Modification History
Version |
Comments |
CUVACD507A |
This version first released with CUV11 Visual Arts, Craft and Design Training Package version 1.0 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to extend and deepen engagement with three-dimensional (3-D) design ideas and processes for the production of work at a professional level.
Application of the Unit
Designers and artists engage with a wide and potentially complex range of ideas about 3-D design. At this level they are able to then develop and refine their own ideas and responses to the potential of the 3-D form through the production of professional work.
This unit complements units that focus on specialised skills for particular design disciplines or art forms.
Work may be independent or collaborative. It is largely self-directed with guidance and mentoring available as required.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Pre-Requisites
Not applicable.
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
Element |
Performance Criteria |
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
1. Originate ideas for 3-D design |
1.1 Generate ideas for design concepts through research, exploration and experimentation 1.2Develop initial design concepts consistent with the intent of the work or specifications of the brief 1.3 Evaluate, explore and play with options and materials that best suit the design brief 1.4 Refine options and select the approach that best meets design brief requirements |
2. Plan design process |
2.1 Develop clear plan and schedule for design realisation 2.2 Organise and allocate resources to meet required standards, timeframes and budget 2.3 Liaise with others involved in design realisation as required 2.4 Monitor process to ensure integrity of design is maintained, including challenging own design work 2.5 Identify difficulties or problems and take action to rectify 2.6 Maintain accurate, relevant and complete documentation |
3. Refine and consolidate process |
3.1 Develop effective 3-D designs and design processes 3.2 Develop and document a design language that reflects own style and approach 3.3 Identify opportunities for refinement and re-thinking and make adjustments as required 3.4 Articulate the design process and the final solution through effective documentation of work 3.5 Prepare and present 3-D design solutions to key people |
4. Maintain expertise |
4.1 Apply professional work ethic to design activities 4.2 Use feedback from others to improve own skills in design 4.3 Stay up-to-date with industry standards and seek opportunities to further develop technical and conceptual skills 4.4 Source new ideas and trends through regular review of the work of others 4.5 Keep informed about new creative approaches, techniques, materials and equipment for 3-D design |
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
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 |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure access to:
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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:
Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling). |
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.
Specifications may include: |
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Materials may include: |
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Design processes may include: |
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Design language refers to: |
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Key people may include: |
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Professional work ethic may include: |
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Unit Sector(s)
Visual communication – art, craft and design