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

CUVACD301A Mapping and Delivery Guide
Produce drawings to communicate ideas

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUVACD301A - Produce drawings to communicate ideas
Description This unit describes the performance outcomes, skills and knowledge required to produce drawings that represent and communicate ideas. It does not relate to drawing as an art form.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application People working in many industries apply the skills and knowledge in this unit. Ideas for communication are diverse and may include design concepts for objects, processes or spaces, or movement sequences for performances or screen productions. Drawings may be for personal use or for presentation in exhibitions, tender bid proposals or publications. Drawing may be electronic or hand drawn.At this level, the individual would take some responsibility for experimentation with a range of drawing techniques and be expected to show some command of those techniques.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
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: Plan drawing work
  • Explore drawing requirements with reference to relevant reference material and appropriate people when required
  • Identify factors that may impact on how drawing work is undertaken
  • Gather information about drawing techniques, materials and equipment from a range of sources and determine how they may be used to communicate ideas
  • Evaluate information for its application to specific drawing briefs
       
Element: Experiment to represent ideas
  • Assess the capabilities of techniques, materials and equipment through exploration
  • Select approaches that best suit the purpose of drawings and their presentation context
  • Follow safety procedures for particular techniques, materials and equipment
       
Element: Create drawings
  • Organise materials, tools and equipment for selected techniques
  • Produce preliminary drawings and discuss their effectiveness with relevant people
  • Finalise drawings, incorporating feedback on work in progress as required
  • Prepare drawings for the presentation context
       


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 ability to:

produce a series of drawings that:

show a command of selected techniques

successfully communicate the required ideas.

Context of and specific resources for assessment

Assessment must ensure access to:

equipment and materials required to produce drawings.

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 observation of the development of drawings

evaluation of drawings in terms of their effectiveness in communicating ideas

questioning and discussion about candidate’s intentions and the work outcome

review of portfolios of evidence

review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment

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

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 impart information through drawing

learning skills to improve own drawing technique through feedback and experimentation

literacy skills to interpret varied information about drawing as a visual representation tool

numeracy skills to:

determine layout issues

calculate measurements

planning and organising skills to:

organise resources

prepare drawings for presentation

problem-solving skills to select drawing techniques that best meet project needs

technical skills to use a range of drawing techniques.

Required knowledge

physical properties and capabilities of the range of materials, tools and equipment used in drawing

different approaches to drawing and how other practitioners use drawing to represent ideas

cleaning and maintenance techniques for tools used in drawing

elements and principles of design and their specific application to drawing

intellectual property issues and legislation in relation to drawing

ways to minimise waste in drawing projects

OHS issues associated with tools and materials used for drawing.

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.

Drawing requirements may include:

diagrams

illustrations

sketches.

Reference material may include briefs or specifications with information, such as:

audience

background information about clients

budget

clients’ needs

considerations, such as:

contractual

copyright

ethical

legal

creative objectives

materials

personnel involved in the project

purpose

technology

timeframe.

Appropriate people may include:

clients

colleagues

industry practitioners

managers

mentors

supervisors

teachers.

Factors may include:

aesthetic considerations

availability of personnel

availability of resources

available budget

complexity of project

expectations of target users of drawings

own level of skill

presentation context

technical requirements

timelines.

Techniques may include:

digital drawing techniques

integration of text and drawing

linear marks of differing intensity and character

linear marks to produce illusion of form in space

linear perspective

positive and negative space

scaling techniques

tonal range to produce illusion of form in space

washes.

Materials may include:

boards

charcoal

coloured pencils

crayons

graphite pencils

inks

natural ochres

pastels and chalks

pigments

range of papers

solvents

watercolour

wood or bark.

Equipment may include:

blades

computer

digital camera

drawing and design applications

printer

rags

range of brushes, including air brushes

scanner

sponges

sticks.

Sources may include:

catalogues

colour charts and boards

nature

stories or narratives

technical texts

work of other artists and designers.

Ideas may relate to:

crafted objects

design concepts

digital work

installations

movement sequences

narrative

paintings or prints

performance

sculptures

story

technical solutions for a work or design.

Presentation contexts may include:

exhibition proposals

grant applications

projections

proposals for product development

proposals in response to a brief

publications

visualisation of an object, product or idea.

Preparing drawings for presentation may include:

adding captions or text to drawings

cleaning drawings

mounting drawings

preparing drawings for printing or reproducing

scanning drawings and preparing them for electronic storage or transmission.

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
Explore drawing requirements with reference to relevant reference material and appropriate people when required 
Identify factors that may impact on how drawing work is undertaken 
Gather information about drawing techniques, materials and equipment from a range of sources and determine how they may be used to communicate ideas 
Evaluate information for its application to specific drawing briefs 
Assess the capabilities of techniques, materials and equipment through exploration 
Select approaches that best suit the purpose of drawings and their presentation context 
Follow safety procedures for particular techniques, materials and equipment 
Organise materials, tools and equipment for selected techniques 
Produce preliminary drawings and discuss their effectiveness with relevant people 
Finalise drawings, incorporating feedback on work in progress as required 
Prepare drawings for the presentation context 

Forms

Assessment Cover Sheet

CUVACD301A - Produce drawings to communicate ideas
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

CUVACD301A - Produce drawings to communicate ideas

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: