Assessor Resource

CUVVSP20B
Research and experiment with techniques to produce video art

Assessment tool

Version 1.0
Issue Date: April 2024


Not Applicable

This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of video art. It outlines the way video art is produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required.

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

It is highly recommended that this unit be assessed in conjunction with:

CUVCOR04B Originate concept for own work and conduct critical discourse

CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept

CUVCOR13B Research and critically analyse history and theory to inform artistic practice.

Depending on the context, combined assessment and/or training with a range of other units would also be appropriate, e.g.:

CUVCRS14B Prepare, store and maintain finished work

CUVCRS08B Document the work progress.

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 in this unit

The following evidence is critical to the judgement of competence in this unit:

production of video art which demonstrates a highly developed command of the selected techniques and which is consistent with the conceptual vision

in-depth knowledge of techniques, equipment and materials and the ways they may be adapted and extended in the production of video art.

Context of and specific resources for assessment

The assessment context must provide for:

evaluation of visual language and technical execution of work pieces produced by the candidate

practical demonstration of skills using required tools, equipment and materials to produce multiple examples of video art or a single major work.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

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

questioning and discussion about candidates intentions and the work outcome

verbal and written reports

review of portfolios of evidence

third party workplace reports of performance by the candidate.

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 a speakers of languages other than English, remote communities and those with interrupted schooling).

Assessment of this unit requires access to the materials and resources needed to produce video art.

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 and sources of information to inform experimentation in video art

literacy skills sufficient to interpret information and material about the work of other video artists

numeracy skills sufficient to evaluate resource costs and to calculate schedules and equipment requirements.

Required knowledge:

the role of experimentation in developing and refining concepts for video art

detailed knowledge of physical properties and capabilities of the range of materials and equipment used in video art

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

formal elements and principles of design and how these may be used, adapted and challenged in the development of concepts for video art

historical and theoretical contexts for video art and how this may be used to inform own artistic practice

copyright, moral rights and intellectual property issues and legislation associated with video art

work space requirements for video art, including selection and set up of work space for particular types of work

environmental issues associated with equipment and materials used in video art, including the potential issues associated with new approaches

organisational and legislative occupational health and safety procedures in relation to video art.

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.

Within this unit the candidate would generally demonstrate a command of a broad range of techniques as the basis for experimentation and innovation. Techniques may include:

animation

auterism

camera angles, e.g. low, titled, aerial view

camera movement, e.g. pan/dolly, tracking, zoom

camera scales, e.g. close up, medium shot, long shot

constructing form with light

dissolves

editing in linear and non-linear forms, e.g. cross cutting, cutaway, jump cuts, dissolves

fades

jump cuts

mise-en-scene

montage

sculpting in time and space

sound, e.g. direct, ambient, special effects, voice overs, music score, synthesised

techniques to accommodate different lighting and weather conditions

the conventions of framing, composition, tone, balance and lighting.

Materials may include:

materials and objects for use as sets, props, costumes

materials used in animation, e.g. modelling clay, paints, templates.

Equipment may include:

computer

editing software

electrical leads and/or appropriate batteries

lighting equipment and appropriate cabling

sound equipment and microphones

tripods

video cassettes

video recorders

video storage media.

Equipment may also include:

DVD player

multi screen installation

scaffolding for projection equipment.

Extending capabilities through:

experimentation encourages the exploration of the full potential of the art form and involves innovation.

Particular safety or environmental issues 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

seeking out information in books, journals, newspapers

visiting exhibitions, screenings.

Intellectual property, moral rights and copyright requirements may relate to:

extent to which the work may be used

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.

Developing a conceptual vision should involve:

developing a written or illustrated script or storyboard.

The conceptual vision may be determined by:

elements and principles of design

the relationship of the work to a theoretical and historical context

the subject matter or theme for the video art, e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns.

Refining the conceptual vision may include:

adjustment to consideration of elements and principles of design

adjustment to subject matter or theme

adjustment to utilise the extended capabilities of the technique

no change.

Sources of supply may include:

commercial outlets

found objects or materials

manufacturing or factory waste

nature.

Cost and other constraints may relate to:

availability of materials and equipment

budgeting

sponsorship

timeframe.

Workplace requirements may include:

cabling

lighting

power supply

process-specific requirements.

Issues of presentation may include:

availability of space

cost

practical considerations

presentation context

timeframe.

Taking action may involve:

deciding on presentation set-up

seeking external assistance, e.g. equipment hire, technical expertise

selecting and preparing work for presentation.

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. 
Select, adapt or introduce new materials, equipment or technology for the achievement of different effects. 
Extend the capabilities of video techniques through experimentation to inform practice. 
Take account of particular safety or environmental issues associated with the use of different techniques and media. 
Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectualproperty, moral rights and copyright requirements. 
Develop a conceptual vision for video art based on a knowledge and understanding of different video techniques. 
Consider the criteria for selecting techniques, materials and equipment based on results of experimentation. 
Establish criteria which are most likely to facilitate the achievement of the conceptual vision. 
Select approach to work which meets established criteria. 
Refine the conceptual vision based on ongoing experimentation and analysis of video techniques. 
Assess specific resource requirements which arise from the use of techniques and experimental approaches. 
Research and access potential sources of supply for video resources. 
Evaluate cost or other constraints which may impact on the development of work. 
Set up or co-ordinate resource requirements in accordance with safety or other workplace requirements. 
Realise the video art using techniques and media selected from research and experimentation to meet the conceptual vision. 
Evaluate and respond to the potential for changes in the use of techniques, materials, or equipment. 
Refine the conceptual vision based on ongoing experiences with the production of work. 
Use safe working practices throughout the production of video art. 
Consider issuesof presentation and take action accordingly. 

Forms

Assessment Cover Sheet

CUVVSP20B - Research and 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

CUVVSP20B - Research and 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: