- CUFLGT402A - Set up, record and operate lighting cues and effects
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFLGT402A Mapping and Delivery Guide
Set up, record and operate lighting cues and effects
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUFLGT402A - Set up, record and operate lighting cues and effects |
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| Description | This unit describes the performance outcomes, skills and knowledge required to set up a lighting control system, and to use the more complex functions of a console.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 | Experienced lighting technicians or operators in the screen, media and entertainment industries apply the skills and knowledge outlined in this unit.At this level, they are expected to be reasonably creative and innovative in their implementation of lighting schemas across a diverse range of productions. They must be able to exploit the full capabilities of contemporary lighting systems in ways that are consistent with the aesthetics envisaged for productions. Attention to detail in recording and reproducing lighting cues is also required.Even though people at this level work autonomously, they are members of a production team and need to work collaboratively with lighting designers and directors to achieve creative outcomes. They are often responsible for supervising junior lighting technicians.Skills associated with implementing lighting designs are covered in:CUFLGT401A Implement lighting designs. | ||
| 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 | Media and entertainment production - lighting | ||
| 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: Connect and format control system for productions |
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| Element: Plot and operate advanced cue types |
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| Element: Plot and operate effects |
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| Element: Solve lighting problems during performance |
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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: ability to use the full range of console features to set up, record and operate lighting cues and effects knowledge of lighting control terms and dimmer control protocols, including those related to advanced features effective communication and problem solving skills collaborative approach to work. |
Context of and specific resources for assessment | Assessment must ensure: practical demonstration of skills through the set-up, recording and operation of lighting cues and effects for more than one production involvement of and interaction with a production team to reflect the collaborative nature of the production process use of industry-standard equipment access to a production venue and a selection of lighting equipment identified 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 lighting effects produced by the candidate evaluation of reports produced by the candidate on the processes undertaken to produce lighting for a given set of requirements case studies projects to develop lighting for different types of productions verbal or written questioning to assess knowledge of equipment features. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFLGT302A Record and operate standard lighting cues. |
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 |
good communication and literacy skills in the context of: working as an effective team member briefing colleagues on lighting cues and effects interpret relevant documentation, e.g. lighting plans, cue sheets reading and understanding technical and operational manuals interpreting and writing performance documentation providing clear verbal and non-verbal cues during productions technical skills sufficient to: use advanced features and effects of a range of lighting systems plan for and use a variety of colour media in lighting implement back-up systems used in conjunction with lighting control organisational and self-management skills sufficient to: solve problems with lighting equipment during set-up and productions make decisions about lighting operations quickly and effectively in a pressure environment initiative and creativity in the context of contributing innovative ideas to lighting plots numeracy skills sufficient to complete simple mathematical calculations and recall numbers for channel selections |
Required knowledge |
basic elements of lighting design and their impact on the set-up of lighting control systems the advanced features and effects associated with different lighting systems features and operations (optical and mechanical) of the main types of lanterns, e.g.: profile fresnel pebble/convex moving lanterns flood PAR (parabolic aluminised reflector) lamps lantern accessories lighting control concepts used in various lighting systems operational parameters of: automated lighting colour scrollers animation discs gobo rotators other effects accessories dedicated controllers for moving lights and remotely controlled lighting effects DMX protocols basic understanding of electronics and electricity duty of care to colleagues and general public OHS legislation and regulations as they apply to film/television/theatre/performance productions |
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. | |
Dimmers may include: | analogue dimmers multiplexed analogue dimmers, single-unit (follow spot) dimmers, e.g. Model 1 or Monopak multiplexed digital dimmers, e.g. DMX512 MUX and DMUX units, e.g. analogue conversion small self-contained dimmable controllers, e.g. Fourpack, Quadpak. |
Control desks/consoles may include: | controlled lighting effects manual/memory desks manually operated desks. |
Peripheral accessories and control devices may include: | back-up units control cables desk lamp effects unit external memory storage lanterns, e.g.: theatre-based units, e.g. profiles, fresnels PAR (parabolic aluminised reflector) lamps architectural fixtures monitors printers riggers' controls special effects units, e.g.: smoke machines fog machines hazers ultraviolet lights chasers strobes mirror balls. |
Productions may include: | animations documentaries feature films interactive media productions live concert performances, e.g. rock concerts, open-air concerts/events music videos stage productions, e.g. plays, musicals television productions, e.g. drama, sport, comedy. |
Production parameters may include: | animation discs automated lighting colour scrollers dedicated controllers for moving lights and remotely controlled lighting effects fibre optic displays gobo rotators other accessories, e.g. mirror balls, architectural lighting. |
Aspects of control systems to be tested may include: | correct functionality of: lighting board dimmer channels peripherals designer and riggers' controls DMX line/signal. correct selection of control protocols soft patch configuration. |
Production personnel may include: | choreographer director director of photography gaffer lighting designer producer production manager senior lighting technician stage manager supervisor technical director other technical/specialist staff. |
Cue types may include: | automatically linked fades chases conditional fades manual changes multiple simultaneous fades operator's visual cues. |
Documentation may include: | cue sheets fault reports floor plans grid layouts lighting plans memorandums operational manuals scripts technical manuals. |
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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| Correctly connect dimmers to control desk/console through appropriate control protocols and check to ensure designer's control channel requirements can be achieved | |||
| Make correct connection to peripheral accessories and control devices, including display, storage and printing equipment | |||
| Check system for nature of soft patch inherited from previous production and check against default or production soft patch or patch according to enterprise requirements | |||
| Integrate geographic, grouping, scaling and use of peripheral accessories into the patching process | |||
| Check dimmers to ensure that they are receiving data and are operating correctly in relationship to required production parameters | |||
| Complete set-up tasks according to OHS requirements and test control systems for overall functionality | |||
| Establish, connect and test remote controls for relevant production personnel | |||
| Liaise with relevant production personnel to determine the nature of cue type required and use console appropriately to demonstrate capabilities | |||
| Make available the elements required for the cue type and correctly record | |||
| Demonstrate cue types to relevant production personnel in accordance with appropriate documentation and modify as required | |||
| Liaise with relevant production personnel to discuss the types of effect required, and the capacity of the console to produce such effects | |||
| Correctly use the effects menu, providing demonstrations to colleagues as required | |||
| Correctly identify the steps needed to record a chosen effect and complete these in a logical sequence | |||
| Demonstrate effects to relevant production personnel, make appropriate modifications as required and rehearse with relevant items and personnel | |||
| Correctly and promptly identify lighting problems | |||
| Use knowledge of control desk/console features and functions to develop solutions to problems without disruption to performance | |||
| Assess the scope of the problem and make decisions for action within scope of individual responsibility |
Forms
Assessment Cover Sheet
CUFLGT402A - Set up, record and operate lighting cues and effects
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Assessment Record Sheet
CUFLGT402A - Set up, record and operate lighting cues and effects
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Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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