- CUVVSP56B - Research and experiment with techniques to produce textile/fibre work
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUVVSP56B Mapping and Delivery Guide
Research and experiment with techniques to produce textile/fibre work
Version 1.0
Issue Date: March 2024
Qualification | - |
Unit of Competency | CUVVSP56B - Research and experiment with techniques to produce textile/fibre work |
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Description | This unit describes the skills and knowledge required to research and experiment with various techniques and media for the realisation of textile/fibre work. It outlines the way textile/fibre work is produced through the use of experimentation and ongoing refinement. It is a specialisation unit and refers to a specific art form. This work would usually be carried out independently, although guidance would be available if required.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | Not Applicable | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | It is highly recommended that this unit be assessed in conjunction with:CUVCOR04B Originate concept for own work and conduct critical discourseCUVCOR09B Select and apply drawing techniques and media to represent and communicate the conceptCUVCOR13B Research and critically analyse history and theory to inform artistic practice.Depending upon the context, combined assessment and/or training with a range of other units would also be appropriate, e.g.:CUVCRS14B Prepare, store and maintain finished workCUVCRS08B Document the work progress. | ||
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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Inform work through experimentation with textile/fibre techniques and media. |
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Element: Develop and refine a conceptual vision for textile/fibre work. |
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Element: Determine and organise resource requirements for new work. |
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Element: Realise textile/fibre work. |
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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. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit in this unit | The following evidence is critical to the judgement of competence in this unit: production of textile/fibre work which demonstrates a highly developed command of the selected techniques and which is consistent with the conceptual vision in depth knowledge of techniques, materials and tools and the ways they may be adapted and extended. |
Context of and specific resources for assessment | The assessment context must provide for: evaluation of visual language and technical execution of work pieces produced by the candidate practical demonstration of skills using required tools, equipment and materials to produce multiple textile/fibre work or a single major work. |
Method of assessment | Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include: direct observation of work in progress, including exploration of and experimentation with techniques questioning and discussion about candidates intentions and the work outcome verbal and written reports review of portfolios of evidence third party workplace reports of performance by the candidate. 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 a speakers of languages other than English, remote communities and those with interrupted schooling). |
Assessment of this unit requires access to the materials and resources needed to produce textile/fibre. |
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: research skills and sources of information to inform experimentation in textile/fibre work literacy skills sufficient to interpret information and material about the work of other textile/fibre artists numeracy skills sufficient to evaluate resource costs and to calculate material requirements. |
Required knowledge: the role of experimentation in developing and refining concepts for textile/fibre work detailed knowledge of physical properties and capabilities of the range of materials and tools used in textile/fibre work the characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects formal elements and principles of design and how these may be used, adapted and challenged in the development of concepts for textile/fibre work historical and theoretical contexts for textile/fibre work and how this may be used to inform own artistic practice copyright, moral rights and intellectual property issues and legislation associated with textile/fibre work sources of raw, part-processed and processed materials and other resources for textile/fibre work work space requirements for textile/fibre work, including selection and set up of work space for particular types of work environmental issues associated with the tools and materials used in textile/fibre work, including the potential issues associated with new approaches organisational and legislative occupational health and safety procedures in relation to textile/fibre 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. | |
Textile/fibre work may include: | decorated or embellished objects, fabric lengths, e.g. using printing, stitching, painting techniques fabric lengths felt cloth or objects objects, e.g. baskets, mats, containers, screens |
printed objects, e.g. for home wear, fashion, interior markets, 2-dimensional and 3-dimensional work, installation printed, dyed, painted fabric lengths sheets of handmade/cast paper. | |
Within this unit the candidate would generally demonstrate a command of a broad range of techniques as the basis for experimentation and innovation. Techniques may include: | dyeing embroidery and stitching hand papermaking, e.g. casting, embossing, pulp painting knitting and knotting techniques printing, e.g. block, screen, photographic techniques, stamp, combined printing techniques resist dyeing, e.g. batik, tie dying, shibori, tritik tapestry weaving, e.g. off loom, backstrap, loom weave, basket. |
Materials may include those used for: | papermaking: caustic soda dyes objects for casting objects for embedding and embossing plant fibres recycled pulp printing and painting: dyes and inks matrix materials such as lino, wood, screens photographic processes stencils, e.g. paper, plastic resist dyeing: caustic soda cold and hot water dyes (natural and synthetic) cotton or silk lengths salt, resist salt soda ash urea wax weaving, knitting and knotting and embroidery techniques: beads, sequins, metal fragments fabric fragments and lengths, e.g. cotton, silk, synthetic etc found materials |
metal threads, wire synthetic and natural fibres including grasses, vines, twigs, reeds etc twine, wool, synthetic threads. | |
Tools and equipment may include those used for: | papermaking and painting: blenders brushes containers couching bards and blankets drying racks tables boards moulds and deckles press for water extraction pulp baths stainless steel cooking utensils for plant fibre preparation printing and painting: brushes carrousel ink mixing surface, e.g. glass, perspex light box measuring containers padded table pressing tools and equipment rollers screens spatulas vacuum table resist dyeing: brushes container dye and rinse baths hangers hotplate, stove metal wax melting containers stirrers tjantings twine for tie dying vats weaving, knitting and knotting and embroidery techniques: bobbins frames loom |
needles for weaving, embroidery and knitting sewing machine. | |
Extending capabilities through: | experimentation encourages the exploration of the full potential of the art form and involves innovation. |
Particular safety or environmental issues may include: | Federal, State and Territory legislation, regulations and standards personal protection recycling safe disposal of waste. |
Research may involve: | approaching individuals with relevant expertise attending lectures and talks conducting material and technical experiments and tests seeking out information in books, journals, newspapers visiting exhibitions, museums. |
Intellectual property, moral rights and copyright requirements may relate to: | extent to which the work may be used procedures for seeking permission to use the work of others, including systems for the administration of copyright protocols for the adaptation of work by others. |
The conceptual vision may be determined by: | elements and principles of design the relationship of the work to a theoretical and historical context the subject matter or theme for the textile/fibre work, e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns. |
Refining the conceptual vision may include: | adjustment to consideration of elements and principles of design adjustment to subject matter or theme adjustment to utilise the extended capabilities of the technique no change. |
Sources of supply may include: | commercial outlets found objects or materials manufacturing or factory waste nature. |
Cost and other constraints may relate to: | availability of materials and tools budgeting sponsorship timeframe. |
Workplace requirements may include: | drying space lighting process specific requirements ventilation wet and dry areas. |
Issues of presentation may include: | availability of space cost practical considerations presentation context timeframe. |
Taking action may involve: | deciding on presentation method seeking external assistance, e.g. engaging a model, plinth construction selecting and preparing work for presentation. |
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 |
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Evaluate the potential for new approaches to textile/fibre work based on capabilities of techniques already used. | |||
Select, adapt or introduce new materials, tools, equipment or technology for the achievement of different effects. | |||
Extend the capabilities of textile/fibre techniques through experimentation to inform practice. | |||
Take account of particular safety or environmental issues associated with the use of different techniques and media. | |||
Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property, moral rights and copyright requirements. | |||
Develop a conceptual vision for textile/fibre work based on a knowledge and understanding of different textile/fibre techniques. | |||
Consider the criteria for selecting techniques, material, tools and equipment based on results of experimentation. | |||
Establish criteria which are most likely to facilitate the achievement of the conceptual vision. | |||
Select approach to work which meets established criteria. | |||
Refine the conceptual vision based on ongoing experimentation and analysis of textile/fibre techniques. | |||
Assess specific resource requirements which arise from the use of techniques and experimental approaches. | |||
Research and access potential sources of supply for textile/fibre resources. | |||
Evaluate cost or other constraints which may impact on the development of work. | |||
Set up or co-ordinate resource requirements in accordance with safety or other workplace requirements. | |||
Realise the textile/fibre work using techniques and media selected from research and experimentation to meet the conceptual vision. | |||
Evaluate and respond to the potential for changes in the use of techniques, materials, tools or equipment. | |||
Refine the conceptual vision based on ongoing experiences with the production of work. | |||
Use safe working practices throughout the production of textile/fibre work. | |||
Consider issues of presentation and take action accordingly. |
Forms
Assessment Cover Sheet
CUVVSP56B - Research and experiment with techniques to produce textile/fibre 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:
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Date:
Assessment Record Sheet
CUVVSP56B - Research and experiment with techniques to produce textile/fibre 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
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Student signature:
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