Assessor Resource

CUAATS503
Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the performance outcomes, skills and knowledge required to build working relationships with Aboriginal and/or Torres Strait Islander artists and their communities in a culturally appropriate manner.

It applies to individuals who work as practitioners, administrators or managers in the Aboriginal and Torres Strait Islander visual arts industry, the arts industry generally, or other associated industries. Individuals could be working in urban, regional, rural or remote settings. The work environment could involve interactions with artists and their communities in contexts such as cultural/arts centres and cooperatives, commercial and public galleries, museums, retail outlets, community projects, exhibitions, events and festivals.

This unit reflects the diversity of Aboriginal and Torres Strait Islander cultures and visual arts practices. It emphasises the importance of Aboriginal and Torres Strait Islander peoples controlling their own cultural heritage and identity.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Determine impacts of Aboriginal and Torres Strait Islander history

1.1 Discuss historical and contemporary events and issues and their impacts on Aboriginal and Torres Strait Islander peoples

1.2 Identify factors that continue to impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities

1.3 Analyse how identified factors impact on professional practice issues

2. Develop knowledge of cultural practices and artists’ rights

2.1 Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities

2.2 Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture

2.3 Evaluate work practices to ensure they are culturally safe and support artists’ rights

2.4 Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities

3. Communicate effectively with artists and their communities

3.1 Recognise potential communication issues related to working with Aboriginal and/or Torres Strait Islander artists and their communities

3.2 Plan and document communication strategies that integrate cultural protocols, involving stakeholders internal and external to the community

3.3 Engage the services of language interpreters, colleagues and/or cultural brokers to ensure fair and ethical work practices

4. Build and maintain partnerships with artists and their communities

4.1 Identify key issues that influence professional partnerships with Aboriginal and Torres Strait Islander artists and their communities

4.2 Promote work practices that are based on mutual respect, inclusivity and self-determination

4.3 Record effective strategies that foster true partnerships with Aboriginal and Torres Strait Islander artists and their communities

5. Represent artists and their communities

5.1 Seek permission and advice to work with artists and their artwork according to cultural protocols

5.2 Consult with Aboriginal and/or Torres Strait Islander artists and their communities to determine culturally appropriate ways to promote, exhibit and display artwork

5.3 Address potential barriers to fair and ethical representation and Aboriginal and Torres Strait Islander control of cultural heritage

Evidence of the ability to:

develop at least two culturally respectful and professional partnerships with an Aboriginal and/or Torres Strait Islander artist and/or community

record organisational strategies to build and maintain partnerships with Aboriginal and/or Torres Strait artists and their communities.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

summarise the range of historical, cultural and social events and issues (past and present) that impact on Aboriginal and Torres Strait Islander peoples

differentiate between factors that impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities

identify fair and ethical work practices that support Aboriginal and Torres Strait Islander artists and their communities

explain the following terms:

community control

self-determination

cultural safety

describe the role and local availability of language interpreters and cultural brokers

explain effective communication and consultation strategies relevant to working with Aboriginal and/or Torres Strait Islander artists and their communities

explain the key principles and protocols for using indigenous cultural material, and interacting with Aboriginal and Torres Strait Islander artists and their communities

identify sources of current information relevant to the local, regional, national and global indigenous visual arts industry

discuss the diversity of Aboriginal and Torres Strait Islander visual arts practice and its cultural significance

provide examples of dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander artists and their communities

outline key legislation, codes and/or regulations that affect artists’ rights.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in Aboriginal and Torres Strait Islander visual arts industry environments. The assessment environment must include access to:

Aboriginal and/or Torres Strait Islander visual art, artists and/or their communities

culturally appropriate processes and techniques suited to the language and literacy capacity of learners and the work being performed.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Determine impacts of Aboriginal and Torres Strait Islander history

1.1 Discuss historical and contemporary events and issues and their impacts on Aboriginal and Torres Strait Islander peoples

1.2 Identify factors that continue to impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities

1.3 Analyse how identified factors impact on professional practice issues

2. Develop knowledge of cultural practices and artists’ rights

2.1 Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities

2.2 Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture

2.3 Evaluate work practices to ensure they are culturally safe and support artists’ rights

2.4 Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities

3. Communicate effectively with artists and their communities

3.1 Recognise potential communication issues related to working with Aboriginal and/or Torres Strait Islander artists and their communities

3.2 Plan and document communication strategies that integrate cultural protocols, involving stakeholders internal and external to the community

3.3 Engage the services of language interpreters, colleagues and/or cultural brokers to ensure fair and ethical work practices

4. Build and maintain partnerships with artists and their communities

4.1 Identify key issues that influence professional partnerships with Aboriginal and Torres Strait Islander artists and their communities

4.2 Promote work practices that are based on mutual respect, inclusivity and self-determination

4.3 Record effective strategies that foster true partnerships with Aboriginal and Torres Strait Islander artists and their communities

5. Represent artists and their communities

5.1 Seek permission and advice to work with artists and their artwork according to cultural protocols

5.2 Consult with Aboriginal and/or Torres Strait Islander artists and their communities to determine culturally appropriate ways to promote, exhibit and display artwork

5.3 Address potential barriers to fair and ethical representation and Aboriginal and Torres Strait Islander control of cultural heritage

Evidence of the ability to:

develop at least two culturally respectful and professional partnerships with an Aboriginal and/or Torres Strait Islander artist and/or community

record organisational strategies to build and maintain partnerships with Aboriginal and/or Torres Strait artists and their communities.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

summarise the range of historical, cultural and social events and issues (past and present) that impact on Aboriginal and Torres Strait Islander peoples

differentiate between factors that impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities

identify fair and ethical work practices that support Aboriginal and Torres Strait Islander artists and their communities

explain the following terms:

community control

self-determination

cultural safety

describe the role and local availability of language interpreters and cultural brokers

explain effective communication and consultation strategies relevant to working with Aboriginal and/or Torres Strait Islander artists and their communities

explain the key principles and protocols for using indigenous cultural material, and interacting with Aboriginal and Torres Strait Islander artists and their communities

identify sources of current information relevant to the local, regional, national and global indigenous visual arts industry

discuss the diversity of Aboriginal and Torres Strait Islander visual arts practice and its cultural significance

provide examples of dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander artists and their communities

outline key legislation, codes and/or regulations that affect artists’ rights.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in Aboriginal and Torres Strait Islander visual arts industry environments. The assessment environment must include access to:

Aboriginal and/or Torres Strait Islander visual art, artists and/or their communities

culturally appropriate processes and techniques suited to the language and literacy capacity of learners and the work being performed.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Discuss historical and contemporary events and issues and their impacts on Aboriginal and Torres Strait Islander peoples 
Identify factors that continue to impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities 
Analyse how identified factors impact on professional practice issues 
Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities 
Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture 
Evaluate work practices to ensure they are culturally safe and support artists’ rights 
Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities 
Recognise potential communication issues related to working with Aboriginal and/or Torres Strait Islander artists and their communities 
Plan and document communication strategies that integrate cultural protocols, involving stakeholders internal and external to the community 
Engage the services of language interpreters, colleagues and/or cultural brokers to ensure fair and ethical work practices 
Identify key issues that influence professional partnerships with Aboriginal and Torres Strait Islander artists and their communities 
Promote work practices that are based on mutual respect, inclusivity and self-determination 
Record effective strategies that foster true partnerships with Aboriginal and Torres Strait Islander artists and their communities 
Seek permission and advice to work with artists and their artwork according to cultural protocols 
Consult with Aboriginal and/or Torres Strait Islander artists and their communities to determine culturally appropriate ways to promote, exhibit and display artwork 
Address potential barriers to fair and ethical representation and Aboriginal and Torres Strait Islander control of cultural heritage 
Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities 
Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture 
Evaluate work practices to ensure they are culturally safe and support artists’ rights 
Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities 

Forms

Assessment Cover Sheet

CUAATS503 - Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

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Assessor name:

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Assessment Record Sheet

CUAATS503 - Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

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