Elements and Performance Criteria

RANGE STATEMENT
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 of information may include:
anecdotal sources, personal observation
art and design work
books and magazines
natural and manufactured forms, objects and/or structures
optics, including single and multiple vanishing points
scientific texts
web-based resources
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
ego alter or heroes
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
Experimentation may involve consideration of:
bending
binding
cutting
folding
mass
moulding and modelling
pasting and taping
positive and negative forms
proportion
relationships of form to form and form to space
rhythm
shape
size
stitching
stretching
symmetry, asymmetry, balance
tone
twisting
Concept or idea to be communicated may relate to a range of activities such as:
advertising and promotion
artistic works
exhibitions or events
fashion designs
interactive digital media products
interior designs
sign making
Materials, tools and equipment may include:
brushes
buckets and containers
clamps
clays and other plastic compounds (plasticene, plaster)
cutting tools (scissors, knives blades)
drill
fibres, tape, string
foamcore, polystyrene
found materials
glue
hammer
measuring tools
nails, screws, wire
papers, cardboard and paper pulp
pliers
recycled materials
relevant and current hardware and software
saw
shaping tools (surform blades, planers, modelling and carving tools)
wood, metal, fabric, plastic
Concept realisations or samples may be:
digital output
fabricated and constructed works
models
prototypes

EVIDENCE GUIDE
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 following is essential:
production of a range of samples or concept realisations which show the creative application of the processes to 3-dimensional forms
knowledge of the design process as it applies to 3-dimensional work.
Context of and specific resources for assessment
Assessment must ensure:
access to the materials resources and equipment needed to apply design processes to 3-dimensional forms.
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 questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
evaluation of samples or concept realisations produced by the candidate and interrogation of the creative process used
oral or written questioning to assess knowledge of 3-dimensional design.
Guidance information for assessment
The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.