Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to undertake research into different concepts and theories of creativity, and to apply those to a particular field of endeavour. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. |
Application of the Unit
Application of the unit |
This unit applies to individuals who use sophisticated research and critical analysis skills in the exploration of creativity and its application to work and life practice. This research may be related specifically to fields of practice traditionally considered as 'creative', such as the arts, but may equally relate to much broader fields of human activity and endeavour. The scope of the research activity has both significant depth and breadth. A broader, more general approach to the ideas and history surrounding creativity is found in BSBCRT403A Explore the history and social impact of creativity. |
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Prerequisite units |
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Employability Skills Information
Employability skills |
This unit contains employability skills. |
Elements and Performance Criteria Pre-Content
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. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Research concepts and theories of creativity |
1.1. Use a range of research techniques to source information about creativity 1.2. Identify and explore potential new , emerging and alternative sources of ideas and thinking about creativity 1.3. Expand own knowledge and understanding of creativity through review and critical analysis of information 1.4. Analyse, compare and contrast a range of theoretical perspectives and thinking on creativity 1.5. Identify and explore the transmigration of creative thought to innovative output |
2. Apply theories of creativity to practice |
2.1. Evaluate the relevance and application of different theories and practices of creativity based on analysis of own work and life experience 2.2. Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice 2.3. Assess the ways in which theories, thinking and practices about creativity may be applied that provide benefits to individuals , businesses and the community |
3. Develop, articulate and debate own perspectives theories and practices of creativity |
3.1. Take a critical approach to different theories and reflect on own ideas and responses 3.2. Develop own substantiated positions in response to research and analysis 3.3. Articulate own positions in a manner which demonstrates clarity of thought and conceptual understanding of different theories and thinking 3.4. Debate own positions on creativity showing belief in own ideas and a willingness to remain open to new perspectives |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This section describes the skills and knowledge required for this unit. |
Required skills |
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Required knowledge |
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Evidence Guide
EVIDENCE GUIDE |
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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. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the following is essential:
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Context of and specific resources for assessment |
Assessment must ensure:
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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:
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Guidance information for assessment |
Range Statement
RANGE STATEMENT |
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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. |
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Research techniques may include: |
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New , emerging and alternative sources of ideas and thinking may include: |
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Critical analysis may involve: |
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Range of theoretical perspectives and thinking may be: |
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Own work and life experience may include: |
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Benefits to individuals , businesses and the community may include: |
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Substantiated positions may be positions which are: |
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Clarity of thought and conceptual understanding may be demonstrated by: |
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Unit Sector(s)
Unit sector |
Competency field
Competency field |
Creativity and Innovation - Creative Thinking |
Co-requisite units
Co-requisite units |
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