Unit of competency Outline
Date retreived
22/07/2026 7:59 AM AWST
22/07/2026 7:59 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Realise a public art project
Realise a public art project
Unit of competency
National Code
CUVPUA601A
CUVPUA601A
State Code
S7763
S7763
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
05/11/2014
Field of Education
100399 - Visual Arts And Crafts, N.e.c.
Original Release Date
05/11/2014
Nominal Hours
80
Description
This unit describes the performance outcomes, skills and knowledge required to realise all aspects of a public art project, from initial brief or idea to the actual installation of the work.
Notes
Elements and Performance Criteria
1. Originate ideas for public art
- 1.1 Use own creative impulse or brief supplied by others to develop ideas for work
- 1.2 Initiate site-specific research and planning processes
- 1.3 Research and explore relevant ideas and associations for the work, including those related to the site and its environment
- 1.4 Develop responses to accommodate practical requirements and constraints
- 1.5 Explore options for materials, technologies and processes that fulfil requirements of the site and the brief
- 1.6 Collaborate with relevant people about project ideas as part of an ongoing process of refining ideas
2. Articulate and present project ideas
- 2.1 Develop, critique and articulate creative responses to the objectives and contexts of the brief and the site
- 2.2 Apply guidelines for formal presentation of concept proposal and supporting documentation to the client, sponsor or selection panel
- 2.3 Formally present the design proposal with supporting documentation and practical planning data
- 2.4 Evaluate and re-work aspects of the presentation, as required
3. Plan and document work in response to the site and the brief
- 3.1 Develop and plan construction and installation with reference to the specific site and its contexts
- 3.2 Engage with key stakeholders in the public art project
- 3.3 Re-present planning and preparatory work using presentation mechanisms suited to the project
4. Create the public artwork
- 4.1 Integrate command of technique, materials and process to create public artwork that meets creative and other needs
- 4.2 Apply critical and creative thinking to challenge, adapt and refine the public artwork
- 4.3 Interrogate aspects of work in progress and participate in critical inquiry and discussion
- 4.4 Apply health and safety principles and guidelines to the development of public art projects
5. Finalise the public art project
- 5.1 Liaise with relevant people on finalisation processes
- 5.2 Bring together the disparate challenges of the public art project to complete work on time
- 5.3 Organise the installation of the work, engaging specialist expertise where necessary
6. Evaluate own work
- 6.1 Seek and apply constructive criticism to improve own work
- 6.2 Evaluate work against planned strategy for own creative practice
- 6.3 Consider place of own work in relation to other public art practitioners
- 6.4 Adjust work processes and practice to improve technical, conceptual and commercial outcomes
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.
Site may be:
business
community
cross-cultural
multi-cultural
recreational
rural
social
urban.
Relevant peoplemay include:
collaborating artists
community Elders
council staff
mentors
site custodians
site owners
technical experts.
Supporting documentation may include:
concept drawings
maquettes
research
scale models
site plans.
Practical planning data may relate to:
budget
engineering
environmental considerations
fabrication
health and safety
insurance
technical specifications
vandalism precaution.
Presentation mechanismsmay be:
oral
musical
visual.
Critical and creative thinkinginvolve:
analysis of complex and abstract ideas and theories
working effectively with concepts, such as:
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
debating and discussing
developing criteria for evaluation
distinguishing relevant from irrelevant facts
examining and evaluating assumptions
exploring implications and consequences
generating and assessing solutions
judging
making interdisciplinary connections
making plausible inferences and predictions
noting significant similarities and differences
nuance, subtlety and distinction
questioning
reading and listening critically
reflecting.
Specialist expertisemay include:
builders
engineers
planners
plumbers
transport providers.
Constructive criticismmay relate to:
aesthetics
philosophical foundations
techniques
social context.
Site may be:
business
community
cross-cultural
multi-cultural
recreational
rural
social
urban.
Relevant peoplemay include:
collaborating artists
community Elders
council staff
mentors
site custodians
site owners
technical experts.
Supporting documentation may include:
concept drawings
maquettes
research
scale models
site plans.
Practical planning data may relate to:
budget
engineering
environmental considerations
fabrication
health and safety
insurance
technical specifications
vandalism precaution.
Presentation mechanismsmay be:
oral
musical
visual.
Critical and creative thinkinginvolve:
analysis of complex and abstract ideas and theories
working effectively with concepts, such as:
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
debating and discussing
developing criteria for evaluation
distinguishing relevant from irrelevant facts
examining and evaluating assumptions
exploring implications and consequences
generating and assessing solutions
judging
making interdisciplinary connections
making plausible inferences and predictions
noting significant similarities and differences
nuance, subtlety and distinction
questioning
reading and listening critically
reflecting.
Specialist expertisemay include:
builders
engineers
planners
plumbers
transport providers.
Constructive criticismmay relate to:
aesthetics
philosophical foundations
techniques
social context.
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:
originate and realise a complete public art project, including managing its creative, technical and organisational components
create public artwork of a professional standard for the public domain
articulate and present ideas about public artwork in relevant contexts
evaluate, explain 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 public art project completed 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.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
originate and realise a complete public art project, including managing its creative, technical and organisational components
create public artwork of a professional standard for the public domain
articulate and present ideas about public artwork in relevant contexts
evaluate, explain 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 public art project completed 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.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWH05 | CUAPUA601 | Realise a public art project | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D665 | CUV60211 | Advanced Diploma of Visual Arts | Qualification |