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Elements and Performance Criteria

  1. Develop ideas for displays
  2. Create interpretive displays
  3. Evaluate interpretive displays

Required Skills

Required skills

communication skills to

consult with colleagues and stakeholders

gain feedback from customers on interpretive displays

liaise with stakeholders

initiative and enterprise skills to

assess audience profiles

create displays that engage audiences while meeting design and technical principles

identify themes and storylines for interpretive displays

literacy skills to

develop interpretive labels and other materials

prepare display proposals

planning and organising skills to

coordinate processes and resources for displays

plan and stage displays

schedule activities

selfmanagement skills to

follow workplace procedures

prioritise work tasks and meet deadlines

teamwork skills to work collaboratively with colleagues

technical skills to use

audiovisual equipment for interpretive displays

materials and equipment in the development of interpretive displays

visual literacy skills to

creatively use materials to enhance displays

design displays

evaluate storylines

work at a basic level with colour shape and layout

Required knowledge

basic principles of design

copyright moral rights and intellectual property issues and legislation that impact on the development of display materials

cultural protocols to be observed in the display of cultural material including those for the exhibition of Aboriginal or Torres Strait Islander material

work health and safety WHS requirements in relation to use of equipment and the overall safety of displays

organisational procedures for displays

potential uses of technology in interpretive displays

principles of universal access in relation to displays

range of materials and equipment used for interpretive displays

role of interpretive displays in enhancing access to cultural material

techniques and conventions for

creating small displays

effective label development including production and installation

Evidence Required

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

research and develop new ideas for interpretive displays

apply different display techniques when developing interpretive displays

design and develop displays to address specific audience profiles

Context of and specific resources for assessment

Assessment must ensure

access to

a collection or site

materials and equipment

information on audience profile

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 thirdparty workplace reports of onthejob performance

evaluation of displays developed by the candidate

evaluation of candidates ability to design displays for different collection and site scenarios

verbal or written questioning to assess knowledge of display techniques and conventions

evaluation of formal and informal feedback processes developed by the candidate

Assessment methods should closely reflect workplace demands and the needs of particular client groups consider the requirements of different age groups clients with English as a second language clients with disabilities remote library users etc

Guidance information for assessment

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

CULEVPA Present information on activities events and public programs

CULEVP401A Present information on activities, events and public programs.


Range Statement

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.

Stakeholders may include:

access specialists

boards of management

conservators

cultural groups

curators

designers

display specialists

local community members

school or education specialists

subject matter experts

visitors.

Interpretive display ideas may include:

charts

diagrams

display stands

electronic presentations

labels

maps

photographs

signs

support materials, such as:

activity books

guides

handouts

publications.

Information on audience profile may include:

age

cultural preferences

cultural diversity

disability access required

educational level

familiarity with collections or sites

gender

physical capabilities

special interests.

Operational information may include:

budget allocation

collection needs

duration of exhibition

floor plans

lighting

movement of visitors through the space

need for utilities, such as:

electricity

water

security issues

set-up times and duration

size of display areas, such as:

booth

stage

structure of walls

type of surface on which display is to be created

work health and safety requirements.

Techniques may relate to:

balance of text and pictorial content

choice of materials for label production and supports

creative interpretation techniques

ensuring access to information

label hierarchies

organisational or industry standards, including:

grammatical correctness

technicality of language

use of conventions for information, such as for dates and names

principles of design

relationship of cultural material to display mechanism

use of colour

use of fonts and typefaces

use of juxtaposition.

Materials and equipment may include:

three-dimensional materials

adhesives

audiovisual systems

boards

computers

fabric

flags

freestanding display cases and stands

furniture

knives

paint

paint brushes

pens and markers

perspex

pins

plinths

printed materials

rulers

scissors

screens

signs

sound systems

string

tape measures

tools

velcro

videos.

Creative use may involve:

experimenting with colour, shape and texture

lighting

placing items in a range of different ways

testing different approaches

use of sound.