CUVGRD501A
Research visual communication history and theory

This unit describes the performance outcomes, skills and knowledge required to research visual communication history and theory and to apply that research to own professional practice.

Application

Visual communication professionals inform and enrich their practice through their understanding of history and theory. It provides context, inspiration and reference for contemporary design solutions.

Depending on the nature of the practice, history and theory may relate to a particular period of time, a particular aspect of visual communication, or be broader in nature.

At this level, research is an independent activity, with some guidance and mentoring as required.


Prerequisites

Not applicable.


Elements and Performance Criteria

1. Select focus for research

1.1 Select a focus for visual communication research based on specific needs and perspectives

1.2 Challenge own assumptions and preconceptions about the research process and potential information sources

1.3 Select relevant historical and contemporary sources for investigation

2. Conduct critical analysis

2.1 Identify and investigate issues and ideas in the development of visual communication

2.2 Evaluate ways in which meanings, messages and information are communicated in both a historical and contemporary content

2.3 Seek out and compare the critical views of others in chosen area of inquiry

2.4 Allow the process of analysis to take exploration of issues in new and potentially unintended directions

3. Present ideas about visual communication history and theory

3.1 Develop substantiated opinions and ideas about visual communication history and theory

3.2 Make informed contributions to professional discussions of visual communication practice as a result of research

3.3 Present ideas in writing with clarity and accuracy

4. Develop own practice from research

4.1 Determine potential for integration of research findings into own work

4.2 Relate visual communication history and theory to business practice considerations

4.3 Recognise connections and associations between history, theory and contemporary practice

4.4 Develop relevant ideas about how research impacts on own professional practice and its future direction

Required Skills

Required skills

communication skills to:

articulate ideas about visual communication history and theory

present complex information and ideas in writing

literacy skills to interpret varied information sources dealing with potentially complex ideas

initiative and enterprise skills to use, challenge and adapt research to develop own professional practice

planning and organising skills to set up and undertake a research process

learning and self-management skills to use the research process as a professional development tool.

Required knowledge

ways of selecting a meaningful individual research focus to support professional practice

history of visual communication and key milestones in its development

contemporary trends and practices in visual communication

impacts of technology on visual communication, in historical and contemporary contexts

fundamental components of visual communication

opportunities offered by history and theory in terms of value to a developing professional practice in visual communication

intellectual property issues and legislation and how they relate to the research process.

Evidence Required

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:

select appropriate research focus based on professional needs

draw ideas and information from research to guide professional practice

present clear ideas in writing

communicate in an informed way about visual communication history and theory.

Context of and specific resources for assessment

Assessment must ensure:

access to a range of visual communication history and theory information sources

interaction with others as part of the discussion process, which may be physical or virtual.

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 presentation or documentation prepared by the candidate explaining research processes and how issues surrounding history or theory have been incorporated into work

case studies to assess ability to research and use different types of information

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.


Range Statement

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.

Visual communication researchmay relate to:

history of visual communication:

key stages of development

technology

interactions with other modes of communication

internet

particular aspects of visual communication:

colour

drawing

images

photography

signs

typography

visual communication in a particular cultural context.

Specific needs and perspectives may be influenced by:

commercial aspirations or requirements

discussions and ideas of others

previous research

techniques used in own practice

requirements of a particular work project

use of technology.

Assumptions and preconceptions may relate to:

how information is presented

level of formality required in the research process

own preconceptions

preconceptions of others

what types of research are acceptable

where to find information.

Historical and contemporary sources may include:

artworks

commercial brief

critical writing

events

exhibitions

experiences of self or others

films

images

internet

music

objects

other people

performances

presentations

printed texts

technical information.

Others may include:

artists

creative directors

designers

peers

teachers.

New and potentially unintended directions may be those which:

challenge preconceptions about work process and outcomes

generate completely new ideas

lead the individual to work with different tools and technologies

take the individual back to earlier ideas.

Substantiated opinions and ideas are:

grounded in appropriate research

result of rational and logical thought

subjected to the analysis of others (e.g. peer review)

supported by relevant information.

Integration of research findingsmay relate to:

design strategies

ideas and themes

materials

media

motifs

processes

styles

techniques

technologies.

Business practice considerations may relate to:

marketing and promotion of work

need for collaboration

need for further research and development time

new opportunities

use of technology.


Sectors

Visual communication – graphic design


Employability Skills

This unit contains employability skills.


Licensing Information

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.