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Elements and Performance Criteria

Required Skills

Required skills

communication and teamwork skills to

research and use appropriate cultural communication skills including

respond appropriately to feedback on own skill development and performance

participate in mentoring arrangements with Aboriginal and Torres Strait Islander people

implement conflict management and negotiation skills as required

initiative and enterprise skills to observe protocols appropriate to the Aboriginal and Torres Strait Islander community in performances

learning skills to

identify environmental and cultural sustainability mechanisms

investigate and employ relevant cultural protocols and culturally appropriate communication

participate in developing and implementing strategies to maintain mentor relationships

literacy skills to

document monitor and review mentoring arrangements with Aboriginal and Torres Strait Islander people

undertake research and interpret research findings

planning and organising skills to meet work requirements and make informed decisions

problemsolving skills to negotiate with others and achieve consensus on agreed outcomes

selfmanagement skills to seek and follow advice as required

technology skills to

develop documentation for reporting in standard word processing programs

search for and download information from the internet

Required knowledge

cultural values and major features in contemporary Indigenous Australian cultures including

cultural diversity cultural groupings skin country and language groups

family structures kinship womens roles mens roles

relationship to land and customs

racism and discrimination

issues that may affect an individuals cultural identity

traditional law and economy

history and roles of the arts in Aboriginal and Torres Strait Islander cultures

ways in which cultural values and protocols may affect work practices in different environments such as

commercialisation of cultural material

intellectual property

protocols in relation to moral rights intellectual property and copyright in the physical expression of cultural material including appropriation

how to maximise cultural maintenance in the choreographing and performance of dance for multicultural expression

Evidence Required

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

demonstrate knowledge of the context and structure of cultural systems including the role of dance storytelling music and body painting as expressions of cultural systems

develop understanding of their own and a communitys cultural history and identity

develop a mentoring relationship with an Indigenous Australian elder or custodian of knowledge including negotiating the terms of maintaining and enhancing professional relationships

effectively document and evaluate a mentoring plan

maintain cultural protocols and effective communication strategies in interactions with mentors

apply knowledge of cultural maintenance of performing arts practice in an Aboriginal and Torres Strait Islander context

Context of and specific resources for assessment

Assessment may take place on the job off the job for example in communities and training organisations or a combination of on and off the job

This unit requires access to

Aboriginal and Torres Strait Islander elders custodians and other culturally knowledgeable people authorised by the relevant communities to act as mentors in performance disciplines

people able and authorised to support both mentors and students in the context of the required skills and knowledge contained in this unit

Trainers and assessors in this unit should be Aboriginal and Torres Strait Islander people validated by the Community Advisory Board set up to oversee implementation of this training

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

direct questioning combined with review of portfolios of evidence

thirdparty workplace reports of onthejob performance

observation of the candidate contributing to group discussions

evaluation of project work and mentoring plan in the agreed medium

journal work including documenting the maintenance of the mentoring relationship

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of developing and maintaining relationships with Indigenous Australian performance mentors

direct observation of candidate by mentor

Assessment methods should closely reflect workplace demands eg literacy and the needs of particular groups eg 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 for example

CUADANA Increase depth of Aboriginal and Torres Strait Islander dance technique

CUADAN302A Increase depth of Aboriginal and Torres Strait Islander dance technique

CUAPRFA Perform in ways that respect customary law ethics and traditions

CUAPRF305A Perform in ways that respect customary law, ethics and traditions

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

CUVATS301A Develop and apply knowledge of Aboriginal or Torres Strait Islander cultural arts.

Range Statement

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.

Features of family and culture may include:	belief systems economic activities language spoken oral history parts or whole of kinship systems predominant religion and spirituality responsibilities and obligations to family members systems of law and order types and patterns of family groupings value systems history, pre-European contact and post-European contact traditional life and culture contemporary Aboriginal and Torres Strait Islander life and culture music and dance body decoration and dress tools and implements custodianship of land cultural sites.
Identified holders and custodians of information may be:	accepted Aboriginal and Torres Strait Islander cultural educators community elders cultural or traditional dancers family groups local community groups other sources of information on region, country, family and kinship, located in: libraries archives museums cultural centres books galleries.
Culturally appropriate ways may include:	communicating appropriately, such as: clearly and appropriately expressing expectations respectful interactions active listening providing appropriate feedback following community protocols and rules of behaviour, including: accessing and obtaining information and materials sharing information visiting individuals and communities seeking permission for activities who to approach for what, and how to approach seeking or receiving copyright, moral rights and intellectual property permission custodianship organisation of ceremonial life livelihood and trade performance of elements of cultural heritage teaching and learning rules of behaviour, including: governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal and Torres Strait Islander societies full set of protocols of a particular community or cultural grouping, which is likely to be unique communities, including institutional communities kinship land language groupings objects, images, ceremonies and performances story-lines.
Economic significance may refer to:	link between the arts and other areas of economic activity, e.g. tourism positive effects on local community economy role of the arts within community development statistical data.
Nature of performing arts may include:	significance of cultural arts within a given community types of performance work dance, music and story-telling ways in which performance of dance is promoted and distributed in a culturally appropriate way.
Cultural maintenance must include:	protection and continuation of: natural and cultural integrity stories song lines spiritual practices artefacts sites of significance language responsibilities and obligations to individuals, country and the community authentic replication of approved: cultural stories music in the dance form for demonstration of culture outside the community environment.
Mentoring plan must include:	agreed reporting mechanisms agreed timeframes monitoring and review strategies objectives purpose rights and responsibilities of each party roles of each party, including cultural, personal and professional.
Mentormay refer to:	an Indigenous person with cultural knowledge and community-endorsed authority to advise and direct students and other teachers and assessors on Aboriginal and Torres Strait Islander dance, other performance or related matters.