It is highly recommended that this unit be assessed in conjunction with the following units:

CUVCOR03B Develop, refine and communicate concept for own work

CUVCOR08B Produce drawings to represent and communicate the concept.

Depending upon the context, combined assessment and/or training with a range of other units would also be appropriate, e.g.:

CUVCRS08B Document the work progress

CUVCRS14B Prepare, store and maintain finished work.

ELEMENT

PERFORMANCE CRITERIA

1 Prepare and maintain resources for textile/fibre work.

1.1 Correctly identify and select tools, equipment and materials required for the production of textile/fibre work.

1.2 Prepare, clean and maintain tools, equipment and materials in accordance with relevant workplaceprocedures and safety requirements.

1.3 Organise and maintain work space so that it remains clean and safe.

1.4 Store tools, equipment and materials in accordance with relevant workplace and safety requirements.

2 Explore textile/fibre techniques to plan work.

2.1 Assess the capabilities of techniques, tools, equipment and materials for different types of textile/fibre work.

2.2 Use and/or combine different techniques, tools, equipment and materials to determine and extend capabilities.

2.3 Determine the conceptual vision for the proposed textile/fibre work based on exploration of different techniques or from supplied information.

2.4 Establish criteria for the selection of techniques to meet the conceptual vision.

2.5 Select techniques based on the conceptual vision.

2.6 Plan work, identifying work processes and resource requirements.

3 Realise textile/fibre work.

3.1 Organise the resources required for the production of the proposed textile/fibrework based on the plan of work.

3.2 Safely use and adapt techniques, tools, equipment and materials appropriately to realise the conceptual vision.

3.3 Identify potential different approaches that may enhance the final work and incorporate these into the work process.

Required skills:

literacy skills sufficient to read product safety labels

numeracy skills sufficient to calculate quantities, and cost.

Required knowledge:

physical properties and capabilities of the range of materials, tools and equipment used in textile/fibre work

work space requirements for textile/fibre work, including ways of organising and maintaining space

ways of exploring, adapting and combining techniques and materials to achieve different effects in textile/fibre work

general knowledge of the formal elements and principles of design and their specific application to the production of textile/fibre work

cleaning and maintenance techniques for tools and equipment used in textile/fibre work

general knowledge of the historical and theoretical contexts for textile/fibre work

awareness of copyright, moral rights and intellectual property issues

environmental issues associated with the tools and materials used in textile/fibre work

organisational and legislative occupational health and safety procedures in relation to textile/fibre 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 in this unit

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

production of textile/fibre work which demonstrates a command of selected techniques and which is consistent with the conceptual vision

knowledge of materials and tools and how they are used and extended in textile/fibre work.

Context of and specific resources for assessment

The assessment context must provide for:

evaluation of visual language and technical execution of work pieces produced by the candidate

practical demonstration of skills using required tools, equipment and materials to produce multiple textile/fibre works or a single major work.

Method of assessment

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

direct observation of work in progress

questioning and discussion of the candidate's intentions

verbal and written reports

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 such as 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 produce textile/fibre.

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 may include:

brushes

cutting tools

equipment for tie dyeing

scrapers

spatulas

spoons

tjantings

weaving shuttles

weaving, knitting, embroidery needles.

Equipment may include:

blenders/electric beater, e.g. Hollander

hotplate/stove for heating wax

light box for exposing photo emulsion for screen printing

looms, e.g. backstrap, table loom

moulds and deckles

press

saucepans

screens and carousel for printing

sewing machine

squeegees

vacuum table

vats for dyeing fabric and casting paper.

Materials may include:

cellulose fibres recycled acid free mount board, plant fibres, e.g. pampas grass, banana leaf, flax, kozo

cold and hot water dyes and necessary chemicals for dyeing fabric

drawing materials for colouring (may include watercolour pencils)

fabrics, e.g. cotton, linen, silk, synthetic fabrics, tapa cloth

materials for embedding in paper, e.g. other fibres, magazine images

methyl cellulose

natural fibres, e.g. vines, willow branches, flexible twigs, pandanus, palm fronds, reeds, bark, wool, cotton, fibre spun or twisted into string

painting materials

photo emulsion and stencils for screen printing

pigment dyes for paper

printing inks

sizing agents for paper

synthetic fibres, e.g. plastics

various waxes for resist dyeing

water based paints.

Textile/fibre work may include:

decorated or embellished objects or fabric lengths, e.g. printing, appliqué, tapestry, patchwork, embroidery, stitching

dyed fabric lengths or objects

felt cloth or objects

hand made paper, sheets of paper, cast paper

objects, e.g. baskets, mats, containers

printed fabric lengths

printed objects, e.g. for home-wear, fashion, interior markets, 2-dimensional and 3-dimensional works.

Workplace procedures may relate to:

cost control

process-specific procedures

recycling

reporting

safety

use of materials.

Safety requirements would be in accordance with:

Federal, State and Territory legislation, regulations and standards.

Organisation and maintenance of the work space may relate to:

light

process specific requirements

ventilation

wet and dry areas.

Assessing the capabilities of the techniques, tools and materials may involve:

experimenting directly with work in progress

producing test pieces or samples

systematically testing a range of processes.

Extending capabilities of techniques refers to:

exploring the potential of techniques and discovering new ways of using techniques.

The conceptual vision may be determined by:

elements and principles of design

the relationship of the work to a theoretical and historical context

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

Criteria for the selection of techniques may relate to:

access to materials, tools and equipment for the techniques

consistency with the conceptual vision for the proposed textile/fibre work

ease of application of the techniques

personal affinity with the techniques.

Within this unit the candidate would generally extend, build upon and combine a range of techniques which may include:

hand painting

hand-paper making, e.g. casting, embossing, pulp painting

knitting and knotting techniques

printing, e.g. block, screen, stamp, stencil, mono printing

resist dying techniques, e.g. batik, tie dying, shibori

stitching, e.g. embroidery, appliqué, patchwork

tapestry

weaving, e.g. off loom, backstrap, loom weave, basket.

This unit contains employability skills.