Modification History
Version |
Comments |
CUVPRP605A |
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 evolve the conceptual aspects of any creative practice. It involves processes of evaluation, critical thinking and research.
Application of the Unit
Creative practitioners at this level engage with ideas as a fundamental part of the day-to-day process of creating work. Ideas and thinking are integral to the practical exploration of materials, processes and techniques, but hold a special place in the creative process.
This unit may be applied to any creative form.
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. Evaluate own practice |
1.1 Reflect on the history and development of own practice from a technical and conceptual perspective 1.2 Identify and analyse the external influences that have shaped ideas and directions in current work 1.3 Evaluate own relationship with work and how this has evolved over time 1.4 Consider how personal experiences and factors have affected work and the ideas that inform it 1.5 Involve others in the evaluation of own practice to broaden own perspectives |
2. Evolve ideas and thinking through practice and research |
2.1 Use practice and experimentation as a professional development tool 2.2 Allow practical work and critical thinking to work together as part of the creative process 2.3 Combine a belief in existing ideas with a willingness to move on as new ideas evolve 2.4 Integrate new and unpredictable ideas into the evolving work process 2.5 Deepen or broaden contextual research to support the generation and maturation of ideas 2.6 Collaborate with other professional practitioners about ideas and research 2.7 Articulate processes and ideas in work in ways that effectively communicate key messages 2.8 Produce experimental pieces, unfinished and finished works as a way of evolving ideas |
3. Integrate ideas and professional opportunities |
3.1 Evaluate own professional goals and aspirations and how they might be affected by new and evolving ideas 3.2 Develop new work projects and opportunities based on reflection, research and experimentation |
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 (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). |
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.
External influences may be: |
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Personal experiences and factors may be: |
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Others may include: |
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Critical thinking may involve: |
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Contextual research may relate to: |
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Professional goals and aspirations may be: |
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Opportunities may include: |
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Unit Sector(s)
Industry capability – professional practice