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.
Sources may include:
art critics
art history texts
artworks
cultural theorists
design ideas
exhibitions
films
galleries
images
internet
journal articles
museums
myths and legends
objects
oral history
own experience
performances
presentations
philosophers
social commentators
technical or medium-specific information
writings.
Ideas may relate to:
relationship of the work to a theoretical and historical or contemporary context
relationship of the work to new and emerging technology and its current and potential application
subject matter or theme for the work, such as:
identity
land and place
political, cultural and social issues
the body
spiritual concerns.
Constraints may include:
availability of materials, tools and equipment
budget
safety requirements
saleability
sponsorship
time.
Ways toengage with others may include:
face-to-face discussions
virtual communication.
Scope and objectives of the workmay relate to:
brief for the work
competition criteria
creative criteria
ideas to be communicated
number of items to be produced
potential to exhibit and sell
self-development potential
time for creation.
Relevant people may include:
employers
mentors
other artists
other creative practitioners
peers
potential customers
supervisor
teachers.
Options for documenting and recording workmay involve developing:
blogs or wikis
digital presentations
notes and other written text
online forums
photographic records
physical portfolios
practice pieces
verbal presentations
visual diaries.
Efficiency and effectivenessmay relate to:
aesthetic or functional quality of the work
completion on budget
completion on time
positive or negative impact on own health
quality of the work
success in communicating ideas
technical standard 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:
take responsibility for the complete process of producing creative work
develop and refine technical and conceptual skills through a demonstrated process of experimentation
produce work that reflects an emerging individual style
document the work from initial idea to realisation
communicate effectively with others about ideas
evaluate work in an informed way
use safe and sustainable work practices.
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
studio and workshop facilities.
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 creative work produced by the candidate
evaluation of processes used by the candidate to conceive, plan and realise the creative 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
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, for example:
specialisation units for any creative form.