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

CUVCER504A Mapping and Delivery Guide
Refine handbuilding techniques

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CUVCER504A - Refine handbuilding techniques
Description This unit describes the performance outcomes, skills and knowledge required to design and produce a variety of complex functional or artistic ceramic forms using handbuilding techniques.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Ceramicists apply the skills and knowledge in this unit. At this level, the practitioner makes a wide variety of handbuilt objects to a professional level.This work is carried out independently with mentoring or guidance 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: Develop ideas for handbuilt ceramics
  • Evaluate work opportunities offered by handbuilt ceramics
  • Research ideas for handbuilt work from historical and contemporary references
  • Research, adapt and use relevant ideas and approaches with consideration of intellectual property requirements
  • Refine ideas through play, experimentation and testing
  • Create designs for thrown forms that meet the needs of the market or design brief
       
Element: Determine and establish safe work conditions for handbuilding
  • Investigate safety issues associated with handbuilt work
  • Set up work space, materials, tools and equipment according to safety requirements
  • Establish and follow safe work practices
  • Monitor key safety issues during the production of work
       
Element: Handbuild ceramic forms
  • Determine suitable forming method or combination of techniques
  • Handbuild items to design requirements in relation to form and function
  • Define the form using handbuilding
  • Prepare articles for further decoration
  • Use appropriate finishing and drying techniques on handbuilt items
       
Element: Refine handbuilding skills
  • Show command of handbuilding technique within a coherent body of ceramic work
  • Identify and resolve technical problems in handbuilding projects based on developing expertise
  • Use ongoing experimentation with technique to refine ideas
  • Develop own ways of working with the handbuilding process to create individual style
       
Element: Evaluate own handbuilding work
  • Evaluate development of own thrown work with others and seek feedback
  • Identify ways in which technique may be further developed as part of a professional ceramics practice and build ideas into future work
       


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:

evolve and refine handbuilding technique through a demonstrated process of experimentation

produce a coherent body of professional ceramic work that demonstrates well-developed handbuilding techniques used to create both single works and multiples of related works

research handbuilt ceramics in the context of historical and contemporary ceramics work as a source of ideas for own work

investigate current market trends and opportunities

use safe work practices.

Context of and specific resources for assessment

Assessment must ensure access to:

a safe ceramics work space

ceramic materials, tools and equipment for handbuilt work.

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 handbuilding technique within a body of work produced by the candidate

evaluation of processes used by the candidate to evolve and refine handbuilding technique

direct observation of handbuilding in progress, including exploration of, and experimentation with, techniques

direct 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 work place 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, for example:

CUVACD510A Manage kiln operations

CUVACD511A Make moulds and casts

CUVCER501A Refine ceramics techniques

CUVCER502A Investigate ceramic materials and processes

CUVCER505A Develop and apply ceramic glazes

CUVPRP501A Realise a body of creative work.


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 liaise with others about handbuilding practice and challenges

critical thinking and analytical skills to:

evaluate the needs of particular work projects, including design briefs for work

research and evaluate historical and contemporary trends to inform ideas

literacy skills to read specifications and requirements

problem-solving skills to identify and resolve technical handbuilding problems

numeracy skills to work with numerical features of ceramics processes (e.g. measurements of materials)

self-management, planning and organising skills to:

evaluate handbuilding opportunities in own practice

set up a handbuilding work space

technology skills to safely use handbuilding equipment

technical skills to produce:

single forms

larger forms

sets or families of forms, such as multiples, related series, modular forms and assembled sectional forms.

Required knowledge

features of advanced handbuilding techniques, including:

structural support for large scale work

making and joining modules

making multiple units, such as tiles or components

making moulds and formers

combining throwing and slipcasting with handbuilding

adding appropriate materials to clay for forming strength and for fired strength

elements and principles of design and their specific application to the production of ceramic work

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

handbuilding techniques, including coil building, slab building, press moulding, pinching, modelling and extruding

handbuilding techniques appropriate for life modelling

work space requirements for ceramic work, including ways of organising and maintaining space

ways of exploring, adapting and extending techniques and materials to achieve different effects in handbuilding

cleaning and maintenance techniques for tools and equipment used in ceramic work

intellectual property issues and legislation associated with ceramics as a professional practice

sustainability considerations for handbuilt ceramics work

OHS for the production of handbuilt ceramics.

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.

Work opportunities may relate to:

brief for handbuilt work

commissions from others

competitions

creation of individual items or sets

local demand

retail opportunities

self-generated ideas.

Handbuilt ceramics may include one-off and related ranges of:

architectural ceramic items

figurative and abstract sculpture

functional ware, including table ware, kitchen ware and garden ware

geometric forms: spheres, ovoids, rhomboids and cylinders

individual items

jewellery

matching and related sets

modular and sectional forms

non-symmetrical forms

open and closed forms

platters and vessels.

Intellectual property requirements relate to:

copyright laws

design licensing regulations

extent to which the work may be used

form of acknowledgement or credit

moral rights law

procedures for seeking permission to use the work of others, including systems for the administration of copyright

protocols for the adaptation of work by others

trademarks regulations.

Materials, tools and equipment may include:

equipment:

blunger, filter press and pugmill

compressor

computer, scanner and printer for design work

extruder

kiln furniture and equipment

kilns: electric, gas, wood and raku

personal protective equipment (PPE)

slab roller

spray booth and spray gun

materials:

body additives, such as grog, paper pulp, sand and sawdust

commercial ceramic colours

glazes

mould-making materials, such as pottery plaster, silicone and alginate

oxides

range of clay bodies

resist materials, such as wax, latex, shellac and paper

slips and engobes

tools:

brushes, sponges and other decorating tools

cutting and carving tools

knives and blades

measuring devices

modelling tools

rolling devices

sculpture stands

tools for applying pattern and texture

turntables.

Safe work practices may include:

correct disposal of waste materials

dust and fume extraction

ergonomic safety

managing risk

procedure for using kilns and other specialist equipment

reporting accidents and incidents

safely using tools and equipment

using clearly designated wet and dry areas

using PPE.

Suitable forming methods may include:

assemblage

carving

coil building

extruding

modelling

pinching

press moulding

slab building.

Coherent body of ceramic workis:

conceptually resolved

documented in terms of its development

subject to critical feedback by others

technically resolved

thematically connected.

Technical problemsmay include:

limitations of own technical skill required for:

forming techniques

glaze application techniques

surface design and decorating techniques

limited availability of space for:

displaying fired results

producing work, including making, assembly and firing

storing work in progress, including clean, dry, damp and secure

other limitations, such as:

equipment and machinery breakdown

limited availability of or access to specialist tools and equipment.

Ways in which technique may be further developedmay include:

collaboration

further study

intensive workshops

mentored guidance

new projects.

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
Evaluate work opportunities offered by handbuilt ceramics 
Research ideas for handbuilt work from historical and contemporary references 
Research, adapt and use relevant ideas and approaches with consideration of intellectual property requirements 
Refine ideas through play, experimentation and testing 
Create designs for thrown forms that meet the needs of the market or design brief 
Investigate safety issues associated with handbuilt work 
Set up work space, materials, tools and equipment according to safety requirements 
Establish and follow safe work practices 
Monitor key safety issues during the production of work 
Determine suitable forming method or combination of techniques 
Handbuild items to design requirements in relation to form and function 
Define the form using handbuilding 
Prepare articles for further decoration 
Use appropriate finishing and drying techniques on handbuilt items 
Show command of handbuilding technique within a coherent body of ceramic work 
Identify and resolve technical problems in handbuilding projects based on developing expertise 
Use ongoing experimentation with technique to refine ideas 
Develop own ways of working with the handbuilding process to create individual style 
Evaluate development of own thrown work with others and seek feedback 
Identify ways in which technique may be further developed as part of a professional ceramics practice and build ideas into future work 

Forms

Assessment Cover Sheet

CUVCER504A - Refine handbuilding techniques
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

CUVCER504A - Refine handbuilding techniques

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: