CUVILL501A - Develop professional illustrations Competency Mapping Template

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

CUVILL501A Mapping and Delivery Guide
Develop professional illustrations

Version 1.0
Issue Date: April 2024

Qualification	-	Unit of Competency	CUVILL501A - Develop professional illustrations
Description	This unit describes the performance outcomes, skills and knowledge required to create professional illustrations for a range of purposes in both print and digital formats.
Employability Skills	This unit contains employability skills.
Learning Outcomes and Application	Illustrators apply the skills and knowledge in this unit. They typically create pictures for books, magazines, and other publications and for commercial products, such as textiles, wrapping paper, stationery, greeting cards and calendars. Increasingly, illustrators work in digital format, preparing work directly on a computer and producing designs and illustrations for games, mobile phones and the web.At this level, the illustrator uses a range of advanced techniques within work that conveys strong conceptual and theoretical development and engagement with the creative brief.This work is carried out independently with some mentoring and 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: Interpret the illustration brief	Analyse the illustration brief in terms of key communication objectives Develop an understanding of the broader context for the illustrative work Develop shared understandings of illustration requirements with relevant people
Element: Generate and assess ideas for illustrations	Evaluate the specific context and proposed media for the illustrative work Identify and source references that inform illustration in the relevant context Consider current and emerging trends and thinking about illustration Explore and experiment with different approaches and techniques for communication of key messages Create appropriate relationships between different visual components Maximise contributions of others through collaboration on ideas, including other experts as required Reflect on ideas for technical, creative and budgetary implications Refine and select approaches that best balance the overall needs of the brief
Element: Create illustrations	Create impactful illustrations through effective engagement with the elements and principles of design Use advanced compositional skills to establish strong spatial relationships in illustrations Create appropriate mood and feeling in illustrations Develop and reflect evolving personal style in illustrative work Engage in an ongoing process of testing, creative collaboration and refinement during the process
Element: Finalise illustrations	Negotiate and agree to modifications and amend as required Develop accurate and comprehensive documentation to support the production process Present final illustrations and documentation to relevant people and confirm
Element: Evaluate effectiveness of illustrations	Evaluate completed illustrations in terms of success in achieving objectives Assess work against other creative, technical and business considerations Analyse and evaluate feedback from client and others Reflect on own role in design process and note areas for future improvement

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: create a body of illustrative work for use in a range of media, both print and electronic work confidently with the elements and principles of design across multiple illustration contexts apply knowledge of illustration techniques.
Context of and specific resources for assessment	Assessment must ensure access to: industry-current illustration technologies.
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: professional evaluation by industry professionals of illustrations developed by the candidate evaluation of presentations made by the candidate about work developed evaluation of processes used by the candidate to conceive, plan and realise the work direct observation of work in progress evaluation of a candidate’s visual diary or other forms of documentation showing the development of the illustrations 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, for example: 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:

interpret and clarify written proposals and creative briefs

present ideas for work

produce accurate and detailed production documentation for illustrations

critical thinking and analytical skills to:

evaluate communication needs and develop appropriate illustrations

distil key ideas and approaches from complex and varying information and ideas

initiative and enterprise skills to see opportunities for new and creative approaches to illustrative work

literacy skills to engage with potentially complex information at an advanced level

self-management and organisational skills to:

take responsibility for the illustration challenge

meet responsibilities within a collaborative project

problem-solving skills to take ownership of complex technical and conceptual challenges and develop creative solutions in response

numeracy skills to interpret and work within project budgets

technology skills to:

use the advanced features of current illustration digital technologies

use the internet as a research tool.

Required knowledge

properties and capabilities of the range of illustration materials and techniques, including:

digital and traditional techniques

image manipulation

layout and typography

current and emerging trends and ideas in illustration

typical roles and responsibilities of key people involved in illustration projects

principles and purposes of illustration in different contexts

production factors that impact on illustration in both print and digital contexts

other legal and ethical requirements that impact on illustration

critical and creative thinking techniques that can be used as part of the design process

elements and principles of design and how they may be used, adapted and challenged in the creation of work

intellectual property issues and legislation for professional illustration practice

sustainability considerations for professional illustration practice

OHS requirements for illustration practice.

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.

Communication objectives may be to:	challenge compare contrast entertain inform inspire motivate persuade sell.
Broader contextmay relate to:	client preferences and perceptions community attitudes corporate objectives cultural expectations and influences ethical considerations key relationships for the project industry trends legal considerations policies and guidelines social responsibilities sustainability societal expectations.
Relevant people may include:	art directors authors clients copywriters creative directors employers end users graphic designers other illustrators supervisors technical experts.
Specific contextsfor illustrationmay be:	advertisements architectural illustrations book covers children’s books editorial illustrations fashion illustrations illustrations for urban planning portraits posters story boards for animation storybooks technical, anatomical and botanical illustration.
Mediamay be:	digital: desktop presentation film pixel-based television vector-based web print: books direct mail information boards magazines newspapers point of sale posters.
References may include:	digital images film and video internet marketing data material from the sponsoring organisation own experience photographs previous work product information reference books, journals and texts scripts technical data work of other designers writings.
Current and emerging trends and thinking may relate to:	appropriate standards cultural considerations cultural norms stretching boundaries stylistic developments.
Techniquesmay include:	animation association caricature cartooning distortion exaggeration fantasy special effects.
Other expertsmay be:	artists copywriters digital media designers graphic designers.
Elements and principles of designrelate to:	alignment balance coherence colour composition contrast direction dominance emphasis form line movement pattern positive and negative space proportion proximity repetition rhythm shape simplicity or complexity subordination texture unity.
Creative collaboration and refinementmay involve:	client consultation informal conversations with peers modelling piloting technical discussions workshopping of ideas.
Documentationmay include:	creative rationale finished artwork instructions for printers production specifications.
Successmay be measured by:	audience response clarity of the message client feedback cost effectiveness customer comments sales achieved.
Creative, technical and business considerationsmay relate to:	codes of practice copyright and intellectual property cultural expectations and influences ethical principles legislation, including OHS legislation, policies and guidelines social responsibilities, such as protection of children societal expectations.

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
Analyse the illustration brief in terms of key communication objectives
Develop an understanding of the broader context for the illustrative work
Develop shared understandings of illustration requirements with relevant people
Evaluate the specific context and proposed media for the illustrative work
Identify and source references that inform illustration in the relevant context
Consider current and emerging trends and thinking about illustration
Explore and experiment with different approaches and techniques for communication of key messages
Create appropriate relationships between different visual components
Maximise contributions of others through collaboration on ideas, including other experts as required
Reflect on ideas for technical, creative and budgetary implications
Refine and select approaches that best balance the overall needs of the brief
Create impactful illustrations through effective engagement with the elements and principles of design
Use advanced compositional skills to establish strong spatial relationships in illustrations
Create appropriate mood and feeling in illustrations
Develop and reflect evolving personal style in illustrative work
Engage in an ongoing process of testing, creative collaboration and refinement during the process
Negotiate and agree to modifications and amend as required
Develop accurate and comprehensive documentation to support the production process
Present final illustrations and documentation to relevant people and confirm
Evaluate completed illustrations in terms of success in achieving objectives
Assess work against other creative, technical and business considerations
Analyse and evaluate feedback from client and others
Reflect on own role in design process and note areas for future improvement

Forms

Assessment Cover Sheet

CUVILL501A - Develop professional illustrations

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

CUVILL501A - Develop professional illustrations

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:

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

CUVILL501A Mapping and Delivery Guide Develop professional illustrations

Version 1.0 Issue Date: April 2024

Evidence Required

Submission Requirements

Assessment Tasks

Observation Checklist

Forms

Assessment Cover Sheet

CUVILL501A - Develop professional illustrations

Assessment task 1: [title]

Assessment Record Sheet

CUVILL501A - Develop professional illustrations

CUVILL501A Mapping and Delivery Guide
Develop professional illustrations

Version 1.0
Issue Date: April 2024