Course Title: Collaborate in a creative process

Part B: Course Detail

Teaching Period: Term2 2014

Course Code: MKTG6052C

Course Title: Collaborate in a creative process

School: 340T Art

Campus: City Campus

Program: C4311 - Certificate IV in Visual Arts

Course Contact: Jennifer Mills

Course Contact Phone: +61 3 9925 4472

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Keiran Boland

Nominal Hours: 40

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

In this course you will develop the skills and knowledge to be able to plan simple, generally low risk projects that may be small scale and managed by one person or by a person with a small team. This course applies to individuals who participate in a collaborative creative process in a work or broader life context. The focus in this course is on effective engagement in a collaborative process, underpinned by a commitment to trust and ethics as a key feature of collaborative creative effort.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBCRT402A Collaborate in a creative process


1. Enter into a collaborative creative process

Performance Criteria:

1.1. Adopt a personal philosophy of trustworthy and ethical behaviour
1.2. Maximise the possibilities of sustaining creative partnerships through trustworthy and ethical behaviour
1.3. Use professional discretion and judgement in dealing with others
1.4. Acknowledge and respect the different ways that different people may contribute to the creative process
1.5. Acknowledge and work within the legal framework that applies to creative content as part of individual commitment to an ethical approach
1.6. Respect collaborative efforts by relinquishing individual ownership of ideas


2. Engage in a collaborative creative process

Performance Criteria:

2.1. Maintain a belief in personal ideas, combined with a willingness to move on as ideas are discarded and others evolve
2.2. Be prepared to let go of own vanity and ego to allow new ideas to emerge
2.3. Use language and adopt a demeanour that demonstrates respect and trust for others
2.4. Listen to, value, respect and trust the contributions of others as material to work with rather than positions to argue against
2.5. Challenge, test and share ideas in a supportive way as part of the creative process
2.6. Move on from initial positions and preconceptions to accept and embrace new and unpredictable ideas as they emerge during the creative process
2.7. Play a role that encourages the movement and shift of ideas within the group towards a well-conceived solution


3. Reflect on own role in the collaborative creative process

Performance Criteria:

3.1. Reflect on own level of participation, relationships with others and personal behaviour in the collaborative process
3.2. Identify ways to do better next time and follow up on any issues that need to be resolved
3.3. Identify and seek opportunities to refine and expand own skills and knowledge, including learning from failing

Learning Outcomes

On successful completion of this course, you will be able to:

  • Identify detail and project requirements
  • Write recommendations and prepare plans that require a level of precision about their public art project
  • Prepare a business case and project plan
  • Establishing project infrastructure.

In this course you will develop the following program capabilities:

  • Understand the roles and responsibilities of stakeholders or team members
  • Apply a range of communication styles to suit different audiences and purposes
  • Gain skills in using project management tools; negotiate time lines and applying workplace safety procedures in line with project planning requirements.

Details of Learning Activities

In this course, you learn through:
1. In-class activities:
• lectures
• teacher directed studio activities/projects
• studio exercises to review discussions/lectures
• peer teaching and class presentations
• group discussion
• studio work

2. Out-of-class activities include:
• practical exercises
• reading articles and excerpts
• preparing for discussion
• project work
• independent research

You are expected to manage your learning and undertake an appropriate amount of out-of-class independent study and research and industry guests speak about professional practice.

Teaching Schedule

Week Class Content Tasks Elements
1 Introduction to unit:
• Learning outcomes
• assessment criteria
• course requirements
• studio clean-up process
• introduction to project briefs
• Presentation on artists

What is public art?

2 Introduction to Collaborative Practice:

Project Brief 1: Mail Art
Develop individual approach
Individual work to collaborative work Developing collective concepts

Exploring Art Collectives
The Manifesto
Peer engagement
Constructive feedback
3 Project Brief 1: Mail Art
Collaborative studio: Create works collaboratively
Develop individual approach
Individual work to collaborative work Developing collective concepts
4 Project Brief 1: Mail Art
Collaborative studio: Create works collaboratively
5 Collaborative studio:
Collaborative presentations
Peer Review
6 Project Brief 2: Miniature World
Develop individual approach
Individual work to collaborative work
7 Project Brief 2: Miniature World
Collaborative studio: Create works collaboratively
8 Project Brief 2: Miniature World
Collaborative studio: Create works collaboratively
Installing and documenting works 1/2/3
9 Project Brief 2: Miniature World
Collaborative studio: Create works collaboratively: Install & Document
10 Project Brief 2: Miniature World
Presentations & Peer Review

Learning Resources

Prescribed Texts


Other Resources

Forbat, S. 2009 40 years : Kaldor public art projects NSW, Botany.

Hogg, G & Sharp, K. (eds) 2011, Outer site : the intercultural projects of RMIT art in public space with a foreword by Lucy Lippard, Balnarring, Vic. : McCulloch & McCulloch Australian Art Books.

Frayling C, Charity R & O’Reilly L 2005 Re views : artists and public space. London, UK : Black Dog Books.

Overview of Assessment

Assessment for this course is on going throughout the semester. Your knowledge and understanding of course content is assessed through completion of a body of work that demonstrates concept development, understanding of materials and adhering to the guidelines of working in a studio.

You will be required to submit a folio at the end of the course. Feedback will be provided throughout the course.

Please note: If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.

A range of assessment methods are used to assess practical skills and knowledge. The following examples are appropriate for this course and mayeb used for assessment purposes:

  • direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
  • direct observation of the candidate participating in collaborative creative activity
  • interviews with others participating in the process to determine the nature and quality of the candidate’s participation and interactions
  • evaluation of candidate presentation (verbal or written) on the collaborative process, including challenges, benefits and key learning for the future
  • oral or written questioning to assess knowledge of concepts of trust and ethical behaviour in the context of creative endeavour.


Assessment Tasks

Assessment Tasks
Semester 2:
1. Assessment title: Project Brief 1: Mail Art

    Visual Diary Tasks – formative task
    Mail Art – formative task
    Presentation – summative task
    Due date: W5

2. Assessment title: Miniature Worlds
    Visual Diary Tasks – formative task
    Miniature World construction/documentation – formative task
    Presentation – summative task
    Due date: W10

Grades which apply to courses delivered in accordance with competency-based assessment (not graded).

Graded Mark Table
CA         Competency Achieved
NYC      Not Yet Competent
DNS      Did Not Submit for Assessment

Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency.
These are available through the course contact in Program Administration.

Other Information

You will receive verbal and written feedback by teacher on your work. This feedback also includes suggestions on how you can proceed to the next stage of developing your projects.

RMIT has a strict policy on plagiarism. Please refer to the website for more information on this policy.

All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.
Please refer to the following URL for extensions and special consideration:;ID=qkssnx1c5r0y;STATUS=A;PAGE_AUTHOR=Andrea%20Syers;SECTION=1;

In assessing whether a particular adjustment is reasonable consideration should be given to:
• the student’s disability and his/her views
• the effect of the adjustment on the student, including effect on his/her ability to achieve learning outcomes, participate in courses or programs and achieve independence
• the effect of the proposed adjustment on anyone else affected, including the education provider, staff and other students
• the costs and benefits of making the adjustment.

As a result, what constitutes "reasonable" varies on a case-by-case basis and the balance is sometimes difficult to strike. However, it is clear that education providers are not required to lower academic standards or disregard the needs staff or other students. In more complex cases discussion with the disability service will be useful. It may be useful to examine previous judgements in relation to the DDA.

An RTO needs to fit LLN into the delivery of its training and assessment as it has an important role in:
• redressing any deficiencies in its students’ key LLN skills
• building the generic skills of teamwork, communication and problem solving that are highly valued by employers.

In addition to developing skills and knowledge for a particular job, this program also aims to help you to develop broad work skills, known as Employability Skills. There are eight employability skills.

Employability Skills which feature in the Diploma of Visual Art include:
• Communication
• Teamwork
• Problem solving
• Initiative and enterprise
• Planning and organising
• Self management
• Learning
• Technology
Employability skills are embedded in the units of competency in your program. When you demonstrate that you are competent in your particular job skills and knowledge you are also demonstrating that you have developed relevant employability skills. Further information about the employability skills you will develop in this program is available at: chapter/EmpSkillsMandText

Course Overview: Access Course Overview