Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills
communication skills to impart information through drawing
learning skills to improve own drawing technique through feedback and experimentation
literacy skills to interpret varied information about drawing as a visual representation tool
numeracy skills to:
determine layout issues
calculate measurements
planning and organising skills to:
organise resources
prepare drawings for presentation
problem-solving skills to select drawing techniques that best meet project needs
technical skills to use a range of drawing techniques.
Required knowledge
physical properties and capabilities of the range of materials, tools and equipment used in drawing
different approaches to drawing and how other practitioners use drawing to represent ideas
cleaning and maintenance techniques for tools used in drawing
elements and principles of design and their specific application to drawing
intellectual property issues and legislation in relation to drawing
ways to minimise waste in drawing projects
OHS issues associated with tools and materials used for drawing.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Drawing requirements may include: | diagrams illustrations sketches. |
Reference material may include briefs or specifications with information, such as: | audience background information about clients budget clients’ needs considerations, such as: contractual copyright ethical legal creative objectives materials personnel involved in the project purpose technology timeframe. |
Appropriate people may include: | clients colleagues industry practitioners managers mentors supervisors teachers. |
Factors may include: | aesthetic considerations availability of personnel availability of resources available budget complexity of project expectations of target users of drawings own level of skill presentation context technical requirements timelines. |
Techniques may include: | digital drawing techniques integration of text and drawing linear marks of differing intensity and character linear marks to produce illusion of form in space linear perspective positive and negative space scaling techniques tonal range to produce illusion of form in space washes. |
Materials may include: | boards charcoal coloured pencils crayons graphite pencils inks natural ochres pastels and chalks pigments range of papers solvents watercolour wood or bark. |
Equipment may include: | blades computer digital camera drawing and design applications printer rags range of brushes, including air brushes scanner sponges sticks. |
Sources may include: | catalogues colour charts and boards nature stories or narratives technical texts work of other artists and designers. |
Ideas may relate to: | crafted objects design concepts digital work installations movement sequences narrative paintings or prints performance sculptures story technical solutions for a work or design. |
Presentation contexts may include: | exhibition proposals grant applications projections proposals for product development proposals in response to a brief publications visualisation of an object, product or idea. |
Preparing drawings for presentation may include: | adding captions or text to drawings cleaning drawings mounting drawings preparing drawings for printing or reproducing scanning drawings and preparing them for electronic storage or transmission. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist