Assessor Resource

CULMS005B
Research and generate ideas for exhibition concepts

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to individuals who explore and develop concepts and ideas for any type of cultural exhibition. It therefore requires well developed creative thinking and research skills, supported by a good knowledge of the collection and interpretive techniques. In larger organisations this role may be undertaken by professional specialists but the unit is relevant to generalists in small museums and galleries, and to individual creative practitioners who may develop exhibition concepts for their own work.

Work is carried out autonomously but in consultation and collaboration with others.

The unit does not encompass the overall design and development of an exhibition. Those skills are covered in CULMS008A Conceive, develop and realise exhibition designs.

This unit describes the performance outcomes, skills and knowledge required to research and generate ideas for exhibition concepts. The unit focuses on exploring different themes and potential storylines to inform the overall concept development process.

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)

Prerequisites

Nil

Employability Skills

The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary for the qualification in which this unit of competency is packaged, will assist in identifying Employability Skills requirements.



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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

application of sound research and analytical skills to inform concept development

generation of creative ideas, storylines, messages and concepts for a particular concept and target audience.

Context of and specific resources for assessment

Assessment must ensure:

access to a collection around which an exhibition ideas and concepts can be developed

access to relevant research materials and information sources.

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 exhibition ideas and concepts (with rationale) generated by the candidate to develop storylines and concepts for particular collections or audiences.

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.

Required skills

creative thinking skills to develop, explore, test and challenge ideas

research skills to investigate and interrogate a wide range of information sources

communication skills to liaise and consult with others on complex ideas and concepts

literacy skills to analyse a broad range of information and to communicate complex ideas in innovative ways.

Required knowledge

sources of information and research data relevant to the collection

processes for drawing links between the collection, research data and audience needs

roles of different people 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.

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.

Nature, needs and expectations of the audience may relate to:

age

gender

educational level

existing knowledge of subject

familiarity with collection

cultural preferences/cultural diversity

special interest

disability access

Purpose, scope and objectives of the exhibition may relate to:

education

entertainment

financial targets

co-operative approaches

representation

audience development

community involvement

debate

An exhibition may be held in many different contexts /environments and these may include:

museums

galleries

libraries

other visitor attractions

theme parks

corporate events

festivals

An exhibition may be:

temporary

permanent

virtual

travelling

Stakeholders may include:

boards of management

organising committees

other management

local community

local authorities

customers/visitors

colleagues

performers/artists

technical/subject specialists

exhibition construction specialists

designers

curators

conservators

education officers

cultural groups

those to be represented in the exhibition

Collection/organisational parameters may relate to:

established themes/sub-themes

current exhibition policies

potential for accessing additional items

budgetary or other resource limitations

Critical analysis may involve:

making judgements about relevance of information and ideas

considering how ideas may be adapted

considering how ideas may be challenged

drawing links between references and potential concepts

evaluating work of others

Sources and references may include:

reference books/journals/texts

writings of the period

paintings and illustrations

photographs

film, video

the Internet

digital images

technical drawings

models

collages

sketches

objects and object files

other exhibitions/collections

oral histories/oral traditions

private collectors

archives

letters/diaries/newspapers

Appropriate format for presentation of ideas may be:

drawings

paintings

models

graphic formats

video

photographs

plans

verbal description

electronic presentations

storyboards

performance/installation

display of exhibits

printed format - signs, labels, report

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
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Forms

Assessment Cover Sheet

CULMS005B - Research and generate ideas for exhibition concepts
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

CULMS005B - Research and generate ideas for exhibition concepts

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: