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

CUVPRP501A Mapping and Delivery Guide
Realise a body of creative work

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUVPRP501A - Realise a body of creative work
Description This unit describes the performance outcomes, skills and knowledge required to realise a coherent body of creative work. Practitioners integrate conceptual, technical and organisational skills to create work in their chosen creative form.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Creative practitioners at the beginning of their professional practice apply the skills and knowledge in this unit. They have a well-developed command of materials, process and technique. Completed work conveys strong conceptual and theoretical development.This unit reflects the integrated creative process that is so important to artistic practice. It may be applied to any creative form and, in practice, is combined with other discipline-specific units that address specialised technical skills.At this level, work is undertaken independently with 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: Develop ideas for a coherent body of work
  • Establish and explore a developing range of sources to inform new ideas
  • Support professional practice by extending knowledge of historical and contemporary references
  • Evaluate developing ideas and options for creative work using critical and creative thinking approaches
       
Element: Consider the professional potential of ideas
  • Where appropriate, refine personal thinking through consultation with relevant people
  • Develop ideas or designs based on research, reflection and suitability for the intended purpose
       
Element: Plan and organise the production of work
  • Confirm the scope and objectives of the work based on the project concept
  • Evaluate and organise financial, physical and other resources based on in-depth knowledge of the creative form
  • Set up or gain access to an appropriate work space
  • Develop a realistic timeframe for the production of work
  • Evaluate and respond to project constraints
  • Monitor project workflow against the plan
       
Element: Develop own approach to documenting the body of work
  • Evaluate options for documenting and recording work and the ideas and research that inform it
  • Consider information for inclusion and the need to reveal the process of work
  • Select and develop own approach and presentation style
  • Document production of work from initial ideas to realisation
       
Element: Collaborate with others
  • Seek and be open to critical analysis of own work by others
  • Participate critically and knowledgably in conversations that explore different ways of doing things
  • Explore and experiment with ideas that come from collaboration
       
Element: Create finished work
  • Use safe work practices to manipulate selected materials, processes and technologies with increasing confidence and skill
  • Challenge and test technical and conceptual aspects of the work during production
  • Finish work to professional standard
       
Element: Evaluate own artwork
  • Review work in progress against personal, professional and artistic objectives
  • Identify and respond to opportunities for refinement and re-thinking
  • Evaluate efficiency and effectiveness of thework process
  • Evaluate finished work in terms of its coherence with the project concept, technical resolution and suitability for the intended purpose
       


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 coherent body of creative work that is technically and conceptually resolved, is consistent with the project concept, and is finished to a professional standard

consider the professional potential for proposed work

document the work creatively from initial idea to realisation

evaluate and discuss work in an informed way

use safe and sustainable work practices.

Context of and specific resources for assessment

Assessment must ensure access to:

appropriate resources for the production of work, including work space, tools, equipment and materials

studio and workshop facilities.

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 a body of work produced by the candidate

evaluation of processes used by the candidate to conceive, plan and realise the work

direct observation of work in progress

group peer review of the work

evaluation of a candidate’s visual diary or other forms of documentation showing the development of the work

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:

specialisation units for any creative form.

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:

collaborate with others as part of the creative process

discuss abstract ideas with others

create a professional documentation of work

critical thinking and analytical skills to:

evaluate, distil and select ideas for application to own work

evaluate own work in terms of its coherence

initiative and enterprise skills to develop ideas and create work that responds to creative and professional objectives

learning skills to:

receive and integrate constructive criticism from others

engage in an ongoing process of skills development

literacy skills to:

interpret information dealing with complex or abstract ideas

document work in ways that communicate processes and ideas

numeracy skills to manage project costs

problem-solving skills to creatively resolve conceptual and technical issues that arise within the work

self-management and planning skills to plan and coordinate a creative project from initial concept to realisation

technical skills to apply, adapt and refine specialised skills relevant to the particular creative form

Required knowledge

relationship between technique, materials and process in the relevant creative form

cultural, sociological, philosophical, aesthetic, political and commercial influences on chosen area of work, in historical and contemporary contexts

critical and creative thinking techniques and how they work in the context of creative practice

professional opportunities in the relevant area of creative practice

typical problems that occur during the production of a body of creative work, and how to avoid or resolve them

commonly used research methodologies for creative practitioners

current and emerging practice for documenting work in a creative context

basic project management techniques, particularly in relation to work planning, time management and resource management

intellectual property issues and legislation associated with professional creative practice

sustainability issues associated with the tools and materials used in the chosen creative form

organisational and legislative OHS procedures in relation to chosen creative form

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.

Adeveloping range of sources provides access to:

ideas that challenge own work to date

in-depth exploration of ideas already touched on

previously unexplored ideas

uses of new techniques, materials or processes

ideas that challenge own beliefs.

Sources may include:

art critics

art history texts

artworks

cultural theorists

design ideas

exhibitions

films

galleries

images

internet

journal articles

museums

myths and legends

objects

oral history

own experience

performances

presentations

philosophers

social commentators

technical or medium-specific information

writings.

Critical and creative thinking approaches may include:

blog or wiki

brainstorming

daydreaming and mental wandering

discussion

Edward de Bono's Six Thinking Hats

graphic organisers:

concept fans

visual maps

webbing

lateral thinking games

making associations

mind mapping

morphological analysis

sketching

social networking

storytelling

sub-culture surfing

trigger words

use of metaphors and analogies

vision circles

visualisation

wishful thinking

word salads.

Professional potentialmay relate to:

collaboration

market trends

professional development

saleability.

Relevant people may include:

employers

mentors

other creative practitioners

peers

potential customers

teachers.

Scope and objectives of the work may relate to:

brief for the work

competition criteria

creative criteria

ideas to be communicated

number of items to be produced

potential to exhibit and sell

self-development potential

time for creation.

Realistic timeframe takes account of:

availability of materials

client needs

complexity of the work

other commitments

potential for external factors to impact

sponsor requirements.

Project constraints may include:

availability of outsourced production or assistance

budget

client preferences

potential for burn-out

public safety

safety requirements

saleability

technical skills and knowledge

time.

Options for documenting and recording work may include:

blog or wiki

digital presentations

maquettes

notes and other written text

online forum

photographic record

physical portfolio

practice pieces

verbal presentation

visual diary.

Information for inclusionmay include:

challenges encountered

intellectual property considerations

development of techniques

early ideas

external references and sources

input from others

refinement processes for ideas and techniques

use of materials and processes

work log, including time and expenses.

Critically and knowledgably may include:

familiarity with the work of others

knowledge of materials, process and technique

substantiated ideas and positions.

Opportunities for refinement and re-thinking may relate to:

collaboration

ideas

materials

market demand

processes

techniques

workflow.

Efficiency and effectiveness may relate to:

aesthetic or functional quality of the work

completion on budget

completion on time

positive or negative impact on own health

success in communicating ideas

technical standard of work.

Coherence with the project concept may relate to:

connection of ideas within the work

connections or divergence in process between initial concept and final product

materials

processes

techniques.

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
Establish and explore a developing range of sources to inform new ideas 
Support professional practice by extending knowledge of historical and contemporary references 
Evaluate developing ideas and options for creative work using critical and creative thinking approaches 
Where appropriate, refine personal thinking through consultation with relevant people 
Develop ideas or designs based on research, reflection and suitability for the intended purpose 
Confirm the scope and objectives of the work based on the project concept 
Evaluate and organise financial, physical and other resources based on in-depth knowledge of the creative form 
Set up or gain access to an appropriate work space 
Develop a realistic timeframe for the production of work 
Evaluate and respond to project constraints 
Monitor project workflow against the plan 
Evaluate options for documenting and recording work and the ideas and research that inform it 
Consider information for inclusion and the need to reveal the process of work 
Select and develop own approach and presentation style 
Document production of work from initial ideas to realisation 
Seek and be open to critical analysis of own work by others 
Participate critically and knowledgably in conversations that explore different ways of doing things 
Explore and experiment with ideas that come from collaboration 
Use safe work practices to manipulate selected materials, processes and technologies with increasing confidence and skill 
Challenge and test technical and conceptual aspects of the work during production 
Finish work to professional standard 
Review work in progress against personal, professional and artistic objectives 
Identify and respond to opportunities for refinement and re-thinking 
Evaluate efficiency and effectiveness of thework process 
Evaluate finished work in terms of its coherence with the project concept, technical resolution and suitability for the intended purpose 

Forms

Assessment Cover Sheet

CUVPRP501A - Realise a body of creative work
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

CUVPRP501A - Realise a body of creative work

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: