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:
discuss the process for producing paintings with others
understand and follow instructions
learning skills to:
improve techniques for producing paintings through practice
respond appropriately to feedback
literacy skills to read product and equipment safety labels
numeracy skills to calculate quantities of materials
planning and organising skills to prepare and set up resources and work space.
Required knowledge
materials, tools and equipment commonly used for painting
major genres and styles of painting and the work of key practitioners relevant to individual area of interest
typical work space and equipment requirements for the production of different types of paintings
cleaning and maintenance techniques for tools and equipment used in painting
elements and principles of design – what they are and what they mean
intellectual property considerations for any person making creative work
ways of minimising waste in the use of painting tools, materials and equipment
OHS procedures that apply to painting work.
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.
Tools and equipment may include: | brushes knives rags rollers scrapers spatulas sponges sticks. |
Materials may include: | acrylic paints bark canvas cardboard fabric glues impasto natural ochres paper perspex tempera watercolour wood. |
Workplace procedures may relate to such things as: | process-specific procedures recycling safety use of materials. |
Key peoplemay include: | artists mentors peers supervisors teachers. |
Painting in different genres and stylesmay include: | genres: everyday scenes (genre painting) history landscape portraiture still life styles: encaustic fresco gouache ink and wash oil panel tempera watercolour. |
Ideas may be influenced by: | current capability with techniques historical and theoretical contexts subject matter or theme for the work, such as: built environment land and place natural world political, cultural and social issues the body spiritual concerns. |
Process used to test techniques may include: | exploring techniques by making practice pieces making samples using nominated techniques testing techniques directly with work in progress. |
Techniques would generally be quite limited in nature and may include: | basic use of: application of a particular colour range and linear work to produce expressive paintings linear marks of different intensity and character paint application to produce tactile surfaces use of a range of brushes to achieve different lines and strokes use of colour and tone to create illusion of forms in space use of positive and negative space variation in paint application. |
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