People with little or no drawing experience apply the skills and knowledge outlined in this unit. Typically they are embarking on a career in visual arts or a related area of creative practice and may have acquired general design or drawing skills either at school or through self-directed learning and experimentation.
At this level, they are applying basic techniques to produce drawings from simple ideas. Supervision and guidance would usually be provided.
Not applicable.
1. Prepare drawing resources | 1.1 Identify and obtain drawing tools, equipment and materials 1.2 Prepare tools, equipment and materials according to workplace procedures and safety requirements 1.3 Set up a safe work space with guidance from key people |
2. Use and test drawing techniques | 2.1 View a range of drawings in different styles and discuss with others how effects are achieved 2.2 Match potential techniques to the ideas for the work with the assistance of key people 2.3 Test nominated techniques to determine the effects they achieve 2.4 Safely use selected techniques to produce drawings 2.5 Calculate correct quantities of materials required and minimise waste where possible 2.6 Clean and store tools, equipment and materials according to safety requirements and specific needs of different items |
3. Make plans to develop skills | 3.1 Seek feedback on drawing work from key people 3.2 Respond positively to feedback and identify key areas for improvement 3.3 Review different opportunities to build own skills and select suitable options |
Required skills
communication skills to:
discuss the process for producing drawings with others
understand and follow instructions
learning skills to:
improve techniques for producing drawings through practice
respond appropriately to feedback
literacy skills to read product and equipment safety labels
numeracy skills to calculate quantities of materials
planning and organising skills to prepare and set up resources and work space.
Required knowledge
materials, tools and equipment commonly used for drawing
major styles of drawing and the work of key practitioners relevant to individual area of interest
typical work space and equipment requirements for the production of different types of drawings
cleaning and maintenance techniques for tools and equipment used in drawing
elements and principles of design – what they are and what they mean
intellectual property considerations for any person making creative work
ways of minimising waste in the use of drawing tools, equipment and materials
OHS procedures that apply to drawing 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: produce drawings where the techniques and materials support the ideas for the work apply knowledge of drawing tools, equipment and materials. |
Context of and specific resources for assessment | Assessment must ensure access to: equipment and materials used to produce drawings. |
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: direct observation of drawings in progress questioning and discussion of the candidate’s intentions and 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: CUVPRP201A Make simple creative 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.
Tools and equipment may include: | brushes crayons electronic equipment and accessories pencils pens rags scrapers spatulas sponges sticks. |
Materials may include: | chalks charcoal crayons ink and wash papers pastels watercolour. |
Workplace procedures may relate to such things as: | cost control process-specific procedures recycling reporting safety use of materials. |
Key people | arts practitioners mentors supervisors teachers. |
Ideas may be influenced by: | elements and principles of design subject matter or theme for the work, such as: built environment identity land and place natural world political, cultural and social issues the body spiritual concerns. |
Process used to test techniques may include: | experimenting directly with work in progress exploring techniques by making practice pieces making samples using nominated techniques. |
Techniques would generally be quite limited in nature and may include: | digital drawing techniques basic use of: linear marks of differing intensity and character linear marks to produce illusion of three-dimensional (3-D) form simple linear perspective through the use of a vanishing point tonal range to produce illusion of a 3-D form. |
Visual communication – drawing
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.