Assessor Resource

CUVPRP401A
Realise a creative project

Assessment tool

Version 1.0
Issue Date: April 2024


People with sound technical, conceptual and theoretical skills in a particular area of creative practice apply the skills and knowledge in this unit. Increasingly the individual takes responsibility for own work at all levels, though still with supervision and guidance as required.

The process of experimenting with ideas and techniques to find an individual style or voice takes place in the context of a whole project conceived and realised over time. The project results in completed work, often at a pre-professional level.

This unit describes the performance outcomes, skills and knowledge required to organise and realise a creative project from the development of ideas to the creation of the work. The result may be creative work in any media.

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:

take responsibility for the complete process of producing creative work

develop and refine technical and conceptual skills through a demonstrated process of experimentation

produce work that reflects an emerging individual style

document the work from initial idea to realisation

communicate effectively with others about ideas

evaluate work in an informed way

use safe and sustainable work practices.

Context of and specific resources for assessment

Assessment must ensure access to:

appropriate resources for the production of work, including work space, tools, equipment and materials

studio and workshop facilities.

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 creative work produced by the candidate

evaluation of processes used by the candidate to conceive, plan and realise the creative work

direct observation of work in progress

evaluation of a candidate’s visual diary or other forms of documentation showing the development of the work

group peer review of the work

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:

specialisation units for any creative form.

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 engage with others about conceptual and technical issues in creative work

critical thinking and analytical skills to develop ideas and skills from exploration and experimentation

initiative and enterprise skills to recognise and act on opportunities for refinement

learning skills to:

receive and integrate constructive criticism from others

engage in an ongoing process of skills development

literacy skills to:

interpret information dealing with complex or abstract ideas

document work in ways that communicate processes and ideas

research and evaluate source materials for the development of ideas

numeracy skills to calculate project costs

problem-solving skills to identify and respond to conceptual and technical issues in creative work

self-management and planning skills to organise a creative project

technical skills to apply and adapt specialised skills relevant to the particular creative form

Required knowledge

relationship between technique, materials and process in the relevant creative form

historical and contemporary references in chosen area of practice

typical problems that occur during the development of a creative project, and how to avoid or resolve them

commonly used research methodologies for creative practitioners

current and emerging practices for documenting work in a creative context

basic project management techniques, particularly in relation to work planning, time management and resource management

intellectual property issues and legislation associated with professional creative practice

sustainability issues associated with the tools and materials used in the chosen creative form

OHS procedures in relation to chosen creative form

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.

Sources may include:

art critics

art history texts

artworks

cultural theorists

design ideas

exhibitions

films

galleries

images

internet

journal articles

museums

myths and legends

objects

oral history

own experience

performances

presentations

philosophers

social commentators

technical or medium-specific information

writings.

Ideas may relate to:

relationship of the work to a theoretical and historical or contemporary context

relationship of the work to new and emerging technology and its current and potential application

subject matter or theme for the work, such as:

identity

land and place

political, cultural and social issues

the body

spiritual concerns.

Constraints may include:

availability of materials, tools and equipment

budget

safety requirements

saleability

sponsorship

time.

Ways toengage with others may include:

face-to-face discussions

virtual communication.

Scope and objectives of the workmay relate to:

brief for the work

competition criteria

creative criteria

ideas to be communicated

number of items to be produced

potential to exhibit and sell

self-development potential

time for creation.

Relevant people may include:

employers

mentors

other artists

other creative practitioners

peers

potential customers

supervisor

teachers.

Options for documenting and recording workmay involve developing:

blogs or wikis

digital presentations

notes and other written text

online forums

photographic records

physical portfolios

practice pieces

verbal presentations

visual diaries.

Efficiency and effectivenessmay relate to:

aesthetic or functional quality of the work

completion on budget

completion on time

positive or negative impact on own health

quality of the work

success in communicating ideas

technical standard of work.

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
Identify and analyse sources that inform ideas for work 
Explore ideas using visual representation and design tools 
Consider possible constraints, based on nature and purpose of work 
Challenge and play with ideas, and engage with others as required 
Refine and select options based on own analysis and communication with others 
Confirm the scope and objectives of the work in consultation with relevant people as required 
Organise financial, physical and other resources 
Evaluate safety considerations for the project 
Consider options for documenting and recording work and the ideas and research that inform it 
Document the production of work using selected approaches 
Monitor the project workflow against the plan 
Extend skills in manipulating selected materials, processes and technologies to fulfil project objectives 
Critique work in progress and make adjustments as required 
Apply safe work practices relevant to the chosen creative form 
Reflect on own work in terms of conceptual development, technical execution and professional potential 
Identify areas for future improvement especially in terms of own skill development 
Evaluate overall work process for efficiency and effectiveness 
Seek input from others as required and respond positively to feedback 

Forms

Assessment Cover Sheet

CUVPRP401A - Realise a creative project
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

CUVPRP401A - Realise a creative project

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: