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Evidence Guide: BSBDES301A - Explore the use of colour

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBDES301A - Explore the use of colour

What evidence can you provide to prove your understanding of each of the following citeria?

Source information on colour and colour theory

  1. Identify and access sources of information on colour and colour theory
  2. Evaluate and collate information to build a knowledge of colour and its application in different contexts
Identify and access sources of information on colour and colour theory

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate and collate information to build a knowledge of colour and its application in different contexts

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Experiment with colour

  1. Test different colours and colour combinations through experimentation
  2. Use own ideas as a way of testing, challenging or confirming colour theory
  3. Ensure safe use of materials, tools and equipment during experimentation with colour
Test different colours and colour combinations through experimentation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use own ideas as a way of testing, challenging or confirming colour theory

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure safe use of materials, tools and equipment during experimentation with colour

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate concepts and ideas through use of colour

  1. Investigate how colour might be used to communicate a particular idea or concept
  2. Select materials, tools and equipment relevant to the idea or concept
  3. Apply colour in a way that communicates the concept or idea based on own knowledge of colour and colour theory
  4. Review and reflect on own use of colour and what it communicates
  5. Seek and obtain feedback from others about the way colour has been used and its success in communicating the concept or idea
  6. Present and store work any samples in a way which takes account of the need for professional presentation and potential relevance for future work
Investigate how colour might be used to communicate a particular idea or concept

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Select materials, tools and equipment relevant to the idea or concept

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply colour in a way that communicates the concept or idea based on own knowledge of colour and colour theory

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review and reflect on own use of colour and what it communicates

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek and obtain feedback from others about the way colour has been used and its success in communicating the concept or idea

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Present and store work any samples in a way which takes account of the need for professional presentation and potential relevance for future work

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 following is essential:

effective use of colour to communicate a concept or idea

knowledge of colour theory, the effects of colour and its potential use in different contexts.

Context of and specific resources for assessment

Assessment must ensure:

access to materials, resources and equipment needed to apply colour in the relevant work context.

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 questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

evaluation of colour samples produced by the candidate to communicate a concept or idea

oral or written questioning to assess knowledge of colour theory and use of colour by different practitioners.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Required Skills and Knowledge

Required skills

literacy skills to read and interpret information about colour and colour theory

numeracy skills to calculate quantities and proportions of different colours

visual literacy skills to make judgements about the way that different colours work together and in conjunction with other elements.

Required knowledge

colour attributes and colour relationships

different colour theories and their applications to different contexts

emotional, cultural and situational aspects of colour

individual interpretation and choice in relation to the use of colour, and the potential limitations of theory

materials, tools and equipment required to experiment with colour in relevant contexts

ways in which other practitioners use colour in their work.

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.

Sources of information on colour and colour theory may include:

anecdotal sources, personal observation

art and design work

books and magazines

characteristics of materials, for example paints, pigments

scientific texts

web-based resources

Experimentation may involve playing with:

application of light, for example in a theatrical context

colour attributes in hue, chroma, value

colour grading

colour models (emotional, physical and psychological effects of colour)

colour scales

colour schemes

effective colour relationships, for example harmonies and discords

Materials, tools and equipment may include:

air brushes

brushes

cardboard

digital equipment

fabrics/textiles/plastics

glue

gouache, watercolour, acrylic

hand tools

light sources/equipment

lighting gels

measuring tools

pastels, colour pencils, crayons

range of papers

receptacles

rulers

software

sponges

spray gun

Idea or concept to be communicated may relate to a huge range of activities such as:

advertising and promotion

artistic works

exhibitions or events

fashion designs

interactive digital media products

interior designs

jewellery design

lighting designs

object or product design

sign making

theatrical props, sets or scenic art

Samples may be:

colour wheels

colour swatches

constructed

digital output

drawn, painted, printed

photographs

sample boards

transitory, for example natural and artificial lighting effects