Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUAMUP504, 'Create prosthetics for special make-up effects'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Create prosthetics for special make-up effects' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare to create prosthetics | 1.1 Confirm prosthetic requirements in consultation with relevant personnel and with reference to production documentation 1.2 Identify construction timelines and other production factors that may affect the casting process 1.3 Identify type and condition of performers' skin and other special requirements for performers that need to be taken into account 1.4 Source reference materials and research aspects of required effects 1.5 Maintain currency of reference materials and findings, and organise them for easy access by others 1.6 Generate a range of design and construction ideas that provide creative solutions to prosthetic requirements and show an understanding of the relationship between face and body shapes and the principles of prosthetics design 1.7 Document plans for the construction of prosthetics in an appropriate format 1.8 Discuss plans with relevant personnel and incorporate feedback into final plans as required 1.9 Check materials and equipment are available to construct prosthetics within timelines |
2. Produce original life casts for prosthetic pieces | 2.1 Check with performers about medical conditions that could prevent or hinder life casts being taken 2.2 Explain the casting process and emergency procedures to performers 2.3 Position performers to minimise personal discomfort and check their skin, hair, facial hair and clothing are protected from hazards 2.4 Determine the position of separate or joining sections, seams, stop lines and keys 2.5 Check materials and release agents are of the appropriate type and quantity for casting 2.6 Prepare, compound and safely apply materials 2.7 Obtain accurate replication of performers, without defects or distortion of life casts, checking performers are comfortable and safe during the casting process 2.8 Safely remove life casts and restore performers' skin and hair to original condition 2.9 Finalise life casts |
3. Make prosthetics | 3.1 Determine appropriate placement of prosthetic overlaps or blending edges on performers 3.2 Compound, handle, store and dispose of materials according to manufacturer's instructions, data safety sheets and health, safety and hygiene procedures 3.3 Use appropriate materials and techniques to make prosthetics according to design plans 3.4 Prevent deformation and impairment when separating moulds and rejoining sectional moulds 3.5 Finish, store and remove sculptures and moulds to avoid deterioration, distortion or damage 3.6 Safely store and dispose of materials and equipment used in the creation of prosthetics 3.7 Complete workplace documentation as required 3.8 Evaluate finished prosthetics against technical and creative criteria and note areas for improving the process |