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:
articulate complex ideas to others
liaise and consult with others on complex ideas and concepts
creative thinking skills to:
assess outcomes of research in relation to purpose, scope and objectives of exhibitions
develop, explore, test and challenge ideas
initiative and enterprise skills to:
develop exhibition concepts that highlight features of collections to be displayed
factor staging requirements into the process of developing exhibition concepts
literacy skills to:
analyse a broad range of information
prepare concept proposals
numeracy skills to:
manage costs
work within budgets
research skills to identify and interrogate a range of information sources
self-management skills to:
follow workplace procedures
prioritise work tasks and meet deadlines
technical skills to incorporate technology into exhibitions.
Required knowledge
sources of information and research data relevant to collections
processes for drawing links between collections, research data and audience needs
roles of personnel involved in the exhibition development process and how these interrelate
current trends in exhibition development
concepts of themes, sub-themes, storylines and interpretation within exhibition development
copyright, moral rights and intellectual property legislation and issues that impact on exhibition concept development
cultural protocols relevant to exhibition concept development, including those for the exhibition of Aboriginal or Torres Strait Islander material
collection and interpretive techniques.
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.
Characteristics may relate to: | age cultural diversity cultural preferences disability access educational level existing knowledge of subject expectations familiarity with collections gender needs special interests. |
Purpose, scope and objectives may relate to: | audience development community involvement cooperative approaches debate education entertainment financial targets representation, including: donor period style use. |
Exhibitionsmay be: | corporate events festivals galleries libraries museums online other visitor attractions permanent or temporary theme parks travelling virtual. |
Stakeholdersmay include: | artists boards of management colleagues conservators cultural groups curators customers and visitors designers education officers exhibition construction specialists local authorities local community members management organising committees people to be represented in exhibitions performers technical or subject specialists. |
Collection and organisational parameters may relate to: | budgetary or other resource limitations current exhibition policies established themes and sub-themes potential for accessing additional items. |
Critical analysis may involve: | considering how ideas may be adapted and challenged drawing links between references and potential concepts evaluating work of others making judgements about relevance of information and ideas. |
Sources and references may include: | archives collages diaries digital images film internet journals letters models newspapers objects and object files oral histories and traditions other exhibitions and collections paintings and illustrations photographs private collectors reference books sketches technical drawings texts video writings of the period. |
Appropriate format may include: | display of exhibits drawings electronic presentations graphic formats models paintings performance and installation photographs plans printed formats, such as: signs labels reports storyboards verbal descriptions video. |
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