Virtual design and realisation

Until recently the teaching of CAD at the University of the Arts centred on teaching and developing 2D CAD skills with the use of mainly generic software’s for use in creating for example specification drawings and design boards with generic software’s such has illustrator and Photoshop. Alongside this students were taught 2D CAD packages for pattern cutting and marker making. The huge strides in computing and technology has now made it possible for universities to buy and teach students pattern design and realisation within a 3D arena with interactive software’s that have the potential to facilitate and harnesses a much faster creation and realisation of 2D patterns in a virtual 3D environment. Students can create virtual prototypes that aid the understanding of the transition from 2D to 3D, whilst optimising the potential for colour and pattern and or logo placement. Although the uptake of 3D technology within the fashion industry has been very slow for various reasons many companies are now recognising that 3D technology can offer the opportunity to support and aid the requirement for shorter seasons, improve quality, particularly were manufacturing takes place miles away from the design and to facilitate virtual try-on. There is therefore a growing need for students to be able to understand and be skilled in 3D design and realisation with an understanding of its impact on the production process and retail process. There are many benefits to students being taught how to use 3D technology, but the teaching of 3D pattern design and realisation in fashion is still in its infancy and there are no current predefined models as to how to teach 3D CAD to craft orientated students. Our problem then revolves around being able to unpack 3D software’s for fashion making it easily understand and meaningful for students to use within the limited time frame of our courses support whilst accommodating varying course requirements and student skill sets. This presentation seeks to explore and evidence the teaching and learning outcomes of the Optitex 3D pattern design software across several courses at the University of The Arts. The presentation explorse the results of what can be described as the largely experiential approach used in unpacking and embedding the Optitex 3D design package in the curriculum