Assessor Resource

CUVPHI501A
Research role and use of the photoimage in visual communication

Assessment tool

Version 1.0
Issue Date: April 2024


Practitioners in the photoimaging industry are required to consistently produce images that satisfy society's demands of visual communication. A range of specialist skills and knowledge is required by photoimage-makers to inform their practice and facilitate the production of creative and innovative photoimages.

This unit requires the self-directed application of skills and knowledge in order to research, apply and evaluate visual communication principles in the production of creative and innovative photoimages.

This work is usually undertaken independently (with guidance where required).

This unit describes the performance outcomes, skills and knowledge required to produce creative and innovative photoimages using visual communication principles.

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

The following units or demonstrated equivalence are required prior to undertaking this unit:

CUVDES04A Integrate colour theory and design processes in response to a brief

CUVPHI03A Research and apply information on the traditions which inform photoimaging practice.

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

Evidence of the following is essential:

ability to research and evaluate theories/themes on the historical and contemporary photographic/photoimaging visual communication environment

ability to implement theories, themes and visual communication principles within own photoimaging practice

ability to review personal performance within the context of the photoimaging visual communication environment

ability to recognise copyright, moral rights, intellectual property and plagiarism issues.

Context of and specific resources for assessment

Assessment must ensure:

access to sources of information on the historical and contemporary photographic/photoimaging visual communication environment

access to a range of modes/media used in the photographic/photoimaging visual communication environment.

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:

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by candidate

direct observation of candidate implementing visual communication principles in the production of photoimages

case studies to assess candidate's ability to evaluate theories and themes in the historical and contemporary photographic/photoimaging visual communication environment

problem solving activities to assess candidate's critical thinking skills.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

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:

research skills sufficient to access and compare contemporary styles and conceptual/aesthetic approaches to the historical and contemporary photographic/photoimaging visual communication environment

critical thinking skills sufficient to:

recognise/address conceptual barriers to visual communication principles

employ reflective questioning to analyse performance

literacy skills sufficient to interpret theories and themes on the historical and contemporary photographic/photoimaging visual communication environment

numeracy skills sufficient to assess the financial viability of creative/commercial opportunities as they arise from trends and emerging technologies

communication skills sufficient to articulate research practices and methods

learning skills sufficient to review personal performance within the context of the photoimaging visual communication environment.

Required knowledge:

contexts for the use of photoimages within visual communication

copyright, moral rights, intellectual property and plagiarism issues within the historical and contemporary photographic/photoimaging visual communication environment

creativity and innovation processes that drives successful photoimage-making for visual communication

principles, theories and themes of photography/photoimaging in the visual communication environment.

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.

Theories may include:

art and design (that impact the use of the photographic image)

art movements (that impact upon and relate to photography/photoimaging)

human vision and perception

narrative and story telling

science and technology

social issues and movements

theorists and commentators on art and the image, including:

Ansel Adams

Arthur Steiglitz

Georgy Kepes

John Berger

Laslo Mohly-Nagy

Minor White

P H Emerson

Robert Adams

Roland Bathes

Susan Sontag

W Eugene Smith

Walter Benjamin.

Context of its use may include:

copyright and moral rights

intellectual property

plagiarism

proof and evidence

to communicate an idea

to inform and educate

to inspire

to persuade (e.g. propaganda).

Modes and media may include:

combinations of:

audio and visual material

images and text

still and moving images

billboard images

hybrid technologies

images in an exhibition

mass communication/single viewer

newspapers and magazines

television/internet/blogs/video streaming.

Themes may include:

abstraction

advertising

beauty

culture

gender identity

landscape

nature

philosophical and classical themes

religion

reportage

science and technology

sexuality

social issues

the human condition

the nude

the photograph as truth

the portrait.

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 historical and contemporary roles of the photograph/photoimage in visual communication. 
Evaluate currency/credibility of information gathered and ensure research scope is sufficiently broad. 
Investigate theories behind the conceptualisation, production and use of the photograph/photoimage. 
Evaluate the creation and implied meaning of the photograph/photoimage in the context of its use. 
Investigate the modes and media of visual communication. 
Review and appraise a range of photograph and photoimage themes in the context of visual communication theories. 
Consider the intent and intended audience of visual communication in the production of photoimages. 
Apply photograph/photoimage themes and visual communication theories to the production of photoimages 
Utilise a range of visual communication modes and media to present photoimages. 
Evaluate the effectiveness of visual communication in the production of photoimages. 
Identify future opportunities, work directions, equipment needs and workflow changes resulting from application of visual communication principles. 
Identify implications of visual communication as it applies to own creative and innovative practice. 

Forms

Assessment Cover Sheet

CUVPHI501A - Research role and use of the photoimage in visual communication
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

CUVPHI501A - Research role and use of the photoimage in visual communication

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: