- BSBDES301A - Explore the use of colour
Assessor Resource
BSBDES301A
Explore the use of colour
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to any individual whose work involves the effective use of colour, and who needs to understand the basics about the way colours work. Artists, designers, photographers, lighting technicians, digital media specialists and visual merchandisers are just a few examples of people who need these skills.
This unit describes the performance outcomes, skills and knowledge required to explore the use of colour and to apply colour theory.
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: effective use of colour to communicate a concept or idea knowledge of colour theory, the effects of colour and its potential use in different contexts. |
Context of and specific resources for assessment | Assessment must ensure: access to materials, resources and equipment needed to apply colour in the relevant work context. |
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 colour samples produced by the candidate to communicate a concept or idea oral or written questioning to assess knowledge of colour theory and use of colour by different practitioners. |
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.
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Required skills |
literacy skills to read and interpret information about colour and colour theory numeracy skills to calculate quantities and proportions of different colours visual literacy skills to make judgements about the way that different colours work together and in conjunction with other elements. |
Required knowledge |
colour attributes and colour relationships different colour theories and their applications to different contexts emotional, cultural and situational aspects of colour individual interpretation and choice in relation to the use of colour, and the potential limitations of theory materials, tools and equipment required to experiment with colour in relevant contexts ways in which other practitioners use colour in their work. |
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 on colour and colour theory may include: | anecdotal sources, personal observation art and design work books and magazines characteristics of materials, for example paints, pigments scientific texts web-based resources |
Experimentation may involve playing with: | application of light, for example in a theatrical context colour attributes in hue, chroma, value colour grading colour models (emotional, physical and psychological effects of colour) colour scales colour schemes effective colour relationships, for example harmonies and discords |
Materials, tools and equipment may include: | air brushes brushes cardboard digital equipment fabrics/textiles/plastics glue gouache, watercolour, acrylic hand tools light sources/equipment lighting gels measuring tools pastels, colour pencils, crayons range of papers receptacles rulers software sponges spray gun |
Idea or concept to be communicated may relate to a huge range of activities such as: | advertising and promotion artistic works exhibitions or events fashion designs interactive digital media products interior designs jewellery design lighting designs object or product design sign making theatrical props, sets or scenic art |
Samples may be: | colour wheels colour swatches constructed digital output drawn, painted, printed photographs sample boards transitory, for example natural and artificial lighting effects |
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 and access sources of information on colour and colour theory | |||
| Evaluate and collate information to build a knowledge of colour and its application in different contexts | |||
| Test different colours and colour combinations through experimentation | |||
| Use own ideas as a way of testing, challenging or confirming colour theory | |||
| Ensure safe use of materials, tools and equipment during experimentation with colour | |||
| Investigate how colour might be used to communicate a particular idea or concept | |||
| Select materials, tools and equipment relevant to the idea or concept | |||
| Apply colour in a way that communicates the concept or idea based on own knowledge of colour and colour theory | |||
| Review and reflect on own use of colour and what it communicates | |||
| Seek and obtain feedback from others about the way colour has been used and its success in communicating the concept or idea | |||
| Present and store work any samples in a way which takes account of the need for professional presentation and potential relevance for future work |
Forms
Assessment Cover Sheet
BSBDES301A - Explore the use of colour
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:
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Date:
Assessment Record Sheet
BSBDES301A - Explore the use of colour
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: