Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUVRES502A Mapping and Delivery Guide
Analyse cultural history and theory

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUVRES502A - Analyse cultural history and theory
Description This unit describes the performance outcomes, skills and knowledge required to research, analyse and debate cultural history and theory, and to use those processes to develop individual approaches to creative work.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application People working across all cultural sectors enrich their professional practice through their understanding of cultural history and theory.This unit may also apply to individuals working much more broadly in business and community roles.History and theory may cover a particular period of time, a particular area of cultural practice, a particular social issue, or be broader in nature.At this level, a person engages in a largely independent research process that begins to inform practice at a professional level. The research may be guided by others in terms of its scope and objectives.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Select a focus for cultural research
  • Select a focus for research in consultation with others based on individual needs and perspectives
  • Make an initial determination of the information and ideas to be sought
  • Challenge own assumptions and preconceptions about the research process and potential information sources
  • Select relevant historical and contemporary sources for investigation
       
Element: Conduct critical analysis
  • Seek out and compare the critical views of others in chosen area of inquiry
  • Investigate issues around the historical and contemporary production, interpretation, promotion and consumption of culture
  • Allow the process of analysis to take exploration of issues in new and unintended directions
       
Element: Discuss cultural history and theory
  • Develop substantiated opinions and ideas about cultural history and theory
  • Make informed contributions to discussions of cultural history and theory
  • Encourage and participate in open and constructive discussion
       
Element: Develop own practice from research
  • Determine potential for integration of research findings into own work
  • Relate cultural history and theory to professional practice issues
  • Recognise connections and associations between history and theory and contemporary cultural practice
  • Develop ideas about how research might impact on or enrich own professional practice and its future direction
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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 self-management 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.

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.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Select a focus for research in consultation with others based on individual needs and perspectives 
Make an initial determination of the information and ideas to be sought 
Challenge own assumptions and preconceptions about the research process and potential information sources 
Select relevant historical and contemporary sources for investigation 
Seek out and compare the critical views of others in chosen area of inquiry 
Investigate issues around the historical and contemporary production, interpretation, promotion and consumption of culture 
Allow the process of analysis to take exploration of issues in new and unintended directions 
Develop substantiated opinions and ideas about cultural history and theory 
Make informed contributions to discussions of cultural history and theory 
Encourage and participate in open and constructive discussion 
Determine potential for integration of research findings into own work 
Relate cultural history and theory to professional practice issues 
Recognise connections and associations between history and theory and contemporary cultural practice 
Develop ideas about how research might impact on or enrich own professional practice and its future direction 

Forms

Assessment Cover Sheet

CUVRES502A - Analyse cultural history and theory
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUVRES502A - Analyse cultural history and theory

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: