- BSBCRT403A - Explore the history and social impact of creativity
Assessor Resource
BSBCRT403A
Explore the history and social impact of creativity
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to individuals who develop and apply knowledge of the history of creativity at a broad rather than deep level. Understanding the concept of creativity, how creative people think and how creativity has been applied through history can provide individuals with inspiration and ideas to take into their own work and lives.
More complex research on theories of creativity is found in BSBCRT601A Research and apply concepts and theories of creativity.
This unit describes the performance outcomes, skills and knowledge required to explore the history and social impact of creativity.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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 following is essential: knowledge and understanding of the history and social impact of creativity, including its contemporary relevance to individuals and communities. |
Context of and specific resources for assessment | Assessment must ensure: access to sources of information on the history of creativity. |
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: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of candidate's exploration of creativity and its impact, demonstrated through oral or written presentation oral or written questioning to assess knowledge of creativity in an historical and contemporary context review of identification of opportunities to build own creative thinking skills. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
|
Required skills |
communication skills to discuss and explore ideas about creativity with others comprehension skills to interpret information dealing with potentially complex ideas. |
Required knowledge |
impact of creativity at different points in history, including contemporary perspectives potential links between the history of creativity and current individuals and communities sources of information on the history and social impact of creativity ways in which different factors impact on creativity and how it is demonstrated in various cultural contexts. |
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. | |
Sources of information may include: | artistic works (visual, aural, oral) arts co-operatives clubs friends and family internet printed references and texts production teams |
Impacts of creativity may include: | archaeological discoveries botanical/anthropological discoveries change in nature of communication between individuals and communities changed relationships between gender and generations changes in style conservative versus adventurous culture and social mindset improvement in living conditions new products and services reduced costs scientific discoveries sudden or gradual political change totally new ways of undertaking tasks |
Different fields of human endeavour may be: | agriculture arts science subsistence - primitive societies technology |
Factors that affect the presence or extent of creativity may include: | culture economic environmental family friends political right time and place social |
Opportunities to build own creative thinking skills may include: | attendance at seminars participation in creative activities reviewing and adapting own communication skills using new approaches to work working in creative communities |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Identify relevant sources of information on the history of creativity | |||
| Investigate and review different definitions of creativity and how these relate in an historical context | |||
| Assess the ways that individuals and collaborative groups have demonstrated creativity | |||
| Explore the relationship between creativity and different cultures and relate these to current contexts | |||
| Explore the impacts of creativity on the ways that people live and work | |||
| Explore the ways in which creativity has occurred in different fields of human endeavour | |||
| Determine and evaluate the factors that affect the presence or extent of creativity in a given situation | |||
| Extract key information and ideas from the history of creativity for possible relevance to own life and work | |||
| Discuss and explore ideas with others | |||
| Reflect on how creativity or creative thinking might be integrated into own life and work | |||
| Identify and access opportunities to build own creative thinking skills |
Forms
Assessment Cover Sheet
BSBCRT403A - Explore the history and social impact of creativity
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBCRT403A - Explore the history and social impact of creativity
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: