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Evidence Guide: CUVGRD504A - Create and manipulate graphics

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

 

CUVGRD504A - Create and manipulate graphics

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

Analyse design needs

  1. Confirm communication objectives for the graphics work based on the design brief and consultation with relevant people as required
  2. Evaluate design brief specifications
  3. Source and evaluate other information pertinent to the project
Confirm communication objectives for the graphics work based on the design brief and consultation with relevant people as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate design brief specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source and evaluate other information pertinent to the project

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and refine ideas for graphics

  1. Identify relevant sources and conduct research to inform ideas for graphics
  2. Consider the opportunities and constraints offered by different techniques and technologies
  3. Assess the relationship of the graphic objects to the other elements of the design
  4. Create and refine ideas and options by working with the fundamental elements and principles of design
  5. Refine ideas through use of ongoing technical experimentation
  6. Evaluate and select approaches based on their potential to meet the communication need
  7. Produce and present visual representations of design ideas and communicate with others to confirm as required
Identify relevant sources and conduct research to inform ideas for graphics

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider the opportunities and constraints offered by different techniques and technologies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the relationship of the graphic objects to the other elements of the design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create and refine ideas and options by working with the fundamental elements and principles of design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine ideas through use of ongoing technical experimentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and select approaches based on their potential to meet the communication need

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Produce and present visual representations of design ideas and communicate with others to confirm as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manipulate graphic objects

  1. Create graphic objects based on selected ideas
  2. Manipulate, edit and enhance objects through use of an extended range of tools and features
  3. Integrate graphics with other visual design elements
  4. Identify and resolve technical problems based on developing expertise
  5. Achieve desired outcomes through application of design skills and technical expertise
  6. Establish and follow safe work practices in the work process
Create graphic objects based on selected ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manipulate, edit and enhance objects through use of an extended range of tools and features

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Integrate graphics with other visual design elements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and resolve technical problems based on developing expertise

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Achieve desired outcomes through application of design skills and technical expertise

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and follow safe work practices in the work process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finalise technical aspects of graphics work

  1. Edit and refine graphics to meet technical requirements
  2. Follow correct protocols for saving, exporting and storing files
  3. Establish appropriate file formats for output
Edit and refine graphics to meet technical requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow correct protocols for saving, exporting and storing files

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish appropriate file formats for output

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate graphics work

  1. Critique graphics from both a technical and aesthetic perspective in the context of the design objectives
  2. Seek feedback from others as required, and make appropriate adjustments
Critique graphics from both a technical and aesthetic perspective in the context of the design objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback from others as required, and make appropriate adjustments

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:

create original graphics for at least two different graphic design projects

use an extended range of tools and features of relevant software with a high level of technical proficiency

integrate technical and creative processes to produce outcomes that meet design objectives.

Context of and specific resources for assessment

Assessment must ensure access to:

industry-current graphic design software.

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 audience response to graphics produced by the candidate

evaluation of processes used by the candidate to develop the work

evaluation of technical aspects of the graphics

direct observation of work in progress, including use of software tools

evaluation of a candidate’s visual diary or other forms of documentation showing the development of the designs

group peer review of graphics created by the candidate

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:

CUVGRD505A Design and manipulate complex layouts.

Required Skills and Knowledge

Required skills

communication skills to liaise with others about work requirements

critical thinking and analytical skills to:

interpret and respond to a design brief

evaluate information from a wide range of sources to develop design ideas

initiative and enterprise skills to consider new and different ways of achieving required design outcomes

literacy skills to interpret technical information associated with using software programs at an advanced level

planning and organising skills to develop and monitor a logical workflow for the technical design process

problem-solving skills to identify and resolve technical and conceptual issues with graphics

numeracy skills to use numerical aspects of software programs

self-management skills to plan and coordinate own work

technology skills to:

use the advanced features of a range of industry-current software programs

manage files and file formats.

Required knowledge

ways that graphics are used within different types of communication, including corporate, editorial and promotional communication

sources of information for developing ideas about different graphics options

current range of software programs available to graphic designers and the opportunities and constraints of different technologies

different graphic file formats and how and why these are used in different contexts

technical requirements for the manipulation and formatting of varying visual components and file types, including:

bitmap images

charts

graphics

page layouts

text

vector graphics

file management protocols and procedures for a range of publications, both print and web-based

intellectual property issues to be considered in the context of graphic design work

OHS requirements as they apply to the use of computer and keyboard for periods of time.

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.

Communication objectivesmay be to:

challenge

compare

contrast

entertain

inform

inspire

motivate

persuade.

Design briefsmay be:

diagrammatic

verbal

visual

written.

Relevant peoplemay include:

clients

employers

end users

mentors

other artists and designers

peers

potential customers

supervisors

teachers

technical experts.

Specificationsmay relate to:

cost

delivery platform

environmental sustainability

material characteristics

quantity

technical requirements

technology

timeframe.

Other informationmay relate to:

client’s organisational background

conflicting demands

considerations, such as:

contractual

copyright

ethical

legal

historical information

product characteristics and statistics

style considerations

subject matter.

Sources may include:

art and design texts

corporate information

films

images

internet

exhibitions

own experience

previous iterations

technical data.

Opportunities and constraints may relate to:

audience capacity or skills

cost

own level of technical expertise

potential for innovative approaches

technical feasibility

time.

Fundamental elements and principles relate to:

alignment

balance

coherence

colour

composition

contrast

direction

dominance

emphasis

form

line

movement

pattern

positive and negative space

proportion

proximity

repetition

rhythm

shape

simplicity or complexity

subordination

texture

unity.

Technical experimentation may involve:

challenging established ways of doing things

combining different approaches

using new features and tools.

Visual representations may be:

computer-aided drawing

mock-ups

models

presentations

sketching

technical drawings.

Tools and features may include:

adjusting strokes and fills

alignment tools

applying envelopes

blending

clipping

compound objects

cutting, extending and closing paths

duplicating

filters and special effects

gradients and mesh

joining paths

modifying paths

moving in increments

other object manipulation tools and features

reshaping

scaling, rotating, skewing and distorting

slicing and cutting

specialty fills and swatches

stroke and outline adjustments

transforming

transparency

trim, merge and outline

warping.

Safe work practicesmay relate to:

ergonomics

use of consumables.

Technical requirementsmay relate to:

bleed

colour

compression

export options

formats

layering

linking

metadata tags

resolution

spread and choke traps.

File formats may include:

encapsulated postscript (EPS)

graphic interchange format (GIF)

joint photographic experts group (JPEG)

native format

other suitable formats

portable document format (PDF)

portable network graphics (PNG)

tagged image file format (TIFF).