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Elements and Performance Criteria

Required Skills

Required skills

communication skills to

articulate complex arguments

participate in debate and discussion of cultural history and theory

analytical and literacy skills to

examine the nature of own practice and its place in the wider context

analyse varied information sources dealing with complex ideas

initiative and enterprise skills to seek proactive involvement in cultural debate

planning and organising skills to set up and undertake a research process

learning and selfmanagement skills to extend individual research capability through selfdirected projects

technology skills to

present information in appropriate formats

use the web as a research tool

Required knowledge

potential research opportunities for individual cultural practice

range of historical and contemporary critical writing relevant to individual research focus

conventions for the presentation of information and ideas

intellectual property issues and legislation and how they relate to the research process

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

interrogate own practice to a depth that allows the candidate to make connections with the broader cultural context

develop a professional research capability in the area of cultural history and theory

articulate and present complex ideas following appropriate conventions

Context of and specific resources for assessment

Assessment must ensure access to

a range of cultural history and theory information sources

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 research projects undertaken by the candidate

evaluation of the candidates cultural literacy skills and ability to recognise review and analyse different cultural productions artworks artistic values artists performers and authors

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

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.

Broader contemporary cultural context may be:	economic environmental geographic heritage historical local, national and international political philosophical social and cultural style or design related.
Ways to extend individual research may involve:	community engagement connecting to areas of research beyond the obvious further study greater levels of specialisation and depth in research mentored reflection self-analysis.
Critical analysis may involve:	adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories critical path process debate and discussion developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions judging leap of faith making connections between seemingly unrelated information making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences openness questioning reading and listening critically reflecting.
Current cultural debate may relate to:	arts education arts funding artists’ rights emerging trends and practices government policy philosophical issues.
Substantiated ideas are:	grounded in appropriate research the result of rational and logical thought supported by relevant information subjected to the analysis of others (e.g. peer review).
Professional and relevant academic standards and conventions may relate to:	copyright and intellectual property cultural considerations presentation of work referencing protocols report writing use of terminology.