Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUAACD501 Mapping and Delivery Guide
Refine drawing and other visual representation tools

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUAACD501 - Refine drawing and other visual representation tools
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to use drawing and other visual representation tools to develop, refine and communicate ideas for creative work. The unit focus is on manual drawing development and refinement, and visual representation as cognitive tools in a professional practice, rather than a particular level of drawing technique. It applies to individuals who are professional practitioners working in any area related to visual communication using drawing and other visual representation tools to support their practice.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

sources of information on other practitioners' work

hand and digital drawing tools, materials and equipment.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Evaluate the role of drawing in professional practice
  • Investigate drawing and other visual communication devices, ideas and problem-solving tools for professional practice
  • Evaluate how different practitioners use different tools and make links to own work
  • Examine and challenge own barriers to drawing
  • Determine the ways in which drawing and other visual representation tools could be used to support own practice
       
Element: Support practice through experimentation with drawing and visual representation
  • Establish and follow safe work practices for selected techniques
  • Generate and develop ideas through the use of different materials and techniques
  • Consider the presentation situation when selecting techniques, tools and materials
  • Create variety in compositions and spatial fields using visual elements
  • Experiment with techniques and mixed media to produce single and multi-colour visuals
  • Compare and contrast the value of electronic and hand drawing for specific purposes
       
Element: Develop individual approach to use of drawing
  • Evaluate the success of completed drawings in communicating ideas
  • Evaluate the process of drawing and visual representation as a professional practice tool
  • Determine the value and place of drawing and visual representation in own practice based on experimentation
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Evaluate the role of drawing in professional practice

1.1 Investigate drawing and other visual communication devices, ideas and problem-solving tools for professional practice

1.2 Evaluate how different practitioners use different tools and make links to own work

1.3 Examine and challenge own barriers to drawing

1.4 Determine the ways in which drawing and other visual representation tools could be used to support own practice

2. Support practice through experimentation with drawing and visual representation

2.1 Establish and follow safe work practices for selected techniques

2.2 Generate and develop ideas through the use of different materials and techniques

2.3 Consider the presentation situation when selecting techniques, tools and materials

2.4 Create variety in compositions and spatial fields using visual elements

2.5 Experiment with techniques and mixed media to produce single and multi-colour visuals

2.6 Compare and contrast the value of electronic and hand drawing for specific purposes

3. Develop individual approach to use of drawing

3.1 Evaluate the success of completed drawings in communicating ideas

3.2 Evaluate the process of drawing and visual representation as a professional practice tool

3.3 Determine the value and place of drawing and visual representation in own practice based on experimentation

Evidence of the ability to:

analyse how the drawing process and visual representation techniques can support professional activities in own art and design practice

create visuals and compositions that incorporate experimentation with materials, techniques and ideas

critically evaluate final works.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

describe different approaches to drawing and visualising

describe drawing techniques and visual communication devices and their roles in generating ideas or problem-solving

describe the physical properties and capabilities of a wide range of materials and tools used in drawing and visual representation

explain why the presentation context is important in the selection of techniques, tools and materials for drawing or visual representation

explain the work health and safety considerations for drawing.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Evaluate the role of drawing in professional practice

1.1 Investigate drawing and other visual communication devices, ideas and problem-solving tools for professional practice

1.2 Evaluate how different practitioners use different tools and make links to own work

1.3 Examine and challenge own barriers to drawing

1.4 Determine the ways in which drawing and other visual representation tools could be used to support own practice

2. Support practice through experimentation with drawing and visual representation

2.1 Establish and follow safe work practices for selected techniques

2.2 Generate and develop ideas through the use of different materials and techniques

2.3 Consider the presentation situation when selecting techniques, tools and materials

2.4 Create variety in compositions and spatial fields using visual elements

2.5 Experiment with techniques and mixed media to produce single and multi-colour visuals

2.6 Compare and contrast the value of electronic and hand drawing for specific purposes

3. Develop individual approach to use of drawing

3.1 Evaluate the success of completed drawings in communicating ideas

3.2 Evaluate the process of drawing and visual representation as a professional practice tool

3.3 Determine the value and place of drawing and visual representation in own practice based on experimentation

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Investigate drawing and other visual communication devices, ideas and problem-solving tools for professional practice 
Evaluate how different practitioners use different tools and make links to own work 
Examine and challenge own barriers to drawing 
Determine the ways in which drawing and other visual representation tools could be used to support own practice 
Establish and follow safe work practices for selected techniques 
Generate and develop ideas through the use of different materials and techniques 
Consider the presentation situation when selecting techniques, tools and materials 
Create variety in compositions and spatial fields using visual elements 
Experiment with techniques and mixed media to produce single and multi-colour visuals 
Compare and contrast the value of electronic and hand drawing for specific purposes 
Evaluate the success of completed drawings in communicating ideas 
Evaluate the process of drawing and visual representation as a professional practice tool 
Determine the value and place of drawing and visual representation in own practice based on experimentation 

Forms

Assessment Cover Sheet

CUAACD501 - Refine drawing and other visual representation tools
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUAACD501 - Refine drawing and other visual representation tools

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: