People developing their creative skills in many different areas may work on collaborative projects, which could include community art projects organised through local councils, business organisations or educational institutions.
At this level, work is usually undertaken under supervision.
Not applicable.
1. Participate in project set-up | 1.1 Liaise with others involved in the project to identify overall purpose and goals 1.2 Agree on responsibilities for the different aspects of the work within the team, including timelines 1.3 Where appropriate, contribute to the development of ideas for the creative project |
2. Contribute to creative work | 2.1 Organise the resources needed for individual or team work based on own role and responsibilities 2.2 Safely use a range of technical skills to support the creative ideas of the work 2.3 Test and refine techniques through the production of work within the parameters of the project |
3. Work collaboratively | 3.1 Follow through on own responsibilities within the project 3.2 Share creative and technical ideas with other people during the making of the work 3.3 Contribute constructively and positively to the dynamics of the group to ensure positive outcomes 3.4 Identify and resolve practical and interpersonal challenges in group process |
4. Review collaborative work | 4.1 Participate in a review of the project processes and outcomes with other team members 4.2 Seek feedback on own role and identify skill development opportunities 4.3 Provide supportive feedback to others |
Required skills |
communication skills to: share ideas about creative work make positive and constructive contributions to a collaborative process learning skills to use the collaborative process as a development tool literacy skills to interpret project information planning and organising skills to participate in the set up and operation of a collaborative project problem-solving skills to test and refine different techniques technical skills to use a range of techniques in the particular area of creative work |
Required knowledge |
different types of collaborative creative projects, including the ways they are resourced and run sources of ideas for creative work in the relevant context resources needed for creative work in the relevant area of work techniques used to achieve different effects in the relevant area of work different roles played by people in a collaborative project and ways to participate constructively and positively typical problems that arise within a group project and how they may be avoided or addressed intellectual property issues that affect the creation of any type of creative work sustainability considerations relevant to the type of work being created and its location OHS requirements for the work being undertaken |
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: make a positive contribution to a collaborative creative project show some technical proficiency in the use of a range of techniques, tools, materials and equipment. |
Context of and specific resources for assessment | Assessment must ensure: participation in a collaborative creative project materials, tools and equipment required for realisation of the creative work. |
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 work produced by the candidate as part of a collaborative effort evaluation of presentation prepared by the candidate detailing the processes and outcomes of a collaborative creative project questioning and discussion about candidate’s participation in the project participation in discussions with the candidate and others about the project 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.
Others may include: | peers mentors supervisors teachers. |
Overall purpose and goals may relate to: | creative work in private spaces community participation enhancement of public space fundraising mounting of community exhibitions therapeutic. |
Resources may include: | equipment materials tools work space. |
Technical skills | ceramics dance design in any discipline drawing digital work glass painting printmaking sculpture screen and media textiles woodwork. |
Review may include: | brainstorming formal reporting professional critique reviewing feedback. |
Industry capability – professional practice
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.