Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUAMUP503, 'Design and apply special make-up effects'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design and apply special make-up effects' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Develop initial design concepts | 1.1 Analyse production documentation to determine overall production requirements and schedules 1.2 Identify factors that may affect the design and implementation of special make-up effects 1.3 Identify type and condition of performers' skin, and other special requirements for performers, that need to be taken into account 1.4 Source reference materials and research aspects of special make-up effects design projects 1.5 Maintain currency of reference materials and findings, and organise them for easy access by others 1.6 Identify factors that may affect the creation of prosthetics required for special effects 1.7 Generate a range of design ideas that provide creative solutions to special make-up effects requirements and show an appreciation of how make-up can enhance characterisation 1.8 Take effects of lighting on make-up and colour design principles into account when assessing ideas 1.9 Use research findings to develop initial design concepts |
2. Develop and document special make-up effects designs | 2.1 Discuss initial design concepts with relevant personnel to maximise their contribution to the design process 2.2 Evaluate initial concepts and select the most appropriate ideas, taking into account production constraints 2.3 Develop special effects make-up designs for discussion with relevant personnel 2.4 Hold ongoing discussions with relevant personnel to ensure additional or changed production requirements are incorporated into special make-up effects designs 2.5 Incorporate feedback from colleagues into final designs and ensure agreement is reached on a consistent interpretation of character and style 2.6 Prepare make-up plans in an appropriate format with details of costings and resources required to achieve special make-up effects 2.7 Distribute copies of make-up plans to relevant personnel |
3. Apply and maintain special make-up effects | 3.1 Check make-up products and equipment are available according to production schedules 3.2 Explain the process of applying special make-up effects to performers and respond to their questions 3.3 Dress performers with covering to protect hair and clothes, and check they are protected from hazards 3.4 Test special make-up effects to be applied to skin and scalp for adverse reactions 3.5 Comply with health and hygiene requirements when applying special make-up effects in line with make-up plans 3.6 Apply prosthetics using appropriate materials, equipment and techniques 3.7 Check final effects meet production requirements 3.8 Make required adjustments quickly at appropriate times during productions |
4. Remove special make-up effects | 4.1 Show performers how to remove special make-up effects as required 4.2 Remove special make-up effects using appropriate products, checking performers are comfortable and protected from hazards during the process 4.3 Remove prosthetics carefully to minimise performers’ discomfort 4.4 Seek medical advice promptly if skin irritation or other problems arise 4.5 Clean make-up equipment and check work area is left in the original or improved condition 4.6 Complete workplace documentation as required |