Assessor Resource

CUVPRP601A
Originate a body of independent creative work

Assessment tool

Version 1.0
Issue Date: May 2024


Creative practitioners at this level have a capacity for independent thought and self-direction that allows them to conceive, plan and realise a body of work of a professional standard. They engage with peers and industry networks in ways that develop and confirm their place as arts professionals. Their command of materials, process and technique is highly developed. This unit may be applied to any creative form.

This unit lies at the heart of artistic practice and reflects processes of experimentation, refinement and maturation at both a conceptual and technical level.

This unit describes the performance outcomes, skills and knowledge required to independently conceive, plan and realise a coherent body of creative work at a professional level.

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:

independently originate and realise a coherent body of creative work that effectively communicates the concept

create work of a professional standard for sale, promotion or use in the public domain

independently plan and monitor a creative project

articulate and present ideas about the work

evaluate and discuss work in a professional context.

Context of and specific resources for assessment

Assessment must ensure access to:

appropriate resources for the production of work, including work space, tools, equipment and materials.

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:

evaluation of a body of work produced by the candidate

evaluation of processes used by the candidate to independently conceive, plan and realise the work

direct observation of work in progress

evaluation of a candidate’s visual diary or other forms of documentation showing the development of the work, including research and ideas development

group peer review of the work

questioning and discussion about candidate’s intentions and the work outcome

review of portfolios of evidence

review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may 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 engage with others at a professional level

critical thinking and analytical skills to:

independently analyse and evaluate ideas to inform original work

evaluate own work in terms of its coherence and its place in a professional practice

initiative and enterprise skills to independently generate new ideas and work opportunities

learning skills to evaluate own skills against professional practice strategy

literacy skills to:

interpret information dealing with complex or abstract ideas

document work in ways that communicate processes and ideas

numeracy skills to calculate project costs

problem-solving skills to:

challenge, adapt and refine work projects

creatively resolve conceptual and technical issues that arise within the work

self-management and planning skills to plan and coordinate an independent project from initial concept to realisation

technical skills to apply and adapt specialised skills related to particular creative form

Required knowledge

scope of research potential for professional artists within and beyond traditional creative areas

relationship between ideas, technique, materials and process in the relevant art form

cultural, sociological, philosophical, aesthetic, political and commercial influences on chosen area of work, in historical and contemporary contexts

critical and creative thinking techniques and how they work in the context of creative practice

commercial and professional opportunities for creative work in the context of own practice

typical problems that occur during the production of a body of creative work, and how to avoid or resolve them

project management methodologies

intellectual property issues and legislation associated with artistic professional practice

sustainability issues associated with the tools and materials used in the chosen creative form

organisational and legislative OHS procedures in relation to chosen creative form

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.

Individualised or specialised research may involve:

in-depth focus on a particular:

idea

material

medium

process

technique

investigation of a perceived deficiency in own work

intensive mentoring with a more experienced peer.

New sources and research opportunitiesmay relate to:

analysis of greater subtlety and distinction

areas of research not already explored

component resourcing

consumer trends

current business theories

emerging government policy

emerging research

fashion/design trends

individuals in any fields of endeavour

innovative organisations

international trends

research in greater depth

research of broader scope

social trends.

Critical analysismay involve:

adapting

analysing and evaluating actions and policies

challenging

clarifying issues, values and standards

comparing similar situations

comparing and contrasting ideals with practice

comparing and evaluating beliefs, interpretations and theories

critical path process

debate and discussion

developing criteria for evaluation

distinguishing relevant from irrelevant facts

examining and evaluating assumptions

exploring implications and consequences

generating and assessing solutions

judging

leap of faith

making connections between seemingly unrelated information

making interdisciplinary connections

making plausible inferences and predictions

noting significant similarities and differences

openness

questioning

reading and listening critically.

Established goals and aspirationsmay be:

commercial

creative

developmental

philosophical

political

social.

Commercial opportunitiesmay include:

collaborative projects

industrial applications

innovative exhibitions

new commercial outlets

public art projects.

Professionals within and outside the arts community may include:

architects

business people

coaches

community services professionals

engineers

government officers

mentors

politicians

scientists

technology experts.

Sustainable ways to support ongoing professional engagementmay include:

engaging in community arts activities

establishing professional networks

joining professional associations

participating in cultural debates

speaking at arts events.

Sustainable project management approachwould include:

a professional project management plan, including:

contingency planning

internal and external resources

objectives and scope

risk management

timelines

monitoring and adjusting the plan to complete work on time and within budget.

Constructive criticismmay involve criticism in terms of:

aesthetics

philosophical foundations

social context

technique.

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
Identify the potential for individualised or specialised research based on current practice 
Investigate new sources and research opportunities 
Reflect on own practice to evolve personal ideas 
Challenge assumptions, preconceptions and norms to stretch the boundaries of own thinking 
Use critical analysis to evolve own ideas and develop innovative approaches 
Hone and adapt ideas for work based on emerging ideas and research 
Pursue opportunities for professional work based on established goals and aspirations 
Evaluate potential commercial opportunities as part of a viable professional practice 
Engage with professionals within and outside the arts community to further develop own ideas, professional identity and opportunities for work 
Establish sustainable ways to support ongoing professional engagement 
Integrate individual research, personal ideas and professional realities to confirm the concept for a body of creative work 
Develop and implement a sustainable project management approachfor the work 
Consider and integrate the promotion, exhibition and communication of the work in the planning process 
Integrate command of technique, materials and process to create finished work of professional standard suitable for the public domain 
Deepen individual engagement with techniques, ideas and the relationships between them 
Apply critical and creative thinking to challenge, adapt and refine the creative work 
Further evolve and refine ideas through processes of experimentation and exploration 
Bring together the disparate challenges of the project to complete work on time 
Seek and apply constructive criticism from others to improve own work 
Evaluate work against planned strategy for own creative practice 
Evaluate own work in the context of work by others to extend own practice 
Adjust work processes and practice as necessary to improve technical, conceptual and commercial outcomes 

Forms

Assessment Cover Sheet

CUVPRP601A - Originate a body of independent creative work
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

CUVPRP601A - Originate a body of independent creative work

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: