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Evidence Guide: CUVACD504A - Research and apply light and colour

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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CUVACD504A - Research and apply light and colour

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

Research light and colour

  1. Source information and ideas about the use of light and colour in art and design practice
  2. Research the use of light and colour in historical and contemporary contexts
  3. Research the use of light and colour in multidisciplinary and transdisciplinary contexts
Source information and ideas about the use of light and colour in art and design practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research the use of light and colour in historical and contemporary contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research the use of light and colour in multidisciplinary and transdisciplinary contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop own ideas about light and colour

  1. Analyse and distil relevant ideas and information from research
  2. Reflect on the application of light and colour in own practice
  3. Develop informed positions about the use of light and colour in own work and the work of others
  4. Examine the ways in which digital technology impacts on the use of light and colour in own practice
  5. Refine ideas through ongoing discussion and debate
Analyse and distil relevant ideas and information from research

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on the application of light and colour in own practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop informed positions about the use of light and colour in own work and the work of others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine the ways in which digital technology impacts on the use of light and colour in own practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine ideas through ongoing discussion and debate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Integrate light and colour into a body of work

  1. Achieve different effects through manipulation of light and colour in own work
  2. Experiment with different aspects of light and colour
  3. Challenge and adapt uses of light and colour to suit own practice
  4. Show command of the use of light and colour in a body of creative work
Achieve different effects through manipulation of light and colour in own work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Experiment with different aspects of light and colour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge and adapt uses of light and colour to suit own practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Show command of the use of light and colour in a body of creative work

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:

develop an individual approach to the use of light and colour in own work

produce a coherent body of professional artwork that shows a command of light and colour

research the use of light and colour, both within and beyond the visual arts context.

Context of and specific resources for assessment

Assessment must ensure access to:

equipment, materials and tools used in the relevant art form.

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:

evaluation of the use of light and colour within a body of work produced by the candidate

evaluation of processes used by the candidate to explore light and colour

direct observation of work in progress, including exploration of, and experimentation with, techniques

questioning and discussion about candidate’s intentions and the work outcome

review of portfolios of evidence

review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. 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).

Guidance information for assessment

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

art form specialisation units

graphic design units

photo imaging units.

Required Skills and Knowledge

Required skills

communication skills to discuss technical and conceptual aspects of creative works

critical thinking and analytical skills to:

evaluate and make judgements about relationships between light and colour, effects and ideas (within and outside of a visual arts context)

make critical evaluations about light and colour

initiative and enterprise skills to identify and act on opportunities for own practice presented by the use of light and colour

learning skills to develop and refine own approach to the use of light and colour

literacy skills to analyse complex and varied information

problem-solving skills to identify and resolve technical problems with the use of light and colour

self-management and planning skills to draw together research and experimentation processes for benefit of own work

technology skills to conduct web-based research

Required knowledge

historical and contemporary use of light and colour in own area of creative practice

ways that light and colour are used in other creative disciplines and more broadly in areas of business, science and technology

commonly used research methodologies for artists

intellectual property issues and legislation associated with arts practice

sustainability issues associated with the tools and materials used in the particular area of work

OHS procedures in relation to area of work

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.

Information and ideas may come from:

artworks

commercial briefs

critical writing

events

exhibitions

experiences of self or others

films

images

internet

music

objects

other people

performances

presentations

printed texts

technical information.

Multidisciplinary and transdisciplinary contexts may include:

across other art forms

business

science

technology.

Relevant ideas and information may include:

media

new concepts for work

techniques.

Application of light and colour may relate to:

aspects of colour:

hue

intensity and saturation

value

brightness

chroma

digital processes

illumination

illusion

reflection

refraction

shadow

use of colour:

additive

complementary colours

contrast

shades

subtractive

tints

tones

unity

visual adaptation.

Informed positions may include positions that are:

grounded in appropriate research

informed by own experimentation

result of rational and logical thought

subjected to the analysis of others, such as peer review

supported by relevant information.

Discussion and debate may be with:

clients

employers

mentors

other creative practitioners

peers

supervisors.

Body of creative work may include:

any art form, including two-dimensional and three-dimensional

design work

models

props

sets

sketches.