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Evidence Guide: CUVPRP301A - Produce creative work

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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CUVPRP301A - Produce creative work

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

Source ideas for creative work

  1. Select and review historical and contemporary information relevant to creative work
  2. Extract and evaluate key ideas and concepts
  3. Consider personal creative goals and information from other sources in developing ideas
Select and review historical and contemporary information relevant to creative work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Extract and evaluate key ideas and concepts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider personal creative goals and information from other sources in developing ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine and communicate ideas

  1. Refine ideas through experimentation with techniques specific to the creative work and the use of visual representation and design tools
  2. Confirm ideas and techniques based on research, experimentation and discussion with key people
  3. Communicate and discuss ideas and information about the work
  4. Consider the context for the communication in the way that ideas are presented
Refine ideas through experimentation with techniques specific to the creative work and the use of visual representation and design tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm ideas and techniques based on research, experimentation and discussion with key people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate and discuss ideas and information about the work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider the context for the communication in the way that ideas are presented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and produce creative work

  1. Identify work processes and resource requirements
  2. Organise resources required for the production of the proposed creative work based on the plan of work
  3. Safely use and adapt resources to realise ideas
  4. Show proficiency with chosen techniques and resolve technical problems
  5. Take responsibility for the safe and sustainable use of resources
  6. Create a record of the work that shows the process of development
Identify work processes and resource requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise resources required for the production of the proposed creative work based on the plan of work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Safely use and adapt resources to realise ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Show proficiency with chosen techniques and resolve technical problems

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take responsibility for the safe and sustainable use of resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create a record of the work that shows the process of development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review own work

  1. Review own work for technical proficiency and success in communicating ideas
  2. Question self and others to review the process of creating work and the final outcome
  3. Use relevant information from own review and the review of others in planning skills development
Review own work for technical proficiency and success in communicating ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Question self and others to review the process of creating work and the final outcome

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use relevant information from own review and the review of others in planning skills development

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 and refine ideas through review and exploration

identify, select, assess and use resources, such as techniques, tools, equipment and materials for creative work

safely use and adapt techniques to realise ideas in creative work.

Context of and specific resources for assessment

Assessment must ensure access to:

appropriate resources to apply techniques for creative work, such as:

tools, equipment and materials

studio and/or workshop facilities.

Method of assessment

A range of assessment methods may be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

evaluation of a presentation by the candidate

evaluation of visual presentations, including diagrams, charts, slides and digital images

questioning and discussion about the candidate’s intention and 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:

specialisation units for any creative form.

Required Skills and Knowledge

Required skills

communication skills to:

discuss and present ideas for creative work

document the development of creative work

learning skills to apply feedback to future work and plan skills development

literacy skills to review information to assist the development of ideas for creative work

numeracy skills to interpret technical data and calculate quantities and costs

planning and organising skills to organise resources and work processes

problem-solving skills to resolve common technical challenges in the given area of practice

technical skills to use techniques specific to the creative form with some proficiency.

Required knowledge

ways to source information and develop, refine and communicate ideas for creative work

physical properties and capabilities of the range of materials, tools and equipment used in creative work

work space requirements for creative work, including ways of organising and maintaining space

ways of exploring, adapting and combining techniques and materials to achieve different effects

formal elements and principles of design and their application to the production of creative work in the relevant context

cleaning and maintenance techniques for tools and equipment used in creative work

historical and theoretical contexts for creative work

intellectual property issues and legislation that affect makers of creative work

sustainability issues associated with tools and materials used in creative work

OHS procedures for the specific area of creative 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.

Historical and contemporary informationmay include:

audio

film

images

internet

journal articles

objects

oral histories

performances

stories

technical or medium-specific information

texts:

cultural

historical

religious

scientific

spiritual

video.

Ways to evaluate may involve:

comparing

considering constraints and parameters of key ideas and concepts

considering merit

contrasting

discussion and debate

reflecting.

Ideas and concepts may involve consideration of:

cultural traditions

elements and principles of design

technical characteristics and qualities of specific work by others in own area of arts practice

relationship of the work to a theoretical and historical context

subject matter or theme relevant to work in own area of arts practice, such as:

identity

land and place

political, cultural and social issues

the body

spiritual concerns.

Experimentation may include:

challenging

comparing

contrasting

experimenting directly with work in progress

producing test pieces or samples

systematically testing a range of:

equipment

materials

processes

tools.

Key people may include:

mentors

peers

supervisors

teachers.

Context may relate to:

cultural issues surrounding presentation

how the concept is being presented

physical limitations

the people to whom the concept is being presented

why the concept is being presented, such as in response to a brief.

Resources may include:

equipment

materials

techniques

tools.

Record of work may be:

physical

verbal

virtual

visual

written.

Questions might include:

could I do this differently or better?

do I have any ideas to share about this?

have I done it as well as I could?

how can I do that?

how can I fix this?

how well have I communicated my idea?

if they are doing that, could I?

what could be improved technically in this piece of work?