Application
Not Applicable
Prerequisites
This unit underpins many specialisation units and combined assessment and/or training with those units is highly recommended. | |
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1 Develop concept. | 1.1 Identify relevant source material for concept development according to nature and direction of work. 1.2 Source and extract key information to inform concept development. 1.3 Where appropriate, organise collected information in a manner which assists in the development of the concept. 1.4 Evaluate information and ideas to develop possible approaches to work. 1.5 Select final option for the concept based on evaluation and refinement of approaches and the desired outcome for the work. |
2 Communicate concept. | 2.1 Identify which aspects of the concept and concept development should be communicated, based on nature and purpose of work. 2.2 Identify those to whom concept for work should be communicated, based on nature and purpose of work. 2.3 Assess a range of communication methods and select most appropriate based on nature and purpose of work. 2.4 Communicate the concept and its development in a manner which facilitates understanding by others. 2.5 Seek feedback on concept and provide clarification when required. |
3 Refine concept. | 3.1 Undertake own review of concept and challenge ideas and approaches taken. 3.2 Seek input and comments from others about the concept. 3.3 Re-evaluate options for the concept based on own review and feedback, and refine accordingly. |
Required Skills
Required skills: literacy skills sufficient enough to source a range of material and to organise and evaluate the information to assist in the development of the concept for own work numeracy skills sufficient to interpret technical data to assist in the development of concept for own work. |
Required knowledge: a range of information sources to assist in the development of the concept for own work suitable communication methods to communicate the concept for own work the elements and principles of design to assist in the development of the concept for own work knowledge about other artists and concept development of their own work knowledge about theoretical and historical contexts to assist in the development of the concept for own work awareness of copyright, moral rights and intellectual property pertaining to sourced, organised and evaluated information for the development of the concept for own work. |
Evidence Required
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. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | The following evidence is critical to the judgement of competence in this unit: development and refinement of a concept through processes which involve analysis of information and communication with others effective communication skills to hold informed discussion about concept development. |
Context of and specific resources for assessment | The assessment context must provide for: practical demonstration of skills through the development, communication and refinement of a concept for a piece of work interaction with and involvement of others to reflect the communication aspects of the unit. |
Method of assessment | Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: evaluation of a presentation made by the candidate questioning and discussion and candidate's intentions and work outcomes written and/or verbal reports visual presentation which may include diagrams, charts, slides, digital, video review of portfolios of evidence third party workplace reports of performance by the candidate. 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 e.g. speakers of languages other than English, remote communities and those with interrupted schooling). |
Assessment of this unit requires access to the materials, resources and equipment needed to collect, organise and evaluate information. |
Range Statement
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. | |
Information sources may include: | books, magazines, poems direct observation of the natural or built environment family stories Internet music and/or film/video myths and legends (including religious) new and emerging technology oral history performances/presentations photographs and other artworks. |
The concept may include: | elements and principles of design the relationship of the work to a theoretical and historical context the subject matter or theme for the work, e.g. the body; identity; land and place; political, cultural or social issues; spiritual concerns. |
Organising information may include: | annotated sketches charts, diagrams file, including digital scrap book of images written and/or visual diary. |
Evaluation of information may include: | aesthetic appeal consideration of innovation cultural conventions and/or significance personal interest potential of new technology thinking beyond the established boundaries. |
Aspects of the concept and concept development to be communicated may include: | constraints/parameters consultations with community, Elders, other arts practitioners problem solving strategies |
research of history and theory pertaining to specific arts practice research of work by other arts practitioners the brief visual examples of work by other arts practitioners, e.g. a video, slides, photographs, photocopies work progress, e.g. visuals, annotated sketches. | |
The context for communication may relate to: | cultural issues surrounding presentation how the concept is being presented physical limitations the people to whom the concept is being presented why the concept is being presented, e.g. in response to a brief. |
A communication method may be: | oral (which may include song) visual and oral written written and visual. |
Feedback on concept may be: | discussion notes in diary oral visual annotations and written written, including digital. |
Sectors
Not Applicable
Employability Skills
This unit contains employability skills. |
Licensing Information
Refer to Unit Descriptor