Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUAATS301 Mapping and Delivery Guide
Work effectively in the Aboriginal and Torres Strait Islander visual arts industry

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUAATS301 - Work effectively in the Aboriginal and Torres Strait Islander visual arts industry
Description
Employability Skills
Learning Outcomes and Application This unit describes the performance outcomes, skills and knowledge required to build on existing knowledge of the Aboriginal and Torres Strait Islander visual arts industry and apply new knowledge to working with others to support visual arts practice.It applies to individuals who are working as part of a team in the Aboriginal and Torres Strait Islander visual arts industry. 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.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

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.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Extend knowledge of the Aboriginal and Torres Strait Islander visual arts industry
  • Use sources of information to develop understanding of the diversity of visual arts practices by Aboriginal and Torres Strait artists, including local and regional artists
  • Identify individuals, organisations and networks that support local and regional Aboriginal and/or Torres Strait Islander visual arts practice
  • Identify current examples of cultural, social and economic impacts on Aboriginal and/or Torres Strait islander visual arts practice
  • Apply knowledge of the industry to work activities to support Aboriginal and/or Torres Strait islander visual arts practice
       
Element: Perform work according to legal, ethical, cultural and enterprise requirements
  • Complete work activities demonstrating an awareness of cultural protocols
  • Comply with legal and ethical requirements as they apply to everyday work
  • Follow procedures to minimise the environmental impact of work activities
       
Element: Update and maintain knowledge of the Aboriginal and Torres Strait Islander visual arts industry
  • Establish and maintain networks to ensure industry knowledge of issues and trends is current
  • Collect information about career development opportunities in the industry
  • Identify areas for skill and knowledge development in consultation with appropriate people
  • Undertake skill and knowledge development activities relevant to everyday work
       


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. Extend knowledge of the Aboriginal and Torres Strait Islander visual arts industry

1.1 Use sources of information to develop understanding of the diversity of visual arts practices by Aboriginal and Torres Strait artists, including local and regional artists

1.2 Identify individuals, organisations and networks that support local and regional Aboriginal and/or Torres Strait Islander visual arts practice

1.3 Identify current examples of cultural, social and economic impacts on Aboriginal and/or Torres Strait islander visual arts practice

1.4 Apply knowledge of the industry to work activities to support Aboriginal and/or Torres Strait islander visual arts practice

2. Perform work according to legal, ethical, cultural and enterprise requirements

2.1 Complete work activities demonstrating an awareness of cultural protocols

2.2 Comply with legal and ethical requirements as they apply to everyday work

2.3 Follow procedures to minimise the environmental impact of work activities

3. Update and maintain knowledge of the Aboriginal and Torres Strait Islander visual arts industry

3.1 Establish and maintain networks to ensure industry knowledge of issues and trends is current

3.2 Collect information about career development opportunities in the industry

3.3 Identify areas for skill and knowledge development in consultation with appropriate people

3.4 Undertake skill and knowledge development activities relevant to everyday work

Evidence of the ability to:

apply a general knowledge of the Aboriginal and Torres Strait Islander visual arts industry to work activities that support Aboriginal and/or Torres Strait Islander visual arts practice

access and produce a range of information about Aboriginal and/or Torres Strait Islander visual arts practice, artists and/or their communities in a culturally respectful way

identify areas for personal skill and knowledge development and plan for how this development will be achieved.

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:

describe the role of some relevant industry peak bodies

explain how visual arts practice and industry can impact on the environment

provide examples of cultural, social and economic impacts affecting Aboriginal and Torres Strait Islander visual arts practice

identify individuals, networks and organisations relevant to the industry

broadly outline copyright and intellectual property issues relevant to the industry

provide examples of legal and ethical requirements relevant to own work

discuss key principles and protocols for working with Aboriginal and/or Torres Strait Islander cultural material and interacting with artists, their families and/or communities

describe respectful communication and consultation practices relevant to own work

summarise types of career development opportunities in the industry

differentiate between the range of visual arts practices by Aboriginal and/or Torres Strait Islander artists, with reference to region, medium, style and form

outline examples of how industry workers and organisations support Aboriginal and/or Torres Strait Islander visual arts practice.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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. Extend knowledge of the Aboriginal and Torres Strait Islander visual arts industry

1.1 Use sources of information to develop understanding of the diversity of visual arts practices by Aboriginal and Torres Strait artists, including local and regional artists

1.2 Identify individuals, organisations and networks that support local and regional Aboriginal and/or Torres Strait Islander visual arts practice

1.3 Identify current examples of cultural, social and economic impacts on Aboriginal and/or Torres Strait islander visual arts practice

1.4 Apply knowledge of the industry to work activities to support Aboriginal and/or Torres Strait islander visual arts practice

2. Perform work according to legal, ethical, cultural and enterprise requirements

2.1 Complete work activities demonstrating an awareness of cultural protocols

2.2 Comply with legal and ethical requirements as they apply to everyday work

2.3 Follow procedures to minimise the environmental impact of work activities

3. Update and maintain knowledge of the Aboriginal and Torres Strait Islander visual arts industry

3.1 Establish and maintain networks to ensure industry knowledge of issues and trends is current

3.2 Collect information about career development opportunities in the industry

3.3 Identify areas for skill and knowledge development in consultation with appropriate people

3.4 Undertake skill and knowledge development activities relevant to everyday work

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
Use sources of information to develop understanding of the diversity of visual arts practices by Aboriginal and Torres Strait artists, including local and regional artists 
Identify individuals, organisations and networks that support local and regional Aboriginal and/or Torres Strait Islander visual arts practice 
Identify current examples of cultural, social and economic impacts on Aboriginal and/or Torres Strait islander visual arts practice 
Apply knowledge of the industry to work activities to support Aboriginal and/or Torres Strait islander visual arts practice 
Complete work activities demonstrating an awareness of cultural protocols 
Comply with legal and ethical requirements as they apply to everyday work 
Follow procedures to minimise the environmental impact of work activities 
Establish and maintain networks to ensure industry knowledge of issues and trends is current 
Collect information about career development opportunities in the industry 
Identify areas for skill and knowledge development in consultation with appropriate people 
Undertake skill and knowledge development activities relevant to everyday work 

Forms

Assessment Cover Sheet

CUAATS301 - Work effectively in the Aboriginal and Torres Strait Islander visual arts industry
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

CUAATS301 - Work effectively in the Aboriginal and Torres Strait Islander visual arts industry

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: