- CUVCOR04B - Originate concept for own work and conduct critical discourse
Assessor Resource
CUVCOR04B
Originate concept for own work and conduct critical discourse
Assessment tool
Version 1.0
Issue Date: April 2024
Not Applicable
This unit describes the skills and knowledge required to originate the concept and conduct critical discourse about the concept for own work. The concept encompasses ideas, form and context for the work. The unit includes the need for research and analysis of ideas and references, plus the creation of innovative concepts. It also includes a requirement for critical and informed discourse with others about one's own work. This unit both encompasses and goes beyond unit CUVCOR03B Develop, refine and communicate concept for own work.
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
This unit underpins many specialisation units and combined assessment and/or training with those units is highly recommended.
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. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | The following evidence is critical to the judgement of competence in this unit: development of the concept through a process of selecting and critically analysing source material, then synthesising and refining the concept for own work effective participation in a critical discourse about the concept for own work which shows a command of relevant references, terminologies and ideas. |
Context of and specific resources for assessment | The assessment context must provide for: practical demonstration of skills through research and concept generation through multiple pieces of work interaction with others in a critical discourse about the concept for own work. |
Method of assessment | Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: participation in a critical discourse on the candidate's work concepts discussion and questioning about research and development processes written and/or verbal reports visual presentation, including diagrams, charts, slides, using digital technology review of portfolios of evidence third party workplace reports of performance by the candidate. 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 e.g. speakers of languages other than English, remote communities and those with interrupted schooling). |
Assessment of this unit requires access to the materials resources and equipment needed to source, organise and analyse information. | |
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: literacy skills sufficient to research and evaluate a wide range of source materials for the development of the concept for own work literacy skills sufficient to conduct a critical discourse about the concept for own work. |
Required knowledge: a wide range of sources of information pertaining to the development of the concept in-depth appropriate communication methods to encourage critical discourse about the concept for own work the theoretical and philosophical context for concept development other artists/designers/curators/arts administrators and their development of concepts for their own work thorough knowledge of the elements and principles of design and how they may be used in the development of the concept for own work copyright, moral rights and intellectual property issues and legislation which assist the development and critical discourse of the concept for own work. |
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. | |
Source materials may include: | company reports direct observation from the natural or built environment music and/or film/video myths and legends oral history photographs and other artworks promotional material range of texts/text types technical reports/data. |
Critically analysing sources and references in the context of current work may involve: | considering how ideas may be adapted considering how ideas may be challenged within work drawing links between references and own work making judgements about relevance of information and ideas. |
The concept may include: | the relationship of the work to a theoretical and historical/contemporary context the relationship of the work to new and emerging technology and its current and potential application the subject matter or theme for the work, e.g. the body; identity; land and place; political, cultural or social issues; spiritual concerns. |
Constraints for the concept may include: | audience availability of materials, tools and equipment budgeting presentation venue/context sponsorship timeframe. |
Relevant individuals may include: | art critics and writers mentor other artists peer group supervisor. |
Discourse may involve: | electronic - video conference, Internet forum use of diagrams, charts visual and oral presentation written and visual presentation. |
Influences on the development of the concept may include: | discussion and debate about the concept with peers/supervisor the conceptual development of work by other artists/designers/curators/arts administrators theoretical and philosophical considerations. |
Problem solving strategies may include: | further evaluation of concept against personal affinity with the idea, social conventions and or significance and aesthetic considerations further reflection on concept innovation, thinking beyond established boundaries or conventions. |
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 source references which may inform concept development. | |||
| Critically analyse sources and references in the context of current work. | |||
| Collect, collate and analyse references to inform concept development. | |||
| Develop a range of different, innovative and creative approaches for the concept based on the nature of own artistic practice. | |||
| Reflect on and integrate ideas generated from research. | |||
| Consider possible constraints for the concept, based on nature and purpose of work. | |||
| Continuously reflect on and appraise ideas for the concept. | |||
| Synthesise and refine concept based on research, reflection and relevant constraints. | |||
| Identify relevant individuals to participate in critical discourse about work concepts. | |||
| Identify potential ways in which discourse may be undertaken, and select the most appropriate. | |||
| Provide key information on work concepts and concept development including influences, evaluation of options and problem-solving strategies. | |||
| Use effective communication techniques to generate discussion, debate and critical analysis of the concept. | |||
| Undertake own analysis of concept and challenge ideas and approaches taken. | |||
| Seek input and comments from others about the concept. | |||
| Re-evaluate and refine options for the concept based on own analysis and critical discourse with others. |
Forms
Assessment Cover Sheet
CUVCOR04B - Originate concept for own work and conduct critical discourse
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
CUVCOR04B - Originate concept for own work and conduct critical discourse
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: