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.
Develop, refine and communicate concept for own work
Develop, refine and communicate concept for own work
Unit of competency
National Code
CUVCOR03B
CUVCOR03B
State Code
D1681
D1681
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
18/09/2008
Field of Education
100301 - Fine Arts
Original Release Date
18/09/2008
Nominal Hours
40
Description
This unit describes the skills and knowledge required to develop, refine and communicate the concept for own work. The concept encompasses ideas, form and context for the work. The unit encompasses the development and evaluation of ideas, plus the communication of the development process to others. In practice, this unit is always integrated with the actual production of work, as described in various specialisation units. This unit both encompasses and goes beyond unit CUVCOR02B Develop and articulate concept for own work.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1 Develop concept.
- 1.1 Identify relevant source material for concept development according to nature and direction of work.1.2 Source and extract key information to inform concept development.1.3 Where appropriate, organise collected information in a manner which assists in the development of the concept.1.4 Evaluate information and ideas to develop possible approaches to work.1.5 Select final option for the concept based on evaluation and refinement of approaches and the desired outcome for the work.
2 Communicate concept.
- 2.1 Identify which aspects of the concept and concept development should be communicated, based on nature and purpose of work.2.2 Identify those to whom concept for work should be communicated, based on nature and purpose of work.2.3 Assess a range of communication methods and select most appropriate based on nature and purpose of work.2.4 Communicate the concept and its development in a manner which facilitates understanding by others.2.5 Seek feedback on concept and provide clarification when required.
3 Refine concept.
- 3.1 Undertake own review of concept and challenge ideas and approaches taken.3.2 Seek input and comments from others about the concept.3.3 Re-evaluate options for the concept based on own review and feedback, and refine accordingly.
books, magazines, poems
direct observation of the natural or built environment
family stories
Internet
music and/or film/video
myths and legends (including religious)
new and emerging technology
oral history
performances/presentations
photographs and other artworks.
The
elements and principles of design
the relationship of the work to a theoretical and historical context
the subject matter or theme for the work, e.g. the body; identity; land and place; political, cultural or social issues; spiritual concerns.
annotated sketches
charts, diagrams
file, including digital
scrap book of images
written and/or visual diary.
aesthetic appeal
consideration of innovation
cultural conventions and/or significance
personal interest
potential of new technology
thinking beyond the established boundaries.
constraints/parameters
consultations with community, Elders, other arts practitioners
problem solving strategies
research of history and theory pertaining to specific arts practice
research of work by other arts practitioners
the brief
visual examples of work by other arts practitioners, e.g. a video, slides, photographs, photocopies
work progress, e.g. visuals, annotated sketches.
The context for
cultural issues surrounding presentation
how the concept is being presented
physical limitations
the people to whom the concept is being presented
why the concept is being presented, e.g. in response to a brief.
A
oral (which may include song)
visual and oral
written
written and visual.
discussion
notes in diary
oral
visual annotations and written
written, including digital.
direct observation of the natural or built environment
family stories
Internet
music and/or film/video
myths and legends (including religious)
new and emerging technology
oral history
performances/presentations
photographs and other artworks.
The
elements and principles of design
the relationship of the work to a theoretical and historical context
the subject matter or theme for the work, e.g. the body; identity; land and place; political, cultural or social issues; spiritual concerns.
annotated sketches
charts, diagrams
file, including digital
scrap book of images
written and/or visual diary.
aesthetic appeal
consideration of innovation
cultural conventions and/or significance
personal interest
potential of new technology
thinking beyond the established boundaries.
constraints/parameters
consultations with community, Elders, other arts practitioners
problem solving strategies
research of history and theory pertaining to specific arts practice
research of work by other arts practitioners
the brief
visual examples of work by other arts practitioners, e.g. a video, slides, photographs, photocopies
work progress, e.g. visuals, annotated sketches.
The context for
cultural issues surrounding presentation
how the concept is being presented
physical limitations
the people to whom the concept is being presented
why the concept is being presented, e.g. in response to a brief.
A
oral (which may include song)
visual and oral
written
written and visual.
discussion
notes in diary
oral
visual annotations and written
written, including digital.
Overview of assessment
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:
development and refinement of a concept through processes which involve analysis of information and communication with others
effective communication skills to hold informed discussion about concept development.
Context of and specific resources for assessment
The assessment context must provide for:
practical demonstration of skills through the development, communication and refinement of a concept for a piece of work
interaction with and involvement of others to reflect the communication aspects of the unit.
Method of assessment
Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:
evaluation of a presentation made by the candidate
questioning and discussion and candidate's intentions and work outcomes
written and/or verbal reports
visual presentation which may include diagrams, charts, slides, digital, video
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 e.g. speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment
Assessment of this unit requires access to the materials, resources and equipment needed to collect, organise and evaluate information.
This unit underpins many specialisation units and combined assessment and/or training with those units is highly recommended.
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:
development and refinement of a concept through processes which involve analysis of information and communication with others
effective communication skills to hold informed discussion about concept development.
Context of and specific resources for assessment
The assessment context must provide for:
practical demonstration of skills through the development, communication and refinement of a concept for a piece of work
interaction with and involvement of others to reflect the communication aspects of the unit.
Method of assessment
Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:
evaluation of a presentation made by the candidate
questioning and discussion and candidate's intentions and work outcomes
written and/or verbal reports
visual presentation which may include diagrams, charts, slides, digital, video
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 e.g. speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment
Assessment of this unit requires access to the materials, resources and equipment needed to collect, organise and evaluate information.
This unit underpins many specialisation units and combined assessment and/or training with those units is highly recommended.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C6470 | CUVCOR03A | Develop, refine and communicate concept for own work | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| S7741 | CUVPRP301A | Produce creative work | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| C612 | CUV30203 | Certificate III in Aboriginal or Torres Strait Islander Cultural Arts | Qualification |
| C617 | CUV30303 | Certificate III in Design Fundamentals | Qualification |
| C624 | CUV30103 | Certificate III in Visual Arts and Contemporary Craft | Qualification |