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

CUVACD501A Mapping and Delivery Guide
Refine drawing and other visual representation tools

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CUVACD501A - Refine drawing and other visual representation tools
Description This unit describes the performance outcomes, skills and knowledge required to use drawing skills and other visual representation tools to develop, refine and communicate ideas for creative work. The focus of the unit is on identifying, developing and refining drawing and visual representation as cognitive tools in a professional practice rather than a particular level of drawing technique. While electronic drawing may be used, the ability to draw manually is also a focus of this unit.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Professional practitioners working in any area related to visual communication use drawing and other visual representation tools to support their practice. At this level, practitioners work independently, with mentoring and guidance available as required.
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: Evaluate the role of drawing in professional practice
  • Explore drawing and other visual communication devices as research, ideas and problem-solving tools for professional practice
  • Evaluate how different practitioners use different tools and make links to own work
  • Examine and challenge own barriers to drawing
  • Determine the ways in which drawing and other visual representation tools could be used to support own practice
       
Element: Support practice through experimentation with drawing and visual representation
  • Initiate, develop and evolve ideas through the use of different materials and techniques
  • Consider the presentation context in selecting techniques, tools and materials
  • Create variety in compositional formats and spatial fields through use of visual elements
  • Experiment with techniques to produce single and multi-colour visuals
  • Select and use multimedia approaches to visualising
  • Compare and contrast the value of electronic and hand drawing for specific purposes
       
Element: Develop individual approach to use of drawing
  • Evaluate completed drawings in terms of their success in communicating ideas
  • Evaluate the process of drawing and visual representation as a professional practice tool
  • Determine the value and place of drawing and visual representation in own practice based on experimentation
       


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:

use the process of drawing and visual representation to support professional activities in art and design practice

apply a broad range of drawing techniques.

Context of and specific resources for assessment

Assessment must ensure access to:

hand and digital drawing tools and equipment.

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:

evaluation of completed drawings prepared by the candidate in terms of the way they express ideas

evaluation of processes used by the candidate in relation to drawing and visual representation

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 discuss ideas with others

critical thinking skills to evaluate information and ideas about potentially complex and abstract concepts

initiative and enterprise skills to see opportunities for enhancement of practice through drawing development

learning and self-management skills to evaluate own work in terms of professional development needs

problem-solving skills to use drawing and visual representation as part of the problem-solving process

technical skills to apply different drawing techniques

technology skills to experiment with digital drawing techniques.

Required knowledge

role of drawing and visual representation in different areas of visual communication practice

different approaches to drawing and visualising

potential benefits and uses of drawing skills to the professional practitioner

typical ways in which drawing can be used at a professional level as an idea, or problem-solving and research tool

physical properties and capabilities of a wide range of materials and tools used in drawing and visual representation

intellectual property issues and legislation in relation to drawing and visualisation

sustainability considerations for drawing as a professional practice tool

OHS issues associated with the tools and materials used for drawing and visual representation, including use of computers.

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.

Barriers to drawing may include:

‘I can’t draw’ belief

fear of failure

lack of experience

negative perception of the value of drawing

preference for other ways of communicating

previous bad experience with drawing.

Ways in which drawing and other visual representation tools could be used may include use of these tools to:

enhance own perceptions of form, space, etc.

gain commercial advantage

refine and adapt ideas

resolve technical problems in creative work.

Materials and techniques may include:

black and white media

charcoal

coloured media

conte

gouache

ink

paint

pastel, including oil pastel

pencil

watercolour

electronic drawing programs and tools.

Presentation context may include:

collaborative process of sharing ideas

formal presentation of ideas to others

online collaboration

personal note taking

sketching ideas for clients.

Multimedia approaches may include:

collage

combining different markers

use of digital media

use of various papers.

Place of drawing and visual representation in own practice may refer to decisions about:

collation and storage of drawings as a reference source

how to enhance and maintain drawing skills

incorporation of drawing into particular art forms

keeping a visual diary

use of electronic or hand drawing.

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 and other visual communication devices as research, ideas and problem-solving tools for professional practice 
Evaluate how different practitioners use different tools and make links to own work 
Examine and challenge own barriers to drawing 
Determine the ways in which drawing and other visual representation tools could be used to support own practice 
Initiate, develop and evolve ideas through the use of different materials and techniques 
Consider the presentation context in selecting techniques, tools and materials 
Create variety in compositional formats and spatial fields through use of visual elements 
Experiment with techniques to produce single and multi-colour visuals 
Select and use multimedia approaches to visualising 
Compare and contrast the value of electronic and hand drawing for specific purposes 
Evaluate completed drawings in terms of their success in communicating ideas 
Evaluate the process of drawing and visual representation as a professional practice tool 
Determine the value and place of drawing and visual representation in own practice based on experimentation 

Forms

Assessment Cover Sheet

CUVACD501A - Refine drawing and other visual representation tools
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

CUVACD501A - Refine drawing and other visual representation tools

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: