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.

Paintings genres may include:
everyday scenes (genre painting)
history
landscape
portraiture
still life.
Painting techniques and styles may include:
approaches to:
application of a particular colour range and linear work to produce expressive paintings
integration of text and painting
linear marks of different intensity and character
use of a range of brushes to achieve different lines and strokes
use of colour and tone to create illusion of forms in space
use of positive and negative space
variation in paint application
scaling
scumbling
tone painting
under painting
styles:
abstract
digital
encaustic
fresco
gouache
ink and wash
oil
panel
tempera
watercolour.
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 materials
limitations of processes or technology.
Coherent body of painting 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 painting 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 painting technique
research painting 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 painting 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 painting technique within a body of work produced by the candidate
evaluation of processes used by the candidate to evolve and refine painting technique
evaluation of the work documentation
direct observation of painting 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.