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Elements and Performance Criteria

1. Prepare for drawing
   • Clarify purpose of drawings with appropriate people
   • Identify tools and materials required for basic drawing techniques
   • Select appropriate tools and materials for basic drawing techniques
2. Produce basic drawings
   • Apply a limited range of techniques to represent objects or ideas
   • Handle tools and materials safely
   • Seek feedback on drawings from relevant people and refine drawings as required

Required Skills

Required skills

communication skills to

clarify purpose of drawings

seek feedback to refine drawings

learning skills to respond to feedback from others to improve own drawing skills

literacy skills to read basic safety information

numeracy skills to deal with basic scaling and layout issues

Required knowledge

materials and tools commonly used for drawing

different types of drawing

ways of minimising waste in drawing projects

OHS issues associated with tools and materials used in drawing work

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 produce more than one drawing that represents an object or idea apply a range of basic drawing techniques
Context of and specific resources for assessment	Assessment must ensure access to materials and tools used in drawing work
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 observation of work in progress review of drawings produced by the candidate oral or written questioning to assess knowledge of drawing techniques and materials review of portfolios of evidence review of thirdparty reports from experienced practitioners Assessment methods should closely reflect workplace demands eg literacy and the needs of particular groups eg 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

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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.

Appropriate people may include:	colleagues mentors supervisors teachers.
Techniques may include:	application of pigment linear marks of differing character linear marks to produce illusion of form in space simple linear perspective tonal ranges to produce illusion of form in space.
Tools and materials may include:	board charcoal coloured pencils drafting equipment graphite pencils measuring tools natural ochres pastels and chalks pigments rags range of papers sticks wood or bark.
Objects or ideas may include:	artwork of any type, 2-D or 3-D costume or wearable object design solution movement sequences props room layout sets stage setup story or narrative technical solution.

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