People still developing their textile expertise apply the skills and knowledge in this unit. They produce finished items building on and combining a range of techniques to support the ideas of the work.
At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.
Not applicable.
1. Plan textile work through exploration | 1.1 Explore ideas and techniques for textile work in consultation with key people as required 1.2 Review historical and contemporary textile work practice as potential sources of ideas 1.3 Clarify ideas for textile work based on exploration and discussion 1.4 Assess the capabilities of textile work techniques through practice and adaptation 1.5 Select techniques that best support the ideas for the work |
2. Prepare, maintain and store textile work resources | 2.1 Select and organise textile work 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 needs of different items |
3. Create finished textile work | 3.1 Safely use and adapt textile work techniques to create desired effects 3.2 Review work in progress and make adjustments as required to produce final work 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 textile work with others
learning skills to:
improve techniques to produce textile work through practice and some experimentation
respond constructively to feedback
literacy skills to interpret information about historical and contemporary textile practice
numeracy skills to calculate quantities of materials
planning and organising skills to organise resources required to produce textile work
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 textile work
physical properties and capabilities of a range of materials, tools and equipment used in textile work
work space requirements for textile work, including ways of organising and maintaining space
cleaning, maintenance and storage procedures for textile work tools, materials and equipment
historical and theoretical contexts for textile work
elements and principles of design and their particular application to textile work
intellectual property considerations for any person making creative work
sustainability considerations associated with the use of textile work tools, materials and equipment
OHS procedures that apply to textile work.
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 textile works 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 the capabilities of textile work techniques and resources. |
Context of and specific resources for assessment | Assessment must ensure access to: equipment, materials and tools used to produce textile work. |
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 textile work 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: | hand painting hand-paper making: casting embossing pulp painting knitting and knotting techniques printing: block mono printing screen stamp stencil resist dying techniques: batik shibori tie dying stitching: appliqué embroidery patchwork tapestry weaving: backstrap basket loom weave off loom. |
Textile work may include: | cast paper decorated or embellished objects or fabric lengths: appliqué embroidery patchwork printing stitching tapestry dyed fabric lengths or objects felt cloth or objects handmade paper objects: baskets containers mats printed fabric lengths printed objects: fashion for home-wear two-dimensional and three-dimensional works interior markets sheets of paper. |
Key people may include: | mentors other artists peers supervisors teachers. |
Strategies used to assess the capabilities of techniques may involve: | experimenting directly with work in progress producing test pieces or samples systematically testing a range of processes. |
Tools may include: | brushes cutting tools equipment for tie dyeing scrapers spatulas spoons tjantings weaving shuttles needles: weaving knitting embroidery. |
Equipment may include: | blenders/electric beater hotplate/stove for heating wax light box for exposing photo emulsion for screen printing looms: backstrap table loom moulds and deckles press saucepans screens and carousel for printing sewing machine squeegees vacuum table vats for dyeing fabric and casting paper. |
Materials may include: | cellulose fibres recycled acid free mount board plant fibres: pampas grass banana leaf flax kozo cold and hot water dyes and necessary chemicals for dyeing fabric drawing materials for colouring fabrics: cotton linen silk synthetic fabrics tapa cloth materials for embedding in paper: other fibres magazine images methyl cellulose natural fibres: vines willow branches flexible twigs pandanus palm fronds reeds bark wool cotton fibre spun or twisted into string painting materials photo emulsion and stencils for screen printing pigment dyes for paper printing inks sizing agents for paper synthetic fibres various waxes for resist dyeing water-based paints. |
Needs of the work may relate to: | availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability. |
Visual communication – textile work
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.