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

CUVPAI301A Mapping and Delivery Guide
Produce paintings

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUVPAI301A - Produce paintings
Description This unit describes the performance outcomes, skills and knowledge required to produce paintings through the exploration and application of a range of techniques, tools, equipment and materials.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application People still developing their painting skills apply the skills and knowledge in this unit. They produce finished paintings, building on and combining a range of techniques to support the ideas of the work.At this level, work is usually undertaken under supervision, though some autonomy and judgement can be expected within established parameters.
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: Plan painting work through exploration
  • Explore ideas and techniques for paintings in consultation with key people as required
  • Review historical and contemporary painting practice as a potential source of ideas
  • Clarify ideas for paintings based on exploration and discussion
  • Assess the capabilities of painting techniques through practice and adaptation
  • Select techniques that best support the ideas for the work
       
Element: Prepare, maintain and store painting resources
  • Select and organise painting tools, equipment and materials suited to the chosen work
  • Prepare and maintain resources based on the needs of the work
  • Take responsibility for the safe and sustainable use of resources
  • Store resources according to the needs of different items
       
Element: Create finished paintings
  • Safely use and adapt painting techniques to create desired effects
  • Review work in progress and make adjustments as required to produce final work
  • Add value to the current work process and future work by documenting the work progress
  • Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas
       


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:

produce multiple paintings or a single major work that shows some technical proficiency in chosen techniques

work with ideas and techniques and bring them together in finished work

adapt the capabilities of painting techniques and resources.

Context of and specific resources for assessment

Assessment must ensure access to:

tools, equipment and materials used to produce paintings.

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 technical execution of work pieces produced by the candidate

direct observation of paintings in progress

questioning and discussion of the candidate’s intentions and 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:

CUVPRP301A Produce 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 discuss ideas for paintings with others

learning skills to:

improve techniques to produce paintings through practice and some experimentation

respond constructively to feedback

literacy skills to read and interpret information about historical and contemporary painting practice

numeracy skills to calculate quantities of materials

planning and organising skills to organise resources required to produce paintings

self-management skills to take responsibility for the process of creating work.

Required knowledge

ways of exploring techniques and materials to achieve different effects in painting

physical properties and capabilities of a range of materials, tools and equipment used in painting

work space requirements for painting, including ways of organising and maintaining space

cleaning, maintenance and storage procedures for painting tools, materials and equipment

historical and theoretical contexts for painting

elements and principles of design and their particular application to painting work

intellectual property considerations for any person making creative work

sustainability considerations associated with 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.

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.

Techniques may include:

building on or combining techniques, such as:

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

chiaroscuro

graffito

layering using resist

monoprinting

paint application to produce tactile surface

stencilling and masking

variation in paint application.

Paintingsmay be in different genres and styles including:

genres:

everyday scenes (genre painting)

history

landscape

portraiture

still life

styles:

encaustic

fresco

gouache

ink and wash

oil

panel

tempera

watercolour.

Key peoplemay include:

mentors

other artists

peers

supervisors

teachers.

Strategies used to assess the capabilities of techniques may involve:

experimenting directly onto work in progress

producing test pieces or samples

systematically testing a range of processes.

Tools and equipment may include:

brushes

knives

rags

rollers

scrapers

spatulas

sponges

spray painting equipment

sticks.

Materials may include:

a range of glues

acrylic paints

bark

binders and extenders

boards

canvas

cardboard

fabric

gesso and impasto

glass

gouache

metal

oil paints

paper

perspex

shellac

tempera

watercolour

wood.

Needs of the work may relate to:

availability of different resources

budget

creative goals

preparation time

process-specific requirements

recycling

safety

sustainability.

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
Explore ideas and techniques for paintings in consultation with key people as required 
Review historical and contemporary painting practice as a potential source of ideas 
Clarify ideas for paintings based on exploration and discussion 
Assess the capabilities of painting techniques through practice and adaptation 
Select techniques that best support the ideas for the work 
Select and organise painting tools, equipment and materials suited to the chosen work 
Prepare and maintain resources based on the needs of the work 
Take responsibility for the safe and sustainable use of resources 
Store resources according to the needs of different items 
Safely use and adapt painting techniques to create desired effects 
Review work in progress and make adjustments as required to produce final work 
Add value to the current work process and future work by documenting the work progress 
Liaise with others to obtain feedback on work in terms of its technical proficiency and success in communicating ideas 

Forms

Assessment Cover Sheet

CUVPAI301A - Produce paintings
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

CUVPAI301A - Produce paintings

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: