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.
Adeveloping range of sources provides access to:
ideas that challenge own work to date
in-depth exploration of ideas already touched on
previously unexplored ideas
uses of new techniques, materials or processes
ideas that challenge own beliefs.
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.
Critical and creative thinking approaches may include:
blog or wiki
brainstorming
daydreaming and mental wandering
discussion
Edward de Bono's Six Thinking Hats
graphic organisers:
concept fans
visual maps
webbing
lateral thinking games
making associations
mind mapping
morphological analysis
sketching
social networking
storytelling
sub-culture surfing
trigger words
use of metaphors and analogies
vision circles
visualisation
wishful thinking
word salads.
Professional potentialmay relate to:
collaboration
market trends
professional development
saleability.
Relevant people may include:
employers
mentors
other creative practitioners
peers
potential customers
teachers.
Scope and objectives of the work may 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.
Realistic timeframe takes account of:
availability of materials
client needs
complexity of the work
other commitments
potential for external factors to impact
sponsor requirements.
Project constraints may include:
availability of outsourced production or assistance
budget
client preferences
potential for burn-out
public safety
safety requirements
saleability
technical skills and knowledge
time.
Options for documenting and recording work may include:
blog or wiki
digital presentations
maquettes
notes and other written text
online forum
photographic record
physical portfolio
practice pieces
verbal presentation
visual diary.
Information for inclusionmay include:
challenges encountered
intellectual property considerations
development of techniques
early ideas
external references and sources
input from others
refinement processes for ideas and techniques
use of materials and processes
work log, including time and expenses.
Critically and knowledgably may include:
familiarity with the work of others
knowledge of materials, process and technique
substantiated ideas and positions.
Opportunities for refinement and re-thinking may relate to:
collaboration
ideas
materials
market demand
processes
techniques
workflow.
Efficiency and effectiveness may relate to:
aesthetic or functional quality of the work
completion on budget
completion on time
positive or negative impact on own health
success in communicating ideas
technical standard of work.
Coherence with the project concept may relate to:
connection of ideas within the work
connections or divergence in process between initial concept and final product
materials
processes
techniques.

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:
create a coherent body of creative work that is technically and conceptually resolved, is consistent with the project concept, and is finished to a professional standard
consider the professional potential for proposed work
document the work creatively from initial idea to realisation
evaluate and discuss 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 a body of work produced by the candidate
evaluation of processes used by the candidate to conceive, plan and realise the work
direct observation of work in progress
group peer review of the work
evaluation of a candidate’s visual diary or other forms of documentation showing the development 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.