Installation art describes an artistic genre of site-specific, three-dimensional works designed to transform the perception of a space.
Experienced artists usually create installation works. Work is both independent and collaborative, and at this level the artist is fully involved in all project processes – creative, technical and organisational.
Not applicable.
1. Originate ideas for installation works | 1.1 Use own creative impulse or brief supplied by others to develop ideas for work 1.2 Initiate specific research and planning processes, including site research 1.3 Research and explore relevant ideas and associations, including site, environment and history 1.4 Develop responses to accommodate practical requirements and constraints 1.5 Explore options for materials, technologies and processes to fulfil creative requirements 1.6 Collaborate with relevant people about project ideas as part of an ongoing process of ideas refinement |
2. Articulate and present project ideas | 2.1 Develop, critique and articulate creative responses to the objectives and contexts of the brief and the site 2.2 Apply guidelines for formal presentation of concept proposal and supporting documentation to the industry client, sponsor or selection panel 2.3 Present the design proposal with supporting documentation and practical planning data 2.4 Evaluate and re-work aspects of the presentation as required |
3. Plan and document work in response to the site and the brief | 3.1 Develop and plan construction with reference to the specific site and its contexts 3.2 Engage with key stakeholders in the project 3.3 Represent planning and preparatory work using presentation mechanisms suited to the project |
4. Create the installation work | 4.1 Integrate command of technique, materials and process to create installation work that meets creative and other needs 4.2 Apply critical and creative thinking ability to challenge, adapt and refine the installation 4.3 Interrogate aspects of work in progress and participate in critical inquiry and discussion 4.4 Apply health and safety principles and guidelines to the development of installation projects |
5. Finalise the installation work | 5.1 Liaise with relevant people on factors affecting the finalisation of the work 5.2 Bring together the disparate challenges of the installation project to complete work on time 5.3 Organise the installation of the work, engaging specialist expertise where necessary |
6. Evaluate own work | 6.1 Seek and apply constructive criticism from others to improve own work 6.2 Evaluate work against planned strategy for own creative practice and intentions for installation work 6.3 Consider place of own work in relation to other installation artists 6.4 Adjust work processes and practice to improve technical, conceptual and commercial outcomes |
Required skills
communication skills to:
collaborate with others as part of the creative process
engage with others involved in installation projects at a professional level
critical thinking and analytical skills to:
independently analyse and evaluate ideas to inform original work
evaluate own work in terms of its coherence and place in a professional practice
initiative and enterprise skills to independently generate new ideas and work opportunities
learning skills to evaluate own skills against professional practice strategy and requirements of installation projects
literacy skills to:
interpret information dealing with complex or abstract ideas
document work in ways that communicate processes and ideas
numeracy skills to work with budgets
problem-solving skills to:
challenge, adapt and refine work projects
creatively resolve conceptual and technical issues that arise within the work
embrace and respond to the range of practical challenges of installation projects
self-management and planning skills to plan and coordinate a project from initial concept to realisation
technical skills to apply and adapt specialised skills to works for public sites.
Required knowledge
range of potential sites used for installation works
techniques for exploring relationships between sites and artworks
key people involved in installation projects in different contexts and their roles and interrelationships
types of documentation typically used in installation projects
practical planning issues to be considered in installation projects
types of specialist technical expertise that may be needed for realising installation projects
typical requirements and constraints of installation projects
OHS considerations for installation projects relevant to the particular materials, techniques and equipment being used.
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 and realise an installation work suitable for the public domain articulate and present ideas about installation work in relevant contexts evaluate, explain and discuss work in a professional context. |
Context of and specific resources for assessment | Assessment must ensure access to: appropriate resources for the production of work, including work space, tools, equipment and materials studio and workshop facilities. |
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 an installation project completed by the candidate evaluation of processes used by the candidate to independently conceive, plan and realise the work direct observation of work in progress evaluation of a candidate’s visual diary or other forms of documentation showing the development of the work, including research and ideas development group peer review of the work 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, for example: CUVPRP601A Originate a body of independent 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.
Site may be: | business community cross-cultural multi-cultural recreational rural social urban. |
Relevant people | collaborating artists community Elders council staff mentors site custodians site owners technical experts. |
Supporting documentation may include: | concept drawings maquettes research scale models site plans. |
Practical planning data may relate to: | budget engineering environmental considerations fabrication health and safety insurance technical specifications vandalism precaution. |
Presentation mechanism | oral musical visual. |
Critical and creative thinking ability | analysis of complex and abstract ideas and theories working effectively with concepts, such as: adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories debating and discussing developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions judging making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences nuance, subtlety and distinction questioning reading and listening critically reflecting. |
Specialist expertise | builders engineers planners plumbers transport providers. |
Constructive criticism | aesthetics philosophical foundations technique social context. |
Visual communication – installation
Not applicable.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.