- CUFDIG304A - Create visual design components
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFDIG304A Mapping and Delivery Guide
Create visual design components
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUFDIG304A - Create visual design components |
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| Description | This unit describes the performance outcomes, skills and knowledge required to create visual designs for a range of interactive media components.People in this role work closely with other members of a production team. They create visual design components in response to specifications and under the supervision of a graphic designer or producer. They contribute creative ideas to the overall concept that needs to take account of technical considerations, such as the final delivery platform.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 | This unit requires the application of the key principles and practice of graphic design in the context of creating visual design components that could be integrated into a range of media products, including print media.A graphic artist usually undertakes this role and is expected to be competent in a range of design techniques, including freehand drawing. The visual design output will nevertheless be in a digital format for inclusion in a final media product.More complex skills associated with visual design aspects of a whole interactive media product are covered in:CUFDIG402A Design user interfacesCUFDIG403A Create user interfaces. | ||
| 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 - digital content and imaging | ||
| 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: Clarify work requirements |
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| Element: Generate and assess ideas |
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| Element: Plan approach |
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| Element: Produce visual design components |
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| Element: Finalise visual design components |
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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 | Evidence of the following is essential: creation of visual design components that respond effectively to specifications and demonstrate the application of visual design and communication principles ability to apply a selection of the design techniques listed in the range statement ability to work collaboratively in a team environment. |
Context of and specific resources for assessment | Assessment must ensure: access toa range of resources, equipment and current industry-standard software as listed in the range statement access to appropriate learning and assessment support when required use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance evaluation of a range of visual design components created by the candidate written or oral questioning to test knowledge of visual design principles, communication principles and responsibilities of different members of a project team. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFDIG303A Produce and prepare photo images CUFANM301A Create 2D digital animations. |
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, teamwork and literacy skills sufficient to: interpret and clarify written and verbal instructions work as a member of a production team - both independently on assignment and under direction respond constructively to feedback received from other team members initiative and enterprise in the context of generating a range of feasible ideas for visual designs technical skills sufficient to: use a range of design techniques for creating visual designs, including industry-standard graphics software apply visual design and communication principles to produce visual designs create visual design components in appropriate formats for a range of delivery platforms manage files and directories using standard naming conventions self-management and planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise |
Required knowledge |
industry knowledge, including: roles and responsibilities of project team members basic understanding of the relationship between technical and creative aspects and requirements of media projects basic design principles of layout and composition characteristics of digital and traditional imaging visual design and communication principles typography copyright clearance procedures OHS standards as they apply to the use of computer and keyboard for periods of time |
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. | |
Components may include: | 2D animation objects backgrounds banners basic user interfaces colours flow charts icons illustrations interactive buttons interactive controls logos simple 2D animation characters text titles other components required by the project. |
Relevant personnel may include: | art director asset creator client editor producer programmer supervisor technical director technical staff other specialist creative and administrative staff. |
Design techniques may include: | drawing freehand drawing on a tablet flow charts scanning drawings and photographs storyboards thumbnail sketches using graphics software, such as: Corel Draw Corel Paint Shop Pro Photoshop Photoshop Elements Illustrator Paint.net Fireworks. |
Format may include: | bitmap image digital formats, such as: GIF JPEG TIFF PICT PNG PSD HTML hard copy vector image. |
Delivery platform may include: | CD DVD film games console internet kiosk mobile phone other wireless/mobile devices personal digital assistant (PDA) print media television. |
Relevant information may include: | brands logos previous versions of components printed materials promotion materials style guides trademarks. |
Typographical design elements may include: | alignment fonts and typefaces kerning leading point and size serif or sans serif tracking. |
Visual design elements may include: | colour form line shape texture tone. |
Visual design principles may include: | balance emphasis focal point movement perspective proportion scale unity. |
Communication principles may include: | communicates message conveys meaning meets audience requirements uses functional components. |
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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| Clarify type of visual design components required, in consultation with relevant personnel | |||
| In discussion with relevant personnel, identify factors that may determine or affect visual design concepts, including design techniques | |||
| Clarify in discussion with relevant personnel the target user and audience, and determine format and delivery platform | |||
| Review media products, designs, images, artwork and other creative sources that may inspire visual design ideas | |||
| Obtain other relevant information that may influence design ideas | |||
| Generate a range of visual design ideas that are technically feasible, respond to specifications and provide creative solutions to all design issues | |||
| Present visual design ideas to relevant personnel using design techniques | |||
| Experiment with traditional and digital imaging techniques to create required visual design components | |||
| Explore range of typographical and visual design elements to create the components | |||
| Evaluate initial design ideas and specifications against findings and discuss with relevant personnel to select final design concept | |||
| Select design technique and discuss with relevant personnel to ensure appropriate output format meets delivery platform requirements | |||
| Develop structure for components based on the final design concept using selected design techniques | |||
| Apply visual design principles and communication principles to produce components | |||
| Save visual design in an appropriate format that satisfies the technical parameters determined in consultation with relevant personnel | |||
| Review visual design components to assess whether creative solutions meet design and technical specifications | |||
| Discuss and confirm with relevant personnel additional requirements or modifications and undertake any necessary amendments |
Forms
Assessment Cover Sheet
CUFDIG304A - Create visual design components
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
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Assessment Record Sheet
CUFDIG304A - Create visual design components
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: