Creative practitioners working independently apply the skills and knowledge in this unit. They draw on high-level cognitive and creative skills to evolve and refine personalised approaches to visual representation to support their professional practice.
This activity is self-directed.
Not applicable.
1. Evolve technical skills and other visual representation tools | 1.1 Evolve expertise through ongoing experimentation with different tools and media 1.2 Deepen drawing technique and confidence through practice with tone, layout, perspective, colour and imagery 1.3 Evaluate own drawing expertise against professional needs and aspirations |
2. Refine drawing and representational skills as visual-thinking tools | 2.1 Extend drawing as a visual research tool in the development of work 2.2 Harmonise research, thinking and analysis through the drawing process 2.3 Analyse drawing as visual thinking in own work |
3. Develop personalised style to support professional practice | 3.1 Develop a personalised style that supports and reflects the unique nature of own work and practice 3.2 Evaluate the ways in which drawing contributes to a successful professional practice 3.3 Discuss and explore drawing processes and challenges with others 3.4 Challenge, adapt and refine own style to meet new and changing contexts for work |
Required skills |
communication skills to discuss and explore complex and abstract ideas with others critical thinking and analytical skills to analyse the drawing work of others and use drawing as a visual research tool initiative and enterprise skills to research and identify opportunities for drawing in own practice learning and self-management skills to recognise and use drawing as a professional development tool problem-solving skills to adapt and challenge own practice in the light of experience technical skills to use an extended range of drawing techniques, materials and tools |
Required knowledge |
industry expectations and standards for professional practitioners in relation to visually representing ideas techniques and devices to extend expertise in drawing and visual representation physical properties and capabilities of a wide range of materials and tools used in drawing intellectual property issues and legislation in relation to drawing and visual representation OHS issues associated with the tools and materials used for drawing and visual representation |
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 a personalised style of drawing or visual representation that supports and reflects the individual’s professional creative work extend expertise through ongoing practice with different techniques and media. |
Context of and specific resources for assessment | Assessment must ensure access to: drawing materials, tools and equipment. |
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 processes of drawing and visual representation used by the candidate evaluation of completed drawings prepared by the candidate and their relationship to completed artwork 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. |
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.
Different tools and media may include: | black and white media charcoal coloured media conte digital media gouache ink modelling paint pastel, including oil pastel pencil watercolour. |
Professional needs and aspirations may relate to: | own interactions with the drawing process specific value of drawing to particular areas of professional practice ways work needs to be presented and promoted. |
Research, thinking and analysis may involve: | challenging preconceptions examining own motivations making connections and associations questioning assumptions referencing the work of others. |
Personalised style is one which: | is based on the outcomes of own research and experimentation reflects and supports a professional practice in chosen area of work. |
Changing contexts for work may relate to: | evolving personal ideas industry trends market trends opportunities for work in different industries tools and technologies. |
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.