and experiment to develop your concept and designs for realisation in the final unit. You will demonstrate your skills in the creation of an extensive body of work to show development and experimentation. You should consider theoretical and professional contexts of your project, and the surrounding industries, to develop your chosen narrative and performance context.?You may choose to focus on one line of enquiry, or produce a series of small test projects, or explore a range of research avenues and methods.
Cultural and historical studies dissertation
The overall aim of the dissertation is to provide an opportunity for you to demonstrate your understanding of the critical and analytical perspectives developed within cultural and historical theory and your ability to apply those perspectives in a specific study. You will undertake a substantial piece of structured primary and secondary research that critically engages with cultural issues relating to fashion, the body, performance, or the media and communications industries and which reflects on the critical debates and concerns addressed in your course.
Personal performance project
Building on your previous design portfolio created for Innovation and Design unit, you will now execute the realisation of your designs. This unit will enable you to realise a personal response to your concept. The structure and outcome of your project will be determined by you. You will identify and construct individually negotiated outcomes to communicate your concept towards your chosen audience.
The academic year for this course is divided into Block 1 and Block 2. Block 1 is of 15 weeks’ duration from late September to February. In accordance with the University timetable, there will be a 4-week holiday in December. Block 2 is also of 15 weeks’ duration from mid-February to the end of June with a 4-week holiday for Easter. Year...
London College of Fashion
Full Time, 3 years
The standard minimum entry requirements for this course are:
One or a combination of the following accepted full level 3 qualifications.
- A Level – minimum of 2 A Level Grades A*- C to total 96 new UCAS tariff (preferred subjects include Art, Design, English, Drama and Film Studies);
- a Merit - Foundation Diploma in Art & Design (Level 3 or 4) with a total of at least 96 tariff points to include at least one A-level pass;
- Merit, Merit, Merit at BTEC Extended Diploma preferred subjects Art & Design;
- a Merit at UAL Extended Diploma;
- an Access Diploma with at least 45 credits at Merit level or 96 tariff points from the Access to HE Diploma;
- 96 new UCAS tariff points (equivalent to 240 old UCAS tariff points) from a combination of the above qualifications or an equivalent full Level 3 qualification;
- or equivalent EU or non-EU qualifications, such as International Baccalaureate Diploma
- And three GCSE passes at grades A*-C or grades 9-4.
Entry to this course will also be determined by assessment of your portfolio.
APEL (Accreditation of Prior (Experiential) Learning)
Applicants who do not meet these course entry requirements may still be considered in exceptional cases. The course team will consider each application that demonstrates additional strengths and alternative evidence. This might, for example, be demonstrated by:
- Related academic or work experience
- The quality of the personal statement
- A strong academic or other professional reference
- OR a combination of these factors
Each application will be considered on its own merit but we cannot guarantee an offer in each case.
English Language Requirements
IELTS level 6.5 with a minimum of 5.5 in reading, writing, listening and speaking.
The standard minimum entry requirements for this course are: One or a combination of the following accepted full level 3 qualifications. A Level – minimum of 2 A Level Grades A*- C to total 96 new UCAS tariff (preferred subjects include Art, Design, English, Drama and Film Studies); a Merit - Foundation Diploma in Art & Design (Level 3 or 4)...
Monday 14 September - Friday 4 December 2020
Monday 4 January - Friday 11 March 2021
Monday 12 April - Friday 18 June 2021
Monday 14 September - Friday 4 December 2020
Monday 4 January - Friday 11 March 2021
Monday 12 April - Friday 18 June 2021
|Overall student satisfaction|
|88% of students were satisfied overall|
|The teaching on my course|
|94% of students strongly agree that staff are good explaining things|
|100% of students strongly agree that staff have made the subject interesting|
|87% of students strongly agree that the course is intellectually stimulating|
|88% of students strongly agree that the course has challenged them to achieve their best work|
|81% of students strongly agree that the course has provided them with opportunities to explore ideas or concepts in depth|
|81% of students strongly agree that the course has provided them with opportunities to bring information and ideas together from different topics|
|88% of students strongly agree that the course has provided them with opportunities to apply what they have learnt|
|Assessment and feedback|
|56% of students strongly agree that the criteria used in marking have been clear in advance|
|63% of students strongly agree that the marking and assessment has been fair|
|81% of students strongly agree that the teedback on their work has been timely|
|75% of students strongly agree that they have received helpful comments on my work|
|81% of students strongly agree that they have been able to contact staff when they needed to|
|69% of students strongly agree that they have received sufficient advice and guidance in relation to their course|
|69% of students strongly agree that good advice was available when they needed to make study choices on their course|
|Organisation and management|
|50% of students strongly agree that the course is well organised and running smoothly|
|69% of students strongly agree that the timetable works efficiently for them|
|63% of students strongly agree that any changes in the course or teaching have been communicated effectively|
|63% of students strongly agree that the IT resources and facilities provided have supported their learning well|
|81% of students strongly agree that the library resources (e.g. books, online services and learning spaces) have supported their learning well|
|75% of students strongly agree that they have been able to 3ess course-specific resources (e.g. equipment, facilities, software, collections) when they needed to|
|75% of students strongly agree that they feel part of a community of staff and students|
|88% of students strongly agree that they have had the right opportunities to work with other students as part of their course|
|88% of students strongly agree that they have had the right opportunities to provide feedback on their course|
|94% of students strongly agree that staff value students’ views and opinions about the course|
|63% of students strongly agree that it is clear how students’ feedback on the course has been acted on|
|60% of students strongly agree that the students’ union (association or guild) effectively represents students’ academic interests|
University TEF Outcome
Average Graduate Salary£21000
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