Aboriginal and Torres Strait Islander people working in all areas of arts practice apply the skills and knowledge described in this unit. The effectiveness of any Indigenous creative arts activity is enhanced if it reflects an understanding of the scope and nature of local Indigenous arts practice, its cultural and economic significance, as well as business issues such as marketing and distribution.

Supervision and guidance would usually be provided by appropriate members of Aboriginal or Torres Strait Islander communities

This unit describes the performance outcomes, skills and knowledge required to develop and apply knowledge of cultural arts within a specific Aboriginal or Torres Strait Islander context.

The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also reflects the fact that there is no single Aboriginal or Torres Strait Islander culture.

This unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures which are the cultural and intellectual properties of specific communities. These may only be interpreted by appropriate persons, e.g. those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge.

Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.

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

Not applicable.

This unit contains employability skills.

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: gather information on the context and structure of cultural arts within Aboriginal or Torres Strait Islander communities relevant to specific community context access and use information in a culturally appropriate way apply knowledge to own Aboriginal or Torres Strait Islander arts practice.
Context of and specific resources for assessment	Assessment ensure: involvement of persons approved of by Elders of the relevant local community access to information sources on cultural arts within Aboriginal or Torres Strait Islander communities.
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: observation of candidate discussing issues with Elders and community members evaluation of a project undertaken by the candidate to research arts practice in own community oral or written questioning to assess knowledge of cultural arts within an Aboriginal or Torres Strait Islander context 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.

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)

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 skills to:

share information with colleagues

discuss issues associated with Aboriginal or Torres Strait Islander cultural arts with others

initiative and enterprise skills to identify areas of own arts practice that could be enhanced by applying knowledge of Aboriginal or Torres Strait Islander cultural arts

learning skills to keep up-to-date with information relevant to own arts practice

organising skills to collect and review information on Aboriginal or Torres Strait Islander culture

self-management skills to observe cultural protocols.

Required knowledge

ways in which cultural arts practice operates within Aboriginal or Torres Strait Islander communities, including various community structures and approaches

scope of the different types of cultural art practice found within Aboriginal or Torres Strait Islander communities

cultural protocols within Aboriginal or Torres Strait Islander arts practice

marketing and distribution mechanisms specific to Aboriginal or Torres Strait Islander artworks, including networks and relevant organisations

traditional law, ways in which traditional economies operate and their link to contemporary cultural arts

intellectual property issues and legislation relevant to Aboriginal and Torres Strait Islander cultural arts.

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.

Sources may include:	community arts organisations directories or other references funding bodies government agencies land councils local communities practising artists.
Information may relate to:	cultural heritage cultural significance cultural tourism economic significance marketing and distribution issues, including: copyright issues associated with promoting work cultural protocols to be observed ethical issues range of markets for artworks typical distribution channels scope and nature of arts practice within communities: significance of cultural arts within a given community types of work ways in which artworks are promoted and distributed.
Cultural and economic significance may relate to:	link between the arts and other areas of economic activity, such as tourism positive local community impacts role of the arts within community development statistical data.
Protocols may relate to:	access to information culturally appropriate forms of promotion intellectual property sharing of information.
Opportunities may include:	informal sharing of information multimedia participation in community networks review of references and other written materials seminars using electronic media, including: internet radio television.

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
Identify and access relevant sources of information on cultural arts practice within Aboriginal or Torres Strait Islander communities
Gather information on the cultural and economic significance of Aboriginal or Torres Strait Islander arts practice
Gather information in a culturally appropriate way
Conduct arts practice in a manner that takes account of relevant cultural protocols
Identify individuals and networks used in the context of Aboriginal or Torres Strait Islander cultural arts, both internal and external to the community
Access networks to enhance the quality of own arts practice
Integrate cultural protocols into all stakeholder communication and business practices
Identify and use relevant opportunities to update knowledge of Aboriginal or Torres Strait Islander cultural arts
Share updated knowledge with colleagues as required, and incorporate into day-to-day work activities

Assessment Cover Sheet

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

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

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

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

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:

Date: