This unit describes, skills and knowledge required to extend skills with drawing and other forms of visual representation to develop a personal style suited to the individual’s professional practice.

It applies to individuals with high-level cognitive and creative skills who work independently to develop and refine personalised approaches to visual representation to support their professional practice.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

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.

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Advance technical skills and other visual representation tools	1.1 Expand expertise through ongoing experimentation with different tools and media 1.2 Increase drawing technique and confidence through practice with tone, layout, perspective, colour and imagery 1.3 Evaluate own drawing expertise against professional needs and aspirations
2. Refine drawing and representational skills as visual-thinking tools	2.1 Extend drawing as a visual research tool in the development of work 2.2 Blend investigation, thinking and analysis through the drawing process 2.3 Analyse the use of drawing as a visual thinking tool in own work
3. Develop personalised style to support professional practice	3.1 Develop a personalised style that supports and reflects the unique nature of own work and practice 3.2 Evaluate the ways in which drawing contributes to a successful professional practice 3.3 Discuss and explore drawing processes and challenges with others 3.4 Challenge, adapt and refine own style to meet new and changing contexts for work

Evidence of the ability to:

use experimentation, practice, investigation and analysis to increase expertise with different techniques and media

evaluate own expertise against personal aspirations

develop a personalised style of drawing or visual representation that supports own professional creative work.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

explain how changing work contexts may impact on personal drawing styles

describe techniques and devices to extend expertise in drawing and visual representation

discuss physical properties and capabilities of a wide range of materials and tools used in drawing.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

drawing materials, tools and equipment.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

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)

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.

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Advance technical skills and other visual representation tools	1.1 Expand expertise through ongoing experimentation with different tools and media 1.2 Increase drawing technique and confidence through practice with tone, layout, perspective, colour and imagery 1.3 Evaluate own drawing expertise against professional needs and aspirations
2. Refine drawing and representational skills as visual-thinking tools	2.1 Extend drawing as a visual research tool in the development of work 2.2 Blend investigation, thinking and analysis through the drawing process 2.3 Analyse the use of drawing as a visual thinking tool in own work
3. Develop personalised style to support professional practice	3.1 Develop a personalised style that supports and reflects the unique nature of own work and practice 3.2 Evaluate the ways in which drawing contributes to a successful professional practice 3.3 Discuss and explore drawing processes and challenges with others 3.4 Challenge, adapt and refine own style to meet new and changing contexts for work

Evidence of the ability to:

use experimentation, practice, investigation and analysis to increase expertise with different techniques and media

evaluate own expertise against personal aspirations

develop a personalised style of drawing or visual representation that supports own professional creative work.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

explain how changing work contexts may impact on personal drawing styles

describe techniques and devices to extend expertise in drawing and visual representation

discuss physical properties and capabilities of a wide range of materials and tools used in drawing.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

drawing materials, tools and equipment.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

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
Expand expertise through ongoing experimentation with different tools and media
Increase drawing technique and confidence through practice with tone, layout, perspective, colour and imagery
Evaluate own drawing expertise against professional needs and aspirations
Extend drawing as a visual research tool in the development of work
Blend investigation, thinking and analysis through the drawing process
Analyse the use of drawing as a visual thinking tool in own work
Develop a personalised style that supports and reflects the unique nature of own work and practice
Evaluate the ways in which drawing contributes to a successful professional practice
Discuss and explore drawing processes and challenges with others
Challenge, adapt and refine own style to meet new and changing contexts for work

Assessment Cover Sheet

CUAACD601 - Extend professional expertise with drawing and other visual representation tools

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

CUAACD601 - Extend professional expertise with drawing and other visual representation tools

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: