Modification History
Not Applicable
Unit Descriptor
Unit descriptor |
This unit describes the skills and knowledge to develop concepts for arts organisations or for specific arts projects. It includes the need for concept generation, communication and consultation on the concept, and development of the concept to a pre-operational stage. Concepts may be required for a wide range of purposes including programs, events, exhibitions or administrative structures. This work would usually be carried out autonomously and may include responsibility for others. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. |
Application of the Unit
Not Applicable
Licensing/Regulatory Information
Refer to Unit Descriptor
Pre-Requisites
Prerequisite units |
This unit has strong linkages to other general management units that focus on development and planning skills, and combined assessment and/or training with those units is recommended. |
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 Clarify context for the concept . |
1.1 Investigate and clarify the overall purpose for the concept . 1.2 Investigate and clarify initial possibilities for realising the concept. 1.3 Refine and clarify the key objectives for the concept in consultation with relevant colleagues and stakeholders. |
2 Generate concept . |
2.1 Generate a range of different, innovative and creative approaches for the concept. 2.2 Review different approaches for technical feasibility, innovation, creativity and acceptance to client/audience. 2.3 Identify potential constraints and access their impact on the concept. 2.4 Take account of social, ethical and environmental impacts in generating the concept. |
2.5 Select possible approaches that meet the key objectives, and draft proposals in an appropriate format. |
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3 Consult on concept . |
3.1 Identify key stakeholders with whom consultations should be held, including the need for expert advice. 3.2 Develop and implement an appropriate consultation strategy . 3.3 Establish commitment and support for the proposed concept. |
4 Adjust and refine concept . |
4.1 Determine advantages and disadvantages of different approaches based on consultation, creativity and operational feasibility. 4.2 Evaluate concept and select final approach to meet the desired outcome. |
5 Develop concept to pre-operational stage . |
5.1 Develop specifications or initial plans for the implementation of the concept, including information on resources, technical and other operational requirements. 5.2 Present or communicate specifications or plans to relevant parties for approval, funding or endorsement. |
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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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
The following evidence is critical to the judgement of competence in this unit:
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Context of and specific resources for assessment |
The assessment context must provide for:
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Method of assessment |
Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:
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Assessment methods should closely reflect workplace demands (e.g. literacy) 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). |
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Assessment of this unit requires access to the materials resources and equipment needed to develop concepts, e.g. relevant documentation. |
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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Concepts may be developed for a wide range of purposes within an arts context including: |
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Concept constraints may relate to: |
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Appropriate formats for proposals may include: |
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Key stakeholders may include: |
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Consultation strategy may include: |
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Unit Sector(s)
Not Applicable