Unit of competency Outline

Date retreived
21/07/2026 11:32 PM AWST

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Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts

Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts

Unit of competency
National Code
CUVATS301A
State Code
S7623
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
06/10/2011
View on TGA
State Implementation and Classification
Approved Date
16/05/2014
Field of Education
090311 - Indigenous Studies
Original Release Date
16/05/2014
Nominal Hours
50
Description
This unit describes the performance outcomes, skills and knowledge required to develop and apply knowledge of cultural arts within a specific Aboriginal or Torres Strait Islander context.The local cultural knowledge necessary to achieve competency in this unit may only be accessible to Aboriginal or Torres Strait Islander peoples. This unit also reflects the fact that there is no single Aboriginal or Torres Strait Islander culture.This unit deals with complex and interrelated elements of Aboriginal or Torres Strait Islander cultures which are the cultural and intellectual properties of specific communities. These may only be interpreted by appropriate persons, e.g. those recognised by the local Aboriginal or Torres Strait Islander community as an Elder or custodian of local cultural knowledge.Any organisation or individual planning to train or assess this unit would be expected to work closely with the local Aboriginal or Torres Strait Islander community, for example through establishing a local Aboriginal or Torres Strait Islander reference group. In particular, it is vital to ensure respectful integration of any local cultural knowledge or protocols that will inform the implementation of the unit.
Notes
Elements and Performance Criteria
1. Seek information on Aboriginal or Torres Strait Islander cultural arts
  • 1.1 Identify and access relevant sources of information on cultural arts practice within Aboriginal or Torres Strait Islander communities
  • 1.2 Gather information on the cultural and economic significance of Aboriginal or Torres Strait Islander arts practice
  • 1.3 Gather information in a culturally appropriate way
  • 1.4 Conduct arts practice in a manner that takes account of relevant cultural protocols
2. Work with stakeholders
  • 2.1 Identify individuals and networks used in the context of Aboriginal or Torres Strait Islander cultural arts, both internal and external to the community
  • 2.2 Access networks to enhance the quality of own arts practice
  • 2.3 Integrate cultural protocols into all stakeholder communication and business practices
3. Update and maintain knowledge of Aboriginal or Torres Strait Islander cultural arts
  • 3.1 Identify and use relevant opportunities to update knowledge of Aboriginal or Torres Strait Islander cultural arts
  • 3.2 Share updated knowledge with colleagues as required, and incorporate into day-to-day work activities
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.

Sources may include:
community arts organisations
directories or other references
funding bodies
government agencies
land councils
local communities
practising artists.
Information may relate to:
cultural heritage
cultural significance
cultural tourism
economic significance
marketing and distribution issues, including:
copyright issues associated with promoting work
cultural protocols to be observed
ethical issues
range of markets for artworks
typical distribution channels
scope and nature of arts practice within communities:
significance of cultural arts within a given community
types of work
ways in which artworks are promoted and distributed.
Cultural and economic significance may relate to:
link between the arts and other areas of economic activity, such as tourism
positive local community impacts
role of the arts within community development
statistical data.
Protocols may relate to:
access to information
culturally appropriate forms of promotion
intellectual property
sharing of information.
Opportunities may include:
informal sharing of information
multimedia
participation in community networks
review of references and other written materials
seminars
using electronic media, including:
internet
radio
television.
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:
gather information on the context and structure of cultural arts within Aboriginal or Torres Strait Islander communities relevant to specific community context
access and use information in a culturally appropriate way
apply knowledge to own Aboriginal or Torres Strait Islander arts practice.
Context of and specific resources for assessment
Assessment ensure:
involvement of persons approved of by Elders of the relevant local community
access to information sources on cultural arts within Aboriginal or Torres Strait Islander communities.
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:
observation of candidate discussing issues with Elders and community members
evaluation of a project undertaken by the candidate to research arts practice in own community
oral or written questioning to assess knowledge of cultural arts within an Aboriginal or Torres Strait Islander context
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.