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Elements and Performance Criteria

Required Skills

Required skills

communication skills to

discuss the process for producing drawings with others

understand and follow instructions

learning skills to

improve techniques for producing drawings through practice

respond appropriately to feedback

literacy skills to read product and equipment safety labels

numeracy skills to calculate quantities of materials

planning and organising skills to prepare and set up resources and work space

Required knowledge

materials tools and equipment commonly used for drawing

major styles of drawing and the work of key practitioners relevant to individual area of interest

typical work space and equipment requirements for the production of different types of drawings

cleaning and maintenance techniques for tools and equipment used in drawing

elements and principles of design – what they are and what they mean

intellectual property considerations for any person making creative work

ways of minimising waste in the use of drawing tools equipment and materials

OHS procedures that apply to 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 drawings where the techniques and materials support the ideas for the work

apply knowledge of drawing tools equipment and materials

Context of and specific resources for assessment

Assessment must ensure access to

equipment and materials used to produce drawings

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 drawings in progress

questioning and discussion of the candidates intentions and work outcome

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 for example

CUVPRPA Make simple creative work

CUVPRP201A Make simple creative work.

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.

Tools and equipment may include:	brushes crayons electronic equipment and accessories pencils pens rags scrapers spatulas sponges sticks.
Materials may include:	chalks charcoal crayons ink and wash papers pastels watercolour.
Workplace procedures may relate to such things as:	cost control process-specific procedures recycling reporting safety use of materials.
Key peoplemay include:	arts practitioners mentors supervisors teachers.
Ideas may be influenced by:	elements and principles of design subject matter or theme for the work, such as: built environment identity land and place natural world political, cultural and social issues the body spiritual concerns.
Process used to test techniques may include:	experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques.
Techniques would generally be quite limited in nature and may include:	digital drawing techniques basic use of: linear marks of differing intensity and character linear marks to produce illusion of three-dimensional (3-D) form simple linear perspective through the use of a vanishing point tonal range to produce illusion of a 3-D form.