This unit underpins many specialisation units and combined assessment and/or training with those units is highly recommended.

ELEMENT

PERFORMANCE CRITERIA

1 Develop concept.

1.1 Identify relevant source material for concept development according to nature and direction of work.

1.2 Source and extract key information to inform concept development.

1.3 Where appropriate, organise collected information in a manner which assists in the development of the concept.

1.4 Evaluate information and ideas to develop possible approaches to work.

1.5 Select final option for the concept based on evaluation and refinement of approaches and the desired outcome for the work.

2 Communicate concept.

2.1 Identify which aspects of the concept and concept development should be communicated, based on nature and purpose of work.

2.2 Identify those to whom concept for work should be communicated, based on nature and purpose of work.

2.3 Assess a range of communication methods and select most appropriate based on nature and purpose of work.

2.4 Communicate the concept and its development in a manner which facilitates understanding by others.

2.5 Seek feedback on concept and provide clarification when required.

3 Refine concept.

3.1 Undertake own review of concept and challenge ideas and approaches taken.

3.2 Seek input and comments from others about the concept.

3.3 Re-evaluate options for the concept based on own review and feedback, and refine accordingly.

Required skills:

literacy skills sufficient enough to source a range of material and to organise and evaluate the information to assist in the development of the concept for own work

numeracy skills sufficient to interpret technical data to assist in the development of concept for own work.

Required knowledge:

a range of information sources to assist in the development of the concept for own work

suitable communication methods to communicate the concept for own work

the elements and principles of design to assist in the development of the concept for own work

knowledge about other artists and concept development of their own work

knowledge about theoretical and historical contexts to assist in the development of the concept for own work

awareness of copyright, moral rights and intellectual property pertaining to sourced, organised and evaluated information for the development of the concept for own 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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The following evidence is critical to the judgement of competence in this unit:

development and refinement of a concept through processes which involve analysis of information and communication with others

effective communication skills to hold informed discussion about concept development.

Context of and specific resources for assessment

The assessment context must provide for:

practical demonstration of skills through the development, communication and refinement of a concept for a piece of work

interaction with and involvement of others to reflect the communication aspects of the unit.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

evaluation of a presentation made by the candidate

questioning and discussion and candidate's intentions and work outcomes

written and/or verbal reports

visual presentation which may include diagrams, charts, slides, digital, video

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 e.g. speakers of languages other than English, remote communities and those with interrupted schooling).

Assessment of this unit requires access to the materials, resources and equipment needed to collect, organise and evaluate information.

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 sources may include:

books, magazines, poems

direct observation of the natural or built environment

family stories

Internet

music and/or film/video

myths and legends (including religious)

new and emerging technology

oral history

performances/presentations

photographs and other artworks.

The concept may include:

elements and principles of design

the relationship of the work to a theoretical and historical context

the subject matter or theme for the work, e.g. the body; identity; land and place; political, cultural or social issues; spiritual concerns.

Organising information may include:

annotated sketches

charts, diagrams

file, including digital

scrap book of images

written and/or visual diary.

Evaluation of information may include:

aesthetic appeal

consideration of innovation

cultural conventions and/or significance

personal interest

potential of new technology

thinking beyond the established boundaries.

Aspects of the concept and concept development to be communicated may include:

constraints/parameters

consultations with community, Elders, other arts practitioners

problem solving strategies

research of history and theory pertaining to specific arts practice

research of work by other arts practitioners

the brief

visual examples of work by other arts practitioners, e.g. a video, slides, photographs, photocopies

work progress, e.g. visuals, annotated sketches.

The context for communication may relate to:

cultural issues surrounding presentation

how the concept is being presented

physical limitations

the people to whom the concept is being presented

why the concept is being presented, e.g. in response to a brief.

A communication method may be:

oral (which may include song)

visual and oral

written

written and visual.

Feedback on concept may be:

discussion

notes in diary

oral

visual annotations and written

written, including digital.

This unit contains employability skills.