Refine 2-D design ideas and processes Evidence Guide

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Evidence Guide: CUVACD506A - Refine 2-D design ideas and processes

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

CUVACD506A - Refine 2-D design ideas and processes

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

Originate ideas for 2-D design

Generate ideas for design concepts through research, exploration and experimentation
Develop initial design concepts consistent with the intent of the work orspecifications of the brief
Evaluate, explore and play with options that best suit the design brief
Refine options and select the approach that best meets design brief requirements

Generate ideas for design concepts through research, exploration and experimentation

Completed
Date:

Teacher:

Evidence:

Develop initial design concepts consistent with the intent of the work orspecifications of the brief

Completed
Date:

Teacher:

Evidence:

Evaluate, explore and play with options that best suit the design brief

Completed
Date:

Teacher:

Evidence:

Refine options and select the approach that best meets design brief requirements

Completed
Date:

Teacher:

Evidence:

Plan design process

Develop clear plan and schedule for design realisation
Organise and allocate resources to meet required standards, timeframes and budget
Liaise with others involved in design realisation as required
Monitor process to ensure integrity of design is maintained, including challenging own design work
Identify difficulties or problems and take action to rectify
Maintain accurate, relevant and complete documentation

Develop clear plan and schedule for design realisation

Completed
Date:

Teacher:

Evidence:

Organise and allocate resources to meet required standards, timeframes and budget

Completed
Date:

Teacher:

Evidence:

Liaise with others involved in design realisation as required

Completed
Date:

Teacher:

Evidence:

Monitor process to ensure integrity of design is maintained, including challenging own design work

Completed
Date:

Teacher:

Evidence:

Identify difficulties or problems and take action to rectify

Completed
Date:

Teacher:

Evidence:

Maintain accurate, relevant and complete documentation

Completed
Date:

Teacher:

Evidence:

Refine and consolidate process

Develop effective 2-D designs and design processes
Develop and document a design language that reflects own style and approach
Identify opportunities for refinement and re-thinking and make adjustments as required
Articulate the design process and the final solution through effective documentation of work
Prepare and present 2-D design solutions to key people

Develop effective 2-D designs and design processes

Completed
Date:

Teacher:

Evidence:

Develop and document a design language that reflects own style and approach

Completed
Date:

Teacher:

Evidence:

Identify opportunities for refinement and re-thinking and make adjustments as required

Completed
Date:

Teacher:

Evidence:

Articulate the design process and the final solution through effective documentation of work

Completed
Date:

Teacher:

Evidence:

Prepare and present 2-D design solutions to key people

Completed
Date:

Teacher:

Evidence:

Maintain expertise

Apply professional work ethic to design activities
Use feedback from others to improve own skills in design
Stay up-to-date with industry standards and seek opportunities to further develop technical and conceptual skills
Source new ideas and trends through regular review of the work of others
Keep informed about new creative approaches, techniques, materials and equipment for 2-D design

Apply professional work ethic to design activities

Completed
Date:

Teacher:

Evidence:

Use feedback from others to improve own skills in design

Completed
Date:

Teacher:

Evidence:

Stay up-to-date with industry standards and seek opportunities to further develop technical and conceptual skills

Completed
Date:

Teacher:

Evidence:

Source new ideas and trends through regular review of the work of others

Completed
Date:

Teacher:

Evidence:

Keep informed about new creative approaches, techniques, materials and equipment for 2-D design

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: originate concepts for 2-D design that address the brief develop effective 2-D designs and design processes that meet project requirements and provide creative solutions apply professional practice to 2-D design work.
Context of and specific resources for assessment	Assessment must ensure access to: projects, tools, space and equipment required for developing 2-D designs in the relevant area of work.
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: practical demonstration of skills using required resources to develop 2-D designs direct observation of the development of 2-D designs by the candidate evaluation of 2-D designs produced by the candidate oral or written questioning to assess knowledge of 2-D design techniques review of portfolios of evidence review of third-party reports from experienced practitioners. Assessment methods should closely reflect workplace demands 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.

Required Skills and Knowledge

Required skills

communication skills to:

work collaboratively in the design process

create design documentation

initiative and enterprise skills to:

apply creative thinking techniques to originate ideas and concepts

generate a range of ideas and options for visually representing a concept, idea or brief

develop 2-D designs that best respond to specifications

learning skills to:

keep informed of new creative approaches, techniques, materials and equipment relevant to 2-D design

improve own skills in developing 2-D designs through practice and responding to feedback from others on own work

literacy skills to interpret specifications and briefs for 2-D design

numeracy skills to interpret and correctly apply calculations and measurements

planning and organising skills to independently undertake the design process

problem-solving skills to take responsibility for creating design solutions for wide-ranging and unpredictable design challenges

self-management skills to manage own work and adopt a professional work ethic

technical skills to develop 2-D designs using a range of techniques and approaches appropriate to the brief or idea

Required knowledge

ways in which 2-D designs are used in the particular area of work

principles of 2-D design

physical properties and capabilities of the range of equipment, tools and materials used for 2-D design

ways to present finished 2-D designs

work space requirements for the production of 2-D design, including set-up of work space for particular types of 2-D work

issues and challenges that arise in the context of making 2-D designs

intellectual property issues and legislation associated with making 2-D designs

sustainability issues associated with equipment, tools and materials used in 2-D design

organisational and legislative OHS procedures in relation to design

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.

Specifications may include:	background information about clients budget clients’ needs creative objectives considerations, such as: contractual copyright ethical legal diagrams indicating, for example: colours measurements scale style materials personal intent personnel involved in the project purpose relevant statutory requirements, e.g. health and safety considerations requirements for development or building consent scope for making adjustments sponsorship technical objectives technology timeframe visual representations.
Resources may include:	equipment, such as: cutting blades digital equipment measuring tools pens and nibs range of brushes, including air brushes receptacles rulers scissors spatulas sponges spray guns materials, such as: cardboard charcoal clays coloured pencils crayons extenders and binders fibreglass foamcore inks laminates latex nails natural and synthetic fibres paper paper pulp pastels perspex polystyrene resins rubber solvents and cleaning materials specialised metal and wood primers tape turps water and oil-based paints waterproof lacquers relevant software time.
Design processesmay include:	applying elements and principles of design assessing various materials, equipment and software developing inspiration boards, storyboards and other draft visuals identifying, classifying and selecting constraints manipulating design variables to satisfy the non-negotiable constraints and optimising those that are negotiable.
Design languagerefers to:	overarching scheme or style that guides the design of a complement of products.
Key people may include:	art department audience client creative director designer director manager mentor other technical and specialist personnel producer production manager project manager representative of organisation commissioning the work supervisor teacher technical director.
Professional work ethicmay include:	attentive behaviour in creative practice following organisational and industry storage and inventory procedures following organisational, industry and legislative OHS procedures punctuality and reliability responding appropriately to feedback working creatively with individual differences.

NTISthis.com

Evidence Guide: CUVACD506A - Refine 2-D design ideas and processes

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUVACD506A - Refine 2-D design ideas and processes

Originate ideas for 2-D design

Plan design process

Refine and consolidate process

Maintain expertise

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _