Elements and Performance Criteria

The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
The brief:
describes and specifies the work to be completed
is usually prepared by a commissioning body or organisation, e.g. supervisor, client, community organisation
may be written, diagrammatic, visual, verbal.
Sources of information on design processes specifically relating to 3D applications may include:
books and magazines
scientific texts
art and design work
optics, single and multiple vanishing points
software programs
personal observation
natural and architectural forms
manufactured structures.
Materials may include:
clays and other plastic compounds (Plasticene, plaster)
foamcore, polystyrene
papers, cardboard and paper pulp
wood, metal, fabric, plastic
fibres, tape, string
recycled materials
glue
nails, screws, wire
found materials.
Tools and equipment may include:
hammer
drill
saw
pliers
cutting tools (scissors, knives blades)
shaping tools (surform blades, planers, modelling and carving tools)
measuring tools
clamps
brushes
buckets and containers
computer, scanner, relevant software programs.
Design samples may be exercises in response to a brief and may involve consideration of:
mass
size
proportion
shape
tone
relationships of form to form and form to space
symmetry, asymmetry, balance
rhythm
positive and negative forms and space.
Design samples involve the manufacture of form by:
moulding and modelling
cutting
folding
twisting
binding
pasting and taping
bending.
Producing samples may also involve the application of design processes to a work in progress.
Safe procedures are in accordance with Federal, State and Territory legislation, regulations and standards.
The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.
The brief:
describes and specifies the work to be completed
is usually prepared by a commissioning body or organisation, e.g. supervisor, client, community organisation
may be written, diagrammatic, visual, verbal.
Sources of information on design processes specifically relating to 3D applications may include:
books and magazines
scientific texts
art and design work
optics, single and multiple vanishing points
software programs
personal observation
natural and architectural forms
manufactured structures.
Materials may include:
clays and other plastic compounds (Plasticene, plaster)
foamcore, polystyrene
papers, cardboard and paper pulp
wood, metal, fabric, plastic
fibres, tape, string
recycled materials
glue
nails, screws, wire
found materials.
Tools and equipment may include:
hammer
drill
saw
pliers
cutting tools (scissors, knives blades)
shaping tools (surform blades, planers, modelling and carving tools)
measuring tools
clamps
brushes
buckets and containers
computer, scanner, relevant software programs.
Design samples may be exercises in response to a brief and may involve consideration of:
mass
size
proportion
shape
tone
relationships of form to form and form to space
symmetry, asymmetry, balance
rhythm
positive and negative forms and space.
Design samples involve the manufacture of form by:
moulding and modelling
cutting
folding
twisting
binding
pasting and taping
bending.
Producing samples may also involve the application of design processes to a work in progress.
Safe procedures are in accordance with Federal, State and Territory legislation, regulations and standards.

Underpinning skills and knowledge
Assessment must include evidence of the following knowledge and skills:
general knowledge of the role and nature of a brief within the design process, including different types of brief and how designers use them
awareness of the notion of individual interpretation and choice within the design process
knowledge about the materials, tools and equipment required to apply design processes to three dimensional applications
workspace organisation and maintenance including environmental and safety issues
knowledge about how other artists and designers have produced work in three dimensions
awareness of the relationship between form and space
copyright, moral rights and intellectual property issues and legislation, and their impact on aspects of design
literacy skills sufficient to interpret a brief
numeracy skills sufficient to calculate quantities and determine construction issues.
Linkages to other units
This unit underpins many specialisation units, both within the Visual Arts Craft and Design Training Package, and other Training Packages, e.g. Entertainment. It is highly recommended that this unit be assessed in conjunction with those units.
Critical aspects of evidence
The following evidence is critical to the judgement of competence in this unit:
production of samples which apply design processes to three dimensional work in accordance with the requirements of the brief
fundamental understanding of the design process as it applies to three dimensional work.
Method and context of assessment
The assessment context must provide for:
project or work activities that allow the candidate to access and apply design processes to a specific context.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:
evaluation of samples
questioning and discussion
review of portfolios of evidence
third party workplace reports of performance by the candidate.

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).
Resource requirements
Assessment of this unit requires access to the materials resources and equipment needed to apply design processes.
Key competencies in this unit
Key competencies are built into all workplace competencies. The following table describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment.
Level 1 = Perform
Level 2 = Administer and Manage
Level 3 = Design and Evaluate
Collecting, organising and analysing information (2)
Selecting tools and materials to produce samples.
Communicating ideas and information (2)
Producing a range of samples which apply design theory to form in space.
Planning and organising activities (2)
Following instructions to apply design theory.
Working with others and in teams (1)
Discussing work with colleagues.
Using mathematical ideas and techniques (1)
Calculating material needs.
Solving problems (1)
Working out design solution.
Using technology (1)
Using tools and equipment.
Underpinning skills and knowledge
Assessment must include evidence of the following knowledge and skills:
general knowledge of the role and nature of a brief within the design process, including different types of brief and how designers use them
awareness of the notion of individual interpretation and choice within the design process
knowledge about the materials, tools and equipment required to apply design processes to three dimensional applications
workspace organisation and maintenance including environmental and safety issues
knowledge about how other artists and designers have produced work in three dimensions
awareness of the relationship between form and space
copyright, moral rights and intellectual property issues and legislation, and their impact on aspects of design
literacy skills sufficient to interpret a brief
numeracy skills sufficient to calculate quantities and determine construction issues.
Linkages to other units
This unit underpins many specialisation units, both within the Visual Arts Craft and Design Training Package, and other Training Packages, e.g. Entertainment. It is highly recommended that this unit be assessed in conjunction with those units.
Critical aspects of evidence
The following evidence is critical to the judgement of competence in this unit:
production of samples which apply design processes to three dimensional work in accordance with the requirements of the brief
fundamental understanding of the design process as it applies to three dimensional work.
Method and context of assessment
The assessment context must provide for:
project or work activities that allow the candidate to access and apply design processes to a specific context.

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:
evaluation of samples
questioning and discussion
review of portfolios of evidence
third party workplace reports of performance by the candidate.

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).
Resource requirements
Assessment of this unit requires access to the materials resources and equipment needed to apply design processes.
Key competencies in this unit
Key competencies are built into all workplace competencies. The following table describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment.
Level 1 = Perform
Level 2 = Administer and Manage
Level 3 = Design and Evaluate
Collecting, organising and analysing information (2)
Selecting tools and materials to produce samples.
Communicating ideas and information (2)
Producing a range of samples which apply design theory to form in space.
Planning and organising activities (2)
Following instructions to apply design theory.
Working with others and in teams (1)
Discussing work with colleagues.
Using mathematical ideas and techniques (1)
Calculating material needs.
Solving problems (1)
Working out design solution.
Using technology (1)
Using tools and equipment.