Assessor Resource

CUVGRD503A
Produce typographic design solutions

Assessment tool

Version 1.0
Issue Date: April 2024


Graphic designers work in many different industry contexts. They may be employed in graphic design studios, commercial printing companies, advertising agencies, book and magazine publishers, television stations or in the marketing division of any business. Graphic designers also frequently offer their services on a freelance basis.

At this level, graphic designers create typographic design solutions for a wide range of applications, both print and digital. This might include advertisements, headlines, logotypes, signing systems, posters, charts or mass text applications.

Work at this level is independent with some mentoring and guidance as required.

This unit describes the performance outcomes, skills and knowledge required to produce professional typography for a wide range of communication needs. The graphic designer combines confidence and skill in working with the elements and principles of design with a well-developed understanding of type.

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:

select, develop and manipulate type with a high level of technical proficiency using industry-current software programs

effectively integrate the elements and principles of design into typography work

develop typography that supports the overall visual communication objective

create multiple pieces of professional standard typography in response to a brief.

Context of and specific resources for assessment

Assessment must ensure access to:

industry-current technologies used in graphic design.

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:

group peer review of typography produced by the candidate

evaluation of audience response to typography produced by the candidate

evaluation of processes used by the candidate to develop the work

evaluation of technical aspects of the designs

direct observation of work in progress, including use of software tools

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, for example:

CUVGRD502A Produce graphic designs for 2-D and 3-D applications.

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 liaise and collaborate with others about work requirements

critical thinking and analytical skills to:

interpret and respond to a typographic design brief

evaluate information from a wide range of sources to develop ideas for typography

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

literacy skills to interpret technical information associated with using software programs at an advanced level

planning and organising skills to develop and monitor a logical workflow for the technical design process

problem-solving skills to identify and resolve technical and conceptual issues with typography

numeracy skills to use numerical aspects of software programs

self-management and planning skills to plan and coordinate own work

technology skills to:

use the advanced features of a range of industry-current software programs

manage files and file formats.

Required knowledge

features and formats of graphic design briefs, particularly in relation to typography

sources of information on typography and the range of typography options available to the graphic designer

fundamentals of typography construction and use

elements and principles of design and their application to typography

interrelationships between text and visuals and the role of typography in the overall design solution

current range of software programs available to graphic designers and their advanced features

opportunities and constraints of different technologies

manual typography techniques

different delivery platforms for graphic design work and the technical constraints and considerations these impose

intellectual property issues and legislation to be considered in the context of graphic design work

sustainability considerations for graphic design practice

OHS requirements as they apply to the use of computer and keyboard for periods of time.

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.

History, theory and practice may relate to:

historical examples, such as:

Egyptian hieroglyphics

Trajan column

Gutenberg bible

Bauhaus typography

origins of type

relationship with printing technologies

work of particular typographers.

Fashions in typography may relate to:

availability

generational engagement with type

impact of technology.

Communication objectivesmay be to:

challenge

compare

contrast

entertain

inform

inspire

motivate

persuade.

Design briefsmay be:

diagrammatic

verbal

visual

written.

Specificationsmay relate to:

cost

delivery platform

environmental sustainability

material characteristics

quantity

technical requirements

technology

timeframe.

Other information pertinent to design briefmay relate to:

client’s organisational background

conflicting demands

considerations, such as:

contractual

copyright

ethical

legal

health and safety considerations

historical information

product characteristics and statistics

style considerations

subject matter.

Typographic optionsmay be:

computer-based

collage

traditional/manual

type:

faces

fonts

styles.

Sources of information and ideas about type may include:

art and design texts

built environment

internet

natural environment

other design work.

Delivery platform may be:

digital:

CD

internet

personal digital assistant (PDA)

phone

print.

Production issuesmay relate to:

cost

quality required

number to be produced

readability of fonts at different scales

use of existing client fonts as described in brief

use of existing client colour palette as described in brief.

Visual representationsmay be:

computer-aided drawing

mock-ups

models

presentations

sketching

technical drawings.

Type fundamentals may relate to:

anatomy of type

classifications

grids

parts of the letterform

type family

typographic syntax:

letter

line

visual hierarchy

word.

Software may include applications for:

page layout (e.g. InDesign or Quark)

raster image manipulation (e.g. Photoshop)

vector image production (e.g. Illustrator or FreeHand)

web interactivity and animation (e.g. Macromedia Suite).

Elements and principles relate to:

alignment

balance

coherence

colour

composition

contrast

direction

dominance

emphasis

form

line

movement

pattern

positive and negative space

proportion

proximity

repetition

rhythm

shape

simplicity or complexity

subordination

texture

unity.

Other visual design components may include:

bitmap images

charts

graphics

vector graphics.

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
Research the history, theory and practice of typography and its application to design practice 
Evaluate the ways that fashions in typography have affected commercial design practice 
Evaluate current typography trends and their implications for professional practice 
Confirm communication objectives based on the design brief and consultation with relevant people as required 
Evaluate design brief specifications 
Source and evaluate other information pertinent to design brief 
Assess typographic options in the context of the brief 
Identify and access sources of information and ideas about type to inform work 
Experiment with different type fonts, faces and styles to determine suitability 
Explore the creation of type through hand drawing and a range of media based on the needs of the brief 
Consider the impact of the delivery platform and any production issues on type selection 
Evaluate and select typographic approaches for their potential to meet the communication need 
Produce and present visual representations of design ideas and confirm as required 
Apply a detailed knowledge of type fundamentals to explore options for type design 
Use advanced technical features of software with skill and confidence to manipulate and arrange type 
Explore different ways of integrating type within the design 
Identify and resolve technical problems based on developing expertise 
Realise the design solution by working with the fundamental elements and principles of design 
Integrate other visual design components into layouts 
Explore ways of integrating all elements of the design 
Realise a final design where the approach to type supports key communication objectives 
Establish and follow protocols for saving, exporting and storing work 
Evaluate typography from both a functional and aesthetic perspective in the context of the overall design 
Evaluate the chosen solution and its potential to inform future work 

Forms

Assessment Cover Sheet

CUVGRD503A - Produce typographic design solutions
Assessment task 1: [title]

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I declare that the assessment tasks submitted for this unit are my own work.

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Result: Competent Not yet competent

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Assessment Record Sheet

CUVGRD503A - Produce typographic design solutions

Student name:

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Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

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