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.
communication skills to present and discuss ideas about design
critical thinking and analytical skills to evaluate information from a wide range of sources in order to develop design ideas
initiative and enterprise skills to consider new and different ways of achieving required design outcomes
literacy skills to interpret information about design and colour from a range of sources
problem-solving skills to identify and resolve technical and conceptual design issues
numeracy skills to use numerical aspects of software programs
self-management skills to plan and coordinate own work
technology skills to use the internet as a research tool.
awareness of the notion of individual interpretation and choice within the design process, including the potential limitations of sticking too closely to theory
ways in which colour theory and design processes can be explored and combined to meet the needs of a brief
materials, tools and equipment required for the production of samples that integrate colour theory and design processes
how other artists and designers have applied colour theory and design processes
intellectual property issues and legislation and their impact on aspects of design
role and nature of a brief within the design process, including different types of briefs and how designers use them
sustainability considerations for the design process in the relevant context
OHS procedures relevant to design context.
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.
Sources of information may include:
art and design work
books and magazines
natural and architectural forms
Materials may include:
clays and plaster
drawing media and implements
hard materials, such as:
fabrics and textiles
fixing agents and mechanisms
paints and inks
papers and cardboard
Tools and equipment may include:
air guns and brushes
pens and nibs
Elements and principles of design relate to:
negative and positive space
simplicity and complexity
Aspects of colour may relate to:
addition and subtraction
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.