Unit of competency details

Unit descriptor 

This unit describes the performance outcomes, skills and knowledge required to explore the use of colour and to apply colour theory.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the unit 

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.

Prerequisite units 

Employability skills 

This unit contains employability skills.

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

ELEMENT 

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

REQUIRED SKILLS AND KNOWLEDGE 

This section describes the skills and knowledge required for this unit.

Required skills 

• 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.

Required knowledge 

• 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.

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 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.

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.

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
• scientific texts
• web-based resources

Experimentation  may involve playing with:

• application of light, for example in a theatrical context
• colour attributes in hue, chroma, value
• colour grading
• colour models (emotional, physical and psychological effects of colour)
• colour scales
• colour schemes
• effective colour relationships, for example harmonies and discords

Materials , tools and equipment  may include:

• air brushes
• brushes
• cardboard
• digital equipment
• fabrics/textiles/plastics
• glue
• gouache, watercolour, acrylic
• hand tools
• light sources/equipment
• lighting gels
• measuring tools
• pastels, colour pencils, crayons
• range of papers
• receptacles
• rulers
• software
• sponges
• spray gun

Idea or concept  to be communicated may relate to a huge range of activities such as:

• advertising and promotion
• artistic works
• exhibitions or events
• fashion designs
• interactive digital media products
• interior designs
• jewellery design
• lighting designs
• object or product design
• sign making
• theatrical props, sets or scenic art

Samples  may be:

• colour wheels
• colour swatches
• constructed
• digital output
• drawn, painted, printed
• photographs
• sample boards
• transitory, for example natural and artificial lighting effects

Unit sector 

Competency field 

Design - Design Process

Co-requisite units