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Evidence Guide: CUVVSP56B - Research and experiment with techniques to produce textile/fibre 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

 

CUVVSP56B - Research and experiment with techniques to produce textile/fibre work

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

Inform work through experimentation with textile/fibre techniques and media.

  1. Evaluate the potential for new approaches to textile/fibre work based on capabilities of techniques already used.
  2. Select, adapt or introduce new materials, tools, equipment or technology for the achievement of different effects.
  3. Extend the capabilities of textile/fibre techniques through experimentation to inform practice.
  4. Take account of particular safety or environmental issues associated with the use of different techniques and media.
  5. Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property, moral rights and copyright requirements.
Evaluate the potential for new approaches to textile/fibre work based on capabilities of techniques already used.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select, adapt or introduce new materials, tools, equipment or technology for the achievement of different effects.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Extend the capabilities of textile/fibre techniques through experimentation to inform practice.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take account of particular safety or environmental issues associated with the use of different techniques and media.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property, moral rights and copyright requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and refine a conceptual vision for textile/fibre work.

  1. Develop a conceptual vision for textile/fibre work based on a knowledge and understanding of different textile/fibre techniques.
  2. Consider the criteria for selecting techniques, material, tools and equipment based on results of experimentation.
  3. Establish criteria which are most likely to facilitate the achievement of the conceptual vision.
  4. Select approach to work which meets established criteria.
  5. Refine the conceptual vision based on ongoing experimentation and analysis of textile/fibre techniques.
Develop a conceptual vision for textile/fibre work based on a knowledge and understanding of different textile/fibre techniques.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider the criteria for selecting techniques, material, tools and equipment based on results of experimentation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish criteria which are most likely to facilitate the achievement of the conceptual vision.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select approach to work which meets established criteria.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine the conceptual vision based on ongoing experimentation and analysis of textile/fibre techniques.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine and organise resource requirements for new work.

  1. Assess specific resource requirements which arise from the use of techniques and experimental approaches.
  2. Research and access potential sources of supply for textile/fibre resources.
  3. Evaluate cost or other constraints which may impact on the development of work.
  4. Set up or co-ordinate resource requirements in accordance with safety or other workplace requirements.
Assess specific resource requirements which arise from the use of techniques and experimental approaches.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research and access potential sources of supply for textile/fibre resources.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate cost or other constraints which may impact on the development of work.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set up or co-ordinate resource requirements in accordance with safety or other workplace requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Realise textile/fibre work.

  1. Realise the textile/fibre work using techniques and media selected from research and experimentation to meet the conceptual vision.
  2. Evaluate and respond to the potential for changes in the use of techniques, materials, tools or equipment.
  3. Refine the conceptual vision based on ongoing experiences with the production of work.
  4. Use safe working practices throughout the production of textile/fibre work.
  5. Consider issues of presentation and take action accordingly.
Realise the textile/fibre work using techniques and media selected from research and experimentation to meet the conceptual vision.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and respond to the potential for changes in the use of techniques, materials, tools or equipment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine the conceptual vision based on ongoing experiences with the production of work.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use safe working practices throughout the production of textile/fibre work.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider issues of presentation and take action accordingly.

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 in this unit

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

production of textile/fibre work which demonstrates a highly developed command of the selected techniques and which is consistent with the conceptual vision

in depth knowledge of techniques, materials and tools and the ways they may be adapted and extended.

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 textile/fibre work 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 work in progress, including exploration of and experimentation with techniques

questioning and discussion about candidates intentions and the 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 a 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 textile/fibre.

Required Skills and Knowledge

Required skills:

research skills and sources of information to inform experimentation in textile/fibre work

literacy skills sufficient to interpret information and material about the work of other textile/fibre artists

numeracy skills sufficient to evaluate resource costs and to calculate material requirements.

Required knowledge:

the role of experimentation in developing and refining concepts for textile/fibre work

detailed knowledge of physical properties and capabilities of the range of materials and tools used in textile/fibre work

the characteristics of different materials under different treatments and the potential of these characteristics to achieve different effects

formal elements and principles of design and how these may be used, adapted and challenged in the development of concepts for textile/fibre work

historical and theoretical contexts for textile/fibre work and how this may be used to inform own artistic practice

copyright, moral rights and intellectual property issues and legislation associated with textile/fibre work

sources of raw, part-processed and processed materials and other resources for textile/fibre work

work space requirements for textile/fibre work, including selection and set up of work space for particular types of work

environmental issues associated with the tools and materials used in textile/fibre work, including the potential issues associated with new approaches

organisational and legislative occupational health and safety procedures in relation to textile/fibre 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.

Textile/fibre work may include:

decorated or embellished objects, fabric lengths, e.g. using printing, stitching, painting techniques

fabric lengths

felt cloth or objects

objects, e.g. baskets, mats, containers, screens

printed objects, e.g. for home wear, fashion, interior markets, 2-dimensional and 3-dimensional work, installation

printed, dyed, painted fabric lengths

sheets of handmade/cast paper.

Within this unit the candidate would generally demonstrate a command of a broad range of techniques as the basis for experimentation and innovation. Techniques may include:

dyeing

embroidery and stitching

hand papermaking, e.g. casting, embossing, pulp painting

knitting and knotting techniques

printing, e.g. block, screen, photographic techniques, stamp, combined printing techniques

resist dyeing, e.g. batik, tie dying, shibori, tritik

tapestry

weaving, e.g. off loom, backstrap, loom weave, basket.

Materials may include those used for:

papermaking:

caustic soda

dyes

objects for casting

objects for embedding and embossing

plant fibres

recycled pulp

printing and painting:

dyes and inks

matrix materials such as lino, wood, screens

photographic processes

stencils, e.g. paper, plastic

resist dyeing:

caustic soda

cold and hot water dyes (natural and synthetic)

cotton or silk lengths

salt, resist salt

soda ash

urea

wax

weaving, knitting and knotting and embroidery techniques:

beads, sequins, metal fragments

fabric fragments and lengths, e.g. cotton, silk, synthetic etc

found materials

metal threads, wire

synthetic and natural fibres including grasses, vines, twigs, reeds etc

twine, wool, synthetic threads.

Tools and equipment may include those used for:

papermaking and painting:

blenders

brushes

containers

couching bards and blankets

drying racks tables boards

moulds and deckles

press for water extraction

pulp baths

stainless steel cooking utensils for plant fibre preparation

printing and painting:

brushes

carrousel

ink mixing surface, e.g. glass, perspex

light box

measuring containers

padded table

pressing tools and equipment

rollers

screens

spatulas

vacuum table

resist dyeing:

brushes

container

dye and rinse baths

hangers

hotplate, stove

metal wax melting containers

stirrers

tjantings

twine for tie dying

vats

weaving, knitting and knotting and embroidery techniques:

bobbins

frames

loom

needles for weaving, embroidery and knitting

sewing machine.

Extending capabilities through:

experimentation encourages the exploration of the full potential of the art form and involves innovation.

Particular safety or environmental issues may include:

Federal, State and Territory legislation, regulations and standards

personal protection

recycling

safe disposal of waste.

Research may involve:

approaching individuals with relevant expertise

attending lectures and talks

conducting material and technical experiments and tests

seeking out information in books, journals, newspapers

visiting exhibitions, museums.

Intellectual property, moral rights and copyright requirements may relate to:

extent to which the work may be used

procedures for seeking permission to use the work of others, including systems for the administration of copyright

protocols for the adaptation of work by others.

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 textile/fibre work, e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns.

Refining the conceptual vision may include:

adjustment to consideration of elements and principles of design

adjustment to subject matter or theme

adjustment to utilise the extended capabilities of the technique

no change.

Sources of supply may include:

commercial outlets

found objects or materials

manufacturing or factory waste

nature.

Cost and other constraints may relate to:

availability of materials and tools

budgeting

sponsorship

timeframe.

Workplace requirements may include:

drying space

lighting

process specific requirements

ventilation

wet and dry areas.

Issues of presentation may include:

availability of space

cost

practical considerations

presentation context

timeframe.

Taking action may involve:

deciding on presentation method

seeking external assistance, e.g. engaging a model, plinth construction

selecting and preparing work for presentation.