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.

Broader contemporary cultural context may be:
economic
environmental
geographic
heritage
historical
local, national and international
political
philosophical
social and cultural
style or design related.
Ways to extend individual research may involve:
community engagement
connecting to areas of research beyond the obvious
further study
greater levels of specialisation and depth in research
mentored reflection
self-analysis.
Critical analysis may involve:
adapting
analysing and evaluating actions and policies
challenging
clarifying issues, values and standards
comparing similar situations
comparing and contrasting ideals with practice
comparing and evaluating beliefs, interpretations and theories
critical path process
debate and discussion
developing criteria for evaluation
distinguishing relevant from irrelevant facts
examining and evaluating assumptions
exploring implications and consequences
generating and assessing solutions
judging
leap of faith
making connections between seemingly unrelated information
making interdisciplinary connections
making plausible inferences and predictions
noting significant similarities and differences
openness
questioning
reading and listening critically
reflecting.
Current cultural debate may relate to:
arts education
arts funding
artists’ rights
emerging trends and practices
government policy
philosophical issues.
Substantiated ideas are:
grounded in appropriate research
the result of rational and logical thought
supported by relevant information
subjected to the analysis of others (e.g. peer review).
Professional and relevant academic standards and conventions may relate to:
copyright and intellectual property
cultural considerations
presentation of work
referencing protocols
report writing
use of terminology.

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:
interrogate own practice to a depth that allows the candidate to make connections with the broader cultural context
develop a professional research capability in the area of cultural history and theory
articulate and present complex ideas following appropriate conventions.
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 research projects undertaken by the candidate
evaluation of the candidate’s cultural literacy skills and ability to recognise, review and analyse different cultural productions, artworks, artistic values, artists, performers and 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.