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Evidence Guide: CUVPRP405A - Develop and discuss ideas for own 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!

From the Wiki University

 

CUVPRP405A - Develop and discuss ideas for own creative work

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

Research ideas

  1. Identify and source information that supports the development of ideas for creative work
  2. Critically analyse information in the context of current and potential work
Identify and source information that supports the development of ideas for creative work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Critically analyse information in the context of current and potential work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Generate ideas

  1. Develop a range of different, innovative and creative ideas based on the nature of own creative practice
  2. Reflect on and integrate ideas generated from research
  3. Consider possible constraints on ideas
  4. Select ideas based on research, reflection and relevant constraints
Develop a range of different, innovative and creative ideas based on the nature of own creative practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on and integrate ideas generated from research

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider possible constraints on ideas

Completed
Date:

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Select ideas based on research, reflection and relevant constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss ideas with others

  1. Identify and seek out people who can provide valuable input to discussions about work ideas
  2. Evaluate different communication options and select the most appropriate
  3. Present key information on ideas and their process of development
  4. Use effective communication techniques to generate discussion, debate and critical analysis of ideas
Identify and seek out people who can provide valuable input to discussions about work ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate different communication options and select the most appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present key information on ideas and their process of development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use effective communication techniques to generate discussion, debate and critical analysis of ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust and refine ideas

  1. Reflect on the views and contributions of others
  2. Make own analysis of ideas based on individual aspirations and goals
  3. Refine ideas based on own analysis and interactions with others
Reflect on the views and contributions of others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make own analysis of ideas based on individual aspirations and goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine ideas based on own analysis and interactions with others

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:

generate ideas for creative work grounded in research and reflection

engage in informed discussion about ideas in own work

apply knowledge of historical and contemporary references in own area of creative work.

Context of and specific resources for assessment

Assessment must ensure:

interaction with others about ideas for work.

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 presentation by the candidate

questioning about research and development processes

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:

CUVPRP401A Realise a creative project.

Required Skills and Knowledge

Required skills

communication skills to engage in informed discussion about potentially abstract ideas

critical thinking skills to evaluate, distil and select ideas from research

learning skills to learn from discussion with others

literacy skills to interpret a wide range of source materials for the development of ideas

Required knowledge

historical and contemporary references in chosen area of practice

different ways to communicate and collaborate in creative practice

intellectual property issues and legislation that affect the development of ideas for creative work in the relevant context

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 may include:

direct observation of the natural or built environment

music, film and video

myths and legends

oral history

photographs and other artworks

promotional material

range of texts and text types

technical reports and data.

Way to critically analyse information may involve:

considering how ideas may be adapted and challenged within work

drawing links between references and own work

making judgements about relevance of information and ideas.

Constraints may include:

audience

availability of materials, tools and equipment

budgeting

own skills

presentation venue/context

sponsorship

timeframe.

People may include:

critics and writers

mentors

other creative practitioners

peer groups

supervisors

teachers.

Communication options may include:

blog

informal discussions

electronic forums

oral presentation

visual presentation

written presentation

wiki.