Assessor Resource

CUAIND302A
Develop and maintain relationships with Indigenous Australian performance mentors

Assessment tool

Version 1.0
Issue Date: May 2024


The skills and knowledge outlined in this unit apply to Indigenous Australian performing artists who wish to enhance their performance of culturally appropriate dance activities through mentoring arrangements. The unit is also relevant to individuals whose work requires them to observe industry protocols, copyright requirements and Aboriginal and Torres Strait Islander protocols.

Mentoring with Indigenous Australians who have specific cultural knowledge and heritage is an essential step in maintaining current knowledge and building effective networks.

Work performed requires a range of well-developed skills where some discretion and judgment are required and individuals are expected to take responsibility for their own outputs.

This unit describes the skills and knowledge required to connect with Indigenous Australian traditions and to establish and maintain effective professional relationships with Aboriginal and Torres Strait Islander performance mentors.

The knowledge required to achieve competency in this unit may only be accessible to Aboriginal and Torres Strait Islander people and may be the cultural and intellectual property of specific communities. Respect and maintenance of community protocols would need to be adhered to. Organisations delivering this unit would be expected to work closely with the local Aboriginal and Torres Strait Islander community or Community Advisory Board (CAB). Information on the composition and role of CABs is provided in the Assessment Guidelines in CUA11 Live Performance Training Package.

The unit has been developed and written in the context of Indigenous Australians maintaining control of their cultural heritage and directing if and how this heritage may be passed on and assessed. It is intended to be delivered by and to Indigenous Australians.

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

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



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.

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:

demonstrate knowledge of the context and structure of cultural systems, including the role of dance, story-telling, music and body painting as expressions of cultural systems

develop understanding of their own and a community’s cultural history and identity

develop a mentoring relationship with an Indigenous Australian elder or custodian of knowledge, including negotiating the terms of, maintaining and enhancing professional relationships

effectively document and evaluate a mentoring plan

maintain cultural protocols and effective communication strategies in interactions with mentors

apply knowledge of cultural maintenance of performing arts practice in an Aboriginal and Torres Strait Islander context.

Context of and specific resources for assessment

Assessment may take place on the job, off the job (for example in communities and training organisations) or a combination of on and off the job.

This unit requires access to:

Aboriginal and Torres Strait Islander elders, custodians and other culturally knowledgeable people authorised by the relevant communities to act as mentors in performance disciplines

people able and authorised to support both mentors and students in the context of the required skills and knowledge contained in this unit.

Trainers and assessors in this unit should be Aboriginal and Torres Strait Islander people validated by the Community Advisory Board set up to oversee implementation of this training.

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

third-party workplace reports of on-the-job performance

observation of the candidate contributing to group discussions

evaluation of project work and mentoring plan in the agreed medium

journal work, including documenting the maintenance of the mentoring relationship

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of developing and maintaining relationships with Indigenous Australian performance mentors

direct observation of candidate by mentor.

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, for example:

CUADAN302A Increase depth of Aboriginal and Torres Strait Islander dance technique

CUAPRF305A Perform in ways that respect customary law, ethics and traditions

CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts.

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.

Required skills

communication and teamwork skills to:

research and use appropriate cultural communication skills, including:

cross-cultural

cross-gender

gender-specific

interpersonal

respond appropriately to feedback on own skill development and performance

participate in mentoring arrangements with Aboriginal and Torres Strait Islander people

implement conflict management and negotiation skills as required

initiative and enterprise skills to observe protocols appropriate to the Aboriginal and Torres Strait Islander community in performances

learning skills to:

identify environmental and cultural sustainability mechanisms

investigate and employ relevant cultural protocols and culturally appropriate communication

participate in developing and implementing strategies to maintain mentor relationships

literacy skills to:

document, monitor and review mentoring arrangements with Aboriginal and Torres Strait Islander people

undertake research and interpret research findings

planning and organising skills to meet work requirements and make informed decisions

problem-solving skills to negotiate with others and achieve consensus on agreed outcomes

self-management skills to seek and follow advice as required

technology skills to:

develop documentation for reporting in standard word processing programs

search for and download information from the internet.

Required knowledge

cultural values and major features in contemporary Indigenous Australian cultures, including:

cultural diversity: cultural groupings, skin, country and language groups

family structures, kinship, women’s roles, men’s roles

relationship to land and customs

racism and discrimination

issues that may affect an individual’s cultural identity

values

traditional law and economy

history and roles of the arts in Aboriginal and Torres Strait Islander cultures

ways in which cultural values and protocols may affect work practices in different environments, such as:

commercialisation of cultural material

tourism

intellectual property

protocols in relation to moral rights, intellectual property and copyright in the physical expression of cultural material, including appropriation

how to maximise cultural maintenance in the choreographing and performance of dance for multicultural expression.

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.

Features of family and culture may include:

belief systems

economic activities

language spoken

oral history

parts or whole of kinship systems

predominant religion and spirituality

responsibilities and obligations to family members

systems of law and order

types and patterns of family groupings

value systems

history, pre-European contact and post-European contact

traditional life and culture

contemporary Aboriginal and Torres Strait Islander life and culture

music and dance

body decoration and dress

tools and implements

custodianship of land

cultural sites.

Identified holders and custodians of information may be:

accepted Aboriginal and Torres Strait Islander cultural educators

community elders

cultural or traditional dancers

family groups

local community groups

other sources of information on region, country, family and kinship, located in:

libraries

archives

museums

cultural centres

books

galleries.

Culturally appropriate ways may include:

communicating appropriately, such as:

clearly and appropriately expressing expectations

respectful interactions

active listening

providing appropriate feedback

following community protocols and rules of behaviour, including:

accessing and obtaining information and materials

sharing information

visiting individuals and communities

seeking permission for activities

who to approach for what, and how to approach

seeking or receiving copyright, moral rights and intellectual property permission

custodianship

organisation of ceremonial life

livelihood and trade

performance of elements of cultural heritage

teaching and learning

rules of behaviour, including:

governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal and Torres Strait Islander societies

full set of protocols of a particular community or cultural grouping, which is likely to be unique

communities, including institutional communities

kinship

land

language groupings

objects, images, ceremonies and performances

story-lines.

Economic significance may refer to:

link between the arts and other areas of economic activity, e.g. tourism

positive effects on local community economy

role of the arts within community development

statistical data.

Nature of performing arts may include:

significance of cultural arts within a given community

types of performance work dance, music and story-telling

ways in which performance of dance is promoted and distributed in a culturally appropriate way.

Cultural maintenance must include:

protection and continuation of:

natural and cultural integrity

stories

song lines

spiritual practices

artefacts

sites of significance

language

responsibilities and obligations to individuals, country and the community

authentic replication of approved:

cultural stories

music in the dance form for demonstration of culture outside the community environment.

Mentoring plan must include:

agreed reporting mechanisms

agreed timeframes

monitoring and review strategies

objectives

purpose

rights and responsibilities of each party

roles of each party, including cultural, personal and professional.

Mentormay refer to:

an Indigenous person with cultural knowledge and community-endorsed authority to advise and direct students and other teachers and assessors on Aboriginal and Torres Strait Islander dance, other performance or related matters.

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
Collect appropriate information on features of family, culture and knowledge of own language, region or country from identified holders and custodians of information 
Approach community members and custodians or elders in culturally appropriate ways showing respect for local Indigenous culture and customs 
Determine own Aboriginal and Torres Strait Islander identity in relation to ways in which culture and family may inform performing arts practice 
Explore past and present roles of individuals, families and communities or societies in performing arts practice 
Document cultural beliefs and values related to artistic performance, including cultural significance, economic significance and nature of performing arts within the community 
Develop and document, in consultation with elders, custodians and mentors, a connection to cultural tradition and current practice 
Identify methods to demonstrate the compliance of cultural maintenance against theft and exploitation in relation to performing professional Australian Indigenous dance 
Determine benefits of, and need for, a mentoring plan between the mentor and mentee 
Negotiate timeframes and outcomes for each party and rules of interaction for the mentoring program 
Agree on reporting methods or reporting technology and collate negotiated outcomes for the mentoring relationship 
Evaluate and document mentoring program against agreed outcomes 
Communicate in culturally appropriate ways that show respect for local Aboriginal and Torres Strait Islander culture and customs 
Behave consistently and with respect for mentors, those in cultural authority and those with expertise 
Perform dance movements and activities which appropriately express cultural context and according to cultural, copyright and intellectual property requirements 
Adhere to cultural, professional and performance direction from the mentor or cultural custodians 
Respond to opportunities to enhance cultural and technical skills and knowledge 

Forms

Assessment Cover Sheet

CUAIND302A - Develop and maintain relationships with Indigenous Australian performance mentors
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

CUAIND302A - Develop and maintain relationships with Indigenous Australian performance mentors

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

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