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.

History, theory and practice may relate to:
historical examples, such as:
Egyptian hieroglyphics
Trajan column
Gutenberg bible
Bauhaus typography
origins of type
relationship with printing technologies
work of particular typographers.
Fashions in typography may relate to:
availability
generational engagement with type
impact of technology.
Communication objectivesmay be to:
challenge
compare
contrast
entertain
inform
inspire
motivate
persuade.
Design briefsmay be:
diagrammatic
verbal
visual
written.
Specificationsmay relate to:
cost
delivery platform
environmental sustainability
material characteristics
quantity
technical requirements
technology
timeframe.
Other information pertinent to design briefmay relate to:
client’s organisational background
conflicting demands
considerations, such as:
contractual
copyright
ethical
legal
health and safety considerations
historical information
product characteristics and statistics
style considerations
subject matter.
Typographic optionsmay be:
computer-based
collage
traditional/manual
type:
faces
fonts
styles.
Sources of information and ideas about type may include:
art and design texts
built environment
internet
natural environment
other design work.
Delivery platform may be:
digital:
CD
internet
personal digital assistant (PDA)
phone
print.
Production issuesmay relate to:
cost
quality required
number to be produced
readability of fonts at different scales
use of existing client fonts as described in brief
use of existing client colour palette as described in brief.
Visual representationsmay be:
computer-aided drawing
mock-ups
models
presentations
sketching
technical drawings.
Type fundamentals may relate to:
anatomy of type
classifications
grids
parts of the letterform
type family
typographic syntax:
letter
line
visual hierarchy
word.
Software may include applications for:
page layout (e.g. InDesign or Quark)
raster image manipulation (e.g. Photoshop)
vector image production (e.g. Illustrator or FreeHand)
web interactivity and animation (e.g. Macromedia Suite).
Elements and principles relate to:
alignment
balance
coherence
colour
composition
contrast
direction
dominance
emphasis
form
line
movement
pattern
positive and negative space
proportion
proximity
repetition
rhythm
shape
simplicity or complexity
subordination
texture
unity.
Other visual design components may include:
bitmap images
charts
graphics
vector graphics.

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:
select, develop and manipulate type with a high level of technical proficiency using industry-current software programs
effectively integrate the elements and principles of design into typography work
develop typography that supports the overall visual communication objective
create multiple pieces of professional standard typography in response to a brief.
Context of and specific resources for assessment
Assessment must ensure access to:
industry-current technologies used in graphic design.
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:
group peer review of typography produced by the candidate
evaluation of audience response to typography produced by the candidate
evaluation of processes used by the candidate to develop the work
evaluation of technical aspects of the designs
direct observation of work in progress, including use of software tools
evaluation of a candidate’s visual diary or other forms of documentation showing the development of the designs
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:
CUVGRD502A Produce graphic designs for 2-D and 3-D applications.