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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

Required Skills

Required skills

communication skills to engage in discussions about history and theory relevant to own arts practice

critical thinking skills to analyse and interpret complex and varied references

initiative and enterprise skills to make connections between own arts practice and conclusions drawn from research

learning skills to continually monitor sources of information to expand knowledge base

literacy skills to interpret and summarise information and research findings

planning and organising skills to document and store research findings in a way that enables easy access in the future

technology skills to access and download information from the internet

Required knowledge

sources of information about history and theory relating to own arts practice and the work of others

informationorganisation practices and how they can be applied to own arts practice and the practices of others

intellectual property issues and legislation and how they relate to the use of information in own arts practice

Evidence Required

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

use research and critical thinking techniques to evaluate information and distil key themes and ideas

apply knowledge of historical and theoretical references to own arts practice

Context of and specific resources for assessment

Assessment must ensure access to

a range of relevant and current information services

appropriate technology to collect download and store information

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 presentation or documentation prepared by the candidate explaining research processes and how issues surrounding history or theory have been incorporated into work

review of case studies prepared by the candidate to assess ability to apply collected information to own arts practice

questioning and discussion about candidates intentions and the work outcome

review of portfolios of evidence

review of thirdparty reports from experienced practitioners

Assessment methods should closely reflect workplace demands eg literacy and the needs of particular groups eg 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

BSBCRTA Articulate present and debate ideas

BSBCRT401A Articulate, present and debate ideas.

Range Statement

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.

Appropriate people may include:	clients content experts copyright representatives current industry practitioners industry association representatives information professionals, such as librarians and museum staff mentors teachers.
Arts practice may include:	arts administration dance design interactive digital media music photo imaging visual arts and contemporary craft writing.
Ways to explore may involve:	attendance at performances interviews with innovative arts practitioners participation in performances visits to: trade fairs galleries special events, such as biennial exhibitions laboratories.
Sources of information may include:	archives audio film images internet journal articles objects oral histories performances stories technical or medium-specific information video texts: cultural historical religious scientific spiritual.
Information may relate to:	aesthetics criticism cultural issues gender and identity issues histories of art, craft and design histories of performances or presentations and related skills land and place new technologies politics spiritual concerns world histories.
Ways to organise information may involve:	collecting diagrams compiling charts constructing mind maps sketching storing information in a range of formats, such as: diaries electronic and hard copy files scrapbooks.
Ways to evaluate information may include:	comparing considering merit contrasting critiquing discussion and debate reflecting.
Key themes, messages and positions may include:	essence of the idea or concept influences on the idea or concept problems and challenges with the idea or concept reasons why the idea or concept should be supported relationship of idea or concept to: established tradition or practice new and emerging technology selling a creative team selling creative ideas self-promotion as a creative person way the idea or concept was developed who had developed the idea or concept and why.