3D Printing Tactile Art Experiences for Visually Impaired Individuals
IB Assessment
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Grasp
Goal: Design and 3D print a tactile artwork experience that allows a visually impaired visitor to meaningfully engage with a famous artwork through touch, and document the entire design process in a portfolio that demonstrates inquiry, ideation, creation, and evaluation
Role: Accessibility Design Consultant hired by a local art gallery to develop inclusive, tactile reproductions of famous artworks for their new 'Art for All' exhibition wing
Product: A 3D printed tactile artwork reproduction (physical prototype, approximately 15cm x 15cm or equivalent) PLUS a design portfolio or journal documenting the full design process including: research findings, design brief, annotated sketches and design ideas, CAD/design files, making process documentation with photographs, and a written evaluation against design specifications
Audience: The gallery's curatorial and accessibility team, including representatives from a local visually impaired community group who will provide feedback on your design
Situation: A local art gallery is launching an 'Art for All' initiative to make their permanent collection accessible to visually impaired visitors. The gallery has identified that most artworks are flat, two-dimensional, and entirely inaccessible without sight. They have commissioned your design consultancy to select one famous artwork from their collection and create a 3D printed tactile reproduction that communicates the artwork's essential visual elements — composition, texture, depth, and emotional mood — through the sense of touch. Your solution must be accompanied by a design portfolio that documents your research, design decisions, and evaluation so the gallery can replicate and expand the project.
Criteria
Name: Inquiring and Analysing
Level 0: The student does not reach a standard described by any of the descriptors above.
Criterion: A
Level 1 2: The student identifies a problem related to art accessibility in a superficial way, with little or no reference to the needs of visually impaired visitors. Research is minimal, referencing fewer than two sources, and existing solutions are not meaningfully analysed. The design brief is incomplete, missing key elements such as the target user, context, or problem statement.
Level 3 4: The student identifies the problem of visual inaccessibility in art galleries in general terms, with limited reference to the specific needs of visually impaired visitors. The student references one existing tactile art solution or accessible design example with basic description. The student outlines a simple design brief that names the problem and the user but lacks detail or justification. The connection between research findings and the design brief is unclear or underdeveloped.
Level 5 6: The student identifies and describes the problem of visual inaccessibility in art galleries with some reference to the needs of visually impaired visitors, using at least two research sources. The student describes two existing tactile art solutions or accessible design examples, identifying some strengths or limitations. The student outlines a design brief that defines the problem and the target user, and describes why 3D printing is relevant to this challenge. Research findings are presented clearly but connections between research and the design brief are not always explicit.
Level 7 8: The student identifies and explains the problem of visual inaccessibility in art galleries with clear reference to the needs and experiences of visually impaired visitors, drawing on at least three distinct research sources. The student analyses two or more existing tactile art solutions or accessible design examples, explaining both their strengths and limitations in detail and connecting findings to their own design context. The student constructs a precise and justified design brief that clearly defines the problem, the target user, and the design context, and explains why 3D printing is a suitable technology for this specific challenge with reference to its capabilities and constraints. Research findings are synthesised — not simply listed — and directly inform the design brief.
Task Specific Clarification: For this task, Criterion A assesses how thoroughly students investigate the problem of making art accessible to visually impaired people. Students must research the needs of visually impaired gallery visitors (through secondary research such as articles, interviews, or existing tactile museum programs), analyse at least two existing tactile art solutions or accessible design examples, and construct a clear design brief that identifies the specific problem they are solving. They must also explain why 3D printing is an appropriate technology for this context. Evidence appears in the portfolio's inquiry section.
Name: Developing Ideas
Level 0: The student does not reach a standard described by any of the descriptors above.
Criterion: B
Level 1 2: The student presents a design specification with fewer than three criteria that are vague or not measurable. The student presents one or two design ideas with minimal or no annotations. There is little evidence of design development beyond an initial sketch, and justification for design choices is absent or superficial.
Level 3 4: The student presents a design specification with three to four criteria, some of which are measurable, with limited justification. The student presents two or three design ideas with basic annotations describing what is shown but without exploring different approaches in depth. The student identifies a chosen design and makes some attempt to develop it further, but the final design lacks detail in dimensions, materials, or printing considerations. Justification for design choices is limited.
Level 5 6: The student presents a design specification with at least five criteria, most of which are measurable and connected to user needs, with some justification. The student presents at least three annotated design ideas that show different approaches to the tactile artwork, with annotations describing key features of each idea. The student develops one chosen design into a more detailed final design with some dimensions or material notes, and provides some justification for choosing this design over others with reference to the design specification. Annotations are present but may lack depth or consistent use of Design terminology.
Level 7 8: The student constructs a detailed design specification with at least five measurable and testable criteria directly linked to the needs of visually impaired users and the gallery context, with clear justification for each criterion. The student presents at least three distinct annotated design ideas that demonstrate genuine creative exploration of how to translate the chosen artwork's visual elements into tactile form, with each idea showing different approaches to texture, composition, or depth. The student develops one chosen design idea into a detailed final design — including annotated sketches or CAD drawings with dimensions, material notes, and printing considerations — and justifies the selection of this design over alternatives with explicit reference to the design specification. Annotations are detailed and use appropriate Design vocabulary throughout.
Task Specific Clarification: For this task, Criterion B assesses how well students develop a design specification and generate, develop, and present design ideas for their tactile artwork. Students must write a design specification with at least five measurable criteria (e.g., size constraints, tactile texture variety, durability, safety for handling, communication of the artwork's key visual elements). Students must produce at least three distinct annotated design ideas showing different approaches to translating their chosen artwork into 3D tactile form, and then develop one chosen idea into a detailed final design with dimensions, material considerations, and justification for their choices. Evidence appears in the portfolio's design development section, including sketches, CAD screenshots or drawings, and written annotations.
Name: Creating the Solution
Level 0: The student does not reach a standard described by any of the descriptors above.
Criterion: C
Level 1 2: The student outlines a minimal making plan with few steps and no time estimates. The design file is incomplete or does not clearly represent the intended design. The making process is documented with fewer than three photographs. There is little evidence of independent decision-making during making. The final 3D printed tactile artwork is incomplete or does not clearly communicate the chosen artwork's key visual elements in tactile form.
Level 3 4: The student outlines a basic making plan that identifies some steps but lacks detail or realistic time estimates. The student uses 3D design software to produce a design file, though it may not fully reflect the intended design. The student operates the 3D printer with teacher guidance and documents the making process with three to four photographs. The student notes that changes were made during making but does not clearly explain why. The final 3D printed tactile artwork partially matches the final design and communicates limited tactile features of the chosen artwork.
Level 5 6: The student constructs a making plan that sequences the main steps of production with some time estimates. The student uses 3D design software to produce a design file that represents the main features of the final design with adequate detail. The student operates the 3D printer with appropriate safety and documents the making process with at least five photographs showing key stages. The student describes at least one adjustment made during the making process. The final 3D printed tactile artwork mostly matches the final design and communicates some of the chosen artwork's key visual elements through tactile features, and is generally safe for handling.
Level 7 8: The student constructs a detailed and logical making plan that sequences all key steps — including CAD design, printer setup, printing, and finishing — with realistic time estimates and identification of potential challenges. The student demonstrates proficient use of 3D design software, producing a design file that accurately reflects the final design with appropriate detail, scale, and tactile features. The student operates the 3D printer safely and independently, and documents the making process with at least five clear photographs showing distinct stages of production. The student explains specific adjustments made during the making process — such as changes to print settings, scale, or design elements — and justifies why these changes were necessary. The final 3D printed tactile artwork closely matches the final design, effectively communicates the chosen artwork's key visual elements through texture, depth, and composition, and is safe and appropriate for a visually impaired visitor to handle.
Task Specific Clarification: For this task, Criterion C assesses how well students plan and execute the making of their 3D printed tactile artwork. Students must create a logical making plan (with steps and time estimates), use appropriate 3D design software to create their design file, operate the 3D printer safely and correctly, and document the making process with a minimum of five photographs showing key stages. Students must also demonstrate any adjustments made during the making process and explain why changes were necessary. The final product is assessed for how well it represents the chosen artwork's key elements in tactile form and how suitable it is for a visually impaired visitor to handle. Evidence appears in the portfolio's making section and in the physical 3D printed object itself.
Name: Evaluating
Level 0: The student does not reach a standard described by any of the descriptors above.
Criterion: D
Level 1 2: The student makes limited evaluative comments about the completed tactile artwork, with little or no reference to the design specification or feedback from testing. Reflection on the design process is superficial or absent. Any suggested improvements are vague and not connected to the needs of visually impaired users or the design specification.
Level 3 4: The student evaluates the completed tactile artwork against some criteria in the design specification, using limited feedback from peer testing or their own observations. The student makes general statements about whether the product was successful without consistent reference to the design specification. The student reflects briefly on the design process, identifying one or two things that went well or could be improved. The student suggests one or two improvements to the product but with limited explanation of how or why these would be beneficial.
Level 5 6: The student evaluates the success of the completed tactile artwork against most criteria in the design specification, using feedback from peer testing and their own observations. The student describes whether key design specification criteria were met or not met, with some specific reference to the product's features. The student reflects on the design process, identifying what worked well and what could have been improved. The student suggests at least two improvements to the product, with some explanation of how these would improve the design for visually impaired users. The evaluation is generally clear but may lack depth or specificity in places.
Level 7 8: The student evaluates the success of the completed tactile artwork against each criterion in the design specification, using specific evidence from peer testing (eyes-closed user testing with a prepared feedback tool) and their own critical observation. The student explains clearly whether each design specification criterion was met, partially met, or not met, with specific reference to observable features of the product. The student analyses the design process — identifying specific decisions that were effective and specific decisions that were problematic — and explains the impact of these decisions on the final outcome. The student suggests at least two specific, realistic, and technically feasible improvements to the product, explaining how each improvement would better meet the design specification or the needs of visually impaired users. The evaluation is honest, detailed, and demonstrates genuine critical reflection rather than surface-level commentary.
Task Specific Clarification: For this task, Criterion D assesses how critically and specifically students evaluate their completed tactile artwork against their design specification and the needs of visually impaired users. Students must test their product with at least one peer acting as a simulated visually impaired user (eyes closed), collect structured feedback using a prepared feedback form or interview questions, and evaluate the product against each criterion in their design specification. Students must also reflect on the design process itself — identifying what worked, what did not, and what they would change — and suggest at least two specific, realistic improvements to the product or process. Evidence appears in the portfolio's evaluation section.
Myp Year
MYP 3 (Grade 8)
Task Steps
Step: 1
Title: Choose Your Artwork and Begin Inquiry
Description: From the teacher-provided list of famous artworks (e.g., Van Gogh's Starry Night, Hokusai's The Great Wave, Mondrian's Composition, Monet's Water Lilies), select one artwork that you believe would translate well into a tactile 3D experience. Write a brief justification (3-5 sentences) explaining why you chose this artwork and what tactile elements it might offer. Then begin your research: investigate the needs and experiences of visually impaired people in gallery settings, and find at least two real-world examples of tactile art programs from museums (e.g., the Louvre's tactile gallery, the Prado Museum's 'Painting for the Blind' project). Record all sources in a bibliography.
Time Estimate: 60 min
Step: 2
Title: Research Analysis and Design Brief
Description: Analyse your research findings: What do visually impaired visitors need from a tactile artwork experience? What do existing solutions do well, and where do they fall short? Write a structured analysis (minimum one page) that synthesises your research and connects findings to your specific design challenge. Use this analysis to write a clear Design Brief (3-5 sentences) that defines the problem you are solving, who you are designing for, and the context of the gallery setting. Include your bibliography with all sources properly cited.
Time Estimate: 60 min
Step: 3
Title: Write Your Design Specification
Description: Based on your research and design brief, write a Design Specification with at least five measurable and testable criteria. Each criterion should describe a specific quality your tactile artwork must have to be considered successful. Examples might include: 'The artwork must fit within a 15cm x 15cm footprint so it can be displayed on a gallery plinth,' or 'The artwork must include at least three distinct textures that a visually impaired person can distinguish by touch,' or 'All surfaces must be smooth enough to handle safely with no sharp edges.' For each criterion, write a brief justification explaining why it matters for your target user.
Time Estimate: 45 min
Step: 4
Title: Generate Design Ideas
Description: Produce at least three distinct annotated design ideas showing different approaches to translating your chosen artwork into a 3D tactile form. Each idea should be drawn clearly (by hand or digitally) and include annotations explaining: what tactile elements are included, how they represent visual elements of the original artwork, what materials or printing approaches might be used, and any advantages or disadvantages of this approach. Think creatively — consider variations in relief height, texture patterns, layering, and scale. Do NOT just draw the same idea three times with minor changes.
Time Estimate: 60 min
Step: 5
Title: Develop Your Chosen Design
Description: Select your best design idea and develop it into a detailed final design. Write a justification (one paragraph) explaining why you chose this idea over the others, with specific reference to your design specification. Produce a detailed annotated drawing or CAD screenshot of your final design, including dimensions (length, width, height), notes on which areas will have different textures or relief depths, and any specific printing considerations (e.g., orientation, support structures, layer height). Then create your 3D design file using the school's available CAD software (e.g., Tinkercad, Fusion 360, or equivalent).
Time Estimate: 90 min
Step: 6
Title: Plan and Execute the Making Process
Description: Before printing, write a making plan that lists all the steps you will follow from CAD file preparation to finished product, with a time estimate for each step and any potential problems you anticipate. Then use the school's 3D printer to print your tactile artwork, following all safety guidelines. Document the entire making process with at least five photographs showing distinct stages (e.g., CAD file ready, printer setup, printing in progress, print removed from bed, any finishing work). For each photograph, write a short caption explaining what is happening and any decisions or adjustments you made at that stage.
Time Estimate: 120 min (spread across multiple sessions as needed for print time)
Step: 7
Title: Test Your Tactile Artwork
Description: Design a simple feedback form or set of interview questions to collect structured feedback from a peer acting as a simulated visually impaired visitor (eyes closed, exploring only by touch). Your feedback tool should ask questions linked to your design specification criteria (e.g., 'Can you identify at least three different textures?', 'Does the shape feel like it has a clear focal point?', 'Is it comfortable and safe to handle?'). Conduct the user test with at least one peer, record their responses, and write a short summary of what the testing revealed about your design's strengths and weaknesses.
Time Estimate: 45 min
Step: 8
Title: Write Your Evaluation
Description: Write a structured evaluation of your completed tactile artwork. Go through each criterion in your design specification and evaluate — with specific evidence from your user testing and your own observations — whether it was fully met, partially met, or not met. Then reflect on your design process: What decisions were most effective? What would you do differently if you started again? Finally, suggest at least two specific, realistic improvements to your product, explaining clearly how each improvement would better serve visually impaired visitors. Your evaluation should be honest and critical — acknowledging what did not work is just as important as celebrating what did.
Time Estimate: 60 min
Step: 9
Title: Compile and Present Your Design Portfolio
Description: Organise all your work into a complete design portfolio or journal with clearly labelled sections: (1) Inquiry and Research, (2) Design Brief and Specification, (3) Design Ideas and Development, (4) Making Process, (5) Evaluation. Ensure your portfolio is neat, clearly written, and includes all required elements. Prepare a short verbal or visual presentation (3-5 minutes) for the gallery accessibility team (your class and teacher) in which you show your tactile artwork and explain your key design decisions and evaluation findings.
Time Estimate: 60 min
Description
This summative assessment challenges MYP 3 Design students to step into the role of Accessibility Design Consultants, tasked with making famous artworks tangible and meaningful for visually impaired visitors at a local art gallery. Students will investigate the needs of visually impaired users, research existing tactile art solutions, and apply the full MYP Design Cycle to create a 3D printed tactile artwork reproduction accompanied by a comprehensive design portfolio. The assessment is grounded in empathy-driven design thinking and authentic problem-solving, connecting students to real-world inclusive design challenges faced by museums and galleries worldwide.
Working at a foundation complexity level appropriate for MYP 3, students will select one famous two-dimensional artwork and redesign it as a three-dimensional tactile experience that communicates the artwork's key visual elements — such as texture, composition, depth, and emotion — through touch alone. The process is documented in a design portfolio or journal that captures inquiry, ideation, creation, and evaluation phases. Students have access to the school's 3D printer for the making phase, allowing them to produce a physical prototype that can be tested and refined.
This assessment integrates Communication Skills, Creative Thinking Skills, and Information Literacy Skills as students research user needs, generate and develop original design ideas, produce their solution, and critically evaluate its effectiveness against their design specifications. The task connects to the IB Global Context of Fairness and Development, exploring how design can promote equity and inclusion in cultural spaces.
Command Terms
identify
describe
explain
analyse
justify
evaluate
outline
develop
construct
annotate
compare
suggest
demonstrate
present
Subject Group
Design
Teacher Notes
Ib Connections: Global Context: Fairness and Development — this task directly addresses questions of equity, inclusion, and access in cultural institutions, asking students to consider who benefits from art and how design can remove barriers. Learner Profile Attributes: Caring (empathy for visually impaired users), Thinker (applying design thinking to a complex, real-world problem), Communicator (presenting design ideas clearly in the portfolio and presentation), Principled (honest evaluation of their own work's limitations), Open-minded (considering the world from the perspective of a user with different abilities). Key Concepts: Development (how design develops to meet changing human needs and promote inclusion), Innovation (creating new solutions to old accessibility problems). Related Concepts: Ergonomics (designing for the human body and senses), Function (ensuring the tactile artwork serves its intended purpose for visually impaired users), Perspective (understanding the world from the viewpoint of a visually impaired visitor). Interdisciplinary Connections: Visual Arts (understanding composition, texture, and artistic intent in famous artworks), Sciences/Health (understanding visual impairment and the sense of touch), Individuals and Societies (exploring equity, cultural access, and disability rights).
Differentiation
Advanced: Advanced students can be challenged to design their tactile artwork for a specific type of visual impairment (e.g., partial sight vs. total blindness) and adjust their design specification accordingly. They can also explore more sophisticated CAD techniques such as imported image-to-relief conversion tools, or design a companion audio guide script that a gallery visitor could listen to while exploring the tactile artwork. Advanced students might also research and apply established tactile design guidelines (e.g., the guidelines produced by the American Foundation for the Blind or the Royal National Institute of Blind People) and explicitly reference these in their design specification and evaluation. For the evaluation phase, advanced students can be asked to propose a scaled-up plan: how could the gallery extend this project to cover five more artworks in the collection?
Struggling: For students who find the research phase challenging, provide a pre-selected set of 4-5 reliable, readable sources about visually impaired experiences in galleries, with key passages highlighted. Offer a structured research organiser template with sentence starters to help students move from finding information to analysing it. For the design specification, provide a partially completed template with two example criteria already written, asking students to add three more. During the CAD phase, pair struggling students with a more confident peer or provide a step-by-step Tinkercad tutorial sheet specific to creating relief designs. For the evaluation, provide a structured evaluation template with sentence starters for each design specification criterion (e.g., 'My first criterion was... I believe this was [fully/partially/not] met because...'). Consider allowing struggling students to produce a smaller or simpler tactile artwork (e.g., focusing on one key element of the artwork rather than the whole composition) without reducing the expectation for portfolio documentation quality.
Facilitation Tips: Begin the unit with an empathy-building activity: have all students spend 5-10 minutes exploring familiar objects with their eyes closed, then discuss what information touch can and cannot convey. Show 2-3 short video clips of tactile museum programs (e.g., the Prado's 'Painting for the Blind' or the American Printing House for the Blind's tactile art resources) to ground students in real-world context before they begin their own research. Provide students with a curated list of 8-10 famous artworks to choose from, pre-selected for their suitability for tactile translation (artworks with strong compositional elements, clear foreground/background distinction, and varied textures work best — avoid artworks that rely entirely on colour or fine detail). Tinkercad is recommended as the CAD software for MYP 3 students at foundation level due to its accessibility and shallow learning curve; provide a brief Tinkercad tutorial session (30-45 min) before students begin Step 5. Coordinate 3D printer access carefully: students will need to book printer time, and prints may take 1-4 hours depending on size and complexity. Recommend a maximum print size of 15cm x 15cm x 3cm and a layer height of 0.2mm for adequate tactile detail. Encourage students to print at 20-30% infill to save filament. Consider running Steps 6 and 7 across multiple class periods to accommodate print times. During the user-testing phase, establish clear protocols: the 'visitor' must keep eyes closed throughout and explore only by touch, and the designer should observe silently and record responses without guiding the tester. Display all finished tactile artworks in a mini 'Art for All' exhibition in the classroom or school library as a celebration of student work.
Assessment Strategy: This assessment is designed as a holistic summative task that assesses all four MYP Design criteria simultaneously through a single authentic performance task. Teachers should assess the portfolio and physical product together, using the rubric descriptors to make holistic judgements for each criterion rather than awarding marks for individual checklist items. It is recommended to assess Criterion A from the portfolio's inquiry and research sections, Criterion B from the specification and design development sections, Criterion C from the making plan, process photographs, and the physical 3D printed product, and Criterion D from the evaluation section and user-testing documentation. Conduct a brief one-on-one verbal check-in with each student during the making phase (Step 6) to verify that students can explain their design decisions in their own words and that the portfolio reflects genuine student thinking. The mini gallery exhibition at the end provides an opportunity for authentic peer feedback and celebration of student work. For moderation purposes, collect 3-4 student portfolios representing the range of achievement levels to use as anchor samples for future cohorts. If time permits, invite a guest speaker from a local organisation supporting visually impaired people to speak to the class at the beginning of the unit and/or to view student work at the exhibition — this significantly increases student motivation and the authenticity of the audience.
Atl Integration
Skill: Communication Skills
Activities
Students write structured annotations for each design idea, practising the skill of explaining visual thinking in written words using appropriate Design vocabulary (e.g., 'relief depth,' 'tactile contrast,' 'focal point')
Students prepare and deliver a 3-5 minute verbal presentation to the class acting as the gallery's accessibility team, practising the skill of presenting design decisions clearly and concisely to a non-specialist audience
Students design a peer feedback form with clear, accessible questions for their user-testing session, practising the skill of communicating questions that elicit useful, specific responses
Description: Students practise communication skills throughout the portfolio by presenting research findings, design ideas, and evaluations in clear written and visual formats. They also communicate verbally during the final gallery presentation and during peer user-testing sessions, adapting their language for different audiences (technical design language in the portfolio; accessible, empathetic language when explaining their work to a simulated gallery visitor).
Skill: Thinking: Creative Thinking Skills
Activities
Students complete a structured brainstorming activity before drawing their three design ideas, using a 'How might we...?' prompt (e.g., 'How might we represent the swirling sky in Starry Night using only texture and height?') to generate at least ten different possibilities before narrowing down to three distinct design directions
Students evaluate their three design ideas against the design specification using a simple decision matrix, practising the creative skill of combining divergent thinking (generating many ideas) with convergent thinking (selecting the best one with reasoned justification)
When problems arise during the making phase (e.g., print failure, a texture not printing as expected), students record the problem and their creative solution in the portfolio, demonstrating adaptive and flexible thinking
Description: Students practise creative thinking skills during the design ideation phase, where they must generate at least three genuinely different approaches to translating a flat, visual artwork into a three-dimensional tactile experience. They are encouraged to challenge conventional solutions and consider unexpected materials, textures, or structural approaches. Creative thinking is also applied when solving problems that arise during the making phase.
Skill: Research: Information Literacy Skills
Activities
Students use a provided source evaluation checklist (assessing currency, relevance, authority, accuracy, and purpose — CRAAP or similar) to evaluate each of their research sources before including them in the portfolio, practising the skill of critically assessing information quality
Students complete a structured research organiser that requires them to record key findings from each source AND explain how each finding is relevant to their specific design challenge, preventing simple copy-paste and encouraging synthesis
Students compile a properly formatted bibliography using a consistent citation style (e.g., MLA or school-specified format), practising the skill of acknowledging and crediting sources of information
Description: Students practise information literacy skills during the inquiry phase by locating, evaluating, and synthesising information from multiple sources about visually impaired user needs and existing tactile art programs. They must assess the reliability and relevance of sources, avoid simply copying information, and connect research findings to their own specific design context.
Task Description
Welcome to the 'Art for All' Design Challenge! You have been hired as an Accessibility Design Consultant by a local art gallery that wants to make its famous artworks touchable and meaningful for visually impaired visitors. Your mission is to select one famous two-dimensional artwork from a provided list, and redesign it as a 3D printed tactile experience — a physical object that a visually impaired person can explore with their hands to understand the artwork's composition, textures, depth, and emotional mood, without relying on sight at all.
You will follow the complete MYP Design Cycle to complete this project. First, you will research the needs of visually impaired gallery visitors and analyse existing tactile art solutions from museums around the world. Then you will write a design brief and a specification with measurable criteria, sketch multiple design ideas, and develop your best idea into a detailed 3D design using CAD software. Next, you will use the school's 3D printer to bring your design to life, documenting every stage of the making process with photographs and written reflections. Finally, you will test your tactile artwork with a peer (eyes closed!) using a structured feedback tool, and write a critical evaluation of how well your design met the needs of visually impaired visitors.
All of your work — your research, design ideas, making documentation, and evaluation — must be collected in a design portfolio or journal, which you will present to the gallery's accessibility team (your teacher and peer reviewers) at the end of the project. Your portfolio is just as important as your 3D printed object: it tells the story of your design thinking and shows how you made decisions throughout the process. Remember: great inclusive design is not just about making something that looks clever — it is about truly understanding and meeting the needs of real users.
Learning Objectives
Identify and explain the needs, wants, and context of visually impaired gallery visitors through research and analysis of existing tactile art solutions
Develop a clear design brief and measurable design specifications for a tactile artwork experience, and generate multiple annotated design ideas using creative thinking
Apply 3D design and printing skills to construct a functional tactile artwork prototype, documenting the making process with photographs and reflective commentary
Evaluate the success of the completed tactile artwork against the original design specifications using feedback from peers and self-assessment, and suggest specific improvements
Communicate design thinking clearly and logically throughout the portfolio using appropriate Design terminology, visual documentation, and structured written explanations
Submission Requirements
Complete design portfolio or journal with clearly labelled sections covering all phases of the Design Cycle (Inquiry, Design, Create, Evaluate)
Written artwork selection justification (3-5 sentences) explaining why the chosen artwork suits a tactile translation
Research analysis (minimum one page) synthesising findings from at least three sources about visually impaired user needs and existing tactile art solutions
Properly formatted bibliography with all research sources cited (minimum three sources)
Clear and specific Design Brief (3-5 sentences) defining the problem, user, and context
Design Specification with at least five measurable and testable criteria, each with a written justification
At least three distinct annotated design ideas showing different approaches to the tactile artwork
Detailed final design with annotations, dimensions, and CAD file (saved and submitted digitally)
Written making plan with steps, time estimates, and anticipated challenges
Minimum five captioned photographs documenting distinct stages of the making process
Completed peer user-testing feedback form or interview record from eyes-closed tactile testing
Written evaluation (minimum one page) assessing the product against each design specification criterion, reflecting on the process, and suggesting at least two specific improvements
Physical 3D printed tactile artwork (submitted for assessment alongside the portfolio)
Short verbal or visual presentation (3-5 minutes) for the class and teacher