ABSTRACT
A great deal of school art has, traditionally, been restricted to two dimensions. The reasons for this may be several: lack of knowledge, experience, and confidence on the part of teachers; the relative cheapness of 2D materials compared with bought 3D materials; the easier management of 2D materials and work; and the bulkiness of some 3D objects which makes their storage a problem. As a result, two-dimensional work has tended to predominate.
