Application
This unit describes the performance outcomes, skills and knowledge required to research and plan projects that represent a diversity of visual arts practice of Aboriginal and/or Torres Strait Islander artists, with an understanding of the international context.
It applies to individuals who may be working autonomously or with others, as project officers or managers 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.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Develop project concept | 1.1 Research information on the diversity of local, regional and national Aboriginal and/or Torres Strait Islander visual arts practices to determine the project concept 1.2 Review project concept in the context of the international indigenous arts industry 1.3 Determine project purpose, participants, audience and realistic budget parameters in consultation with others 1.4 Summarise and record project concept |
2. Evaluate practical implications | 2.1 Record logistical considerations relevant to the project 2.2 Discuss and select strategies to support artists, their families and/or communities to be actively involved in the project 2.3 Address legal and ethical requirements relevant to the project 2.4 Identify and assess risks related to the project 2.5 Plan strategies to minimise environmental impact and address sustainability |
3. Research budget information | 3.1 List key expenditure items relevant to the project budget 3.2 Use appropriate sources to determine potential sponsorship, funding and revenue opportunities relevant to the project 3.3 Identify potential informal sources of in-kind support |
4. Produce a project plan | 4.1 Consult with artists, their families and/or communities, and other relevant stakeholders to plan the project according to the principles of project management 4.2 Develop a project plan that records the scope, purpose and intended outcomes of the project, showing a respectful awareness of cultural protocols 4.3 Incorporate time, budget, risk factors, and roles and responsibilities into the project plan 4.4 Prepare a project evaluation strategy that includes artists, their families and/or communities, and other relevant stakeholders |
Evidence of Performance
Evidence of the ability to:
produce at least one project plan related to a project, program exhibition or workshop that represents a diversity of national and/or international indigenous visual arts, and includes:
appropriate planning formats and procedures
project purpose, participants and audience
details that show an awareness of cultural protocols
project timelines
a simple budget that includes key expenditure items and potential income streams
an overview of identified risks and strategies to address them
identification of roles and responsibilities of project participants
consult with artists, their families and/or communities, and other relevant stakeholders around the intended project, showing awareness of cultural protocols
research and analyse the diversity of indigenous visual arts in a national and international context
prepare records relevant to the project to present information to be used by others.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
Evidence of Knowledge
To complete the unit requirements safely and effectively, the individual must:
identify artists, networks, publications and organisations relevant to national and international indigenous visual arts practice and industry
explain the key principles and protocols for using indigenous cultural material and artwork, and interacting with Aboriginal and/or Torres Strait Islander artists and/or their communities
describe sustainability considerations with reference to cultural, economic, environmental and social factors
provide examples of legal and ethical requirements that relate to the project and explain how they impact on project planning
identify logistical considerations relevant to the project
give details of how artists, their families and/or communities are actively involved in the project
provide examples of funding and revenue opportunities related to the project
explain what is meant by the term in-kind support in the context of the project.
Assessment Conditions
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.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Learning | 1.1 | Builds a broad knowledge of the diversity of indigenous visual arts through self-directed learning and a variety of research strategies |
Oral Communication | 2.2, 4.1 | Participates in verbal exchanges in a range of contexts showing a complex use of language and an in-depth understanding of the subject matter |
Reading | 1.1, 1.2, 3.2 | Builds understanding and interprets complex texts to identify project and funding information |
Writing | 1.4, 2.1, 3.1, 4.2, 4.3, 4.4 | Reports specific project information, requirements and recommendations in clear and detailed language |
Numeracy | 1.3, 1.4, 3.1, 4.3 | Uses mathematical formulas and calculations to estimate and plan project costs and timeframes |
Navigate the world of work | 1.1, 1.2, 2.3, 2.5, 4.2, 4.3 | Sets own learning challenges, using research opportunities to develop knowledge and insight Works independently and collectively on developing a project plan with a strong sense of responsibility for plans, decisions and outcomes Extends understanding of own legal rights and responsibilities and considers implications of these when planning work Recognises and responds to cultural protocols in familiar work contexts |
Interact with others | 1.3, 1.4, 2.2, 4.1, 4.4 | Selects appropriate communication protocols in a broad range of work contexts Initiates and participates in complex conversations Identifies the requirements of important communication exchanges to suit audience and purpose Collaborates to achieve joint outcomes |
Get the work done | 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 4.2, 4.3, 4.4 | Develops a plan to manage relatively complex tasks and recognises the importance of other stakeholders throughout the planning process |
Sectors
Aboriginal and Torres Strait Islander visual arts