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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: | animationauterismcamera angles, e.g. low, titled, aerial viewcamera movement, e.g. pan/dolly, tracking, zoomcamera scales, e.g. close up, medium shot, long shotconstructing form with lightdissolves |
| editing in linear and non-linear forms, e.g. cross cutting, cutaway, jump cuts, dissolvesfadesjump cutsmise-en-scenemontagesculpting in time and spacesound, e.g. direct, ambient, special effects, voice overs, music score, synthesisedtechniques to accommodate different lighting and weather conditionsthe conventions of framing, composition, tone, balance and lighting. |
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Materials may include: | materials and objects for use as sets, props, costumesmaterials used in animation, e.g. modelling clay, paints, templates. |
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Equipment may include: | computerediting softwareelectrical leads and/or appropriate batterieslighting equipment and appropriate cablingsound equipment and microphonestripodsvideo cassettesvideo recordersvideo storage media. |
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Equipment may also include: | DVD playermulti screen installationscaffolding for projection equipment. |
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Extending capabilities through: | experimentation encourages the exploration of the full potential of the art form and involves innovation. |
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Particular safety or environmental issues may include: | Federal, State and Territory legislation, regulations and standardspersonal protectionrecyclingsafe disposal of waste. |
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Research may involve: | approaching individuals with relevant expertiseattending lectures and talksconducting material and technical experiments and testsseeking out information in books, journals, newspapersvisiting exhibitions, screenings. |
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Intellectual property, moral rights and copyright requirements may relate to: | extent to which the work may be usedprocedures for seeking permission to use the work of others, including systems for the administration of copyrightprotocols for the adaptation of work by others. |
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Developing a conceptual vision should involve: | developing a written or illustrated script or storyboard. |
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The conceptual vision may be determined by: | elements and principles of designthe relationship of the work to a theoretical and historical contextthe subject matter or theme for the video art, e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns. |
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Refining the conceptual vision may include: | adjustment to consideration of elements and principles of designadjustment to subject matter or themeadjustment to utilise the extended capabilities of the techniqueno change. |
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Sources of supply may include: | commercial outletsfound objects or materialsmanufacturing or factory wastenature. |
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Cost and other constraints may relate to: | availability of materials and equipmentbudgetingsponsorshiptimeframe. |
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Workplace requirements may include: | cablinglightingpower supplyprocess-specific requirements. |
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Issues of presentation may include: | availability of spacecostpractical considerationspresentation contexttimeframe. |
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Taking action may involve: | deciding on presentation set-upseeking external assistance, e.g. equipment hire, technical expertiseselecting and preparing work for presentation. |
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