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 context
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:
application of decoration to pen and drawn letterform
application of pen skills for a purpose, such as to loosen up movements of the pen to make linear marks of differing intensity and character (e.g. thick sharp, thin curvilinear)
penning a range of letterforms, such as:
Carolingian
Copperplate
Foundational
Gothic
Italic
Roman
Uncial
variation of weight and size of letterform.
Key peoplemay include:
mentors
other artists
peers
supervisors
teachers.
Strategies used to assess the capabilities of techniques may involve:
producing test pieces or samples
systematically testing a range of processes.
Tools may include:
brushes, including:
air brushes
Asian brushes
disposable calligraphy pens
paint brushes
handmade pen from materials, such as:
bamboo
feather
reed
steel nibs in pen holders
tools adapted for specific purposes.
Materials may include:
fabric, such as:
cotton
linen
silk
gesso and impasto
glass
gold leaf
gouache
inks
papers of differing weights and textures
perspex
vellum
watercolour
wood.
Needs of the work may relate to:
availability of different resources
budget and cost control
creative goals
preparation time
process-specific procedures and requirements
recycling
reporting
safety
sustainable use of materials.

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 pieces of calligraphic work that show some technical proficiency in chosen techniques
work with ideas and techniques and bring them together in finished work
adapt and extend the capabilities of calligraphic techniques and resources.
Context of and specific resources for assessment
Assessment must ensure access to:
equipment and tools used to produce calligraphic 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 calligraphy 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.