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Evidence Guide: CUVPRP601A - Originate a body of independent creative work

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUVPRP601A - Originate a body of independent creative work

What evidence can you provide to prove your understanding of each of the following citeria?

Evolve conceptual thinking

  1. Identify the potential for individualised or specialised research based on current practice
  2. Investigate new sources and research opportunities
  3. Reflect on own practice to evolve personal ideas
  4. Challenge assumptions, preconceptions and norms to stretch the boundaries of own thinking
  5. Use critical analysis to evolve own ideas and develop innovative approaches
  6. Hone and adapt ideas for work based on emerging ideas and research
Identify the potential for individualised or specialised research based on current practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate new sources and research opportunities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on own practice to evolve personal ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge assumptions, preconceptions and norms to stretch the boundaries of own thinking

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use critical analysis to evolve own ideas and develop innovative approaches

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Hone and adapt ideas for work based on emerging ideas and research

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek professional opportunities and engagement

  1. Pursue opportunities for professional work based on established goals and aspirations
  2. Evaluate potential commercial opportunities as part of a viable professional practice
  3. Engage with professionals within and outside the arts community to further develop own ideas, professional identity and opportunities for work
  4. Establish sustainable ways to support ongoing professional engagement
Pursue opportunities for professional work based on established goals and aspirations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate potential commercial opportunities as part of a viable professional practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage with professionals within and outside the arts community to further develop own ideas, professional identity and opportunities for work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish sustainable ways to support ongoing professional engagement

Completed
Date:

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Plan an independent project

  1. Integrate individual research, personal ideas and professional realities to confirm the concept for a body of creative work
  2. Develop and implement a sustainable project management approachfor the work
  3. Consider and integrate the promotion, exhibition and communication of the work in the planning process
Integrate individual research, personal ideas and professional realities to confirm the concept for a body of creative work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement a sustainable project management approachfor the work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider and integrate the promotion, exhibition and communication of the work in the planning process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Realise the body of creative work

  1. Integrate command of technique, materials and process to create finished work of professional standard suitable for the public domain
  2. Deepen individual engagement with techniques, ideas and the relationships between them
  3. Apply critical and creative thinking to challenge, adapt and refine the creative work
  4. Further evolve and refine ideas through processes of experimentation and exploration
  5. Bring together the disparate challenges of the project to complete work on time
Integrate command of technique, materials and process to create finished work of professional standard suitable for the public domain

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deepen individual engagement with techniques, ideas and the relationships between them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply critical and creative thinking to challenge, adapt and refine the creative work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Further evolve and refine ideas through processes of experimentation and exploration

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Bring together the disparate challenges of the project to complete work on time

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate professional work

  1. Seek and apply constructive criticism from others to improve own work
  2. Evaluate work against planned strategy for own creative practice
  3. Evaluate own work in the context of work by others to extend own practice
  4. Adjust work processes and practice as necessary to improve technical, conceptual and commercial outcomes
Seek and apply constructive criticism from others to improve own work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate work against planned strategy for own creative practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate own work in the context of work by others to extend own practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust work processes and practice as necessary to improve technical, conceptual and commercial outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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

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.

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.