Unit of competency Outline
Date retreived
23/07/2026 7:36 PM AWST
23/07/2026 7:36 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Research role and use of the photoimage in visual communication
Research role and use of the photoimage in visual communication
Unit of competency
National Code
CUVPHI501A
CUVPHI501A
State Code
D1203
D1203
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
21/08/2008
Field of Education
100303 - Photography
Original Release Date
21/08/2008
Nominal Hours
50
Description
This unit describes the performance outcomes, skills and knowledge required to produce creative and innovative photoimages using visual communication principles.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1 Research principles and role of visual communication.
- 1.1 Research historical and contemporary roles of the photograph/photoimage in visual communication.1.2 Evaluate currency/credibility of information gathered and ensure research scope is sufficiently broad. 1.3 Investigate theories behind the conceptualisation, production and use of the photograph/photoimage. 1.4 Evaluate the creation and implied meaning of the photograph/photoimage in the context of its use.
- 1.5 Investigate the modes and media of visual communication.1.6 Review and appraise a range of photograph and photoimage themes in the context of visual communication theories.
2 Use visual communication in photoimaging practice.
- 2.1 Consider the intent and intended audience of visual communication in the production of photoimages.2.2 Apply photograph/photoimage themes and visual communication theories to the production of photoimages2.3 Utilise a range of visual communication modes and media to present photoimages.
3 Evaluate visual communication in photoimaging practice.
- 3.1 Evaluate the effectiveness of visual communication in the production of photoimages.3.2 Identify future opportunities, work directions, equipment needs and workflow changes resulting from application of visual communication principles.3.3 Identify implications of visual communication as it applies to own creative and innovative practice.
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.
Theories may include:
art and design (that impact the use of the photographic image)
art movements (that impact upon and relate to photography/photoimaging)
human vision and perception
narrative and story telling
science and technology
social issues and movements
theorists and commentators on art and the image, including:
Ansel Adams
Arthur Steiglitz
Georgy Kepes
John Berger
Laslo Mohly-Nagy
Minor White
P H Emerson
Robert Adams
Roland Bathes
Susan Sontag
W Eugene Smith
Walter Benjamin.
Context of its use may include:
copyright and moral rights
intellectual property
plagiarism
proof and evidence
to communicate an idea
to inform and educate
to inspire
to persuade (e.g. propaganda).
Modes and media may include:
combinations of:
audio and visual material
images and text
still and moving images
billboard images
hybrid technologies
images in an exhibition
mass communication/single viewer
newspapers and magazines
television/internet/blogs/video streaming.
Themes may include:
abstraction
advertising
beauty
culture
gender identity
landscape
nature
philosophical and classical themes
religion
reportage
science and technology
sexuality
social issues
the human condition
the nude
the photograph as truth
the portrait.
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.
Theories may include:
art and design (that impact the use of the photographic image)
art movements (that impact upon and relate to photography/photoimaging)
human vision and perception
narrative and story telling
science and technology
social issues and movements
theorists and commentators on art and the image, including:
Ansel Adams
Arthur Steiglitz
Georgy Kepes
John Berger
Laslo Mohly-Nagy
Minor White
P H Emerson
Robert Adams
Roland Bathes
Susan Sontag
W Eugene Smith
Walter Benjamin.
Context of its use may include:
copyright and moral rights
intellectual property
plagiarism
proof and evidence
to communicate an idea
to inform and educate
to inspire
to persuade (e.g. propaganda).
Modes and media may include:
combinations of:
audio and visual material
images and text
still and moving images
billboard images
hybrid technologies
images in an exhibition
mass communication/single viewer
newspapers and magazines
television/internet/blogs/video streaming.
Themes may include:
abstraction
advertising
beauty
culture
gender identity
landscape
nature
philosophical and classical themes
religion
reportage
science and technology
sexuality
social issues
the human condition
the nude
the photograph as truth
the portrait.
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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
ability to research and evaluate theories/themes on the historical and contemporary photographic/photoimaging visual communication environment
ability to implement theories, themes and visual communication principles within own photoimaging practice
ability to review personal performance within the context of the photoimaging visual communication environment
ability to recognise copyright, moral rights, intellectual property and plagiarism issues.
Context of and specific resources for assessment
Assessment must ensure:
access to sources of information on the historical and contemporary photographic/photoimaging visual communication environment
access to a range of modes/media used in the photographic/photoimaging visual communication environment.
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:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by candidate
direct observation of candidate implementing visual communication principles in the production of photoimages
case studies to assess candidate's ability to evaluate theories and themes in the historical and contemporary photographic/photoimaging visual communication environment
problem solving activities to assess candidate's critical thinking skills.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
ability to research and evaluate theories/themes on the historical and contemporary photographic/photoimaging visual communication environment
ability to implement theories, themes and visual communication principles within own photoimaging practice
ability to review personal performance within the context of the photoimaging visual communication environment
ability to recognise copyright, moral rights, intellectual property and plagiarism issues.
Context of and specific resources for assessment
Assessment must ensure:
access to sources of information on the historical and contemporary photographic/photoimaging visual communication environment
access to a range of modes/media used in the photographic/photoimaging visual communication environment.
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:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by candidate
direct observation of candidate implementing visual communication principles in the production of photoimages
case studies to assess candidate's ability to evaluate theories and themes in the historical and contemporary photographic/photoimaging visual communication environment
problem solving activities to assess candidate's critical thinking skills.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| S7716 | CUVPHI516A | Research the role and use of the photo image in visual communication | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D209 | CUV60307 | Advanced Diploma of Creative Product Development | Qualification |
| D208 | CUV50407 | Diploma of Photoimaging | Qualification |