Application
This unit describes the performance outcomes, skills and knowledge required to build working relationships with Aboriginal and/or Torres Strait Islander artists and their communities in a culturally appropriate manner.
It applies to individuals who work as practitioners, administrators or managers in the Aboriginal and Torres Strait Islander visual arts industry, the arts industry generally, or other associated industries. 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. Determine impacts of Aboriginal and Torres Strait Islander history | 1.1 Discuss historical and contemporary events and issues and their impacts on Aboriginal and Torres Strait Islander peoples 1.2 Identify factors that continue to impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities 1.3 Analyse how identified factors impact on professional practice issues |
2. Develop knowledge of cultural practices and artists’ rights | 2.1 Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities 2.2 Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture 2.3 Evaluate work practices to ensure they are culturally safe and support artists’ rights 2.4 Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities |
3. Communicate effectively with artists and their communities | 3.1 Recognise potential communication issues related to working with Aboriginal and/or Torres Strait Islander artists and their communities 3.2 Plan and document communication strategies that integrate cultural protocols, involving stakeholders internal and external to the community 3.3 Engage the services of language interpreters, colleagues and/or cultural brokers to ensure fair and ethical work practices |
4. Build and maintain partnerships with artists and their communities | 4.1 Identify key issues that influence professional partnerships with Aboriginal and Torres Strait Islander artists and their communities 4.2 Promote work practices that are based on mutual respect, inclusivity and self-determination 4.3 Record effective strategies that foster true partnerships with Aboriginal and Torres Strait Islander artists and their communities |
5. Represent artists and their communities | 5.1 Seek permission and advice to work with artists and their artwork according to cultural protocols 5.2 Consult with Aboriginal and/or Torres Strait Islander artists and their communities to determine culturally appropriate ways to promote, exhibit and display artwork 5.3 Address potential barriers to fair and ethical representation and Aboriginal and Torres Strait Islander control of cultural heritage |
Evidence of Performance
Evidence of the ability to:
develop at least two culturally respectful and professional partnerships with an Aboriginal and/or Torres Strait Islander artist and/or community
record organisational strategies to build and maintain partnerships with Aboriginal and/or Torres Strait artists and their communities.
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:
summarise the range of historical, cultural and social events and issues (past and present) that impact on Aboriginal and Torres Strait Islander peoples
differentiate between factors that impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities
identify fair and ethical work practices that support Aboriginal and Torres Strait Islander artists and their communities
explain the following terms:
community control
self-determination
cultural safety
describe the role and local availability of language interpreters and cultural brokers
explain effective communication and consultation strategies relevant to working with Aboriginal and/or Torres Strait Islander artists and their communities
explain the key principles and protocols for using indigenous cultural material, and interacting with Aboriginal and Torres Strait Islander artists and their communities
identify sources of current information relevant to the local, regional, national and global indigenous visual arts industry
discuss the diversity of Aboriginal and Torres Strait Islander visual arts practice and its cultural significance
provide examples of dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander artists and their communities
outline key legislation, codes and/or regulations that affect artists’ rights.
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 | 2.1, 2.2 | Extends knowledge of visual arts practices and cultural protocols using a range of sources of information |
Oral Communication | 1.1, 2.1, 5.1, 5.2 | Presents complex information and directs discussions to seek the views and opinions of others by listening and questioning in a culturally appropriate way Displays a depth of understanding in a range of contexts related to the industry |
Reading | 2.1, 2.2 | Evaluates complex text to gather information on cultural protocols and visual arts practices |
Writing | 3.2, 4.3 | Documents complex text related to summarising in-depth knowledge and work practices |
Navigate the world of work | 1.1, 1.2, 1.3, 2.1, 2.2, 3.3, 5.1 | Uses formal and informal opportunities to develop knowledge and insight and reflects on professional practice Understands legal rights, responsibilities and cultural protocols applicable across work contexts |
Interact with others | 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2 | Recognises and applies the protocols governing what to communicate, with whom and how in a range of work contexts Recognises the importance of taking audience, purpose and contextual factors into account Recognises the importance of building rapport and collaborates to achieve joint outcomes Promotes better understanding of different values and beliefs Reflects on behaviours that contribute to conflict |
Get the work done | 1.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3 | Uses increasing understanding of context to identify relevant information, risks and alternative strategies |
Sectors
Aboriginal and Torres Strait Islander visual arts