Space as a Personal Expression – Three-Dimensional Projects

Students from the upper grades worked on projects involving the creation of three-dimensional models representing their bedrooms, as well as the spaces they imagine they might design for themselves in the future. The task was designed to encourage students to think about the spaces they live in—their purpose, organisation and the impact they have on everyday life. Through this process, a bedroom was not viewed merely as a place for rest, but as a personal space that reflects interests, habits and ways of thinking. Each student was free to interpret the task in their own way, resulting in a wide range of authentic and highly personal solutions.

Working on the models allowed students to combine imagination with reality, while also encouraging them to think ahead—about how their space might change as their needs and interests evolve over time. Some projects clearly emphasised functionality and practicality, while others focused more on aesthetics, colours, details and atmosphere. This diversity of approaches highlighted how the task opened space for individual expression, while also reinforcing the idea that there is no single “correct” solution when it comes to designing a personal environment.

Developing Spatial Thinking and the Creative Process

Throughout the project, students went through all stages of the creative process—from the initial idea and planning, to the selection of materials and the final construction of the model. Special attention was given to spatial thinking, the relationships between elements within a space and their function. Students learned how to translate their ideas into three-dimensional form, taking into account proportions, layout and detail. This process required patience, precision and adaptability, particularly in situations where the original idea had to be adjusted during implementation.

Working with a variety of materials, such as cardboard, paper, paint, fabric and decorative elements, gave students the opportunity to experiment and explore different forms of expression. Through hands-on work, they developed fine motor skills, an awareness of shape and texture, as well as problem-solving abilities. Each model was created gradually, with careful consideration of every detail, teaching students that the creative process requires time, commitment and focus. This approach also fostered independence, as students took responsibility for their decisions and the final appearance of their work.

Learning Through Creation and Reflection

The completed projects demonstrated a high level of engagement and understanding of the task, as well as the students’ ability to express aspects of their personality through space. Each model was unique and carried the personal signature of its creator, giving the project additional value. By presenting their work, students had the opportunity to explain the ideas behind their designs, while also listening to and appreciating the different perspectives of their peers. In this way, the project became a platform for exchanging ideas and developing communication skills.

Projects like this allow students to apply knowledge gained in class in a practical and meaningful way, while also developing skills that go beyond a single subject. Thinking about space, planning, creative expression and anticipating future needs are all important elements of personal and intellectual growth. Through the creation of three-dimensional models, students were not simply building room layouts—they were learning how to shape, question and clearly present their ideas. This kind of approach to learning encourages deeper understanding, confidence and active participation in the educational process.