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 for paintings with others
learning skills to:
improve techniques to produce paintings through practice and some experimentation
respond constructively to feedback
literacy skills to read and interpret information about historical and contemporary painting practice
numeracy skills to calculate quantities of materials
planning and organising skills to organise resources required to produce paintings
self-management skills to take responsibility for the process of creating work.
Required knowledge
ways of exploring techniques and materials to achieve different effects in painting
physical properties and capabilities of a range of materials, tools and equipment used in painting
work space requirements for painting, including ways of organising and maintaining space
cleaning, maintenance and storage procedures for painting tools, materials and equipment
historical and theoretical contexts for painting
elements and principles of design and their particular application to painting work
intellectual property considerations for any person making creative work
sustainability considerations associated with the use of painting tools, materials and equipment
OHS procedures that apply to painting 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.
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. |
Techniques may include: | building on or combining techniques, such as: application of a particular colour range and linear work to produce expressive paintings linear marks of different intensity and character paint application to produce tactile surfaces use of a range of brushes to achieve different lines and strokes use of colour and tone to create illusion of forms in space use of positive and negative space chiaroscuro graffito layering using resist monoprinting paint application to produce tactile surface stencilling and masking variation in paint application. |
Paintingsmay be in different genres and styles including: | genres: everyday scenes (genre painting) history landscape portraiture still life styles: encaustic fresco gouache ink and wash oil panel tempera watercolour. |
Key peoplemay include: | mentors other artists peers supervisors teachers. |
Strategies used to assess the capabilities of techniques may involve: | experimenting directly onto work in progress producing test pieces or samples systematically testing a range of processes. |
Tools and equipment may include: | brushes knives rags rollers scrapers spatulas sponges spray painting equipment sticks. |
Materials may include: | a range of glues acrylic paints bark binders and extenders boards canvas cardboard fabric gesso and impasto glass gouache metal oil paints paper perspex shellac tempera watercolour wood. |
Needs of the work may relate to: | availability of different resources budget creative goals preparation time process-specific requirements recycling safety sustainability. |
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