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Evidence Guide: CUAATS503 - Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUAATS503 - Work effectively with Aboriginal and Torres Strait Islander visual artists and their communities

What evidence can you provide to prove your understanding of each of the following citeria?

Determine impacts of Aboriginal and Torres Strait Islander history

  1. Discuss historical and contemporary events and issues and their impacts on Aboriginal and Torres Strait Islander peoples
  2. Identify factors that continue to impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities
  3. Analyse how identified factors impact on professional practice issues
Discuss historical and contemporary events and issues and their impacts on Aboriginal and Torres Strait Islander peoples

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify factors that continue to impact on urban, regional, rural and remote Aboriginal and Torres Strait Islander artists and their communities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse how identified factors impact on professional practice issues

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop knowledge of cultural practices and artists’ rights

  1. Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities
  2. Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture
  3. Evaluate work practices to ensure they are culturally safe and support artists’ rights
  4. Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities
Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate work practices to ensure they are culturally safe and support artists’ rights

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate effectively with artists and their communities

  1. Recognise potential communication issues related to working with Aboriginal and/or Torres Strait Islander artists and their communities
  2. Plan and document communication strategies that integrate cultural protocols, involving stakeholders internal and external to the community
  3. Engage the services of language interpreters, colleagues and/or cultural brokers to ensure fair and ethical work practices
Recognise potential communication issues related to working with Aboriginal and/or Torres Strait Islander artists and their communities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan and document communication strategies that integrate cultural protocols, involving stakeholders internal and external to the community

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Engage the services of language interpreters, colleagues and/or cultural brokers to ensure fair and ethical work practices

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Build and maintain partnerships with artists and their communities

  1. Identify key issues that influence professional partnerships with Aboriginal and Torres Strait Islander artists and their communities
  2. Promote work practices that are based on mutual respect, inclusivity and self-determination
  3. Record effective strategies that foster true partnerships with Aboriginal and Torres Strait Islander artists and their communities
Identify key issues that influence professional partnerships with Aboriginal and Torres Strait Islander artists and their communities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Promote work practices that are based on mutual respect, inclusivity and self-determination

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Record effective strategies that foster true partnerships with Aboriginal and Torres Strait Islander artists and their communities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Represent artists and their communities

  1. Seek permission and advice to work with artists and their artwork according to cultural protocols
  2. Consult with Aboriginal and/or Torres Strait Islander artists and their communities to determine culturally appropriate ways to promote, exhibit and display artwork
  3. Address potential barriers to fair and ethical representation and Aboriginal and Torres Strait Islander control of cultural heritage
Seek permission and advice to work with artists and their artwork according to cultural protocols

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consult with Aboriginal and/or Torres Strait Islander artists and their communities to determine culturally appropriate ways to promote, exhibit and display artwork

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Address potential barriers to fair and ethical representation and Aboriginal and Torres Strait Islander control of cultural heritage

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop knowledge of cultural practices and artists’ rights

  1. Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities
  2. Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture
  3. Evaluate work practices to ensure they are culturally safe and support artists’ rights
  4. Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities
Use sources of information to extend knowledge of cultural protocols related to local Aboriginal and Torres Strait Islander communities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Expand knowledge of the diversity of Aboriginal and Torres Strait Islander visual arts practices and how they relate to culture

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate work practices to ensure they are culturally safe and support artists’ rights

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify potential dishonest, misleading or deceptive conduct related to Aboriginal and Torres Strait Islander visual artists and their communities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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 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.

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.