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 the process for producing video art with others
understand and follow instructions
learning skills to:
improve techniques for producing video art through practice
respond appropriately to feedback on own work
literacy skills to read product and equipment safety labels
numeracy skills to calculate quantities of materials
planning and organising skills to prepare and set up resources and work space
self-management skills to set own skill development goals.
Required knowledge
materials, tools and equipment commonly used for video art
major styles of video art and the work of key practitioners relevant to individual area of interest
typical work space and equipment requirements for the production of different types of video art
cleaning and maintenance techniques for tools and equipment used in video art
intellectual property considerations for any person making creative work
ways of minimising waste in the use of video art technologies
OHS procedures that apply to video art.
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.
Tools and equipment may include: | camera computer editing software lighting equipment and accessories microphone tripod. |
Materials may relate to a range of materials and objects used for: | costumes props sets. |
Workplace procedures may relate to: | cost control process-specific procedures recycling safety use of materials. |
Tasks required toset up the work space may relate to: | cabling lighting power supply process-specific requirements. |
Othersmay include: | arts practitioners mentors peers supervisors teachers. |
Ideas may be influenced by: | current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns. |
Process used to test techniques may include: | exploring techniques producing test clips. |
At this level the range of techniques would generally be limited and may include: | camera movement: pan tracking zoom camera scales: close up medium shot long shot recording sound: ambient direct special effects setting up camera angles: aerial view low titled simple lighting techniques simple editing techniques. |
File formats may include: | FLV MPEG-2 MPEG-4 RealMedia WAV WMV. |
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