Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Individual needs and perspectivesmay be influenced by:
art form focus
commercial aspirations or requirements
discussions and ideas of others
materials and processes
presence of a multidisciplinary focus
previous research
techniques used in own practice.
Assumptions and preconceptionsmay relate to:
different cultural responses to research
how information is presented
level of formality required in the research process
own preconceptions
preconceptions of others
what types of research are acceptable
where to find information.
Historical and contemporary sourcesmay include:
artworks
commercial brief
critical writing
events
exhibitions
experiences of self or others
films
images
internet
music
objects
other people
performances
presentations
printed texts
technical information.
Othersmay include:
arts critics
other artists
peers
teachers.
New and unintended directionsmay be those which:
challenge preconceptions about work process and outcomes
generate completely new ideas
lead the individual to work in a different medium
take the individual back to earlier ideas.
Substantiated opinions and ideasare:
grounded in appropriate research
the result of rational and logical thought
subjected to the analysis of others (e.g. peer review)
supported by relevant information.
Integration of research findingsmay relate to:
design strategies
genres
ideas and themes
materials
media
motifs
processes
styles
techniques
technologies.
Professional practice issuesmay relate to:
marketing and promotion of work
need for collaboration
need for further research and development time
new opportunities.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
select an appropriate research focus
analyse cultural ideas and information and develop substantiated positions to support professional practice
participate in informed discussion of cultural history and theory.
Context of and specific resources for assessment
Assessment must ensure access to:
a range of cultural history and theory information sources.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
evaluation of presentation or documentation prepared by the candidate explaining research processes and how issues surrounding history and theory have been incorporated into work
evaluation of case studies to assess ability to research and use different types of information
evaluation of the candidate’s cultural literacy skills and ability to recognise, review and analyse different cultural productions, artworks, artistic values, artists, performers or authors
questioning and discussion about candidate’s intentions and the work outcome
review of portfolios of evidence
review of third-party reports from experienced practitioners.
Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.