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.

Drawing techniques may include:
abrasive technique
additive technique
application of pigment
collage or frottage
digital drawing techniques
erasure or subtractive techniques
hatching and cross-hatching
integration of text and drawing
linear marks:
of differing character
of differing intensity and character
to produce illusion of form in space
linear perspective
resist techniques
scaling techniques
simple linear perspective
tonal range to produce illusion of form in space
use of positive and negative space.
Technical effects may include:
atmosphere
chiaroscuro
illusion
mood
movement
perspective
trompe l’oeil.
Intellectual property requirements may relate to:
copyright
design licensing regulations
form of acknowledgement or credit
moral rights
protocols for the adaptation of work by others
trademarks.
Opportunities may relate to:
communication of ideas
natural affinity with particular techniques
potential for combining techniques
potential for interactions between technique and media
themes in work.
Limitations and constraints may relate to:
availability of materials
capacity of technique to deliver required effect
own interaction with technique
resources
time.
Refinement relates to:
ability to use selected techniques with confidence
ongoing demonstration of development of technique
use of selected techniques in a body of professional work.
Safe work practices may include:
completing material safety data sheets (MSDS)
correct disposal of waste materials
dust and fume extraction
ergonomic safety
managing risk
reporting accidents and incidents
use of tools and equipment
using clearly designated wet and dry areas
using personal protective equipment (PPE).
Technical problems may include:
implications of scale and size
limitations of digital technology
limitations of materials.
Coherent body of drawing work is:
conceptually resolved
documented in terms of its development
subject to critical feedback by others
technically resolved
thematically connected.
Ways in which technique may be further developed may include:
collaboration
further study
intensive workshops
mentored guidance
new projects.

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:
evolve and refine drawing technique through a demonstrated process of experimentation
develop individual style in own work
produce a coherent body of professional artwork that includes the use of well-developed drawing technique
research drawing technique in the broader context of other artwork and artists
use safe and sustainable work practices.
Context of and specific resources for assessment
Assessment must ensure access to:
equipment, materials and tools used to produce drawing 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 drawing technique within a body of work produced by the candidate
evaluation of processes used by the candidate to evolve and refine drawing technique
evaluation of the work documentation
direct observation of drawing in progress, including exploration of, and experimentation with, techniques
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:
CUVPRP501A Realise a body of creative work.