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Elements and Performance Criteria

Required Skills

Required skills

communication skills to participate in debate and discussion of cultural history and theory

critical thinking skills to analyse information and develop substantiated positions about cultural history and theory

initiative and enterprise skills to use challenge and adapt research to develop own professional practice

literacy skills to interpret varied information sources dealing with at times complex ideas

learning and selfmanagement skills to use the research process as a professional development tool

planning and organising skills to set up and undertake a research process

Required knowledge

ways of selecting a meaningful individual research focus

opportunities offered by cultural history and theory in terms of value to a developing professional practice in the arts and in the broader community

intellectual property issues and legislation and how they relate to the research process

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

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 candidates cultural literacy skills and ability to recognise review and analyse different cultural productions artworks artistic values artists performers or authors

questioning and discussion about candidates intentions and the work outcome

review of portfolios of evidence

review of thirdparty reports from experienced practitioners

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

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.

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.