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Evidence Guide: CUVPUA601A - Realise a public art project

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

 

CUVPUA601A - Realise a public art project

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

Originate ideas for public art

  1. Use own creative impulse or brief supplied by others to develop ideas for work
  2. Initiate site-specific research and planning processes
  3. Research and explore relevant ideas and associations for the work, including those related to the site and its environment
  4. Develop responses to accommodate practical requirements and constraints
  5. Explore options for materials, technologies and processes that fulfil requirements of the site and the brief
  6. Collaborate with relevant people about project ideas as part of an ongoing process of refining ideas
Use own creative impulse or brief supplied by others to develop ideas for work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Initiate site-specific research and planning processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research and explore relevant ideas and associations for the work, including those related to the site and its environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop responses to accommodate practical requirements and constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore options for materials, technologies and processes that fulfil requirements of the site and the brief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaborate with relevant people about project ideas as part of an ongoing process of refining ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Articulate and present project ideas

  1. Develop, critique and articulate creative responses to the objectives and contexts of the brief and the site
  2. Apply guidelines for formal presentation of concept proposal and supporting documentation to the client, sponsor or selection panel
  3. Formally present the design proposal with supporting documentation and practical planning data
  4. Evaluate and re-work aspects of the presentation, as required
Develop, critique and articulate creative responses to the objectives and contexts of the brief and the site

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply guidelines for formal presentation of concept proposal and supporting documentation to the client, sponsor or selection panel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Formally present the design proposal with supporting documentation and practical planning data

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and re-work aspects of the presentation, as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and document work in response to the site and the brief

  1. Develop and plan construction and installation with reference to the specific site and its contexts
  2. Engage with key stakeholders in the public art project
  3. Re-present planning and preparatory work using presentation mechanisms suited to the project
Develop and plan construction and installation with reference to the specific site and its contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage with key stakeholders in the public art project

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Re-present planning and preparatory work using presentation mechanisms suited to the project

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create the public artwork

  1. Integrate command of technique, materials and process to create public artwork that meets creative and other needs
  2. Apply critical and creative thinking to challenge, adapt and refine the public artwork
  3. Interrogate aspects of work in progress and participate in critical inquiry and discussion
  4. Apply health and safety principles and guidelines to the development of public art projects
Integrate command of technique, materials and process to create public artwork that meets creative and other needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply critical and creative thinking to challenge, adapt and refine the public artwork

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interrogate aspects of work in progress and participate in critical inquiry and discussion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply health and safety principles and guidelines to the development of public art projects

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finalise the public art project

  1. Liaise with relevant people on finalisation processes
  2. Bring together the disparate challenges of the public art project to complete work on time
  3. Organise the installation of the work, engaging specialist expertise where necessary
Liaise with relevant people on finalisation processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Bring together the disparate challenges of the public art project to complete work on time

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise the installation of the work, engaging specialist expertise where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate own work

  1. Seek and apply constructive criticism to improve own work
  2. Evaluate work against planned strategy for own creative practice
  3. Consider place of own work in relation to other public art practitioners
  4. Adjust work processes and practice to improve technical, conceptual and commercial outcomes
Seek and apply constructive criticism to improve own work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate work against planned strategy for own creative practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider place of own work in relation to other public art practitioners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust work processes and practice to improve technical, conceptual and commercial outcomes

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:

originate and realise a complete public art project, including managing its creative, technical and organisational components

create public artwork of a professional standard for the public domain

articulate and present ideas about public artwork in relevant contexts

evaluate, explain and discuss work in a professional context.

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.

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 public art project completed by the candidate

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

direct observation of work in progress

evaluation of a candidate’s visual diary or other forms of documentation showing the development of the work, including research and ideas development

group peer review 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.

Required Skills and Knowledge

Required skills

communication skills to:

collaborate with others as part of the creative process

engage with others involved in public art projects at a professional level

critical thinking and analytical skills to:

independently analyse and evaluate ideas to inform original work

evaluate own work in terms of its coherence and place in a professional practice

initiative and enterprise skills to independently generate new ideas and work opportunities

learning skills to evaluate own skills against professional practice strategy and requirements of public art projects

literacy skills to:

interpret information dealing with complex or abstract ideas

document work in ways that communicate processes and ideas

numeracy skills to work with budgets

problem-solving skills to:

challenge, adapt and refine work projects

creatively resolve conceptual and technical issues that arise within the work

embrace and respond to the range of practical challenges of public art projects

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

technical skills to apply and adapt specialised skills to works for public sites.

Required knowledge

range of potential sites used for public art projects, features of different types of sites and key considerations

techniques for exploring relationships between sites and artworks

key people involved in public art projects, their roles and interrelationships

types of documentation typically used in public art projects

practical planning issues to be considered in public art projects

types of specialist technical expertise that may be needed for realising public art projects

typical requirements and constraints of public art projects

sustainability considerations for public art projects

OHS considerations for public art projects, including those related to the site as well as the work itself.

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.

Site may be:

business

community

cross-cultural

multi-cultural

recreational

rural

social

urban.

Relevant peoplemay include:

collaborating artists

community Elders

council staff

mentors

site custodians

site owners

technical experts.

Supporting documentation may include:

concept drawings

maquettes

research

scale models

site plans.

Practical planning data may relate to:

budget

engineering

environmental considerations

fabrication

health and safety

insurance

technical specifications

vandalism precaution.

Presentation mechanismsmay be:

oral

musical

visual.

Critical and creative thinkinginvolve:

analysis of complex and abstract ideas and theories

working effectively with concepts, such as:

adapting

analysing and evaluating actions and policies

challenging

clarifying issues, values and standards

comparing similar situations

comparing and contrasting ideals with practice

comparing and evaluating beliefs, interpretations and theories

debating and discussing

developing criteria for evaluation

distinguishing relevant from irrelevant facts

examining and evaluating assumptions

exploring implications and consequences

generating and assessing solutions

judging

making interdisciplinary connections

making plausible inferences and predictions

noting significant similarities and differences

nuance, subtlety and distinction

questioning

reading and listening critically

reflecting.

Specialist expertisemay include:

builders

engineers

planners

plumbers

transport providers.

Constructive criticismmay relate to:

aesthetics

philosophical foundations

techniques

social context.