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.

Ideas may be influenced by:
current capability with techniques
historical and theoretical contexts
subject matter or theme for the work, such as:
built environment
land and place
natural world
political, cultural and social issues
the body
spiritual concerns.
Techniques may include:
hand painting
hand-paper making:
casting
embossing
pulp painting
knitting and knotting techniques
printing:
block
mono printing
screen
stamp
stencil
resist dying techniques:
batik
shibori
tie dying
stitching:
appliqué
embroidery
patchwork
tapestry
weaving:
backstrap
basket
loom weave
off loom.
Textile work may include:
cast paper
decorated or embellished objects or fabric lengths:
appliqué
embroidery
patchwork
printing
stitching
tapestry
dyed fabric lengths or objects
felt cloth or objects
handmade paper
objects:
baskets
containers
mats
printed fabric lengths
printed objects:
fashion
for home-wear
two-dimensional and three-dimensional works
interior markets
sheets of paper.
Key people may include:
mentors
other artists
peers
supervisors
teachers.
Strategies used to assess the capabilities of techniques may involve:
experimenting directly with work in progress
producing test pieces or samples
systematically testing a range of processes.
Tools may include:
brushes
cutting tools
equipment for tie dyeing
scrapers
spatulas
spoons
tjantings
weaving shuttles
needles:
weaving
knitting
embroidery.
Equipment may include:
blenders/electric beater
hotplate/stove for heating wax
light box for exposing photo emulsion for screen printing
looms:
backstrap
table loom
moulds and deckles
press
saucepans
screens and carousel for printing
sewing machine
squeegees
vacuum table
vats for dyeing fabric and casting paper.
Materials may include:
cellulose fibres
recycled acid free mount board
plant fibres:
pampas grass
banana leaf
flax
kozo
cold and hot water dyes and necessary chemicals for dyeing fabric
drawing materials for colouring
fabrics:
cotton
linen
silk
synthetic fabrics
tapa cloth
materials for embedding in paper:
other fibres
magazine images
methyl cellulose
natural fibres:
vines
willow branches
flexible twigs
pandanus
palm fronds
reeds
bark
wool
cotton
fibre spun or twisted into string
painting materials
photo emulsion and stencils for screen printing
pigment dyes for paper
printing inks
sizing agents for paper
synthetic fibres
various waxes for resist dyeing
water-based paints.
Needs of the work may relate to:
availability of different resources
budget
creative goals
preparation time
process-specific requirements
recycling
safety
sustainability.

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:
produce multiple textile works or a single major work that shows some technical proficiency in chosen techniques
work with ideas and techniques and bring them together in finished work
adapt the capabilities of textile work techniques and resources.
Context of and specific resources for assessment
Assessment must ensure access to:
equipment, materials and tools used to produce textile work.
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 technical execution of work pieces produced by the candidate
direct observation of textile work in progress
questioning and discussion of the candidate’s intentions 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:
CUVPRP301A Produce creative work.