Unit of competency Outline

Date retreived
22/07/2026 1:13 AM AWST

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Develop professional illustrations

Develop professional illustrations

Unit of competency
National Code
CUVILL501A
State Code
S7678
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
12/10/2011
View on TGA
State Implementation and Classification
Approved Date
17/01/2012
Field of Education
100501 - Graphic Arts And Design Studies
Original Release Date
17/01/2012
Nominal Hours
60
Description
This unit describes the performance outcomes, skills and knowledge required to create professional illustrations for a range of purposes in both print and digital formats.
Notes
Elements and Performance Criteria
1. Interpret the illustration brief
  • 1.1 Analyse the illustration brief in terms of key communication objectives
  • 1.2 Develop an understanding of the broader context for the illustrative work
  • 1.3 Develop shared understandings of illustration requirements with relevant people
2. Generate and assess ideas for illustrations
  • 2.1 Evaluate the specific context and proposed media for the illustrative work
  • 2.2 Identify and source references that inform illustration in the relevant context
  • 2.3 Consider current and emerging trends and thinking about illustration
  • 2.4 Explore and experiment with different approaches and techniques for communication of key messages
  • 2.5 Create appropriate relationships between different visual components
  • 2.6 Maximise contributions of others through collaboration on ideas, including other experts as required
  • 2.7 Reflect on ideas for technical, creative and budgetary implications
  • 2.8 Refine and select approaches that best balance the overall needs of the brief
3. Create illustrations
  • 3.1 Create impactful illustrations through effective engagement with the elements and principles of design
  • 3.2 Use advanced compositional skills to establish strong spatial relationships in illustrations
  • 3.3 Create appropriate mood and feeling in illustrations
  • 3.4 Develop and reflect evolving personal style in illustrative work
  • 3.5 Engage in an ongoing process of testing, creative collaboration and refinement during the process
4. Finalise illustrations
  • 4.1 Negotiate and agree to modifications and amend as required
  • 4.2 Develop accurate and comprehensive documentation to support the production process
  • 4.3 Present final illustrations and documentation to relevant people and confirm
5. Evaluate effectiveness of illustrations
  • 5.1 Evaluate completed illustrations in terms of success in achieving objectives
  • 5.2 Assess work against other creative, technical and business considerations
  • 5.3 Analyse and evaluate feedback from client and others
  • 5.4 Reflect on own role in design process and note areas for future improvement
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.

Communication objectives may be to:
challenge
compare
contrast
entertain
inform
inspire
motivate
persuade
sell.
Broader contextmay relate to:
client preferences and perceptions
community attitudes
corporate objectives
cultural expectations and influences
ethical considerations
key relationships for the project
industry trends
legal considerations
policies and guidelines
social responsibilities
sustainability
societal expectations.
Relevant people may include:
art directors
authors
clients
copywriters
creative directors
employers
end users
graphic designers
other illustrators
supervisors
technical experts.
Specific contextsfor illustrationmay be:
advertisements
architectural illustrations
book covers
children’s books
editorial illustrations
fashion illustrations
illustrations for urban planning
portraits
posters
story boards for animation
storybooks
technical, anatomical and botanical illustration.
Mediamay be:
digital:
desktop presentation
film
pixel-based
television
vector-based
web
print:
books
direct mail
information boards
magazines
newspapers
point of sale
posters.
References may include:
digital images
film and video
internet
marketing data
material from the sponsoring organisation
own experience
photographs
previous work
product information
reference books, journals and texts
scripts
technical data
work of other designers
writings.
Current and emerging trends and thinking may relate to:
appropriate standards
cultural considerations
cultural norms
stretching boundaries
stylistic developments.
Techniquesmay include:
animation
association
caricature
cartooning
distortion
exaggeration
fantasy
special effects.
Other expertsmay be:
artists
copywriters
digital media designers
graphic designers.
Elements and principles of designrelate 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.
Creative collaboration and refinementmay involve:
client consultation
informal conversations with peers
modelling
piloting
technical discussions
workshopping of ideas.
Documentationmay include:
creative rationale
finished artwork
instructions for printers
production specifications.
Successmay be measured by:
audience response
clarity of the message
client feedback
cost effectiveness
customer comments
sales achieved.
Creative, technical and business considerationsmay relate to:
codes of practice
copyright and intellectual property
cultural expectations and influences
ethical principles
legislation, including OHS legislation, policies and guidelines
social responsibilities, such as protection of children
societal expectations.
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 body of illustrative work for use in a range of media, both print and electronic
work confidently with the elements and principles of design across multiple illustration contexts
apply knowledge of illustration techniques.
Context of and specific resources for assessment
Assessment must ensure access to:
industry-current illustration technologies.
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:
professional evaluation by industry professionals of illustrations developed by the candidate
evaluation of presentations made by the candidate about work developed
evaluation of processes used by the candidate to conceive, plan and realise the work
direct observation of work in progress
evaluation of a candidate’s visual diary or other forms of documentation showing the development of the illustrations
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.
Replaced By
State Code National Code Title Type
AWI77 CUAILL501 Develop professional illustrations Unit of competency