- CUFSCE202A - Repair, maintain and alter scenic art
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUFSCE202A Mapping and Delivery Guide
Repair, maintain and alter scenic art
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUFSCE202A - Repair, maintain and alter scenic art |
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| Description | This unit describes the performance outcomes, skills and knowledge required to repair, maintain and alter scenic art elements used in a range of television, film and interactive media productions.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 the care and maintenance of scenic art elements, which includes painting and colouring a full range of textures associated with sets and props. They require a good understanding of scenic art processes, as well as an appreciation of artistic criteria.They need to be proficient in the use of a range of hand and power tools. | ||
| 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: Identify maintenance requirements |
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| Element: Repair scenic art elements |
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| Element: Undertake alterations of scenic art elements |
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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: organise and store scenic art elements in line with production requirements demonstrate attention to detail when repairing, maintaining and altering scenic art elements follow directions and instructions handle hazardous materials and equipment in a safe manner collaborative approach to work. |
Context of and specific resources for assessment | Assessment must ensure: completion of scenic art maintenance tasks within typical workplace time constraints access to the tools, materials and equipment required to maintain scenic art cloths access to productions requiring scenic art cloths 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 direct observation of the candidate repairing or altering scenic art cloths inspection of scenic art cloths maintained by the candidate to determine whether correct procedures have been followed and production requirements have been met written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUESCE05B Apply a general knowledge of scenic art CUFSCE201A Prepare and prime scenic art cloths. |
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 and teamwork skills sufficient to: liaise with relevant production personnel, e.g. scenic art designer, scenic artists and set construction crew understand and carry out instructions and creative directions as required complete routine workplace documentation work effectively as a team member literacy and numeracy skills sufficient to: accurately interpret scale drawings and measurements account for minor expenditures, e.g. petty cash technical skills sufficient to: use a range of materials and hand and power tools to maintain scenic art cloths apply a range of materials to scenic art elements, e.g. paints and adhesives self-management and planning skills sufficient to: prioritise work tasks work under pressure and meet deadlines seek expert assistance when problems arise label and store finished scenic art elements in an orderly manner maintain a clean and safe work area |
Required knowledge |
industry knowledge, including: roles and responsibilities of personnel involved in designing and realising productions understanding the artistic and technical elements of productions terminology associated with production scheduling characteristics of a range of materialsused inscenic art, including paints andcloths scenic art design and construction processes different types of construction materials and techniques familiarity with storage and identification processes and systems methods for the safe handling of hazardous materials OHS standards as they apply to preparing and priming scenic art cloths |
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. | |
Production personnel may include: | scenic art designer production designer scenic art department personnel scenic art supervisor and manager scenic art production staff props department personnel head of department director of photography director producer technical director floor manager other technical/specialist staff. |
Production requirements may include: | day and night deadlines hazardous situations in a studio on location - exterior on location - interior outside broadcast. |
Scenic art elements may include: | backdrops costumes cycloramas decorative walls drops flats flooring and floor cladding flown pieces large props, e.g. furniture lettering models murals rakes rostrums scaffolding signage soft drapes stairs treads. |
Productions may include: | animations commercials documentaries feature films filmed events interactive media productions live or pre-recorded productions of any type, e.g.: music drama comedy variety sport news and current affairs game shows forums or special events live theatre and events music videos short films. |
Faults may include: | breakages chips dirt marks rips stains weathering. |
Materials may include: | adhesives cleaning agents cloths, including: canvas gauze nessle wool silk velour synthetic fabrics dyes fire retardant gaffer tape nails and screws primers putties of various types solvent-based paints spare parts texture mediums water-based paints. |
OHS regulations may include: | Australian Recommended Safety Code for Film and Television commonwealth, state and territory OHS regulations relevant local government construction rules and regulations relevant national and international standards, guidelines and codes of practice, e.g. the Building Code of Australia. |
Storage may include: | containers offices on location refrigeration shelving temporary buildings warehouses. |
Documentation may include: | colour charts computer generated confirmation of receipt and dispatch notes descriptive scenic art checklists fault reports manually written manufacture schedules manufacturer specifications and instructions measurement charts memos of instruction paint colour formulas production schedules running sheets scenic art breakdown lists scenic art design scenic art schedules and plans sketches stock orders stock reports technical drawings. |
Equipment may include: | brushes charcoal sticks conversion tables cutting boards and tables dyeing facilities glue guns graining combs hopper guns measuring tapes power tools rollers scissors and cutters sponges spray-guns stamps tacks tools, e.g. wire cutters, hammers and 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 relevant production personnel to confirm production requirements | |||
| Check scenic art elements required for productions to identify any faults that need to be repaired or alterations that need to be made | |||
| Discuss priorities for repair and maintenance of scenic art elements with relevant production personnel | |||
| Ensure elements are labelled, coded and stored safely in an appropriate order to meet production requirements | |||
| Handle consumable or hazardous materials correctly and according to relevant OHS regulations | |||
| Liaise with relevant production personnel to confirm required repairs | |||
| Ensure sufficient supplies of materials are available to cover needs during production | |||
| Clean scenic art elements ensuring delicate or problem materials are serviced with care | |||
| Apply paint to specified areas of scenic art elements where appropriate | |||
| Complete minor repairs to scenic art elements as appropriate and place in storage according to enterprise procedures | |||
| Read and interpret instructions received concerning required alterations to scenic art elements | |||
| Complete alterations as instructed or seek assistance from appropriate production personnel according to individual level of responsibility | |||
| Ensure altered components are labelled properly and stored as required | |||
| Complete documentation in accordance with enterprise procedures | |||
| Maintain a clean and safe work area and store materials and equipment appropriately |
Forms
Assessment Cover Sheet
CUFSCE202A - Repair, maintain and alter 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
CUFSCE202A - Repair, maintain and alter 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: