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Evidence Guide: CULMS007B - 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!

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CULMS007B - Design and develop interpretive displays

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

Develop ideas for displays

Completed
Date:

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Explore interpretive display ideas in the context of the collection

Completed
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Evaluate existing storylines or conduct research to develop new themes/storylines

Completed
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Research relevant information on audience profile and needs to inform interpretive approach

Completed
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Consult with appropriate colleagues and other stakeholders to confirm exhibition/display objectives

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

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

Completed
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Prepare display proposal where appropriate and consult with stakeholders

Completed
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Create interpretive displays

Completed
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Plan and schedule the display approach and communication media based on collection analysis, audience needs, established techniques and available resources

Completed
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Organise the overall display space to take account of safety requirements and overall objectives

Completed
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Integrate the principles of universal access into display design

Completed
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Challenge and test designs through own evaluation and consultation

Completed
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Select and organise relevant materials and equipment which take account of collection requirements

Completed
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Make creative use of available materials and supplies

Completed
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Create/install the display in accordance with relevant safety/security considerations

Completed
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Evaluate interpretive displays

  1. Obtain formal and informal feedback from customers on effectiveness of display materials
  2. Use relevant feedback to enhance current/future displays
Obtain formal and informal feedback from customers on effectiveness of display materials

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use relevant feedback to enhance current/future displays

Completed
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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

Evidence of the following is essential:

application of research and analysis skills to develop ideas for interpretive displays

knowledge and application of different display techniques for collection interpretation

demonstration of skills through the design and development of displays for an actual collection/site/exhibition.

Context of and specific resources for assessment

Assessment must ensure:

access to a collection/site for which the candidate can develop displays.

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 displays developed by the candidate

evaluation of candidate's ability to design materials for different collection/site scenarios

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

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

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

CULMS005B Research and generate ideas for exhibition concepts

BSBDES301A Explore the use of colour

BSBDES302A Explore and apply the creative design process to 2D forms

other exhibition design units.

Required Skills and Knowledge

Required skills

communication skills to consult effectively with colleagues and stakeholders

organisational skills to organise and coordinate processes and resources for displays

visual literacy skills to work at a basic level with colour, shape and layout

literacy skills to develop interpretive labels and other materials.

Required knowledge

role of interpretive displays in enhancing access to cultural material

techniques and conventions for effective label development - production and installation

techniques and conventions for creating small displays

range of materials and equipment which can be used for interpretive displays in the relevant work context

potential uses of technology in interpretive displays

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

occupational health and safety requirements in relation to use of equipment and the overall safety of displays

principles of universal access in relation to displays.

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.

Interpretive display may include:

display stands

labels

photographs

signs

maps

charts

diagrams

electronic presentations

support materials (publications, guides, handouts, activity books)

Relevant information on audience profile may include:

age

gender

physical capabilities

educational level

familiarity with collection/site

cultural preferences/cultural diversity

special interest

disability access

Stakeholders may include:

boards of management

local community

designers

curators/subject matter experts

visitors

display specialists

conservators

curators

cultural groups

access specialists

school/education specialists

Operational information may include:

size of display area e.g. booth, stage

lighting

type of wall

movement of visitors through the space

floor plans

type of surface on which display is to be created

set-up times and duration

occupational health and safety requirements

budget allocation

need for utilities e.g. electricity

security issues

duration of exhibition

collection needs

Established techniques may relate to:

organisational or industry standards

principles of design

use of fonts/typefaces

grammatical correctness

relationship of cultural material to display mechanism

technicality of language

balance of text and pictorial content

ensuring access to information

creative interpretation techniques

use of colour

use of conventions for information such as dates, names etc.

use of juxtaposition

label hierarchies

choice of materials for label production and supports

Materials and equipment may include:

pens/markers

paint

fabric

flags

signs

boards

perspex

paint brushes

printed materials

3 dimensional materials

freestanding display cases/stands

screens

plinths

furniture

scissors /knives

adhesives

velcro

pins

string

audio-visual systems, videos, sound systems

computers

rulers/tape measures

tools

Creative use of available materials and supplies may involve:

experimenting with colour, shape or texture

testing different approaches

placing items in a range of different ways

using sound or light differently