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Evidence Guide: CUVPRP501A - Realise a body of 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

 

CUVPRP501A - Realise a body of creative work

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

Develop ideas for a coherent body of work

  1. Establish and explore a developing range of sources to inform new ideas
  2. Support professional practice by extending knowledge of historical and contemporary references
  3. Evaluate developing ideas and options for creative work using critical and creative thinking approaches
Establish and explore a developing range of sources to inform new ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support professional practice by extending knowledge of historical and contemporary references

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate developing ideas and options for creative work using critical and creative thinking approaches

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider the professional potential of ideas

  1. Where appropriate, refine personal thinking through consultation with relevant people
  2. Develop ideas or designs based on research, reflection and suitability for the intended purpose
Where appropriate, refine personal thinking through consultation with relevant people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop ideas or designs based on research, reflection and suitability for the intended purpose

Completed
Date:

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Plan and organise the production of work

  1. Confirm the scope and objectives of the work based on the project concept
  2. Evaluate and organise financial, physical and other resources based on in-depth knowledge of the creative form
  3. Set up or gain access to an appropriate work space
  4. Develop a realistic timeframe for the production of work
  5. Evaluate and respond to project constraints
  6. Monitor project workflow against the plan
Confirm the scope and objectives of the work based on the project concept

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and organise financial, physical and other resources based on in-depth knowledge of the creative form

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set up or gain access to an appropriate work space

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a realistic timeframe for the production of work

Completed
Date:

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Evaluate and respond to project constraints

Completed
Date:

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Monitor project workflow against the plan

Completed
Date:

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Develop own approach to documenting the body of work

  1. Evaluate options for documenting and recording work and the ideas and research that inform it
  2. Consider information for inclusion and the need to reveal the process of work
  3. Select and develop own approach and presentation style
  4. Document production of work from initial ideas to realisation
Evaluate options for documenting and recording work and the ideas and research that inform it

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider information for inclusion and the need to reveal the process of work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and develop own approach and presentation style

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document production of work from initial ideas to realisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaborate with others

  1. Seek and be open to critical analysis of own work by others
  2. Participate critically and knowledgably in conversations that explore different ways of doing things
  3. Explore and experiment with ideas that come from collaboration
Seek and be open to critical analysis of own work by others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate critically and knowledgably in conversations that explore different ways of doing things

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore and experiment with ideas that come from collaboration

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create finished work

  1. Use safe work practices to manipulate selected materials, processes and technologies with increasing confidence and skill
  2. Challenge and test technical and conceptual aspects of the work during production
  3. Finish work to professional standard
Use safe work practices to manipulate selected materials, processes and technologies with increasing confidence and skill

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge and test technical and conceptual aspects of the work during production

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finish work to professional standard

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate own artwork

  1. Review work in progress against personal, professional and artistic objectives
  2. Identify and respond to opportunities for refinement and re-thinking
  3. Evaluate efficiency and effectiveness of thework process
  4. Evaluate finished work in terms of its coherence with the project concept, technical resolution and suitability for the intended purpose
Review work in progress against personal, professional and artistic objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and respond to opportunities for refinement and re-thinking

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate efficiency and effectiveness of thework process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate finished work in terms of its coherence with the project concept, technical resolution and suitability for the intended purpose

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 a coherent body of creative work that is technically and conceptually resolved, is consistent with the project concept, and is finished to a professional standard

consider the professional potential for proposed work

document the work creatively from initial idea to realisation

evaluate and discuss work in an informed way

use safe and sustainable work practices.

Context of and specific resources for assessment

Assessment must ensure access to:

appropriate resources for the production of work, including work space, tools, equipment and materials

studio and workshop facilities.

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 a body of work produced by the candidate

evaluation of processes used by the candidate to conceive, plan and realise the work

direct observation of work in progress

group peer review of the work

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

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:

specialisation units for any creative form.

Required Skills and Knowledge

Required skills

communication skills to:

collaborate with others as part of the creative process

discuss abstract ideas with others

create a professional documentation of work

critical thinking and analytical skills to:

evaluate, distil and select ideas for application to own work

evaluate own work in terms of its coherence

initiative and enterprise skills to develop ideas and create work that responds to creative and professional objectives

learning skills to:

receive and integrate constructive criticism from others

engage in an ongoing process of skills development

literacy skills to:

interpret information dealing with complex or abstract ideas

document work in ways that communicate processes and ideas

numeracy skills to manage project costs

problem-solving skills to creatively resolve conceptual and technical issues that arise within the work

self-management and planning skills to plan and coordinate a creative project from initial concept to realisation

technical skills to apply, adapt and refine specialised skills relevant to the particular creative form

Required knowledge

relationship between technique, materials and process in the relevant creative form

cultural, sociological, philosophical, aesthetic, political and commercial influences on chosen area of work, in historical and contemporary contexts

critical and creative thinking techniques and how they work in the context of creative practice

professional opportunities in the relevant area of creative practice

typical problems that occur during the production of a body of creative work, and how to avoid or resolve them

commonly used research methodologies for creative practitioners

current and emerging practice for documenting work in a creative context

basic project management techniques, particularly in relation to work planning, time management and resource management

intellectual property issues and legislation associated with professional creative practice

sustainability issues associated with the tools and materials used in the chosen creative form

organisational and legislative OHS procedures in relation to chosen creative form

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.

Adeveloping range of sources provides access to:

ideas that challenge own work to date

in-depth exploration of ideas already touched on

previously unexplored ideas

uses of new techniques, materials or processes

ideas that challenge own beliefs.

Sources may include:

art critics

art history texts

artworks

cultural theorists

design ideas

exhibitions

films

galleries

images

internet

journal articles

museums

myths and legends

objects

oral history

own experience

performances

presentations

philosophers

social commentators

technical or medium-specific information

writings.

Critical and creative thinking approaches may include:

blog or wiki

brainstorming

daydreaming and mental wandering

discussion

Edward de Bono's Six Thinking Hats

graphic organisers:

concept fans

visual maps

webbing

lateral thinking games

making associations

mind mapping

morphological analysis

sketching

social networking

storytelling

sub-culture surfing

trigger words

use of metaphors and analogies

vision circles

visualisation

wishful thinking

word salads.

Professional potentialmay relate to:

collaboration

market trends

professional development

saleability.

Relevant people may include:

employers

mentors

other creative practitioners

peers

potential customers

teachers.

Scope and objectives of the work may relate to:

brief for the work

competition criteria

creative criteria

ideas to be communicated

number of items to be produced

potential to exhibit and sell

self-development potential

time for creation.

Realistic timeframe takes account of:

availability of materials

client needs

complexity of the work

other commitments

potential for external factors to impact

sponsor requirements.

Project constraints may include:

availability of outsourced production or assistance

budget

client preferences

potential for burn-out

public safety

safety requirements

saleability

technical skills and knowledge

time.

Options for documenting and recording work may include:

blog or wiki

digital presentations

maquettes

notes and other written text

online forum

photographic record

physical portfolio

practice pieces

verbal presentation

visual diary.

Information for inclusionmay include:

challenges encountered

intellectual property considerations

development of techniques

early ideas

external references and sources

input from others

refinement processes for ideas and techniques

use of materials and processes

work log, including time and expenses.

Critically and knowledgably may include:

familiarity with the work of others

knowledge of materials, process and technique

substantiated ideas and positions.

Opportunities for refinement and re-thinking may relate to:

collaboration

ideas

materials

market demand

processes

techniques

workflow.

Efficiency and effectiveness may relate to:

aesthetic or functional quality of the work

completion on budget

completion on time

positive or negative impact on own health

success in communicating ideas

technical standard of work.

Coherence with the project concept may relate to:

connection of ideas within the work

connections or divergence in process between initial concept and final product

materials

processes

techniques.