CUVPRP404A - Develop self as artist assessment tool

Assessor Resource

CUVPRP404A
Develop self as artist

Assessment tool

Version 1.0
Issue Date: May 2024

People working across all areas of creative practice apply the skills and knowledge described in this unit. Practitioners commit to improving their professional practice in both an artistic and business context.

At this level, conclusions drawn from research and experimenting with technology and techniques could involve challenging different points of view as part of the process of developing one’s own style. This work would usually be carried out under mentored supervision.

This unit describes the performance outcomes, skills and knowledge required to develop the technical and conceptual skills required to work in any area of arts practice.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.

Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the ability to: apply planned strategies to refine skills in own area of arts practice demonstrate work practice that develops own style through exploring and experimenting with new ideas in making and/or interpreting work use discussion and evaluation opportunities to inform and develop own technical and conceptual skills.
Context of and specific resources for assessment	Assessment must ensure access to: an environment where technical and conceptual skills can be developed and enhanced over time resources relevant to area of arts practice.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct observation of the candidate developing and enhancing technical skills written or oral questioning to test knowledge of professional development strategies review of audio or video recordings of performances by candidate case studies to assess candidate’s ability to research industry issues evaluation of problem-solving activities to assess candidate’s critical thinking skills review of portfolios of evidence review of third-party reports from experienced practitioners. Assessment methods should reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title] Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

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:

critique and discuss industry issues

discern and listen to advice from others

use industry and community networks as sources of information

initiative and enterprise to:

explore ideas and integrate new approaches and techniques into own arts practice

develop material about self that projects a positive image of own capabilities

learning skills to develop own style or voice

literacy skills to interpret a broad range of information relevant to own area of arts practice

research skills to access information relating to trends, emergent technologies, work opportunities and career planning

technology skills to access and download information from the internet

Required knowledge

information and resources available to develop self as artist

trends in own area of arts practice

work, ideas and techniques of well-regarded practitioners in own area of arts practice

theoretical and historical contexts relevant to own area of arts practice

intellectual property issues and legislation associated with own area of arts practice

sustainability considerations for creative practice in the relevant context

OHS procedures in relation to own area of arts practice

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.

Strategies may include:	experimenting with techniques exploring capabilities of materials, tools and equipment identifying and using a range of industry networking opportunities participating in professional development and other learning opportunities participating in relevant associations personal or group practice time undertaking training courses working effectively with mentors or coaches.
Arts practice skills may relate to:	craft: glass jewellery wood design: costume graphic industrial interior sets and scenery live performance: acting circus arts dance performance art playing of musical instruments singing technical production, such as for: film and television live theatre and events visual arts: ceramics painting photography print making sculpture textiles.
Sources of information may include:	copyright and legal representatives discussions with innovative industry practitioners electronic and print media: articles news reviews employee associations employer listings exhibition catalogues and programs government bodies and associated publications induction kits industry associations industry information sheets internet job advertisements journals libraries and archives other sources of industrial relations information personal observations and experience policy and procedures manuals reference books retail and wholesale suppliers of products and services technical publications union representatives websites word of mouth.
Industry issuesmay relate to:	audience demographics business operations changing nature of work, including occupations that are disappearing and how they are being replaced changes to the mix of skills and knowledge required in different areas of arts practice intellectual property employment environment and sustainability legislative requirements OHS outcomes of research by industry associations social and political developments teaching practice techniques in chosen area of arts practice technology.
Opportunities to develop own arts practice may include:	competitions conferences events: industry functions conferences trade fairs community activities expositions exhibitions festivals social events floor talks at galleries lectures master classes membership of professional organisations or bodies seminars symposiums visits to workplaces.
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go daydreaming and mental wandering Edward de Bono's Six Thinking Hats graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads.
Relevant people may include:	agents clients colleagues industry practitioners managers mentors supervisors teachers.
Strategies used to experiment with new ideas involve:	developing folios for appraisal by others extending the possibilities of materials and equipment towards their full potential innovation recording and reviewing own performances to assess effectiveness of experimentation.
Networks may include:	alumni organisations colleagues and teachers consumer organisations professional associations.
Promotional opportunities may include:	applications to funding bodies competitions exhibitions listings on industry websites performances product launches.
Promotional materialmay include:	audio recordings catalogues leaflets portfolios resumés text and images for websites video recordings.

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

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice	Yes	No	Comments/feedback
Plan strategies to improve own arts practice skills
Identify and use relevant practice, feedback, discussion and evaluation opportunities to continuously improve own skills
Identify and use relevant sources of information to keep up-to-date with industry issues
Identify and use a range of opportunities to develop own arts practice
Explore and use a range of creative thinking techniques to generate ideas for own arts practice
Discuss ideas with relevant people and apply knowledge gained to inform own practice
Use practice time to experiment with new ideas in a range of genres and interpretations
Study the work of others to stimulate own conceptual and technical skills
Explore and use technology where appropriate to expand own practice
Seek and apply constructive criticism from relevant people to improve own work
Evaluate work against planned strategy for developing own arts practice
Consider place of own work in relation to other installation artists
Adjust processes, techniques and practice as necessary to improve technical, conceptual and commercial outcomes
Identify sources of information on work opportunities
Identify industry networks and promotional opportunities
Develop promotional material about self for distribution as required

Forms

Assessment Cover Sheet

CUVPRP404A - Develop self as artist

Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUVPRP404A - Develop self as artist

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date:

Assessor Resource

CUVPRP404A Develop self as artistAssessment tool

Version 1.0 Issue Date: May 2024

Prerequisites

Employability Skills

Evidence Required

Submission Requirements

Assessment Tasks

Observation Checklist

Forms

Assessment Cover Sheet

CUVPRP404A - Develop self as artist

Assessment task 1: [title]

Assessment Record Sheet

CUVPRP404A - Develop self as artist

CUVPRP404A
Develop self as artist

Assessment tool

Version 1.0
Issue Date: May 2024