Elements and Performance Criteria

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.
Strategies may include:
experimenting with techniques
exploring capabilities of materials, tools and equipment
identifying and using a range of industry networking opportunities
participating in professional development and other learning opportunities
participating in relevant associations
personal or group practice time
undertaking training courses
working effectively with mentors or coaches.
Arts practice skills may relate to:
craft:
glass
jewellery
wood
design:
costume
graphic
industrial
interior
sets and scenery
live performance:
acting
circus arts
dance
performance art
playing of musical instruments
singing
technical production, such as for:
film and television
live theatre and events
visual arts:
ceramics
painting
photography
print making
sculpture
textiles.
Sources of information may include:
copyright and legal representatives
discussions with innovative industry practitioners
electronic and print media:
articles
news
reviews
employee associations
employer listings
exhibition catalogues and programs
government bodies and associated publications
induction kits
industry associations
industry information sheets
internet
job advertisements
journals
libraries and archives
other sources of industrial relations information
personal observations and experience
policy and procedures manuals
reference books
retail and wholesale suppliers of products and services
technical publications
union representatives
websites
word of mouth.
Industry issuesmay relate to:
audience demographics
business operations
changing nature of work, including occupations that are disappearing and how they are being replaced
changes to the mix of skills and knowledge required in different areas of arts practice
intellectual property
employment
environment and sustainability
legislative requirements
OHS
outcomes of research by industry associations
social and political developments
teaching practice
techniques in chosen area of arts practice
technology.
Opportunities to develop own arts practice may include:
competitions
conferences
events:
industry functions
conferences
trade fairs
community activities
expositions
exhibitions
festivals
social events
floor talks at galleries
lectures
master classes
membership of professional organisations or bodies
seminars
symposiums
visits to workplaces.
Creative thinking techniques may include:
brainstorming:
bulletin board
buzz session
computer-aided
sequencing
stop and go
daydreaming and mental wandering
Edward de Bono's Six Thinking Hats
graphic organisers:
concept fans
visual maps
webbing
lateral thinking games
making associations
mind mapping
morphological analysis
storytelling
sub-culture surfing
trigger words
use of metaphors and analogies
vision circles
visualisation
wishful thinking
word salads.
Relevant people may include:
agents
clients
colleagues
industry practitioners
managers
mentors
supervisors
teachers.
Strategies used to experiment with new ideas involve:
developing folios for appraisal by others
extending the possibilities of materials and equipment towards their full potential
innovation
recording and reviewing own performances to assess effectiveness of experimentation.
Networks may include:
alumni organisations
colleagues and teachers
consumer organisations
professional associations.
Promotional opportunities may include:
applications to funding bodies
competitions
exhibitions
listings on industry websites
performances
product launches.
Promotional materialmay include:
audio recordings
catalogues
leaflets
portfolios
resumés
text and images for websites
video recordings.

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:
apply planned strategies to refine skills in own area of arts practice
demonstrate work practice that develops own style through exploring and experimenting with new ideas in making and/or interpreting work
use discussion and evaluation opportunities to inform and develop own technical and conceptual skills.
Context of and specific resources for assessment
Assessment must ensure access to:
an environment where technical and conceptual skills can be developed and enhanced over time
resources relevant to area of arts practice.
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:
direct observation of the candidate developing and enhancing technical skills
written or oral questioning to test knowledge of professional development strategies
review of audio or video recordings of performances by candidate
case studies to assess candidate’s ability to research industry issues
evaluation of problem-solving activities to assess candidate’s critical thinking skills
review of portfolios of evidence
review of third-party reports from experienced practitioners.

Assessment methods should reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who 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.