• CUVDES04B - Integrate colour theory and design processes in response to a brief

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

CUVDES04B Mapping and Delivery Guide
Integrate colour theory and design processes in response to a brief

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CUVDES04B - Integrate colour theory and design processes in response to a brief
Description This unit describes the skills and knowledge required to explore and integrate colour theory and design processes using 2-dimensional (2D) and/or 3-dimensional (3D) space. This is a core unit in design fundamentals and as such underpins many other specialisation units. People working in many industries require the skills and knowledge in this unit, and the unit is written to allow for contextualisation to a particular industry context.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 underpins many specialisation units, both within the Visual Arts Craft and Design Training Package, and other Training Packages, e.g. Entertainment. It is highly recommended that this unit be assessed in conjunction with those units.
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: Examine information on colour theory and design processes.
  • Identify and access relevant sources of information on colour theory and design processes.
  • Examine information with consideration of how colour and design issues may be integrated in the design process.
       
Element: Apply and combine colour theory and design processes to produce samples.
  • Select materials, tools and equipment required for the production of samples which integrate colour theory and design processes according to the needs of the brief.
  • Follow appropriate and safe procedures to apply instances of design process and colour theory.
  • Select, combine and explore the ways in which colour theory and design processes may be integrated.
  • Consider outcomes in relation to processes used and suitability for the brief.
  • Explore different approaches to satisfy the requirements of the brief.
  • Produce a range of samples which demonstrate how colour theory and design processes can be integrated in two and/or three dimensional space.
  • Present and store work in a format which takes account of the need for professional presentation and potential need for the samples in 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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit in this unit

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

production of samples which integrate colour theory and design processes in accordance with the requirements of the brief

fundamental understanding of the ways in which colour theory and design processes may be combined in the production of design or art work.

Context of and specific resources for assessment

The assessment context must provide for:

project or work activities that allow the candidate to access and apply colour theory and design processes to a specific context.

Method of assessment

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

direct observation of the production of samples

questioning and discussion

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 produce samples using integrated colour theory and design processes in two and/or 3D space.


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:

literacy skills sufficient to interpret a brief

numeracy skills sufficient to calculate quantities and determine layout and construction issues.

Required knowledge:

general knowledge of the role and nature of a brief within the design process, including different types of brief and how designers use them

awareness of the notion of individual interpretation and choice within the design process, and the potential limitations of theory

ways in which colour theory and design processes can be explored and combined to meet the needs of a brief

knowledge about the materials, tools and equipment required for the production of samples which integrate colour theory and design processes

knowledge about how other artists and designers have applied colour theory and design processes

work space organisation and maintenance including environmental and safety issues

copyright, moral rights and intellectual property issues and legislation and their impact on aspects of design.

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 on colour theory and design processes may include:

art and design work

books and magazines

manufactured structures

natural and architectural forms

optics

personal observation

scientific texts

software programs.

Materials may include:

a range of drawing media and implements

a range of papers and cardboard

clays and plaster

fibre, tape, string

glues

light

nails, screws, wire

paints and inks

paper pulp

wood, metal fabric, plastic.

Tools and equipment may include:

air guns and brushes

brushes

clamps

computer, scanner, relevant software programs

cutting blades

hammer, saw, pliers

light sources

pens and nibs

receptacles

rulers

scissors

spatulas

sponges.

Samples may be exercises in response to a brief and may involve consideration of:

balance

contrast

direction

emotional and cultural aspects of colour and design

harmonies and discords

illusion

mass

natural and artificial light

negative and positive form and space

proportion

relationships of form to form and form to space

rhythm

size

texture

tone.

Samples may involve:

binding, twisting, bending

cutting, folding

mark making

modelling

painting

pasting, taping

the application of light.

Producing samples may also involve:

the application of integrated colour theories and design processes to a work in progress.

The brief:

describes and specifies the work to be completed

is usually prepared by a commissioning body or organisation, e.g. supervisor, client, community organisation

may be written, diagrammatic, visual, verbal.

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
Identify and access relevant sources of information on colour theory and design processes. 
Examine information with consideration of how colour and design issues may be integrated in the design process. 
Select materials, tools and equipment required for the production of samples which integrate colour theory and design processes according to the needs of the brief. 
Follow appropriate and safe procedures to apply instances of design process and colour theory. 
Select, combine and explore the ways in which colour theory and design processes may be integrated. 
Consider outcomes in relation to processes used and suitability for the brief. 
Explore different approaches to satisfy the requirements of the brief. 
Produce a range of samples which demonstrate how colour theory and design processes can be integrated in two and/or three dimensional space. 
Present and store work in a format which takes account of the need for professional presentation and potential need for the samples in future work. 

Forms

Assessment Cover Sheet

CUVDES04B - Integrate colour theory and design processes in response to a brief
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

CUVDES04B - Integrate colour theory and design processes in response to a brief

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: