NTISthis.com

Evidence Guide: CUVCON06B - Develop concepts for arts organisations or projects

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

 

CUVCON06B - Develop concepts for arts organisations or projects

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

Clarify context for the concept.

  1. Investigate and clarify the overall purpose for the concept.
  2. Investigate and clarify initial possibilities for realising the concept.
  3. Refine and clarify the key objectives for the concept in consultation with relevant colleagues and stakeholders.
Investigate and clarify the overall purpose for the concept.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate and clarify initial possibilities for realising the concept.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine and clarify the key objectives for the concept in consultation with relevant colleagues and stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Generate concept.

  1. Generate a range of different, innovative and creative approaches for the concept.
  2. Review different approaches for technical feasibility, innovation, creativity and acceptance to client/audience.
  3. Identify potential constraints and access their impact on the concept.
  4. Take account of social, ethical and environmental impacts in generating the concept.
  5. Select possible approaches that meet the key objectives, and draft proposals in an appropriate format.
Generate a range of different, innovative and creative approaches for the concept.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review different approaches for technical feasibility, innovation, creativity and acceptance to client/audience.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential constraints and access their impact on the concept.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take account of social, ethical and environmental impacts in generating the concept.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select possible approaches that meet the key objectives, and draft proposals in an appropriate format.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult on concept.

  1. Identify key stakeholders with whom consultations should be held, including the need for expert advice.
  2. Develop and implement an appropriate consultation strategy.
  3. Establish commitment and support for the proposed concept.
Identify key stakeholders with whom consultations should be held, including the need for expert advice.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement an appropriate consultation strategy.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish commitment and support for the proposed concept.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust and refine concept.

  1. Determine advantages and disadvantages of different approaches based on consultation, creativity and operational feasibility.
  2. Evaluate concept and select final approach to meet the desired outcome.
Determine advantages and disadvantages of different approaches based on consultation, creativity and operational feasibility.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate concept and select final approach to meet the desired outcome.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop concept to pre-operational stage.

  1. Develop specifications or initial plans for the implementation of the concept, including information on resources, technical and other operational requirements.
  2. Present or communicate specifications or plans to relevant parties for approval, funding or endorsement.
Develop specifications or initial plans for the implementation of the concept, including information on resources, technical and other operational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present or communicate specifications or plans to relevant parties for approval, funding or endorsement.

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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The following evidence is critical to the judgement of competence in this unit:

development of a concept for an arts organisation or project which meets overall objectives

communication skills demonstrated through effective consultation processes.

Context of and specific resources for assessment

The assessment context must provide for:

practical demonstration of skills through the development of a concept for an arts organisation or project to meet a specific industry need

consultation/interaction with others to reflect the communication aspects of this unit.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

evaluation of concept proposals and specifications developed by the candidate

evaluation of reports prepared by the candidate detailing approaches to concept development, challenges faced and how these were addressed

case studies to assess ability to apply the concept development process to different situations and contexts

review of portfolios of evidence

third party workplace reports of performance by the candidate.

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).

Assessment of this unit requires access to the materials resources and equipment needed to develop concepts, e.g. relevant documentation.

Required Skills and Knowledge

Required skills:

report/proposal writing skills

networks and stakeholders in the relevant areas of the arts

communication skills in relation to consulting with others on concepts and ideas

research and analytical skills.

Required knowledge:

in-depth industry knowledge of the relevant area of the arts

technical knowledge sufficient to inform realistic concept development to a pre-operational stage

appropriate ways of documenting different types of arts concepts/proposals.

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.

Concepts may be developed for a wide range of purposes within an arts context including:

administration

creative policy

exhibitions

festivals

funding sources

management structures

marketing approaches

public programs

the creation of an arts organisation.

Concept constraints may relate to:

community context

financial or other resource constraints

philosophy/vision of the organisation

profit requirements

technical feasibility

timing.

Appropriate formats for proposals may include:

briefs

reports

submissions for funding

technical specifications.

Key stakeholders may include:

boards or committees

existing staff or management

financial contributors to the organisation

government representatives

nominations or representatives from other organisations

policy makers

potential audience groups

potential exhibitors or user groups

reference groups.

Consultation strategy may include:

advertising

discussions

distribution of policy documents/reports

internal communications

interviewing

mail outs

presentations

press releases

telephone campaigns.