- BSBDES301A - Explore the use of colour
Explore the use of colour
This unit applies to any individual whose work involves the effective use of colour, and who needs to understand the basics about the way colours work. Artists, designers, photographers, lighting technicians, digital media specialists and visual merchandisers are just a few examples of people who need these skills.
Elements and Performance Criteria
1. Source information on colour and colour theory
1.1. Identify and access sources of information on colour and colour theory
1.2. Evaluate and collate information to build a knowledge of colour and its application in different contexts
2. Experiment with colour
2.1. Test different colours and colour combinations through experimentation
2.2. Use own ideas as a way of testing, challenging or confirming colour theory
2.3. Ensure safe use of materials, tools and equipment during experimentation with colour
3. Communicate concepts and ideas through use of colour
3.1. Investigate how colour might be used to communicate a particular idea or concept
3.2. Select materials, tools and equipment relevant to the idea or concept
3.3. Apply colour in a way that communicates the concept or idea based on own knowledge of colour and colour theory
3.4. Review and reflect on own use of colour and what it communicates
3.5. Seek and obtain feedback from others about the way colour has been used and its success in communicating the concept or idea
3.6. Present and store work any samples in a way which takes account of the need for professional presentation and potential relevance for future work
literacy skills to read and interpret information about colour and colour theory
numeracy skills to calculate quantities and proportions of different colours
visual literacy skills to make judgements about the way that different colours work together and in conjunction with other elements.
colour attributes and colour relationships
different colour theories and their applications to different contexts
emotional, cultural and situational aspects of colour
individual interpretation and choice in relation to the use of colour, and the potential limitations of theory
materials, tools and equipment required to experiment with colour in relevant contexts
ways in which other practitioners use colour in their work.
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 following is essential:
effective use of colour to communicate a concept or idea
knowledge of colour theory, the effects of colour and its potential use in different contexts.
Context of and specific resources for assessment
Assessment must ensure:
access to materials, resources and equipment needed to apply colour in the relevant work context.
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:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
evaluation of colour samples produced by the candidate to communicate a concept or idea
oral or written questioning to assess knowledge of colour theory and use of colour by different practitioners.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
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.
Sources of information on colour and colour theory may include:
anecdotal sources, personal observation
art and design work
books and magazines
characteristics of materials, for example paints, pigments
Experimentation may involve playing with:
application of light, for example in a theatrical context
colour attributes in hue, chroma, value
colour models (emotional, physical and psychological effects of colour)
effective colour relationships, for example harmonies and discords
Materials, tools and equipment may include:
gouache, watercolour, acrylic
pastels, colour pencils, crayons
range of papers
Idea or concept to be communicated may relate to a huge range of activities such as:
advertising and promotion
exhibitions or events
interactive digital media products
object or product design
theatrical props, sets or scenic art
Samples may be:
drawn, painted, printed
transitory, for example natural and artificial lighting effects
Design - Design Process
This unit contains employability skills.