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

CUAIND302 Mapping and Delivery Guide
Develop and maintain relationships with Indigenous Australian performance mentors

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CUAIND302 - Develop and maintain relationships with Indigenous Australian performance mentors
Description
Employability Skills
Learning Outcomes and Application This unit describes the performance outcomes, skills and knowledge required by Indigenous Australian performing artists who wish to enhance their performance of cultural dance through mentoring arrangements with Aboriginal and Torres Strait Islander performance mentors. The unit is also relevant to those whose work requires them to observe industry protocols, copyright requirements, and Aboriginal and Torres Strait Islander protocols.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. Organisations delivering this unit must respect community protocols and heritage. Collaboration with Aboriginal and Torres Strait Islander people on the delivery and assessment of this unit is recommended.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.At this level, individuals are required to use some discretion and judgement and operate under broad supervision within an established framework of plans and procedures.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 creative arts industry environments. The assessment environment must include 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 described in this unit.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

Assessors must ensure that the cultural and intellectual property rights of Aboriginal and Torres Strait Islander peoples are protected.

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: Confirm links with own heritage or Indigenous Australian traditions
  • Collect 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 and ways in which culture and family may inform performing arts practice
  • Identify past and present roles of individuals, families and communities or societies in performing arts practice
  • Record cultural beliefs and values related to artistic performance, including cultural significance, economic significance and nature of performing arts in the community
  • Develop and record, in consultation with Elders, custodians and mentors, a connection to cultural tradition and current practice
  • Identify ways to recognise whether cultural maintenance is being observed in professional performances of Australian Indigenous dance
       
Element: Negotiate the terms of relationships with mentors
  • Determine benefits of, and need for, a mentoring plan between 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 report agreed criteria for the mentoring relationship
  • Evaluate and report mentoring program against agreed outcomes
       
Element: Maintain professional relationships
  • Communicate in culturally appropriate ways that show respect for local Aboriginal and Torres Strait Islander culture and customs
  • Behave consistently with respect for mentors, those in cultural authority and those with expertise
  • Perform dance movements and activities that appropriately express cultural context according to cultural, copyright and intellectual property requirements
  • Adhere to cultural, professional and performance direction from mentors or cultural custodians
  • Respond to opportunities to enhance cultural and technical skills and knowledge
       


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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Confirm links with own heritage or Indigenous Australian traditions

1.1 Collect information on features of family, culture and knowledge of own language, region or country from identified holders and custodians of information

1.2 Approach community members and custodians or Elders in culturally appropriate ways showing respect for local Indigenous culture and customs

1.3 Determine own Aboriginal and Torres Strait Islander identity and ways in which culture and family may inform performing arts practice

1.4 Identify past and present roles of individuals, families and communities or societies in performing arts practice

1.5 Record cultural beliefs and values related to artistic performance, including cultural significance, economic significance and nature of performing arts in the community

1.6 Develop and record, in consultation with Elders, custodians and mentors, a connection to cultural tradition and current practice

1.7 Identify ways to recognise whether cultural maintenance is being observed in professional performances of Australian Indigenous dance

2. Negotiate the terms of relationships with mentors

2.1 Determine benefits of, and need for, a mentoring plan between mentor and mentee

2.2 Negotiate timeframes and outcomes for each party and rules of interaction for the mentoring program

2.3 Agree on reporting methods or reporting technology and report agreed criteria for the mentoring relationship

2.4 Evaluate and report mentoring program against agreed outcomes

3. Maintain professional relationships

3.1 Communicate in culturally appropriate ways that show respect for local Aboriginal and Torres Strait Islander culture and customs

3.2 Behave consistently with respect for mentors, those in cultural authority and those with expertise

3.3 Perform dance movements and activities that appropriately express cultural context according to cultural, copyright and intellectual property requirements

3.4 Adhere to cultural, professional and performance direction from mentors or cultural custodians

3.5 Respond to opportunities to enhance cultural and technical skills and knowledge

Evidence of the ability to:

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

develop a mentor relationship with an Indigenous Australian Elder or custodian of knowledge

negotiate, record 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.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

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

demonstrate well-developed knowledge of the following aspects of contemporary Indigenous Australian cultures, including:

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

family structures, kinship, women’s roles, and 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

describe the history and role of the arts in Aboriginal and Torres Strait Islander cultures

describe how the following issues affect work practices in the Aboriginal and Torres Strait Islander performing arts sector:

commercialisation of cultural material

tourism

intellectual property

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

explain how cultural maintenance can be maximised in the choreographing and performance of dance for multicultural expression.


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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Confirm links with own heritage or Indigenous Australian traditions

1.1 Collect information on features of family, culture and knowledge of own language, region or country from identified holders and custodians of information

1.2 Approach community members and custodians or Elders in culturally appropriate ways showing respect for local Indigenous culture and customs

1.3 Determine own Aboriginal and Torres Strait Islander identity and ways in which culture and family may inform performing arts practice

1.4 Identify past and present roles of individuals, families and communities or societies in performing arts practice

1.5 Record cultural beliefs and values related to artistic performance, including cultural significance, economic significance and nature of performing arts in the community

1.6 Develop and record, in consultation with Elders, custodians and mentors, a connection to cultural tradition and current practice

1.7 Identify ways to recognise whether cultural maintenance is being observed in professional performances of Australian Indigenous dance

2. Negotiate the terms of relationships with mentors

2.1 Determine benefits of, and need for, a mentoring plan between mentor and mentee

2.2 Negotiate timeframes and outcomes for each party and rules of interaction for the mentoring program

2.3 Agree on reporting methods or reporting technology and report agreed criteria for the mentoring relationship

2.4 Evaluate and report mentoring program against agreed outcomes

3. Maintain professional relationships

3.1 Communicate in culturally appropriate ways that show respect for local Aboriginal and Torres Strait Islander culture and customs

3.2 Behave consistently with respect for mentors, those in cultural authority and those with expertise

3.3 Perform dance movements and activities that appropriately express cultural context according to cultural, copyright and intellectual property requirements

3.4 Adhere to cultural, professional and performance direction from mentors or cultural custodians

3.5 Respond to opportunities to enhance cultural and technical skills and knowledge

This section specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

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

dance music to demonstrate culture outside the community environment.

Mentoring plan must include:

agreed reporting methods or reporting technology

agreed timeframes

monitoring and review strategies

objectives

purpose

rights and responsibilities of each party

cultural, personal and professional roles of each party.

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 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 and ways in which culture and family may inform performing arts practice 
Identify past and present roles of individuals, families and communities or societies in performing arts practice 
Record cultural beliefs and values related to artistic performance, including cultural significance, economic significance and nature of performing arts in the community 
Develop and record, in consultation with Elders, custodians and mentors, a connection to cultural tradition and current practice 
Identify ways to recognise whether cultural maintenance is being observed in professional performances of Australian Indigenous dance 
Determine benefits of, and need for, a mentoring plan between 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 report agreed criteria for the mentoring relationship 
Evaluate and report 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 with respect for mentors, those in cultural authority and those with expertise 
Perform dance movements and activities that appropriately express cultural context according to cultural, copyright and intellectual property requirements 
Adhere to cultural, professional and performance direction from mentors or cultural custodians 
Respond to opportunities to enhance cultural and technical skills and knowledge 

Forms

Assessment Cover Sheet

CUAIND302 - 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

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CUAIND302 - 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

Assessor name:

Signature:

Date:

Student signature:

Date: