People still developing their video art expertise apply the skills and knowledge in this unit. They produce finished work building on and combining a range of techniques to support the ideas of the work. There are links between this unit and the camera units in CUF07 Screen and Media Training Package.
At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.
Not applicable.
1. Plan video artwork through exploration | 1.1 Explore video art ideas and techniques in consultation with key people 1.2 Review historical and contemporary video art practice as a potential source of ideas 1.3 Refine and clarify ideas for video art based on exploration 1.4 Assess the capabilities of video art techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work |
2. Prepare, maintain and store video art resources | 2.1 Select and organise video art tools, equipment and materials suited to the chosen work 2.2 Prepare and maintain resources based on the needs of the work 2.3 Take responsibility for the safe and sustainable use of resources 2.4 Store resources according to the specific needs of different items |
3. Create finished video artwork | 3.1 Safely use and adapt video art techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work in appropriate file formats 3.3 Add value to the current work process and future work by documenting the work progress 3.4 Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas |
Required skills
communication skills to:
discuss ideas for video art with others
respond constructively to feedback
initiative and enterprise skills to extend the capabilities of video art techniques to enhance final works
learning skills to improve techniques to produce video art through practice and some experimentation
literacy skills to read product safety labels and instructions on use
numeracy skills to calculate quantities of materials
planning and organising skills to organise resources required to produce video art
self-management skills to take responsibility for the process of creating work.
Required knowledge
ways of exploring techniques and materials to achieve different effects in video artwork
physical properties and capabilities of a range of materials, tools and equipment used in video artwork
work space requirements for video art, including ways of organising and maintaining space
cleaning, maintenance and storage procedures for video art tools, materials and equipment
formal elements and principles of design and their specific application to video artwork
historical and theoretical contexts for video art
intellectual property considerations for any person making creative work
sustainability considerations associated with the use of video artwork tools, materials and equipment
OHS procedures that apply to video artwork.
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: produce multiple video artworks or a single major work that shows some technical proficiency in chosen techniques work with ideas and techniques and bring them together in finished work adapt and extend the capabilities of video artwork techniques and resources. |
Context of and specific resources for assessment | Assessment must ensure access to: equipment used to produce video art pieces. |
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 technical execution of work pieces produced by the candidate direct observation of video artwork in progress questioning and discussion of the candidate’s intentions and 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, for example: CUVPRP301A Produce creative work. |
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.
Ideas may be influenced by: | current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns. |
Techniques may include: | animation camera movement: pan tracking zoom camera scales: close up medium shot long shot constructing form with light editing: cross-cutting cutaway dissolves jump cuts mise-en-scene montage recording sound: ambient direct special effects voice-overs sculpting in time and space setting up camera angles: aerial view low titled techniques for coping with different lighting and weather conditions working from music scores. |
Key people | mentors other artists peers supervisors teachers. |
Strategies used to assess the capabilities of techniques may involve: | experimenting directly with work in progress producing test clips testing recording and editing features. |
Equipment may include: | batteries cameras computer editing software editing suite electrical leads lighting equipment and appropriate cabling sound equipment and microphones tripods. |
Materials may include: | materials and objects for use as: costumes props sets materials used in animation, such as: modelling clay paints templates. |
Needs of the work may relate to: | availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability. |
File formats may include: | FLV MPEG-2 MPEG-4 RealMedia WAV WMV. |
Visual communication – digital content and imaging
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.