NTISthis.com

Evidence Guide: CULEVP402A - Design and develop interpretive displays

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

 

CULEVP402A - Design and develop interpretive displays

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

Develop ideas for displays

  1. Consult with colleagues and other stakeholders to confirm exhibition or display objectives
  2. Explore interpretive display ideas in the context of the collection
  3. Research relevant information on audience profile and need to inform interpretive approaches
  4. Obtain and assess operational information which may impact on the development of displays
  5. Evaluate existing storylines and conduct research to develop new themes or storylines
  6. Identify the need for and seek assistance from interpretive or subject matter specialists
  7. Prepare interpretive display proposals for approval as required
Consult with colleagues and other stakeholders to confirm exhibition or display objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore interpretive display ideas in the context of the collection

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research relevant information on audience profile and need to inform interpretive approaches

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain and assess operational information which may impact on the development of displays

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate existing storylines and conduct research to develop new themes or storylines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the need for and seek assistance from interpretive or subject matter specialists

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare interpretive display proposals for approval as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create interpretive displays

  1. Plan and schedule display approaches and communication media using established techniques and available resources
  2. Organise display spaces that meet intended objectives and reflect the principles of universal access
  3. Select and organise relevant materials and equipment making creative use of available materials and supplies
  4. Participate in the creation and installation of displays according to organisational procedures
  5. Maintain displays in line with organisational procedures
Plan and schedule display approaches and communication media using established techniques and available resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise display spaces that meet intended objectives and reflect the principles of universal access

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and organise relevant materials and equipment making creative use of available materials and supplies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in the creation and installation of displays according to organisational procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain displays in line with organisational procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate interpretive displays

  1. Obtain formal and informal feedback from customers on effectiveness of display materials
  2. Challenge and test designs through own evaluation and consultation
  3. Seek feedback from colleagues to enhance current and future displays
Obtain formal and informal feedback from customers on effectiveness of display materials

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge and test designs through own evaluation and consultation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback from colleagues to enhance current and future displays

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 ability to:

research and develop new ideas for interpretive displays

apply different display techniques when developing interpretive displays

design and develop displays to address specific audience profiles.

Context of and specific resources for assessment

Assessment must ensure:

access to:

a collection or site

materials and equipment

information on audience profile.

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

evaluation of displays developed by the candidate

evaluation of candidate’s ability to design displays for different collection and site scenarios

verbal or written questioning to assess knowledge of display techniques and conventions

evaluation of formal and informal feedback processes developed by the candidate.

Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).

Guidance information for assessment

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

CULEVP401A Present information on activities, events and public programs.

Required Skills and Knowledge

Required skills

communication skills to:

consult with colleagues and stakeholders

gain feedback from customers on interpretive displays

liaise with stakeholders

initiative and enterprise skills to:

assess audience profiles

create displays that engage audiences while meeting design and technical principles

identify themes and storylines for interpretive displays

literacy skills to:

develop interpretive labels and other materials

prepare display proposals

planning and organising skills to:

coordinate processes and resources for displays

plan and stage displays

schedule activities

self-management skills to:

follow workplace procedures

prioritise work tasks and meet deadlines

teamwork skills to work collaboratively with colleagues

technical skills to use:

audiovisual equipment for interpretive displays

materials and equipment in the development of interpretive displays

visual literacy skills to:

creatively use materials to enhance displays

design displays

evaluate storylines

work at a basic level with colour, shape and layout.

Required knowledge

basic principles of design

copyright, moral rights and intellectual property issues and legislation that impact on the development of display materials

cultural protocols to be observed in the display of cultural material, including those for the exhibition of Aboriginal or Torres Strait Islander material

work health and safety (WHS) requirements in relation to use of equipment and the overall safety of displays

organisational procedures for displays

potential uses of technology in interpretive displays

principles of universal access in relation to displays

range of materials and equipment used for interpretive displays

role of interpretive displays in enhancing access to cultural material

techniques and conventions for:

creating small displays

effective label development, including production and installation.

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.

Stakeholders may include:

access specialists

boards of management

conservators

cultural groups

curators

designers

display specialists

local community members

school or education specialists

subject matter experts

visitors.

Interpretive display ideas may include:

charts

diagrams

display stands

electronic presentations

labels

maps

photographs

signs

support materials, such as:

activity books

guides

handouts

publications.

Information on audience profile may include:

age

cultural preferences

cultural diversity

disability access required

educational level

familiarity with collections or sites

gender

physical capabilities

special interests.

Operational information may include:

budget allocation

collection needs

duration of exhibition

floor plans

lighting

movement of visitors through the space

need for utilities, such as:

electricity

water

security issues

set-up times and duration

size of display areas, such as:

booth

stage

structure of walls

type of surface on which display is to be created

work health and safety requirements.

Techniques may relate to:

balance of text and pictorial content

choice of materials for label production and supports

creative interpretation techniques

ensuring access to information

label hierarchies

organisational or industry standards, including:

grammatical correctness

technicality of language

use of conventions for information, such as for dates and names

principles of design

relationship of cultural material to display mechanism

use of colour

use of fonts and typefaces

use of juxtaposition.

Materials and equipment may include:

three-dimensional materials

adhesives

audiovisual systems

boards

computers

fabric

flags

freestanding display cases and stands

furniture

knives

paint

paint brushes

pens and markers

perspex

pins

plinths

printed materials

rulers

scissors

screens

signs

sound systems

string

tape measures

tools

velcro

videos.

Creative use may involve:

experimenting with colour, shape and texture

lighting

placing items in a range of different ways

testing different approaches

use of sound.