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Elements and Performance Criteria

Develop ideas for displays
Explore interpretive display ideas in the context of the collection
Evaluate existing storylines or conduct research to develop new themes/storylines
Research relevant information on audience profile and needs to inform interpretive approach
Consult with appropriate colleagues and other stakeholders to confirm exhibition/display objectives
Identify the need for and seek assistance from interpretive or subject matter specialists where appropriate
Obtain and assess operational information which may impact on the development of display
Prepare display proposal where appropriate and consult with stakeholders
Create interpretive displays
Plan and schedule the display approach and communication media based on collection analysis, audience needs, established techniques and available resources
Organise the overall display space to take account of safety requirements and overall objectives
Integrate the principles of universal access into display design
Challenge and test designs through own evaluation and consultation
Select and organise relevant materials and equipment which take account of collection requirements
Make creative use of available materials and supplies
Create/install the display in accordance with relevant safety/security considerations
Evaluate interpretive displays
- Obtain formal and informal feedback from customers on effectiveness of display materials
- Use relevant feedback to enhance current/future displays

Required Skills

Required skills

communication skills to consult effectively with colleagues and stakeholders

organisational skills to organise and coordinate processes and resources for displays

visual literacy skills to work at a basic level with colour shape and layout

literacy skills to develop interpretive labels and other materials

Required knowledge

role of interpretive displays in enhancing access to cultural material

techniques and conventions for effective label development production and installation

techniques and conventions for creating small displays

range of materials and equipment which can be used for interpretive displays in the relevant work context

potential uses of technology in interpretive displays

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

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

principles of universal access in relation to displays

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

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential

application of research and analysis skills to develop ideas for interpretive displays

knowledge and application of different display techniques for collection interpretation

demonstration of skills through the design and development of displays for an actual collectionsiteexhibition

Context of and specific resources for assessment

Assessment must ensure

access to a collectionsite for which the candidate can develop displays

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 onthejob performance by the candidate

evaluation of displays developed by the candidate

evaluation of candidates ability to design materials for different collectionsite scenarios

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

review of portfolios of evidence and third party workplace reports of onthejob performance by the candidate

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

CULMSB Research and generate ideas for exhibition concepts

CULMS005B Research and generate ideas for exhibition concepts

BSBDESA Explore the use of colour

BSBDES301A Explore the use of colour

BSBDESA Explore and apply the creative design process to D forms

BSBDES302A Explore and apply the creative design process to 2D forms

other exhibition design units

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.
Interpretive display may include:	display stands labels photographs signs maps charts diagrams electronic presentations support materials (publications, guides, handouts, activity books)

Relevant information on audience profile may include:	age gender physical capabilities educational level familiarity with collection/site cultural preferences/cultural diversity special interest disability access

Stakeholders may include:	boards of management local community designers curators/subject matter experts visitors display specialists conservators curators cultural groups access specialists school/education specialists

Operational information may include:	size of display area e.g. booth, stage lighting type of wall movement of visitors through the space floor plans type of surface on which display is to be created set-up times and duration occupational health and safety requirements budget allocation need for utilities e.g. electricity security issues duration of exhibition collection needs

Established techniques may relate to:	organisational or industry standards principles of design use of fonts/typefaces grammatical correctness relationship of cultural material to display mechanism technicality of language balance of text and pictorial content ensuring access to information creative interpretation techniques use of colour
	use of conventions for information such as dates, names etc. use of juxtaposition label hierarchies choice of materials for label production and supports

Materials and equipment may include:	pens/markers paint fabric flags signs boards perspex paint brushes printed materials 3 dimensional materials freestanding display cases/stands screens plinths furniture scissors /knives adhesives velcro pins string audio-visual systems, videos, sound systems computers rulers/tape measures tools

Creative use of available materials and supplies may involve:	experimenting with colour, shape or texture testing different approaches placing items in a range of different ways using sound or light differently