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Evidence Guide: CUVRES502A - Analyse cultural history and theory

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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CUVRES502A - Analyse cultural history and theory

What evidence can you provide to prove your understanding of each of the following citeria?

Select a focus for cultural research

  1. Select a focus for research in consultation with others based on individual needs and perspectives
  2. Make an initial determination of the information and ideas to be sought
  3. Challenge own assumptions and preconceptions about the research process and potential information sources
  4. Select relevant historical and contemporary sources for investigation
Select a focus for research in consultation with others based on individual needs and perspectives

Completed
Date:

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Make an initial determination of the information and ideas to be sought

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge own assumptions and preconceptions about the research process and potential information sources

Completed
Date:

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Select relevant historical and contemporary sources for investigation

Completed
Date:

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Conduct critical analysis

  1. Seek out and compare the critical views of others in chosen area of inquiry
  2. Investigate issues around the historical and contemporary production, interpretation, promotion and consumption of culture
  3. Allow the process of analysis to take exploration of issues in new and unintended directions
Seek out and compare the critical views of others in chosen area of inquiry

Completed
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Investigate issues around the historical and contemporary production, interpretation, promotion and consumption of culture

Completed
Date:

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Allow the process of analysis to take exploration of issues in new and unintended directions

Completed
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Discuss cultural history and theory

  1. Develop substantiated opinions and ideas about cultural history and theory
  2. Make informed contributions to discussions of cultural history and theory
  3. Encourage and participate in open and constructive discussion
Develop substantiated opinions and ideas about cultural history and theory

Completed
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Make informed contributions to discussions of cultural history and theory

Completed
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Encourage and participate in open and constructive discussion

Completed
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Develop own practice from research

  1. Determine potential for integration of research findings into own work
  2. Relate cultural history and theory to professional practice issues
  3. Recognise connections and associations between history and theory and contemporary cultural practice
  4. Develop ideas about how research might impact on or enrich own professional practice and its future direction
Determine potential for integration of research findings into own work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relate cultural history and theory to professional practice issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise connections and associations between history and theory and contemporary cultural practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop ideas about how research might impact on or enrich own professional practice and its future direction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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.

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.