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Evidence Guide: CULEVP504A - Develop exhibition concepts

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!

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CULEVP504A - Develop exhibition concepts

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

Establish purpose and objectives of exhibitions

  1. Research characteristics of potential audiences for exhibitions
  2. Confirm purpose, scope and objectives of exhibitions in consultation with stakeholders
  3. Develop broad parameters for content, based on objectives, audience needs, community feedback, and collection and organisational parameters
Research characteristics of potential audiences for exhibitions

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Confirm purpose, scope and objectives of exhibitions in consultation with stakeholders

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop broad parameters for content, based on objectives, audience needs, community feedback, and collection and organisational parameters

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Research exhibition concepts

  1. Research historical, cultural and other influences that impact on concept development
  2. Undertake critical analysis of sources and references to inform concept development
  3. Identify and source appropriate specialists for assistance
  4. Explore and adapt relevant ideas from other practitioners or exhibitions with consideration of intellectual property, moral rights and copyright
Research historical, cultural and other influences that impact on concept development

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Undertake critical analysis of sources and references to inform concept development

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and source appropriate specialists for assistance

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explore and adapt relevant ideas from other practitioners or exhibitions with consideration of intellectual property, moral rights and copyright

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop and propose concepts

  1. Use information collected to develop and expand ideas and concepts
  2. Test own ideas and approaches against purpose and objectives of exhibitions, as well as ideas from colleagues
  3. Prepare concept proposals in appropriate format
  4. Gain required approvals
Use information collected to develop and expand ideas and concepts

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Test own ideas and approaches against purpose and objectives of exhibitions, as well as ideas from colleagues

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare concept proposals in appropriate format

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Gain required approvals

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:

apply sound research and analytical skills to inform the development of exhibition concepts

develop creative exhibition concepts that achieve the given purpose, scope and objectives.

Context of and specific resources for assessment

Assessment must ensure access to:

a collection around which an exhibition concept can be developed

relevant research materials and information sources.

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 exhibition concepts generated by the candidate to develop storylines and concepts for particular collections or audiences

verbal or written questioning to assess candidate knowledge of exhibition concepts

evaluation of a concept proposal based on a case study.

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:

CULEVP501A Coordinate the installation and dismantling of exhibitions.

Required Skills and Knowledge

Required skills

communication skills to:

articulate complex ideas to others

liaise and consult with others on complex ideas and concepts

creative thinking skills to:

assess outcomes of research in relation to purpose, scope and objectives of exhibitions

develop, explore, test and challenge ideas

initiative and enterprise skills to:

develop exhibition concepts that highlight features of collections to be displayed

factor staging requirements into the process of developing exhibition concepts

literacy skills to:

analyse a broad range of information

prepare concept proposals

numeracy skills to:

manage costs

work within budgets

research skills to identify and interrogate a range of information sources

self-management skills to:

follow workplace procedures

prioritise work tasks and meet deadlines

technical skills to incorporate technology into exhibitions.

Required knowledge

sources of information and research data relevant to collections

processes for drawing links between collections, research data and audience needs

roles of personnel involved in the exhibition development process and how these interrelate

current trends in exhibition development

concepts of themes, sub-themes, storylines and interpretation within exhibition development

copyright, moral rights and intellectual property legislation and issues that impact on exhibition concept development

cultural protocols relevant to exhibition concept development, including those for the exhibition of Aboriginal or Torres Strait Islander material

collection and interpretive techniques.

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.

Characteristics may relate to:

age

cultural diversity

cultural preferences

disability access

educational level

existing knowledge of subject

expectations

familiarity with collections

gender

needs

special interests.

Purpose, scope and objectives may relate to:

audience development

community involvement

cooperative approaches

debate

education

entertainment

financial targets

representation, including:

donor

period

style

use.

Exhibitionsmay be:

corporate events

festivals

galleries

libraries

museums

online

other visitor attractions

permanent or temporary

theme parks

travelling

virtual.

Stakeholdersmay include:

artists

boards of management

colleagues

conservators

cultural groups

curators

customers and visitors

designers

education officers

exhibition construction specialists

local authorities

local community members

management

organising committees

people to be represented in exhibitions

performers

technical or subject specialists.

Collection and organisational parameters may relate to:

budgetary or other resource limitations

current exhibition policies

established themes and sub-themes

potential for accessing additional items.

Critical analysis may involve:

considering how ideas may be adapted and challenged

drawing links between references and potential concepts

evaluating work of others

making judgements about relevance of information and ideas.

Sources and references may include:

archives

collages

diaries

digital images

film

internet

journals

letters

models

newspapers

objects and object files

oral histories and traditions

other exhibitions and collections

paintings and illustrations

photographs

private collectors

reference books

sketches

technical drawings

texts

video

writings of the period.

Appropriate format may include:

display of exhibits

drawings

electronic presentations

graphic formats

models

paintings

performance and installation

photographs

plans

printed formats, such as:

signs

labels

reports

storyboards

verbal descriptions

video.