• CUVCON06B - Develop concepts for arts organisations or projects

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

CUVCON06B Mapping and Delivery Guide
Develop concepts for arts organisations or projects

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CUVCON06B - Develop concepts for arts organisations or projects
Description This unit describes the skills and knowledge to develop concepts for arts organisations or for specific arts projects. It includes the need for concept generation, communication and consultation on the concept, and development of the concept to a pre-operational stage. Concepts may be required for a wide range of purposes including programs, events, exhibitions or administrative structures. This work would usually be carried out autonomously and may include responsibility for others.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Not Applicable
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites This unit has strong linkages to other general management units that focus on development and planning skills, and combined assessment and/or training with those units is recommended.
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: Clarify context for the concept.
  • Investigate and clarify the overall purpose for the concept.
  • Investigate and clarify initial possibilities for realising the concept.
  • Refine and clarify the key objectives for the concept in consultation with relevant colleagues and stakeholders.
       
Element: Generate concept.
  • Generate a range of different, innovative and creative approaches for the concept.
  • Review different approaches for technical feasibility, innovation, creativity and acceptance to client/audience.
  • Identify potential constraints and access their impact on the concept.
  • Take account of social, ethical and environmental impacts in generating the concept.
  • Select possible approaches that meet the key objectives, and draft proposals in an appropriate format.
       
Element: Consult on concept.
  • Identify key stakeholders with whom consultations should be held, including the need for expert advice.
  • Develop and implement an appropriate consultation strategy.
  • Establish commitment and support for the proposed concept.
       
Element: Adjust and refine concept.
  • Determine advantages and disadvantages of different approaches based on consultation, creativity and operational feasibility.
  • Evaluate concept and select final approach to meet the desired outcome.
       
Element: Develop concept to pre-operational stage.
  • Develop specifications or initial plans for the implementation of the concept, including information on resources, technical and other operational requirements.
  • Present or communicate specifications or plans to relevant parties for approval, funding or endorsement.
       


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

The following evidence is critical to the judgement of competence in this unit:

development of a concept for an arts organisation or project which meets overall objectives

communication skills demonstrated through effective consultation processes.

Context of and specific resources for assessment

The assessment context must provide for:

practical demonstration of skills through the development of a concept for an arts organisation or project to meet a specific industry need

consultation/interaction with others to reflect the communication aspects of this unit.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

evaluation of concept proposals and specifications developed by the candidate

evaluation of reports prepared by the candidate detailing approaches to concept development, challenges faced and how these were addressed

case studies to assess ability to apply the concept development process to different situations and contexts

review of portfolios of evidence

third party workplace reports of performance by the candidate.

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).

Assessment of this unit requires access to the materials resources and equipment needed to develop concepts, e.g. relevant documentation.


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:

report/proposal writing skills

networks and stakeholders in the relevant areas of the arts

communication skills in relation to consulting with others on concepts and ideas

research and analytical skills.

Required knowledge:

in-depth industry knowledge of the relevant area of the arts

technical knowledge sufficient to inform realistic concept development to a pre-operational stage

appropriate ways of documenting different types of arts concepts/proposals.

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.

Concepts may be developed for a wide range of purposes within an arts context including:

administration

creative policy

exhibitions

festivals

funding sources

management structures

marketing approaches

public programs

the creation of an arts organisation.

Concept constraints may relate to:

community context

financial or other resource constraints

philosophy/vision of the organisation

profit requirements

technical feasibility

timing.

Appropriate formats for proposals may include:

briefs

reports

submissions for funding

technical specifications.

Key stakeholders may include:

boards or committees

existing staff or management

financial contributors to the organisation

government representatives

nominations or representatives from other organisations

policy makers

potential audience groups

potential exhibitors or user groups

reference groups.

Consultation strategy may include:

advertising

discussions

distribution of policy documents/reports

internal communications

interviewing

mail outs

presentations

press releases

telephone campaigns.

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
Investigate and clarify the overall purpose for the concept. 
Investigate and clarify initial possibilities for realising the concept. 
Refine and clarify the key objectives for the concept in consultation with relevant colleagues and stakeholders. 
Generate a range of different, innovative and creative approaches for the concept. 
Review different approaches for technical feasibility, innovation, creativity and acceptance to client/audience. 
Identify potential constraints and access their impact on the concept. 
Take account of social, ethical and environmental impacts in generating the concept. 
Select possible approaches that meet the key objectives, and draft proposals in an appropriate format. 
Identify key stakeholders with whom consultations should be held, including the need for expert advice. 
Develop and implement an appropriate consultation strategy. 
Establish commitment and support for the proposed concept. 
Determine advantages and disadvantages of different approaches based on consultation, creativity and operational feasibility. 
Evaluate concept and select final approach to meet the desired outcome. 
Develop specifications or initial plans for the implementation of the concept, including information on resources, technical and other operational requirements. 
Present or communicate specifications or plans to relevant parties for approval, funding or endorsement. 

Forms

Assessment Cover Sheet

CUVCON06B - Develop concepts for arts organisations or projects
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

CUVCON06B - Develop concepts for arts organisations or projects

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: