- CUFLGT101A - Apply a general knowledge of lighting to work activities
Assessor Resource
CUFLGT101A
Apply a general knowledge of lighting to work activities
Assessment tool
Version 1.0
Issue Date: April 2024
People assisting with lighting operations in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. They are working under the direct supervision of an experienced lighting technician.
The role includes the need for an understanding of the role of lighting technicians, lighting system layouts and the functions of a range of lighting equipment. Equipment operation is at a routine level.
Higher level skills associated with lighting operations are covered in units such as:
CUFLGT301A Prepare, install and test lighting equipment
CUFLGT302A Record and operate standard lighting cues.
This unit describes the performance outcomes, skills and knowledge required to complete basic lighting tasks in a range of production contexts.
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: completion of lighting-related tasks according to health and safety procedures recognition of lighting equipment, including key features and purpose. |
Context of and specific resources for assessment | Assessment must ensure: practical demonstration of skills through the completion of a range of preparatory and set-up tasks with industry-standardlighting equipment project or work activities that allow knowledge to be applied to specific production contexts and situations access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
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 direct observation of the candidate completing lighting-related tasks inspection of equipment set up by the candidate to determine whether set-up meets production requirements verbal or written questioning to assess knowledge of equipment types. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSOHS301A Follow occupational Health and safety procedures CUETGE15B Handle physical elements safely during bump in/bump out. |
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 |
effective communication, literacy and teamwork skills sufficient to: work effectively as a member of a production team interpret lighting plans understand use of scale, lighting symbols and notation conventions technical skills sufficient to: operate a lighting desk at a basic level undertake basic maintenance of lighting components, e.g. replacing bulbs, checking condition of cables numeracy skills sufficient to: count and sort equipment and use numerical features of lighting desks understand and calculate power loadings (amperage) |
Required knowledge |
the general scope and potential of lighting operations within different production contexts, e.g. theatre, music, corporate, film and television basic understanding of electrical theory, e.g. watts, amps, kilowatts roles and responsibilities of lighting technicians in different contexts, including career paths the relationship between lighting operations and other technical and performance areas, including audio, vision systems and performance lighting system options in a range of venue types colour recognition specialised terminology that applies to lighting operations general features of lanterns and accessories, dimmers and control systems overview of different types of automated lights and the special requirements of this type of technology, including: rigging orientation powering requirement for data supply and fixture addressing overview of appropriate use of standard pump-propelled glycol-based atmospheric (smoke) effects requirements for storage of lighting equipment OHS legislation and enterprise standards in relation to lighting operations, e.g. electrical restrictions |
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. | |
Relevant personnel may include: | camera crew clients customers lighting designer lighting technicians performers/actors special effects operators supervisor. |
Lights and lighting equipment may include: | architectural fixtures, e.g. wall lights cyclorama lights ellipsoidal profile floods fresnels outside broadcast equipment PAR (parabolic aluminised reflector) lamps PC (pebbled convex) lamps profile snoots studio and theatre-based equipment. |
Lighting desk may include: | controlled lighting effects lighting desk peripherals, e.g.: monitors printers external memory storage riggers' controls desk lamp control cables effects unit back-up equipment manual preset operation manual/memory desks manually operated desks single scene sub-master operation sub-master cue stacker and playback theatrical cue set-up and playback. |
Dimmers may include: | analogue dimmers multiplexed analogue dimmers multiplexed digital dimmers, e.g. DMX512 MUX and DMUX units, e.g. analogue conversion Single-unit (follow spot) dimmers, e.g. Model 1 or Monopak small self-contained dimmable controllers, e.g. Fourpack, Quadpak. |
Patch system may include: | automated lighting, i.e. direct power and data lines required (no dimmer) distributed dimming, e.g. dimmers located where required distributed patching, e.g. patch lines from a single dimmer to lights dual systems, i.e. combination of both layouts as above. |
Light beam control accessories may include: | animation discs barn doors black wrap colour frames cookies cut-outs doughnuts and top hats flags flood mechanisms fresnel/PC barn doors gel frames gels gobos/gobo holders/rotators iris profile shutters. |
Use of lights may include: | avoiding incorrect orientation of a lamp (which can reduce filament and lantern life) identifying the correct replacement lamp and wattage of lanterns identifying the different types of lamp bases knowing how heat is dissipated by a lantern using correct bubble handling techniques. |
Spares and consumables may include: | batteries bulbs cables cables fuses gaffer tape gels. |
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 |
|---|---|---|---|
| Confirm work requirements with relevant personnel with reference to designated lighting plans | |||
| Correctly identify appropriate rigging and positioning points for lights and lighting equipment | |||
| Correctly identify cables and connectors used with different lighting components | |||
| Identify and sort lighting equipment and accessories in preparation for set-up, ensuring appropriate handling and taking account of equipment differences | |||
| Follow enterprise procedures and comply with OHS requirements at all times | |||
| Correctly use a lighting desk to bring up channels for focusing and adjustment | |||
| Correctly and safely power up dimmers and set up patch system | |||
| Attach light beam control accessories to ensure use of lights is according to instructions and procedures | |||
| Correctly handle cables, including rolling/unrolling, storage and safe manual handling | |||
| Identify problems with equipment promptly, take action within the scope of individual responsibility or report to relevant personnel | |||
| Check and replace spares and consumables and ensure production equipment is ready and available to productions at specified locations | |||
| Communicate appropriately with relevant personnel, clients or the public during the completion of tasks |
Forms
Assessment Cover Sheet
CUFLGT101A - Apply a general knowledge of lighting to work activities
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
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Date:
Assessment Record Sheet
CUFLGT101A - Apply a general knowledge of lighting to work activities
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:
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Date:
Student signature:
Date: