- CUESCE05B - Apply a general knowledge of scenic art
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUESCE05B Mapping and Delivery Guide
Apply a general knowledge of scenic art
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUESCE05B - Apply a general knowledge of scenic art |
|---|---|---|---|
| Description | This unit describes the foundation skills and knowledge required to use a range of techniques, materials and equipment for the production of scenic art. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | People assisting with creating scenic art in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit. At this level their work would be closely supervised. The role includes the need for an understanding of basic techniques for producing scenic art.This unit underpins all other scenic art units and also has linkages to units within the Visual Arts Craft and Design Training Package. Combined assessment and/or training with those units would be appropriate. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | Visual communication - scenic art | ||
| 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: Make preparations for scenic art production |
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| Element: Complete tasks using scenic art tools, equipment and materials |
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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.
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 | The following evidence is critical to the judgement of competence in this unit: ability to safely use scenic art techniques, materials and equipment knowledge of the properties and applications of different materials, tools and equipment used in scenic art production. |
Context of and specific resources for assessment | The assessment context must provide for: practical demonstration of skills through the use of techniques, materials and equipment to contribute to scenic art production. |
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 the candidate using particular techniques, tools and equipment review of items prepared by the candidate in terms of quality of finish/readiness for painting oral or written questioning to assess knowledge of materials and safety issues review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. |
Guidance information for assessment | This unit requires access to: materials, tools and equipment commonly used in scenic art production a work space in which scenic art can be produced. |
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.
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Required skills |
literacy skills sufficient to interpret production documentation and read product labels numeracy skills sufficient to calculate quantities of materials and take basic measurements |
Required knowledge |
the general scope of scenic art items that may be required for different types of production general understanding of the scenic art design process and how it relates to other production aspects the role of scenic art in theatre, film, TV and other contexts, e.g. corporate general understanding of the range of equipment and techniques used in scenic art general knowledge of the range of materials used in scenic art, including paints and cloths and their major properties and applications overview of basic colour theory safety and environmental issues and legislation associated with the production of scenic art |
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. | |
Scenic art may include: | back drops construction of scenic art cloths cycloramas drops flats flooring and floor cladding flown pieces large props, e.g. furniture preparation and priming of materials rakes rostra scaffolding soft drapes stairs treads use of basic painting techniques |
Materials may include: | adhesives dyes fire retardant primer solvent-based paints stains texture mediums water-based paints |
Equipment may include: | brushes charcoal sticks cutting boards and tables dyeing facilities glue guns graining combs hammers hopper gun rollers scissors and cutters sponges spray guns stamps tacks tools, e.g. wire cutters, hammers, pliers |
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 |
|---|---|---|---|
| Liaise with supervisor to determine the nature of scenic art to be created | |||
| Correctly identify and select appropriate materials for scenic art production in accordance with instructions and the intended use for the piece | |||
| Calculate correct quantities of materials required and minimise waste where possible | |||
| Select appropriate equipment and tools in accordance with materials being used and type of scenic art | |||
| Correctly and safely use techniques for the production of scenic art | |||
| Complete production processes in a logical manner | |||
| Follow appropriate safety procedures throughout the process in accordance with organisational and legislative requirements | |||
| Work cooperatively with other team members to ensure efficiency and quality in the production process | |||
| Identify any problems with processes promptly and take appropriate action within the scope of individual responsibility |
Forms
Assessment Cover Sheet
CUESCE05B - Apply a general knowledge of scenic art
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
CUESCE05B - Apply a general knowledge of scenic art
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: