- CUESCE07B - Create special effects for scenic art
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUESCE07B Mapping and Delivery Guide
Create special effects for scenic art
Version 1.0
Issue Date: March 2024
Qualification | - |
Unit of Competency | CUESCE07B - Create special effects for scenic art |
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Description | This unit describes the skills and knowledge required to use a range of advanced techniques to create special effects for 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 | Scenic artists, painters and set making staff apply the skills and knowledge outlined in this unit. Generally they work as members of set construction crews under the supervision of a workshop manager.They are responsible for painting a range of visual effects such as specific textures and trompe l'oeil. They require a good understanding of scenic art processes, as well as an appreciation of artistic criteria.This unit has linkages to a range of other scenic art units and combined assessment and/or training with those units may 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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Assess the need for the creation of special effects |
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Element: Test techniques to create special effects |
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Element: Produce special effects scenic art |
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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: knowledge of a range of techniques which can be used to create different effects ability to apply techniques to achieve the desired special effect. |
Context of and specific resources for assessment | The assessment context must provide for: practical demonstration of skills through the production of scenic art which requires the achievement of a special effect interaction with others to reflect the collaborative nature of the process. |
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 techniques to achieve special effects evaluation of scenic art pieces created by the candidate oral or written questioning to assess knowledge of techniques, materials and equipment review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate. |
Guidance information for assessment | Assessment of this unit requires access to: painting materials, tools and equipment commonly used to create special effects for scenic art a workspace 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 |
communication skills required to liaise with other production personnel on scenic art requirements literacy skills sufficient to interpret production documentation and conduct research into special effects numeracy skills sufficient to calculate quantities |
Required knowledge |
broad knowledge of the range of special effects which can be achieved in scenic art techniques for the achievement of different types of special effect, including relevant tools, materials and equipment safety and environmental issues and legislation associated with materials and equipment used to create effects |
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. | |
Special effects may include: | particular textures trompe l'oeil |
Relevant colleagues may include: | designers other scenic artists stage carpenters technicians |
Appropriate research sources may include: | historical data Internet previous productions references and texts work of other artists |
Scenic art equipment may include: | brushes charcoal sticks conversion tables cutting boards and tables dyeing facilities glue guns graining combs hammers hopper gun measuring tapes rollers scissors and cutters sponges spray guns stamps tacks tools, e.g. wire cutters, hammers, pliers |
Scenic art may include: | back drops cycloramas drops flats flooring and floor cladding flown pieces large props, e.g.: furniture rakes rostra scaffolding soft drapes stairs treads |
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 |
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Liaise with relevant colleagues to confirm the need for special effects scenic art | |||
Read and correctly interpret production schedules, specifications, lists and scale drawings when available | |||
Assess the need for the use of various special effects based on review of requirements and in consultation with relevant colleagues | |||
Correctly identify any budgetary or other constraints | |||
Identify possible approaches to achieve the effect required and establish criteria for the selection of the final approach | |||
Conduct appropriate research on different approaches and techniques | |||
Select appropriate tools and equipment for the testing of approaches and techniques | |||
Test and experiment with a range of techniques and materials which might achieve the effect | |||
Evaluate testing processes against selection criteria and select the preferred approach based on production requirements | |||
Communicate and consult with relevant production personnel on special effects options | |||
Accurately document the selected process, including records of required materials and equipment | |||
Select correct tools, equipment and materials in accordance with size/scale requirements | |||
Calculate correct quantities of materials, avoiding wastage where possible | |||
Use the selected techniques to produce scenic art |
Forms
Assessment Cover Sheet
CUESCE07B - Create special effects for 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
CUESCE07B - Create special effects for 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: