- BSBDES302A - Explore and apply the creative design process to 2D forms
Assessor Resource
BSBDES302A
Explore and apply the creative design process to 2D forms
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to individuals who apply the creative design process to the development of 2-dimensional forms. The unit underpins many other specialised design units.
This unit describes the performance outcomes, skills and knowledge required to explore and creatively apply the design process to the development of 2 dimensional (2D) forms.
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: production of a range of samples or concept realisations which show the creative application of processes to 2-dimensional forms knowledge of the design process as it applies to 2-dimensional work. |
Context of and specific resources for assessment | Assessment must ensure: access to the materials resources and equipment needed to apply design processes to 2-dimensional forms. |
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 samples or concept realisations produced by the candidate and interrogation of the creative process used oral or written questioning to assess knowledge of 2-dimensional design. |
Guidance information for assessment | The design process does not occur in isolation. 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 |
communication skills to explain ideas and to have discussions about design concepts with others literacy skills to read and interpret information about 2-dimensional design visual literacy skills to make judgements about the application of the design process to 2-dimensional forms. |
Required knowledge |
copyright, moral rights, intellectual property issues and legislation, and their impact on aspects of design creative thinking techniques that can be used as part of the design process elements and principles of design as applied to 2-dimensional forms materials, tools and equipment required for the design of 2-dimensional forms in the relevant work context notion of individual interpretation and choice within the design process particular challenges and issues in the design of 2-dimensional forms. |
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: | anecdotal sources, personal observation art and design work books and magazines natural and manufactured forms, objects and/or structures optics, including single and multiple vanishing points scientific texts web-based resources |
Creative thinking techniques may include: | brainstorming: bulletin board buzz session computer-aided sequencing stop and go daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads |
Experimentation may involve consideration of: | contrast direction exploring tonal range to produce illusion of 3-dimensionality harmony linear perspective mark making modelling volume through marks and tone pattern positive and negative shape proportion rhythm shape size texture tone |
Concept or idea to be communicated may relate to a range of activities such as: | advertising and promotion artistic works exhibitions or events fashion designs interactive digital media products interior designs sign making |
Materials, tools and equipment may include: | cardboard air brushes cutting blades digital equipment found materials glue inks and washes markers measuring tools pencils pens and nibs range of brushes range of papers receptacles relevant and current software rulers scissors spatulas sponges spray guns |
Concept realisations or samples may be: | digital output drawn, painted, printed, collaged photographs |
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 relevant sources of information on 2-dimensional design | |||
| Evaluate and collate information to build a knowledge of 2-dimensional design | |||
| Use creative thinking techniques to generate a range of ideas and options | |||
| Use experimentation to explore and challenge a range of different ideas | |||
| Challenge assumptions, reflect on ideas and refine approaches | |||
| Consciously change perspective, and evaluate ideas and situations in new ways | |||
| Investigate and reflect on how a particular concept or idea might be communicated in a 2-dimensional form | |||
| Select materials, tools and equipment relevant to the realisation of the concept or idea | |||
| Apply a creative design process to produce a range of 2-dimensional concept realisations | |||
| Reflect on own application of design process and success in communicating the concept or idea | |||
| Seek and obtain feedback from others about the 2-dimensional form and its success in communicating the concept or idea | |||
| Present and store concept realisations or samples in a format which takes account of the need for professional presentation and potential value for future work |
Forms
Assessment Cover Sheet
BSBDES302A - Explore and apply the creative design process to 2D forms
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
BSBDES302A - Explore and apply the creative design process to 2D forms
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: