Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CULMS007B Mapping and Delivery Guide
Design and develop interpretive displays

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CULMS007B - Design and develop interpretive displays
Description This unit describes the performance outcomes, skills and knowledge required to design and develop small displays for the interpretation of a collection/site.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary for the qualification in which this unit of competency is packaged, will assist in identifying Employability Skills requirements.
Learning Outcomes and Application This unit applies to individuals who develop small interpretive displays of cultural material. It is most relevant to people working independently or in small organisations who need some visual design and interpretive skills to present material in creative and interesting ways. However, the unit is generalist in nature and does not reflect the skills of a specialist exhibition or display designer.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Nil
Competency Field Exhibition Development and Management
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: Develop ideas for displays
       
Element: Explore interpretive display ideas in the context of the collection
       
Element: Evaluate existing storylines or conduct research to develop new themes/storylines
       
Element: Research relevant information on audience profile and needs to inform interpretive approach
       
Element: Consult with appropriate colleagues and other stakeholders to confirm exhibition/display objectives
       
Element: Identify the need for and seek assistance from interpretive or subject matter specialists where appropriate
       
Element: Obtain and assess operational information which may impact on the development of display
       
Element: Prepare display proposal where appropriate and consult with stakeholders
       
Element: Create interpretive displays
       
Element: Plan and schedule the display approach and communication media based on collection analysis, audience needs, established techniques and available resources
       
Element: Organise the overall display space to take account of safety requirements and overall objectives
       
Element: Integrate the principles of universal access into display design
       
Element: Challenge and test designs through own evaluation and consultation
       
Element: Select and organise relevant materials and equipment which take account of collection requirements
       
Element: Make creative use of available materials and supplies
       
Element: Create/install the display in accordance with relevant safety/security considerations
       
Element: Evaluate interpretive displays
  • Obtain formal and informal feedback from customers on effectiveness of display materials
  • Use relevant feedback to enhance current/future displays
       


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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

application of research and analysis skills to develop ideas for interpretive displays

knowledge and application of different display techniques for collection interpretation

demonstration of skills through the design and development of displays for an actual collection/site/exhibition.

Context of and specific resources for assessment

Assessment must ensure:

access to a collection/site for which the candidate can develop displays.

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 by the candidate

evaluation of displays developed by the candidate

evaluation of candidate's ability to design materials for different collection/site scenarios

oral or written questioning to assess knowledge of display techniques and conventions

review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CULMS005B Research and generate ideas for exhibition concepts

BSBDES301A Explore the use of colour

BSBDES302A Explore and apply the creative design process to 2D forms

other exhibition design units.

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.

Required skills

communication skills to consult effectively with colleagues and stakeholders

organisational skills to organise and coordinate processes and resources for displays

visual literacy skills to work at a basic level with colour, shape and layout

literacy skills to develop interpretive labels and other materials.

Required knowledge

role of interpretive displays in enhancing access to cultural material

techniques and conventions for effective label development - production and installation

techniques and conventions for creating small displays

range of materials and equipment which can be used for interpretive displays in the relevant work context

potential uses of technology in interpretive displays

principles of design

copyright, moral rights and intellectual property issues and legislation that impact on the development of display materials

cultural protocols to be observed in the display of cultural material, including those for the exhibition of Aboriginal or Torres Strait Islander material

occupational health and safety requirements in relation to use of equipment and the overall safety of displays

principles of universal access in relation to displays.

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.

Interpretive display may include:

display stands

labels

photographs

signs

maps

charts

diagrams

electronic presentations

support materials (publications, guides, handouts, activity books)

Relevant information on audience profile may include:

age

gender

physical capabilities

educational level

familiarity with collection/site

cultural preferences/cultural diversity

special interest

disability access

Stakeholders may include:

boards of management

local community

designers

curators/subject matter experts

visitors

display specialists

conservators

curators

cultural groups

access specialists

school/education specialists

Operational information may include:

size of display area e.g. booth, stage

lighting

type of wall

movement of visitors through the space

floor plans

type of surface on which display is to be created

set-up times and duration

occupational health and safety requirements

budget allocation

need for utilities e.g. electricity

security issues

duration of exhibition

collection needs

Established techniques may relate to:

organisational or industry standards

principles of design

use of fonts/typefaces

grammatical correctness

relationship of cultural material to display mechanism

technicality of language

balance of text and pictorial content

ensuring access to information

creative interpretation techniques

use of colour

use of conventions for information such as dates, names etc.

use of juxtaposition

label hierarchies

choice of materials for label production and supports

Materials and equipment may include:

pens/markers

paint

fabric

flags

signs

boards

perspex

paint brushes

printed materials

3 dimensional materials

freestanding display cases/stands

screens

plinths

furniture

scissors /knives

adhesives

velcro

pins

string

audio-visual systems, videos, sound systems

computers

rulers/tape measures

tools

Creative use of available materials and supplies may involve:

experimenting with colour, shape or texture

testing different approaches

placing items in a range of different ways

using sound or light differently

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
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Obtain formal and informal feedback from customers on effectiveness of display materials 
Use relevant feedback to enhance current/future displays 

Forms

Assessment Cover Sheet

CULMS007B - Design and develop interpretive displays
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

CULMS007B - Design and develop interpretive displays

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: