Elements and Performance Criteria

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.
Individualised or specialised research may involve:
in-depth focus on a particular:
idea
material
medium
process
technique
investigation of a perceived deficiency in own work
intensive mentoring with a more experienced peer.
New sources and research opportunitiesmay relate to:
analysis of greater subtlety and distinction
areas of research not already explored
component resourcing
consumer trends
current business theories
emerging government policy
emerging research
fashion/design trends
individuals in any fields of endeavour
innovative organisations
international trends
research in greater depth
research of broader scope
social trends.
Critical analysismay involve:
adapting
analysing and evaluating actions and policies
challenging
clarifying issues, values and standards
comparing similar situations
comparing and contrasting ideals with practice
comparing and evaluating beliefs, interpretations and theories
critical path process
debate and discussion
developing criteria for evaluation
distinguishing relevant from irrelevant facts
examining and evaluating assumptions
exploring implications and consequences
generating and assessing solutions
judging
leap of faith
making connections between seemingly unrelated information
making interdisciplinary connections
making plausible inferences and predictions
noting significant similarities and differences
openness
questioning
reading and listening critically.
Established goals and aspirationsmay be:
commercial
creative
developmental
philosophical
political
social.
Commercial opportunitiesmay include:
collaborative projects
industrial applications
innovative exhibitions
new commercial outlets
public art projects.
Professionals within and outside the arts community may include:
architects
business people
coaches
community services professionals
engineers
government officers
mentors
politicians
scientists
technology experts.
Sustainable ways to support ongoing professional engagementmay include:
engaging in community arts activities
establishing professional networks
joining professional associations
participating in cultural debates
speaking at arts events.
Sustainable project management approachwould include:
a professional project management plan, including:
contingency planning
internal and external resources
objectives and scope
risk management
timelines
monitoring and adjusting the plan to complete work on time and within budget.
Constructive criticismmay involve criticism in terms of:
aesthetics
philosophical foundations
social context
technique.

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

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
independently originate and realise a coherent body of creative work that effectively communicates the concept
create work of a professional standard for sale, promotion or use in the public domain
independently plan and monitor a creative project
articulate and present ideas about the work
evaluate and discuss work in a professional context.
Context of and specific resources for assessment
Assessment must ensure access to:
appropriate resources for the production of work, including work space, tools, equipment and materials.
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:
evaluation of a body of work produced by the candidate
evaluation of processes used by the candidate to independently conceive, plan and realise the work
direct observation of work in progress
evaluation of a candidate’s visual diary or other forms of documentation showing the development of the work, including research and ideas development
group peer review of the work
questioning and discussion about candidate’s intentions and the work outcome
review of portfolios of evidence
review of third-party reports from experienced practitioners.

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.