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Evidence Guide: CULMS005B - Research and generate ideas for exhibition concepts

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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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CULMS005B - Research and generate ideas for exhibition concepts

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

Generate initial ideas

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Explore ideas in the context of the collection

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Evaluate the nature, needs and expectations of the audience

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Identify and confirm the purpose, scope and objectives of the exhibition in consultation with relevant stakeholders

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Develop broad parameters for content, based on overall objectives, audience needs and collection/organisational parameters

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Conduct research

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Undertake relevant research to identify the historical, cultural and other influences that impact on concept development

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Undertake critical analysisofsources and references to inform concept development

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Identify and source appropriate specialists who may be able to contribute to the concept

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

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Develop/expand ideas and concepts

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Develop and expand ideas in response to research findings in the context of the collection

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Identify, select and develop appropriate storylines and interpretive messages based on outcomes of research, audience needs and organisational priorities

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Challenge and test own ideas and approaches taken to ensure responsiveness to project and audience needs

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Prepare concept proposals in an appropriateformat and consult with relevant stakeholders to gain required approvals

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Assessed

Teacher: ___________________________________ Date: _________

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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

Evidence of the following is essential:

application of sound research and analytical skills to inform concept development

generation of creative ideas, storylines, messages and concepts for a particular concept and target audience.

Context of and specific resources for assessment

Assessment must ensure:

access to a collection around which an exhibition ideas and concepts can be developed

access to 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 by the candidate

evaluation of exhibition ideas and concepts (with rationale) generated by the candidate to develop storylines and concepts for particular collections or audiences.

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

Required Skills and Knowledge

Required skills

creative thinking skills to develop, explore, test and challenge ideas

research skills to investigate and interrogate a wide range of information sources

communication skills to liaise and consult with others on complex ideas and concepts

literacy skills to analyse a broad range of information and to communicate complex ideas in innovative ways.

Required knowledge

sources of information and research data relevant to the collection

processes for drawing links between the collection, research data and audience needs

roles of different people 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.

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.

Nature, needs and expectations of the audience may relate to:

age

gender

educational level

existing knowledge of subject

familiarity with collection

cultural preferences/cultural diversity

special interest

disability access

Purpose, scope and objectives of the exhibition may relate to:

education

entertainment

financial targets

co-operative approaches

representation

audience development

community involvement

debate

An exhibition may be held in many different contexts /environments and these may include:

museums

galleries

libraries

other visitor attractions

theme parks

corporate events

festivals

An exhibition may be:

temporary

permanent

virtual

travelling

Stakeholders may include:

boards of management

organising committees

other management

local community

local authorities

customers/visitors

colleagues

performers/artists

technical/subject specialists

exhibition construction specialists

designers

curators

conservators

education officers

cultural groups

those to be represented in the exhibition

Collection/organisational parameters may relate to:

established themes/sub-themes

current exhibition policies

potential for accessing additional items

budgetary or other resource limitations

Critical analysis may involve:

making judgements about relevance of information and ideas

considering how ideas may be adapted

considering how ideas may be challenged

drawing links between references and potential concepts

evaluating work of others

Sources and references may include:

reference books/journals/texts

writings of the period

paintings and illustrations

photographs

film, video

the Internet

digital images

technical drawings

models

collages

sketches

objects and object files

other exhibitions/collections

oral histories/oral traditions

private collectors

archives

letters/diaries/newspapers

Appropriate format for presentation of ideas may be:

drawings

paintings

models

graphic formats

video

photographs

plans

verbal description

electronic presentations

storyboards

performance/installation

display of exhibits

printed format - signs, labels, report