Moving from project-based ways of working in the 1st and 2nd year, the 3rd year is the first continuous collection-based project from the beginning till the end of each school year. Each collection will consist of 5 (five) silhouettes, varying in complexities and detailing depending on the abilities and available resources of each student. The 3rd year is in many ways a preparatory year for the 4th year, so this is an organic number of silhouettes fitting perfectly between the required amount of silhouettes in the 2nd and 4th year. The students are free to be inspired by personal concepts developed individually and they are supplemented by academic requirements provided to enhance the learning experience and to ensure a more thorough understanding of their own connection to fashion.

The first academic requirement, relating specifically to the development of their own concept, is the addition of extensive research of a given topic within the realm of a historical costumes. Each student will be assigned a costume or designer and their task is to make in-depth explorations into the designer, history, pattern, construction, materials, the person, artist and era of their costume. This will form a crucial base for the collection; providing valuable inspiration for their own personal development of textiles, patterns, fashion history and drawing. To ensure that the research is being physically materialised into their own work, the research will result in the development of one specific contemporary outer layer within the collection. The piece will be carefully designed and constructed with the costume in mind, but in a new and cohesive manner within the context of the concept of each individual collection. Emphasis will be put on the development of patterns and construction to ensure a better understanding of the importance of construction and pattern making as a fashion designer. In addition to that, students are encouraged to further incorporate the costume within the collection through other garments, detailing, proportions and textiles. This happens organically throughout the process, but the requirement is to produce 1 (one) garment that reflects the costume in a context.

The second academic requirement is the addition of two visual artists, one historical and one contemporary, to supplement their personal concepts. This provides a more in-depth understanding of the deep rooted connection between fashion and art, and it provides a base for the development of textiles, colours and fabrics. Textile manipulations are crucial in the 3rd year, as it is no longer a standalone class, but integral to the development of the collection. It is important that their textiles reflect the collections in the best ways possible, so textiles go hand-in-hand with the design process of each student. A silhouette is based upon the proportions, construction, layering, colours and textiles, and it is crucial that each part is developed in cohesively.

The third academic requirement is the inclusion of experimental drawing exercises. Proven to be a very interesting and helpful exercise for the students to express themselves without subconscious control, the experimental drawings let the students explore designing without fear of overthinking. Based on the removal of our senses and how they affect our ability to transmit inspiration onto paper, the students have to try to express themselves without the ability to see, hear or even smell. The year starts with a session on the first day of school - first with blindfolds, then with the addition of ear plugs and finally the cancellation of smell. What happens when the brain and our hand is all we have left of our creative expression? With quick intervals of 30 seconds, the students will utilise a broad spectrum of available material in all kinds of colours, textures and contrasts. After the exercise is finished, an analysis of each drawing will be done individually with each student and we will move on to interpretative drawings at home as an exercise for the following lesson.

Focusing on a more integral design process, the year proceeds in an organic and natural way from the experimental drawings and onto the analysis of shapes, forms, proportions and details. From the 2nd lesson, the students will start the creation of a sustainable sculpture made entirely of waste, which will be a conscious step towards a better awareness of what design is about and what kind of shapes and forms are setting the tone of the collection. With the use of the analysis of the experimental drawings, interpretative drawings, inspirations from the workbook and the costume research, the students will be guided towards a more tactical understanding of what their experiments could result in shape-wise. This will be an important exercise in mixed mediums and it is a crucial step towards the development of sketching out silhouettes and collages for the proposed silhouettes.
After this project, there will be another round of analysis and deeper discussions on what works and what doesn't work individually. The sculpture will be developed further and finalised at home for the classes the day after, in addition to a few quick sketches of what inspires them when they look at it at home in their own environment.

The next step in the process is to start designing the collection. A process which continues towards the end of January, where one (1) silhouette will be chosen for the 1st jury.. After enough materials are produced to experiment in full-scale 3D, the students will start with explorative 3D draping studies of details and proportions, organically evolving all our experiments towards prototyping.

The requirement for the 1st jury is one (1) finalised prototype of the chosen silhouette, full colourised lineup of the collection including the costume inspired outerwear, textile manipulations, 3D sculpture and a workbook.

The 2nd semester will be dedicated to the development of the remaining prototypes and the realisation of the finalised collection for the 2nd jury, including a photoshoot, lookbook, colourised lineup and all textile manipulations.

Qualification for the third year of studies: Knowledge of the field of fashion; the ability to analyze, materialise and execute contemporary phenomena within the field of art and popular culture

The ability to construct a highly personalised concept; the ability to incorporate given tasks into individual concepts without compromise; the ability to perform independent in-depth research relating to the given tasks; the ability to materialise personal artistic expressions; the ability to utilise specific workshops to execute the materialisation; the ability to develop individual specialised techniques and methods to enhance craftsmanship; finalisation of 5 (five) total look outfits, referred to as ‘silhouettes’; public presentation of the finalised work during 1st and 2nd semester juries

Assessment of individual and highly personalised work in harmony with concept and inspiration; assessment of the level of skill, execution, craftsmanship and knowledge; assessment of the student’s ability to work with shapes and layers to create contemporary silhouettes; assessment of the ability to transform and manipulate materials and to work with prints and colours; assessment of the process and evolution of each student; the assessment the assessment of the evaluation of the presentation of their own work according to the scale of grades placed in the Study Regulations of the Fine Arts Academy in Warsaw

To meet the curriculum objectives through exercises that lead the student from research to final designs of silhouettes that make up a single collection of clothing. The exercise is designed to demonstrate that the student is capable of:
conduct independent research and use it in project development;
work with color;
work with materials based on their knowledge;

Exercise 1 - winter semester
The elements of the garment to be designed are the student's choice, based on experience from the first and second years of study.
The first stage of the exercise is research and sketches. The main goal is to encourage the student to further explore their own style in creating a contemporary collection. Students may draw inspiration from any sources (sources other than collections of well-known contemporary designers are preferred). Research should result in a book of silhouettes that illustrate personal themes and factors that influence the material included. Students should develop at least 50 silhouette sketches based on their research. Students will also begin working on prototypes of selected silhouettes. The next phase of research is devoted to materials and finishes. There should be a drawing of at least 1 silhouette in A3 format (in collaboration with the drawing teacher). Throughout the design process the student is guided towards achieving the best possible design result.
Exercise 2 - summer semester
Design and realization of up to 6 silhouettes forming the nucleus of a closed fashion collection. During the research and sketching stage, the student is encouraged to further explore their own style in creating a contemporary collection. Students may draw inspiration from any sources (sources other than collections of well-known contemporary designers are preferred). Research should result in a book of silhouettes that illustrate personal themes and factors that influence the material included. Students should develop at least 70 sketches of silhouettes based on their research. Prototypes will be created for the top 6 silhouettes. The next phase of research is devoted to materials and finishes. The collection will be presented in a book (portfolio) and through other media (photography, film) in collaboration with other educators. Students should have a strongly outlined vision (based on ideas and research) for the styling, make-up and story behind the presentation.
Throughout the design process, the student is guided toward achieving the best possible design outcome.
Portfolio and presentation (in collaboration with other educators)
At the end of semester VI, the student will prepare a collection book (portfolio) and presentation. Elements of all exercises should be included in the book and show the process of building a collection. The portfolio provides direct evidence that the student is capable and prepared to create his/her own graduate collection. In the collection book, the student should focus on:
Color combinations
Choice of materials and presentation of own materials
Atmosphere, personal approach
Styling
Presentation
Technical drawing
Sketches

To build students' creativity and originality, preparing them to create their own clothing collection. Students should be able to work as independent designers, be able to translate their ideas into a concrete collection. At the end of VI semester students should be able to present their collection in a creative and individual way (using all possible, chosen media).

There is no compulsory literature required in the 3rd year, but it rather depends on each student’s individual concept. Literature, art and movies will be recommended during the research phase and it is the result of individual conversations with the teacher. Overall, the 3rd year teacher encourages every student to keep themselves informed by reading books and art and fashion magazines, and to attend exhibitions and movie screenings throughout the year.

design studio equipped with basic sewing tools;
specialized library;
computer lab with access to the Internet;
room equipped with a multimedia projector;
multimedia equipment;