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Elements and Performance Criteria

  1. Inform work through experimentation with video techniques and media.
  2. Develop and refine a conceptual vision for video art.
  3. Determine and organise resource requirements for new work.
  4. Realise video art.

Required Skills

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

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 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

indepth 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 eg literacy and the needs of particular groups eg 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


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.

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.