Designers and artists engage with a wide and potentially complex range of ideas about 2-D design. At this level they are able to then develop and refine their own ideas and responses to the potential of the 2-D form through the production of professional work.
This unit complements units that focus on specialised skills for particular design disciplines or art forms.
Work may be independent or collaborative. It is largely self-directed with guidance and mentoring available as required.
Not applicable.
1. Originate ideas for 2-D design | 1.1 Generate ideas for design concepts through research, exploration and experimentation 1.2 Develop initial design concepts consistent with the intent of the work or 1.3 Evaluate, explore and play with options that best suit the design brief 1.4 Refine options and select the approach that best meets design brief requirements |
2. Plan design process | 2.1 Develop clear plan and schedule for design realisation 2.2 Organise and allocate resources to meet required standards, timeframes and budget 2.3 Liaise with others involved in design realisation as required 2.4 Monitor process to ensure integrity of design is maintained, including challenging own design work 2.5 Identify difficulties or problems and take action to rectify 2.6 Maintain accurate, relevant and complete documentation |
3. Refine and consolidate process | 3.1 Develop effective 2-D designs and design processes 3.2 Develop and document a design language that reflects own style and approach 3.3 Identify opportunities for refinement and re-thinking and make adjustments as required 3.4 Articulate the design process and the final solution through effective documentation of work 3.5 Prepare and present 2-D design solutions to key people |
4. Maintain expertise | 4.1 Apply professional work ethic to design activities 4.2 Use feedback from others to improve own skills in design 4.3 Stay up-to-date with industry standards and seek opportunities to further develop technical and conceptual skills 4.4 Source new ideas and trends through regular review of the work of others 4.5 Keep informed about new creative approaches, techniques, materials and equipment for 2-D design |
Required skills |
communication skills to: work collaboratively in the design process create design documentation initiative and enterprise skills to: apply creative thinking techniques to originate ideas and concepts generate a range of ideas and options for visually representing a concept, idea or brief develop 2-D designs that best respond to specifications learning skills to: keep informed of new creative approaches, techniques, materials and equipment relevant to 2-D design improve own skills in developing 2-D designs through practice and responding to feedback from others on own work literacy skills to interpret specifications and briefs for 2-D design numeracy skills to interpret and correctly apply calculations and measurements planning and organising skills to independently undertake the design process problem-solving skills to take responsibility for creating design solutions for wide-ranging and unpredictable design challenges self-management skills to manage own work and adopt a professional work ethic technical skills to develop 2-D designs using a range of techniques and approaches appropriate to the brief or idea |
Required knowledge |
ways in which 2-D designs are used in the particular area of work principles of 2-D design physical properties and capabilities of the range of equipment, tools and materials used for 2-D design ways to present finished 2-D designs work space requirements for the production of 2-D design, including set-up of work space for particular types of 2-D work issues and challenges that arise in the context of making 2-D designs intellectual property issues and legislation associated with making 2-D designs sustainability issues associated with equipment, tools and materials used in 2-D design organisational and legislative OHS procedures in relation to design |
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: originate concepts for 2-D design that address the brief develop effective 2-D designs and design processes that meet project requirements and provide creative solutions apply professional practice to 2-D design work. |
Context of and specific resources for assessment | Assessment must ensure access to: projects, tools, space and equipment required for developing 2-D designs in the relevant area of work. |
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: practical demonstration of skills using required resources to develop 2-D designs direct observation of the development of 2-D designs by the candidate evaluation of 2-D designs produced by the candidate oral or written questioning to assess knowledge of 2-D design techniques review of portfolios of evidence review of third-party reports from experienced practitioners. Assessment methods should closely reflect workplace demands 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. |
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.
Specifications may include: | background information about clients budget clients’ needs creative objectives considerations, such as: contractual copyright ethical legal diagrams indicating, for example: colours measurements scale style materials personal intent personnel involved in the project purpose relevant statutory requirements, e.g. health and safety considerations requirements for development or building consent scope for making adjustments sponsorship technical objectives technology timeframe visual representations. |
Resources may include: | equipment, such as: cutting blades digital equipment measuring tools pens and nibs range of brushes, including air brushes receptacles rulers scissors spatulas sponges spray guns materials, such as: cardboard charcoal clays coloured pencils crayons extenders and binders fibreglass foamcore inks laminates latex nails natural and synthetic fibres paper paper pulp pastels perspex polystyrene resins rubber solvents and cleaning materials specialised metal and wood primers tape turps water and oil-based paints waterproof lacquers relevant software time. |
Design processesmay include: | applying elements and principles of design assessing various materials, equipment and software developing inspiration boards, storyboards and other draft visuals identifying, classifying and selecting constraints manipulating design variables to satisfy the non-negotiable constraints and optimising those that are negotiable. |
Design language | overarching scheme or style that guides the design of a complement of products. |
Key people may include: | art department audience client creative director designer director manager mentor other technical and specialist personnel producer production manager project manager representative of organisation commissioning the work supervisor teacher technical director. |
Professional work ethic | attentive behaviour in creative practice following organisational and industry storage and inventory procedures following organisational, industry and legislative OHS procedures punctuality and reliability responding appropriately to feedback working creatively with individual differences. |
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.