Modification History
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CUVDIG402A |
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 proactively experiment with various video art techniques and ideas to develop an individual style or voice.
Application of the Unit
People with a command of video art techniques apply the skills and knowledge outlined in this unit.
At this level, work is undertaken independently with supervision and guidance 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
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Element |
Performance Criteria |
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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
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1. Develop proficiency with a range of video art techniques and media |
1.1 Evaluate the potential for new approaches to video art based on capabilities of techniques already used 1.2 Adapt or introduce new tools, equipment and materials to achieve different effects 1.3 Extend the capabilities of video art techniques through experimentation 1.4 Take account of the safety and sustainability considerations for different techniques and media |
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2. Develop ideas for video art |
2.1 Discuss creative and other goals of proposed video art with others 2.2 Research , adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property requirements 2.3 Apply knowledge of different video art techniques to inform ideas 2.4 Allow techniques and ideas to work together to inform each other 2.5 Consider the professional potential and other criteria of work when developing ideas 2.6 Refine and confirm ideas based on experimentation, research and collaboration with others |
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3. Organise video art resources |
3.1 Assess specific resource requirements for the chosen work 3.2 Research and access potential sources of supply for video art resources 3.3 Evaluate cost and other constraints that impact on the development of work 3.4 Evaluate and respond to presentation considerations for finished video art 3.5 Set up or coordinate resource requirements according to safety or other workplace requirements |
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4. Realise finished video art |
4.1 Create video art using techniques and media selected from research and experimentation 4.2 Review and refine ideas and approaches based on ongoing experiences with the production of work 4.3 Use safe and sustainable work practices throughout the production of video art 4.4 Document and record the development of the work and the research and ideas that inform it |
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5. Evaluate own video artwork |
5.1 Reflect on own work in terms of conceptual development and technical execution 5.2 Identify areas for future improvement, especially in terms of own skill development 5.3 Discuss completed work with others and respond positively to feedback |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication skills to:
- discuss creative work from a technical and conceptual perspective
- create a record of the video artwork
- initiative and enterprise skills to:
- experiment with techniques to enhance final video art
- apply critical thinking and analytical skills when developing ideas for video art
- learning skills to:
- refine and improve a range of techniques
- evaluate quality of own work and identify ways to enhance own practice
- literacy skills to undertake research about the work of other video artists and arts practitioners
- numeracy skills to:
- evaluate resource costs
- calculate material requirements
- planning and organising skills to plan work tasks and resources so that all deadlines are met
- problem-solving skills to identify and resolve technical and conceptual issues in video artwork
- technology skills to use the internet as a research tool.
Required knowledge
- role of experimentation in developing and refining ideas for video art and how this relates to the development of an individual style or voice
- ways to adapt, extend and combine the capabilities of a wide range of current video art technologies and techniques
- characteristics of different subjects under different treatments and the potential of these characteristics to achieve different effects
- formal elements and principles of design and how they may be used, adapted and challenged in video artwork
- research methodologies used by artists
- historical and theoretical contexts for video art and how they may be used to inform individual practice
- sources of resources needed in a professional video art practice
- intellectual property issues and legislation to be considered by independent arts practitioners
- sustainability considerations for the professional operation of a video art practice
- OHS requirements for the set-up and operation of video artwork space.
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.
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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 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 (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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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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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.
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At this level, the candidate would generally demonstrate a command of a broad range of techniques as the basis for experimentation which may include: |
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Equipment may include: |
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Materials may include: |
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Safety and sustainability considerations may include: |
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Research may involve: |
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Intellectual property requirements may relate to: |
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Ideas may be influenced by: |
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Criteria may relate to: |
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Process followed to refine ideas may include: |
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Sources of supply may include: |
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Cost and other constraints may relate to: |
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Presentation considerations may include: |
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Workplace requirements may include: |
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Unit Sector(s)
Visual communication – digital content and imaging
