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 discuss ideas with others
critical thinking skills to evaluate information and ideas about potentially complex and abstract concepts
initiative and enterprise skills to see opportunities for enhancement of practice through drawing development
learning and self-management skills to evaluate own work in terms of professional development needs
problem-solving skills to use drawing and visual representation as part of the problem-solving process
technical skills to apply different drawing techniques
technology skills to experiment with digital drawing techniques.
Required knowledge
role of drawing and visual representation in different areas of visual communication practice
different approaches to drawing and visualising
potential benefits and uses of drawing skills to the professional practitioner
typical ways in which drawing can be used at a professional level as an idea, or problem-solving and research tool
physical properties and capabilities of a wide range of materials and tools used in drawing and visual representation
intellectual property issues and legislation in relation to drawing and visualisation
sustainability considerations for drawing as a professional practice tool
OHS issues associated with the tools and materials used for drawing and visual representation, including use of computers.
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.
Barriers to drawing may include: | ‘I can’t draw’ belief fear of failure lack of experience negative perception of the value of drawing preference for other ways of communicating previous bad experience with drawing. |
Ways in which drawing and other visual representation tools could be used may include use of these tools to: | enhance own perceptions of form, space, etc. gain commercial advantage refine and adapt ideas resolve technical problems in creative work. |
Materials and techniques may include: | black and white media charcoal coloured media conte gouache ink paint pastel, including oil pastel pencil watercolour electronic drawing programs and tools. |
Presentation context may include: | collaborative process of sharing ideas formal presentation of ideas to others online collaboration personal note taking sketching ideas for clients. |
Multimedia approaches may include: | collage combining different markers use of digital media use of various papers. |
Place of drawing and visual representation in own practice may refer to decisions about: | collation and storage of drawings as a reference source how to enhance and maintain drawing skills incorporation of drawing into particular art forms keeping a visual diary use of electronic or hand drawing. |
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