SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Diploma in Music Performance 
SAQA QUAL ID QUALIFICATION TITLE
110252  Diploma in Music Performance 
ORIGINATOR
University of KwaZulu-Natal 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 02 - Culture and Arts  Music 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2029-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
72872  Diploma in Music Performance  Level 5  NQF Level 06  336  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The qualification is designed to provide a theoretical, historical and practical understanding of the applicable field of classical music or African music and dance, and to develop learner's creativity, entrepreneurial and intellectual skills in compliance with the standards and needs of the music industry. In addition, the qualification aims to teach and develop the skills learners will need to demonstrate professional competence in the following specialist areas: Of Music Performance (solo instrumental or solo voice or choral direction African Music and Dance and pedagogy in the applicable field. The knowledge that is developed includes an historical, critical and sociological knowledge of music within multicultural perspectives.

Rationale:
Emphasis is given to contemporary debates within South Africa and to international debates that are or particular interest to African and South African music making and thought about music. By these means, learners are equipped to contribute meaningfully to nation building as they earn their living. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution.

An applicant who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • National Senior Certificate, National Qualifications Framework (NQF) Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 7 totalling 384 Credits.

    Compulsory Modules 1, 16 Credits Level 7., 16 Credits:
  • Music Ensemble 1A, 8 Credits.
  • Music Ensemble 1B, 8 Credits.

    Elective Modules, 112 Credits Level 7:
  • African Music and Dance 1A, 16 Credits.
  • Choral Studies 1B, 16 Credits.
  • Keyboard Studies 1B16 Credits.
  • Popular & Traditional Music: Africa & Beyond, 16 Credits.
  • Keyboard Studies 1A, 16 Credits.
  • Choral Studies 1A, 16 Credits.
  • Western Classical Music: An Introduction, 16 Credits.
  • Vocal Workshop 1B, 16 Credits.
  • Drama & Performance Studies 101, 16 Credits.
  • Drama & Performance Studies 102, 16 Credits.
  • English Language Development B, 16 Credits.
  • Academic Learning in English, 16 Credits.
  • Second Practical Study 1B, 16 Credits.
  • Introduction to IsiZulu A, 16 Credits.
  • Music Theory and Perception 1A16 Credits.
  • Introduction to IsiZulu B, 16 Credits.
  • Second Practical Study 1A, 16 Credits.
  • Basic IsiZulu Language Studies B, 16 Credits.
  • African Music and Dance B1, 16 Credits.
  • First Practical Study 1B, 16 Credits.
  • Academic Writing, 16 Credits.
  • Basic IsiZulu Language Studies A, 16 Credits.
  • Semiotics of African Cosmology, 16 Credits.
  • First Practical Study 1A, 16 Credits.
  • Vocal Workshop 1A, 16 Credits.
  • Music Theory and Perception 1B, 16 Credits.

    Compulsory Modules 2, 16 Credits, Level 7:
  • Music Ensemble 2B, 8 Credits.
  • Music Ensemble 2A, 8 Credits.

    Elective Modules 2, 112 Credits, Level 7:
  • Music Theory and Perception 2B, 16 Credits.
  • Intermediate IsiZulu Language Studies B, 16 Credits.
  • Vocal Workshop 2A, 16 Credits
  • Advanced IsiZulu A, 16 Credits
  • Drama & Performance Studies 201, 16 Credits.
  • Keyboard Studies 2A, 16 Credits.
  • Translation and Interpreting 1, 16 Credits.
  • Heritage and Culture, 16 Credits.
  • Foundations for Music Education A, 16 Credits.
  • Music Theory and Perception 2A, 16 Credits.
  • Choral Studies 2B, 16 Credits.
  • Music, Culture and History 2A, 16 Credits.
  • Keyboard Studies 2B, 16 Credits.
  • Music, Culture and History 2B, 16 Credits.
  • Advanced IsiZulu B, 16 Credits.
  • Vocal Workshop 2B, 16 Credits.
  • Choral Studies 2A, 16 Credits.
  • Foundations for Music Education B, 16 Credits.
  • First Practical Study 2B, 16 Credits.
  • Introductory Music Theory and Perception A, 16 Credits.
  • Second Practical Study 2A, 16 Credits.
  • First Practical Study 2A, 16 Credits.
  • Introductory Music Theory and Perception B, 16 Credits.
  • Languages for Singers A, 16 Credits.
  • Second Practical Study 2B, 16 Credits.
  • African Music and Dance 2B, 16 Credits.
  • Drama & Performance Studies 205, 16 Credits.
  • Languages for Singers B, 16 Credits
  • Intermediate IsiZulu Language Studies A, 16 Credits.
  • African Music and Dance 2A, 16 Credits.

    Compulsory Modules 3, 16 Credits:
  • Music Ensemble 3A, 8 Credits.
  • Music Ensemble 3B, 8 Credits.

    Elective Modules 3, 112 Credits, Level 7:
  • Music Education 1A, 16 Credits.
  • Sociolinguistics and Language Planning, 16 Credits.
  • African Music Outreach: Documentation, 16 Credits.
  • Advanced IsiZulu Language Studies A, 16 Credits.
  • Choral Studies 3A, 16 Credits.
  • African Music and Dance 3A, 16 Credits.
  • Music Education 1B, 16 Credits.
  • Intermediate Music Theory and Perception B16 Credits.
  • Advanced IsiZulu Language Studies B, 16 Credits.
  • African Music and Dance 3B, 16 Credits.
  • Music Theory and Perception 3A16 Credits.
  • Performance 1B, 16 Credits.
  • Intermediate Music Theory and Perception A, 16 Credits.
  • Music Theory and Perception 3B, 16 Credits.
  • African Music Outreach: Music Education, 16 Credits.
  • Performance 1A, 16 Credits.
  • Music, Culture and History 3A, 16 Credits.
  • Traditional & Modern Poetry, 16 Credits.
  • Advanced Musical Studies 1A, 16 Credits.
  • First Practical Study 3A, 16 Credits.
  • First Practical Study 3B, 16 Credits.
  • Advanced Musical Studies 1B, 16 Credits.
  • Instrumental Teaching Method 1B, 16 Credits.
  • African Music Outreach: Community Development, 16 Credits.
  • Choral Studies 3B, 16 Credits.
  • Instrumental Teaching Method 1A, 16 Credits.
  • Music, Culture and History 3B, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate professional proficiency on a selected musical instrument/voice or as choral directors;
    2. Demonstrate the ability to read music.
    3. Demonstrate competence in the principles of theory, music pedagogy, sung languages, theatre skills and keyboard playing, as well as an understanding of the history and repertoire of the relevant specialisation.
    4. Possess the knowledge and skills that will enable employment in the fields of professional performance and education.
    5. Demonstrate professional proficiency on four traditional instruments, four dance genres, and two song genres.
    6. Demonstrate an understanding of the history and development of the song, dance and instrumental genres studied.
    7. Demonstrate skills in fundraising and project development.
    8. Preparation and presentation of original compositions and choreography. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria will be used in an integrated manner across the Exit Level Outcomes:
  • Demonstrate a thorough knowledge of the general field of inquiry and of creative endeavour and grasp the theoretical and philosophical underpinnings of this field.
  • Demonstrate a detailed knowledge of specific areas of inquiry or of creative endeavour and an understanding of the interrelationship amongst various areas within the field and between the field of music and other fields.
  • Summarise, compare and evaluate a substantial body of knowledge.
  • Construct a sustained argument and formulate questions and work towards solutions.
  • Command the conceptual discourse concerning music and the arts.
  • Solve both theoretical and practical problems.
  • Apply appropriate knowledge and skills to music processes and products and a society aware commitment to participation in these processes and to the production of these products.
  • Demonstrate a command of academic English at an appropriate level.
  • Demonstrate a familiarity with the information technology at an appropriate level.
  • Demonstrate a capacity for individual study.
  • Present findings at an appropriate level, both orally and in writing.
  • Demonstrate an understanding of the polysomic nature of music and the arts and of current critical debates.
  • Critically analyse and express opinions about his/her own and others work.
  • Analyse musical works within their cultural contexts, including the ability to identify issues, factors, and structures relevant to the creation, performance and interpretation of music.
  • Demonstrate the social, affective and interactive skills necessary for producing and critically analysing music and the performance of music; an understanding of the role of music and culture in social interaction and social and political behaviour patterns within complex social, cultural and historical contexts; an understanding of the processes of cultural change and the social construction of culture, as well as a knowledge of specific diverse cultures, with an emphasis on the role and significance of music to these cultures and familiarity with this music; an understanding of the need and the means of preserving musical heritages.
  • Demonstrate an understanding of the history of the areas of the discipline in which he/she is working as well as its current state and its possible future.
  • Demonstrate knowledge of and ability to critically analyse various forms of communication, including mass media, as they relate to communication through and about music and an understanding of the impact of globalisation on music and cultural expression.
  • Be innovative and productive in the use of resources in relation to music activities and have an awareness of career opportunities, including ones requiring entrepreneurial skills.
  • Demonstrate a knowledge of and recognition of the worth of the music and art forms of marginalised sectors of the South African population, an understanding of the political, economic and other social factors that create and sustain marginalisation, and a commitment to implementing constructive changes in this regard.

    Integrated Assessment:
    Assessments are undertaken at module level, while the overall programme learning outcomes are automatically met as learner's' progress from pone module and level to the next. Since tuition, much of which is practical, takes place in relatively small groups, weekly interaction with lecturers and part-time staff facilitates continuous assessment and monitoring of student progress. Subminimum marks applicable to second-level modules regulate access to the various third level specialisations. In order for the assessment purposes, assessment of class preparation and participation; individual and group written assignments and oral presentations and Summative: written examinations, portfolios, practical examinations and recitals will be utilised as assessment purposes.

    Work Placement is only applicable to the African Music and Dance stream of the programme: a. The year of study during which the work placement will be done and credits awarded: 3rd year 16 credits b. The duration of the work placement. African Music Outreach: Music Education - 7 week's student teaching in a primary or high school African Music Outreach: Community Development 9 week's preparations for the African Cultural Calabash c. The expected learning outcomes of the work placement. African Music Outreach: Music Education (MUSC3AE) to teach various genres of African Music and Dance in line with the Arts and Culture Learning Area, and the National Curriculum Statement. To prepare a teaching portfolio with lesson plans in prescribed areas of African Music and Dance, and to be able to teach learners for 7 weeks at a primary or high school, working with them two periods a week. To also be able to assess learners using various forms of assessment. African Music Outreach: Community Development (MUSC3CD) for learners to be able to mount festivals, identify artists and draw up contracts, develop a concert program The information above is made available to all learners in the form of a detailed course syllabus and outline. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is comparable with similar qualifications offered in various higher education institutions internationally. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Vertical Articulation:
  • Advanced Diploma in Music Performance, Level 7.
  • Bachelor of Arts in Music and Drama Performance, Level 7.

    Horizontal Articulation:
  • Diploma in Music, Level 6.
  • Diploma in Music Education, Level 6.
  • Diploma in Music Technology, Level 6.
  • Diploma in Performing Arts in Musical Theatre, Level 6.
  • Diploma in Practical Music, Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.