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.

Historical and contemporary informationmay include:
audio
film
images
internet
journal articles
objects
oral histories
performances
stories
technical or medium-specific information
texts:
cultural
historical
religious
scientific
spiritual
video.
Ways to evaluate may involve:
comparing
considering constraints and parameters of key ideas and concepts
considering merit
contrasting
discussion and debate
reflecting.
Ideas and concepts may involve consideration of:
cultural traditions
elements and principles of design
technical characteristics and qualities of specific work by others in own area of arts practice
relationship of the work to a theoretical and historical context
subject matter or theme relevant to work in own area of arts practice, such as:
identity
land and place
political, cultural and social issues
the body
spiritual concerns.
Experimentation may include:
challenging
comparing
contrasting
experimenting directly with work in progress
producing test pieces or samples
systematically testing a range of:
equipment
materials
processes
tools.
Key people may include:
mentors
peers
supervisors
teachers.
Context may relate to:
cultural issues surrounding presentation
how the concept is being presented
physical limitations
the people to whom the concept is being presented
why the concept is being presented, such as in response to a brief.
Resources may include:
equipment
materials
techniques
tools.
Record of work may be:
physical
verbal
virtual
visual
written.
Questions might include:
could I do this differently or better?
do I have any ideas to share about this?
have I done it as well as I could?
how can I do that?
how can I fix this?
how well have I communicated my idea?
if they are doing that, could I?
what could be improved technically in this piece of 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:
develop and refine ideas through review and exploration
identify, select, assess and use resources, such as techniques, tools, equipment and materials for creative work
safely use and adapt techniques to realise ideas in creative work.
Context of and specific resources for assessment
Assessment must ensure access to:
appropriate resources to apply techniques for creative work, such as:
tools, equipment and materials
studio and/or workshop facilities.
Method of assessment
A range of assessment methods may be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
evaluation of a presentation by the candidate
evaluation of visual presentations, including diagrams, charts, slides and digital images
questioning and discussion about the candidate’s intention 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:
specialisation units for any creative form.