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

CUVGRD501A Mapping and Delivery Guide
Research visual communication history and theory

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CUVGRD501A - Research visual communication history and theory
Description This unit describes the performance outcomes, skills and knowledge required to research visual communication history and theory and to apply that research to own professional practice.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Visual communication professionals inform and enrich their practice through their understanding of history and theory. It provides context, inspiration and reference for contemporary design solutions.Depending on the nature of the practice, history and theory may relate to a particular period of time, a particular aspect of visual communication, or be broader in nature.At this level, research is an independent activity, with some guidance and mentoring 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: Select focus for research
  • Select a focus for visual communication research based on specific needs and perspectives
  • Challenge own assumptions and preconceptions about the research process and potential information sources
  • Select relevant historical and contemporary sources for investigation
       
Element: Conduct critical analysis
  • Identify and investigate issues and ideas in the development of visual communication
  • Evaluate ways in which meanings, messages and information are communicated in both a historical and contemporary content
  • Seek out and compare the critical views of others in chosen area of inquiry
  • Allow the process of analysis to take exploration of issues in new and potentially unintended directions
       
Element: Present ideas about visual communication history and theory
  • Develop substantiated opinions and ideas about visual communication history and theory
  • Make informed contributions to professional discussions of visual communication practice as a result of research
  • Present ideas in writing with clarity and accuracy
       
Element: Develop own practice from research
  • Determine potential for integration of research findings into own work
  • Relate visual communication history and theory to business practice considerations
  • Recognise connections and associations between history, theory and contemporary practice
  • Develop relevant ideas about how research impacts on own professional practice and its future direction
       


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:

select appropriate research focus based on professional needs

draw ideas and information from research to guide professional practice

present clear ideas in writing

communicate in an informed way about visual communication history and theory.

Context of and specific resources for assessment

Assessment must ensure:

access to a range of visual communication history and theory information sources

interaction with others as part of the discussion process, which may be physical or virtual.

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 presentation or documentation prepared by the candidate explaining research processes and how issues surrounding history or theory have been incorporated into work

case studies to assess ability to research and use different types of information

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:

articulate ideas about visual communication history and theory

present complex information and ideas in writing

literacy skills to interpret varied information sources dealing with potentially complex ideas

initiative and enterprise skills to use, challenge and adapt research to develop own professional practice

planning and organising skills to set up and undertake a research process

learning and self-management skills to use the research process as a professional development tool.

Required knowledge

ways of selecting a meaningful individual research focus to support professional practice

history of visual communication and key milestones in its development

contemporary trends and practices in visual communication

impacts of technology on visual communication, in historical and contemporary contexts

fundamental components of visual communication

opportunities offered by history and theory in terms of value to a developing professional practice in visual communication

intellectual property issues and legislation and how they relate to the research process.

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.

Visual communication researchmay relate to:

history of visual communication:

key stages of development

technology

interactions with other modes of communication

internet

particular aspects of visual communication:

colour

drawing

images

photography

signs

typography

visual communication in a particular cultural context.

Specific needs and perspectives may be influenced by:

commercial aspirations or requirements

discussions and ideas of others

previous research

techniques used in own practice

requirements of a particular work project

use of technology.

Assumptions and preconceptions may relate to:

how information is presented

level of formality required in the research process

own preconceptions

preconceptions of others

what types of research are acceptable

where to find information.

Historical and contemporary sources may include:

artworks

commercial brief

critical writing

events

exhibitions

experiences of self or others

films

images

internet

music

objects

other people

performances

presentations

printed texts

technical information.

Others may include:

artists

creative directors

designers

peers

teachers.

New and potentially unintended directions may be those which:

challenge preconceptions about work process and outcomes

generate completely new ideas

lead the individual to work with different tools and technologies

take the individual back to earlier ideas.

Substantiated opinions and ideas are:

grounded in appropriate research

result of rational and logical thought

subjected to the analysis of others (e.g. peer review)

supported by relevant information.

Integration of research findingsmay relate to:

design strategies

ideas and themes

materials

media

motifs

processes

styles

techniques

technologies.

Business practice considerations may relate to:

marketing and promotion of work

need for collaboration

need for further research and development time

new opportunities

use of technology.

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
Select a focus for visual communication research based on specific needs and perspectives 
Challenge own assumptions and preconceptions about the research process and potential information sources 
Select relevant historical and contemporary sources for investigation 
Identify and investigate issues and ideas in the development of visual communication 
Evaluate ways in which meanings, messages and information are communicated in both a historical and contemporary content 
Seek out and compare the critical views of others in chosen area of inquiry 
Allow the process of analysis to take exploration of issues in new and potentially unintended directions 
Develop substantiated opinions and ideas about visual communication history and theory 
Make informed contributions to professional discussions of visual communication practice as a result of research 
Present ideas in writing with clarity and accuracy 
Determine potential for integration of research findings into own work 
Relate visual communication history and theory to business practice considerations 
Recognise connections and associations between history, theory and contemporary practice 
Develop relevant ideas about how research impacts on own professional practice and its future direction 

Forms

Assessment Cover Sheet

CUVGRD501A - Research visual communication history and theory
Assessment task 1: [title]

Student name:

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I declare that the assessment tasks submitted for this unit are my own work.

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Assessment Record Sheet

CUVGRD501A - Research visual communication history and theory

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

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