Assessor Resource

CUVDIG402A
Experiment with techniques to produce video art

Assessment tool

Version 1.0
Issue Date: May 2019


People with a command of video art techniques apply the skills and knowledge outlined in this unit.

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

This unit describes the performance outcomes, skills and knowledge required to proactively experiment with various video art techniques and ideas to develop an individual style or voice.

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:

develop ideas and techniques through a process of research and experimentation

produce multiple finished video art pieces or a single major work that demonstrates a well-developed command of techniques

apply knowledge of video art techniques, equipment and materials and the ways they may be adapted and extended.

Context of and specific resources for assessment

Assessment must ensure access to:

equipment used to produce video art pieces.

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:

evaluation of technical execution of work pieces produced by the candidate

practical demonstration of skills using tools, equipment and materials required to produce video art

direct observation of video artwork in progress, including exploration of, and experimentation with, techniques

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, for example:

CUVPRP401A Realise a creative project.


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:

discuss creative work from a technical and conceptual perspective

create a record of the video artwork

initiative and enterprise skills to:

experiment with techniques to enhance final video art

apply critical thinking and analytical skills when developing ideas for video art

learning skills to:

refine and improve a range of techniques

evaluate quality of own work and identify ways to enhance own practice

literacy skills to undertake research about the work of other video artists and arts practitioners

numeracy skills to:

evaluate resource costs

calculate material requirements

planning and organising skills to plan work tasks and resources so that all deadlines are met

problem-solving skills to identify and resolve technical and conceptual issues in video artwork

technology skills to use the internet as a research tool.

Required knowledge

role of experimentation in developing and refining ideas for video art and how this relates to the development of an individual style or voice

ways to adapt, extend and combine the capabilities of a wide range of current video art technologies and techniques

characteristics of different subjects under different treatments and the potential of these characteristics to achieve different effects

formal elements and principles of design and how they may be used, adapted and challenged in video artwork

research methodologies used by artists

historical and theoretical contexts for video art and how they may be used to inform individual practice

sources of resources needed in a professional video art practice

intellectual property issues and legislation to be considered by independent arts practitioners

sustainability considerations for the professional operation of a video art practice

OHS requirements for the set-up and operation of video artwork space.

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.

At this level, the candidate would generally demonstrate a command of a broad range of techniques as the basis for experimentation which may include:

animation

camera movement:

pan

tracking

zoom

camera scales:

close up

medium shot

long shot

constructing form with light

editing:

cross-cutting

cutaway

dissolves

jump cuts

mise-en-scene

montage

mixing sound

recording sound:

ambient

direct

special effects

voice-overs

sculpting in time and space

setting up camera angles:

aerial view

low

titled

techniques for coping with different lighting and weather conditions

working from music scores.

Equipment may include:

batteries

cameras

computer

DVD player

editing software

editing suite

electrical leads

hard disk drives

lighting equipment and appropriate cabling

multi-screen installation

scaffolding for projection equipment

sound equipment and microphones

tripods.

Materials may include:

materials and objects for use as:

costumes

props

sets

materials used in animation, such as:

modelling clay

paints

templates.

Safety and sustainability considerations may include:

federal, state and territory legislation, regulations and standards

personal protection

recycling

safe disposal of waste.

Research may involve:

approaching individuals with relevant expertise

attending lectures and talks

conducting material and technical experiments and tests

searching the internet

seeking out information in a range of print and electronic media

visiting exhibitions and screenings.

Intellectual property requirements may relate to:

extent to which the work may be used

form of acknowledgement or credit

procedures for seeking permission to use the work of others, including systems for the administration of copyright

protocols for the adaptation of work by others.

Ideas may be influenced by:

artistic aspirations

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.

Criteria may relate to:

client and user expectations

duration

environment in which video art will be viewed

materials

quality of final product

techniques

timelines

tools.

Process followed to refine ideas may include:

adjustment to subject matter or theme

adjustment to take account of elements and principles of design

adjustment to use the extended capabilities of the technique.

Sources of supply may include:

commercial outlets

found objects and materials

manufacturing or factory waste

nature.

Cost and other constraints may relate to:

availability of materials and equipment

budgeting

sponsorship

timeframe.

Presentation considerations may include:

availability of space

cost

file format for final product, such as:

FLV

MPEG-2

MPEG-4

RealMedia

WAV

WMV

need to modify presentation set-up

seeking external assistance, such as with equipment hire and technical expertise

practical considerations

presentation context

timeframe.

Workplace requirements may include:

cabling

lighting

power supply

process-specific requirements.

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
Evaluate the potential for new approaches to video art based on capabilities of techniques already used 
Adapt or introduce new tools, equipment and materials to achieve different effects 
Extend the capabilities of video art techniques through experimentation 
Take account of the safety and sustainability considerations for different techniques and media 
Discuss creative and other goals of proposed video art with others 
Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 
Apply knowledge of different video art techniques to inform ideas 
Allow techniques and ideas to work together to inform each other 
Consider the professional potential and other criteria of work when developing ideas 
Refine and confirm ideas based on experimentation, research and collaboration with others 
Assess specific resource requirements for the chosen work 
Research and access potential sources of supply for video art resources 
Evaluate cost and other constraints that impact on the development of work 
Evaluate and respond to presentation considerations for finished video art 
Set up or coordinate resource requirements according to safety or other workplace requirements 
Create video art using techniques and media selected from research and experimentation 
Review and refine ideas and approaches based on ongoing experiences with the production of work 
Use safe and sustainable work practices throughout the production of video art 
Document and record the development of the work and the research and ideas that inform it 
Reflect on own work in terms of conceptual development and technical execution 
Identify areas for future improvement, especially in terms of own skill development 
Discuss completed work with others and respond positively to feedback 

Forms

Assessment Cover Sheet

CUVDIG402A - Experiment with techniques to produce video art
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

CUVDIG402A - Experiment with techniques to produce video art

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: