NTISthis.com

Evidence Guide: CUVVSP15B - Produce drawings

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

 

CUVVSP15B - Produce drawings

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

Prepare and maintain resources to produce drawings.

  1. Correctly identify and select tools, and materials required for the production of drawings.
  2. Prepare, clean and maintain tools and materials in accordance with relevant workplace procedures and safety requirements.
  3. Organiseand maintain work space so that it remains clean and safe.
  4. Store tools and materials in accordance with relevant workplace and safety requirements.
Correctly identify and select tools, and materials required for the production of drawings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare, clean and maintain tools and materials in accordance with relevant workplace procedures and safety requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organiseand maintain work space so that it remains clean and safe.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Store tools and materials in accordance with relevant workplace and safety requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore drawing techniques to plan work.

  1. Assess the capabilities of techniques, tools and materials for different types of drawings.
  2. Use and/or combine different techniques, tools and materials to determine and extend capabilities.
  3. Determine the conceptual vision for the proposed drawings based on exploration of different techniques or from supplied information.
  4. Establish criteria for the selection of techniques to meet the conceptual vision.
  5. Select techniques based on the conceptual vision.
  6. Plan work, identifying work processes and resource requirements.
Assess the capabilities of techniques, tools and materials for different types of drawings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use and/or combine different techniques, tools and materials to determine and extend capabilities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the conceptual vision for the proposed drawings based on exploration of different techniques or from supplied information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish criteria for the selection of techniques to meet the conceptual vision.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select techniques based on the conceptual vision.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan work, identifying work processes and resource requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Realise drawings.

  1. Organise the resources required for the production of the proposed drawings based on the plan of work.
  2. Safely use and adapt techniques, tools and materials appropriately to realise the conceptual vision.
  3. Identify potential different approaches that may enhance the final work and incorporate these into the work process.
Organise the resources required for the production of the proposed drawings based on the plan of work.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Safely use and adapt techniques, tools and materials appropriately to realise the conceptual vision.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential different approaches that may enhance the final work and incorporate these into the work process.

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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The following evidence is critical to the judgement of competence in this unit:

production of drawings which demonstrates a command of selected techniques and which is consistent with the conceptual vision

knowledge of materials and tools and how they are used and extended in drawing.

Context of and specific resources for assessment

The assessment context must provide for:

evaluation of visual language and technical execution of work pieces produced by the candidate

practical demonstration of skills using required tools, equipment and materials to produce multiple drawings or a single major work.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

direct observation of drawings in progress

questioning and discussion of the candidate's intentions and work outcome

verbal and written reports

review of portfolios of evidence

third party workplace reports of performance by the candidate.

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).

Assessment of this unit requires access to the materials and resources needed to produce drawings.

Required Skills and Knowledge

Required skills:

literacy skills sufficient to read product safety labels

numeracy skills sufficient to calculate quantities.

Required knowledge:

the physical properties and capabilities of the range of materials and tools used in drawing

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

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

general knowledge of the formal elements and principles of design and their specific application to the production of drawings

cleaning and maintenance techniques for tools used in drawing

general knowledge of the historical and theoretical contexts for drawing

awareness of copyright, moral rights and intellectual property issues

environmental issues associated with the tools and materials used in drawing

organisational and legislative occupational health and safety procedures in relation to drawing.

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.

Tools may include:

blades

brushes

computer, scanner, printer and relevant software

discs, CDs

rags

scrapers

spatulas

sponges

sticks.

Materials may include:

charcoal

graphite

ink and wash

pastels and chalks

pencils from H-HB, B-9B

range of papers of differing weights and textures

watercolour

wood, board, fabrics of differing weights and textures, glass, perspex or metal surfaces.

Workplace procedures may relate to such things as:

cost control

process-specific procedures

recycling

reporting

safety

use of materials.

Safety requirements would be in accordance with:

Federal, State and Territory legislation, regulations and standards.

Organisation and maintenance of the work space may relate to:

lighting

wet and dry areas

working tables, easels.

Assessing the capabilities of the techniques, tools and materials may involve:

experimenting directly with work in progress

producing test pieces or samples

systematically testing a range of processes.

Within this unit the candidate would generally extend, build upon and combine a range of techniques which may include:

combination of erasing and layering of marks in a range of media

digital drawing techniques

layering of marks in a range of media

overlapping or superimposing translucent marks over other translucent imagery

using mixed drawing media and a range of techniques to produce drawings, e.g. 'wet' techniques over 'dry' techniques.

Techniques may also include extending and building upon the following techniques:

linear marks of differing intensity and character, e.g. thick, sharp, thin, curvilinear, soft (side of pencil or crayon)

linear marks to produce illusion of 3D form

simple linear perspective through the use of a vanishing point

tonal range to produce illusion of 3D form.

The conceptual vision may be determined by:

elements and principles of design

the relationship of the work to a theoretical and historical context

the subject matter or theme for the drawings, e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns.

Criteria for the selection of techniques may relate to:

access to materials, tools and equipment for the techniques

consistency with the conceptual vision for the proposed drawings

ease of application of the techniques

personal affinity with the techniques.