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Evidence Guide: CUELGT09B - Apply a general knowledge of lighting to work activities

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

 

CUELGT09B - Apply a general knowledge of lighting to work activities

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

Make preparations for lighting set up.

  1. Extract key information from lighting plans and confirm requirements with supervisor.
  2. Correctly identify appropriate rigging and positioning points for lighting equipment.
  3. Correctly identify cables used to connect different lighting components.
  4. Correctly identify and sort equipment and accessories in preparation for set up, ensuring appropriate handling and taking account of equipment differences.
Extract key information from lighting plans and confirm requirements with supervisor.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Correctly identify appropriate rigging and positioning points for lighting equipment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Correctly identify cables used to connect different lighting components.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Correctly identify and sort equipment and accessories in preparation for set up, ensuring appropriate handling and taking account of equipment differences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete tasks using lighting equipment.

  1. Correctly use the lighting desk to bring up channels for focussing.
  2. Correctly and safely power up dimmers and set up patch location.
  3. Match light beam control accessories to lights and use in accordance with instructions.
  4. Correctly handle cables, including rolling/unrolling, storage and safe manual handling.
  5. Identify any problems with equipment promptly, take action within the scope of individual responsibility or report to supervisor.
  6. Communicate appropriately with other technicians, performers or customers during the completion of tasks.
Correctly use the lighting desk to bring up channels for focussing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Correctly and safely power up dimmers and set up patch location.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Match light beam control accessories to lights and use in accordance with instructions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Correctly handle cables, including rolling/unrolling, storage and safe manual handling.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any problems with equipment promptly, take action within the scope of individual responsibility or report to supervisor.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate appropriately with other technicians, performers or customers during the completion of tasks.

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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

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

recognition of lighting equipment,, including key features and purpose

completion of lighting-related tasks in accordance with health and safety procedures.

Context of and specific resources for assessment

The assessment context must provide for:

practical demonstration of skills through the completion of a range of preparatory and set up tasks with industry-current lighting equipment

project or work activities that allow knowledge to be applied to specific production contexts and situations.

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 the candidate completing lighting-related tasks

evaluation of equipment which has been set up by the candidate

oral or written questioning to assess knowledge of equipment types

review of portfolios of evidence or third party workplace reports of on-the-job performance by the candidate.

Assessment methods should closely reflect workplace demands and the needs of particular groups (eg 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:

a range of lighting equipment as identified in the Range Statement

an environment in which lighting can be set up and operated

lighting plan for interpretation.

Required Skills and Knowledge

Required skills:

requirements for storage of lighting equipment

literacy skills sufficient to interpret lighting plans, understand use of scale, lighting symbols and notation conventions

numeracy skills sufficient to count and sort equipment and use numerical features of lighting desks.

Required knowledge:

the general scope and potential of lighting operations within different live production contexts, eg theatre, music, corporate

the relationship between lighting operations and other technical and performance areas, including audio, vision systems and performance

typical roles and responsibilities of the lighting technicians in different context, including career paths

lighting system options in a range of venue types

specialised terminology that applies to lighting operations

general features of lanterns and accessories, dimmers and control systems

overview of different types of automated lights and the special requirements of this type of technology, including rigging orientation, powering, requirement for data supply and fixture addressing

overview of appropriate use of standard pump propelled glycol-based atmospheric (smoke) effects

organisational and legislative occupational health and safety legislation in particular relation to lighting operations, eg electrical restrictions

knowledge of colour recognition.

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.

Use of lighting desk must include:

manual preset operation

single scene submaster operation (a single set of channel levels being stored in a fader for later use)

submaster cue stacking and playback (a series of cues, namely sets of channel levels and fade times, stored in sequence and recalled later)

theatrical cue set up and playback.

Use of dimmer and patch system layouts may include:

automated lighting requirements - direct power and data lines required (no dimmer)

distributed dimming - dimmers located where required

distributed patch - patch lines from a single dimmer location to destination lights

dual systems - combination of the above two systems.

Conventional lights to be used must include:

floods and PARS and cyc lights

fresnel and pebbled convex (PC) lanterns

profile, ellipsoidal profile.

Light beam control accessories may include:

barn doors

black wrap

doughnuts and top hats

gel types and gel frames

gobos and gobo holders

iris

shutters

spun.

Use of conventional lights must include:

awareness of how heat is dissipated by a lantern

awareness of the different types of lamp bases

correct bubble handling techniques

finding out the correct replacement lamp and wattage of the lantern

when incorrect orientation of a lamp may reduce filament and lantern life.