Visual artists and designers working across art forms and design disciplines have expertise in the use of light and colour. This unit is also relevant to photographers. It may be applied in traditional or digital contexts.
At this level, this expertise would be demonstrated within a body of professional creative work. The practitioner is working independently with access to mentoring and guidance as required.
Not applicable.
1. Research light and colour | 1.1 Source information and ideas about the use of light and colour in art and design practice 1.2 Research the use of light and colour in historical and contemporary contexts 1.3 Research the use of light and colour in multidisciplinary and transdisciplinary contexts |
2. Develop own ideas about light and colour | 2.1 Analyse and distil relevant ideas and information from research 2.2 Reflect on the application of light and colour in own practice 2.3 Develop informed positions about the use of light and colour in own work and the work of others 2.4 Examine the ways in which digital technology impacts on the use of light and colour in own practice 2.5 Refine ideas through ongoing discussion and debate |
3. Integrate light and colour into a body of work | 3.1 Achieve different effects through manipulation of light and colour in own work 3.2 Experiment with different aspects of light and colour 3.3 Challenge and adapt uses of light and colour to suit own practice 3.4 Show command of the use of light and colour in a body of creative work |
Required skills |
communication skills to discuss technical and conceptual aspects of creative works critical thinking and analytical skills to: evaluate and make judgements about relationships between light and colour, effects and ideas (within and outside of a visual arts context) make critical evaluations about light and colour initiative and enterprise skills to identify and act on opportunities for own practice presented by the use of light and colour learning skills to develop and refine own approach to the use of light and colour literacy skills to analyse complex and varied information problem-solving skills to identify and resolve technical problems with the use of light and colour self-management and planning skills to draw together research and experimentation processes for benefit of own work technology skills to conduct web-based research |
Required knowledge |
historical and contemporary use of light and colour in own area of creative practice ways that light and colour are used in other creative disciplines and more broadly in areas of business, science and technology commonly used research methodologies for artists intellectual property issues and legislation associated with arts practice sustainability issues associated with the tools and materials used in the particular area of work OHS procedures in relation to area of work |
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: develop an individual approach to the use of light and colour in own work produce a coherent body of professional artwork that shows a command of light and colour research the use of light and colour, both within and beyond the visual arts context. |
Context of and specific resources for assessment | Assessment must ensure access to: equipment, materials and tools used in the relevant art form. |
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 the use of light and colour within a body of work produced by the candidate evaluation of processes used by the candidate to explore light and colour direct observation of work in progress, including exploration of, and experimentation with, techniques 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: art form specialisation units graphic design units photo imaging units. |
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.
Information and ideas may come from: | artworks commercial briefs critical writing events exhibitions experiences of self or others films images internet music objects other people performances presentations printed texts technical information. |
Multidisciplinary and transdisciplinary contexts may include: | across other art forms business science technology. |
Relevant ideas and information may include: | media new concepts for work techniques. |
Application of light and colour may relate to: | aspects of colour: hue intensity and saturation value brightness chroma digital processes illumination illusion reflection refraction shadow use of colour: additive complementary colours contrast shades subtractive tints tones unity visual adaptation. |
Informed positions may include positions that are: | grounded in appropriate research informed by own experimentation result of rational and logical thought subjected to the analysis of others, such as peer review supported by relevant information. |
Discussion and debate may be with: | clients employers mentors other creative practitioners peers supervisors. |
Body of creative work may include: | any art form, including two-dimensional and three-dimensional design work models props sets sketches. |
Visual communication – art, craft and design
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.