Assessor Resource

CUVACD401A
Integrate colour theory and design processes

Assessment tool

Version 1.0
Issue Date: April 2024


Any person working with the design process in a visual communication context applies the skills and knowledge in this unit.

At this level, work would be undertaken independently, with supervision and guidance as required.

This unit describes the performance outcomes, skills and knowledge required to explore and integrate colour theory and design processes into two-dimensional or three-dimensional work.

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

Prerequisites

Not applicable.

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 ability to:

solve design challenges through the application of colour theory and design processes

apply knowledge of the ways in which colour theory and design processes may be used in the production of design or artwork.

Context of and specific resources for assessment

Assessment must ensure access to:

tools, materials and equipment used in the design process in the relevant context.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

evaluation of processes used by the candidate to solve design challenges

evaluation of a candidate’s visual diary or other forms of documentation showing the development of the designs

questioning and discussion about candidate’s intentions and the work outcome

review of portfolios of evidence

review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment

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

communication skills to present and discuss ideas about design

critical thinking and analytical skills to evaluate information from a wide range of sources in order to develop design ideas

initiative and enterprise skills to consider new and different ways of achieving required design outcomes

literacy skills to interpret information about design and colour from a range of sources

problem-solving skills to identify and resolve technical and conceptual design issues

numeracy skills to use numerical aspects of software programs

self-management skills to plan and coordinate own work

technology skills to use the internet as a research tool.

Required knowledge

awareness of the notion of individual interpretation and choice within the design process, including the potential limitations of sticking too closely to theory

ways in which colour theory and design processes can be explored and combined to meet the needs of a brief

materials, tools and equipment required for the production of samples that integrate colour theory and design processes

how other artists and designers have applied colour theory and design processes

intellectual property issues and legislation and their impact on aspects of design

role and nature of a brief within the design process, including different types of briefs and how designers use them

sustainability considerations for the design process in the relevant context

OHS procedures relevant to design context.

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:

art and design work

books and magazines

manufactured structures

natural and architectural forms

optics

personal observation

scientific texts

software programs.

Materials may include:

clays and plaster

drawing media and implements

hard materials, such as:

metal

stone

wood

fabrics and textiles

fixing agents and mechanisms

paints and inks

papers and cardboard

Tools and equipment may include:

air guns and brushes

clamps

cutting blades

digital equipment

hand tools

light sources

pens and nibs

receptacles

rulers

scissors

spatulas

sponges.

Elements and principles of design relate to:

alignment

balance

coherence

colour

composition

contrast

direction

dominance

emphasis

form

line

movement

negative and positive space

pattern

proportion

proximity

repetition

rhythm

shape

simplicity and complexity

subordination

texture

unity.

Aspects of colour may relate to:

addition and subtraction

chroma

colour mix

complementary colours

desaturation

high key

intensity

low key

saturation

temperature

transparency

value.

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 colour theory and design processes 
Research historical and contemporary approaches to colour and design in the context of the work project 
Evaluate information with consideration of how colour and design issues may be integrated into the design process 
Select, combine and explore materials, tools and equipment to determine ways in which colour theory and design processes may be integrated 
Explore and develop new ideas through a process of experimentation 
Achieve solutions by working with the fundamental elements and principles of design and different aspects of colour 
Reflect on own application of design process and success in communicating concepts and ideas 
Identify areas for future improvement, especially in terms of own skill development 
Communicate about completed work with others and respond positively to feedback 

Forms

Assessment Cover Sheet

CUVACD401A - Integrate colour theory and design processes
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

CUVACD401A - Integrate colour theory and design processes

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: