SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Diploma in Performing Arts

SAQA QUAL ID	QUALIFICATION TITLE
112489	Diploma in Performing Arts
ORIGINATOR
Tshwane University of Technology (TUT)
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		Performing Arts
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
Reregistered		EXCO 0821/24	2019-10-14	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The qualification aims to equip learners who can contribute entrepreneurial skills to the economy of South Africa through the performing arts. As well-trained performing artists that can contribute meaningfully to economic transformation through their creative endeavours. The learners empowered with creative and artistic skills and abilities in performing arts such as drama, theatre, music, dance, design and theatre technology, voice and opera, jazz, creativity, collaboration, research skills, conceptual and critical thinking. The skills acquired on this qualification will be put to the test via simulated work-integrated learning. All this will contribute to a vocational career in performing arts that are designed to meet the expectations of the creative industry and society. The qualification has practical, intellectual, and entrepreneurial applications, and develops the learners' abilities to be employed or to work independently in the performing arts discipline or inter-related fields.

Rationale:
This qualification is expected to meet the specific needs of the performing arts industry sector. For example, it would serve the needs of arts, culture, education, and society. The local and international creative arts industries enjoy unprecedented growth. The multi-skilling nature of the new diploma qualification would position learners for entry into this field as artists, performing artists, and artefacts developers. The qualification prepares learners to specialise in dance, drama and theatre arts, and music with a solid generic base in interdisciplinary collaboration. Such specialisation will enable learners to enter either the formal or the informal creative industries sectors. Learners of this qualification will acquire a multiplicity of theoretical as well as practical knowledge and skills from the various previously independent areas of specialisation. Learners of the qualification will be able to direct, act, dance, sing, design, and produce within the performing arts sector. The exit level this qualification focuses on the acquisition and application of creative, critical, and practical skills and prepares the learners for Advanced and Postgraduate studies.

The South African society requires an expansion of the entrepreneurial and self-employment sector and the possibility of the development of small businesses in the creative industries and relevant niche markets, as well as in the existing performing arts industries. This qualification will provide learners with the necessary and relevant skills, knowledge, and technology appropriate for pursuing a career in a chosen area of performing arts practice. Learners of this qualification would furthermore be able to contribute to the economy of South Africa through the performing arts as well as trained performing artists. They will be able to contribute meaningfully to economic transformation through their entrepreneurial, creative endeavours. Learners equipped with creative and artistic skills and abilities in performing arts. Such as drama, music, dance, performing arts technology, creativity; research skills, conceptual and critical thinking. All these contribute to a vocation or career in performing arts that would meet the expectations of the creative industry and society. The qualification has practical, intellectual, educational, and entrepreneurial applications, and develops the learners' abilities to be employed or to work independently in the performing arts discipline or inter-related fields.
The qualification provide the first post-school qualification in Performing Arts. It is followed by further qualifications in the field such as Advanced Diploma, Postgraduate Diploma, Masters' Qualification, and Doctoral Qualification).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The structure of this qualification makes the Recognition of Prior Learning (RPL) possible. This qualification may, therefore, be achieved in part or entirely through the RPL, which includes formal, informal, and non-formal learning and work experience. The learner is thoroughly briefed on the mechanism used, support, and guidance provided.

The Head of the department, together with the RPL officer, uses the structured process for the assessment of individual learners against the Exit Level Outcomes of the qualification on a case-by-case basis. Assessment is done using Integrated Assessment, strategies as mentioned above. Such procedures and the assessment of individual cases are subject to moderation by internal and external moderators.

The learner, guided on the mechanisms, support, and guidance used in the process. The learners are required to provide evidence that meets the Exit Level Outcomes in the form of a portfolio of evidence deemed to be sufficient, valid, and authentic. Through RPL, learners will be granted exemption from relevant modules should they be able to demonstrate competence in the knowledge, skills, values, and attitudes implicit in the qualification.

Entry Requirements:

National Senior Certificate (with an endorsement for entry into a Bachelor's Degree or a Diploma), NQF Level 4.

Senior Certificate, (or an equivalent qualification with an achievement level of at least 3 for English (home language or first additional language), NQF Level 4.

National Certificate Vocational, (with English home language or first additional language, Mathematics or Mathematical Literacy, any other three compulsory vocational subjects), NQF Level 4.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5 and 6 totalling 360 Credits.

Compulsory Modules NQF Level 5, 70 Credits:

Communication for Academic Purposes, 10 Credits.

Computer Literacy, 10 Credits.

Information Literacy, 3 Credits.

Life Skills, 2 Credits.

African Performance studies I, 15 Credits.

Theatre making, 10 Credits.

Stage and Studio Technology I, 10 Credits.

Analysis and Criticism I, 10 Credits.

Electives Modules NQF Level 5, 50 Credits (choose 1):

Elective- Dance (Compulsory Courses to all dance Learners):

African Dance I, 10 Credits.

Dance Technique I, 15 Credits.

Dance studies I, 15 Credits.

Anatomy and Conditioning, 10 Credits.
Or
Elective- Theatre Arts and Design (Compulsory Courses to all dance Learners):

African Drama and Theatre I, 10 Credits.

Acting and Embodiment Techniques, 15 Credits.

Scenography, 15 Credits.

Introduction to Musical Theatre, 10 Credits.
Or
Elective- MUSIC (Compulsory Courses to all dance Learners):

African Music I, 10 Credits.

Performance Instrument and Voice, 10 Credits.

Music History I, 10 Credits.

Ensemble and Choral Studies, 10 Credits.

Music Theory I, 10 Credits.

Compulsory Modules NQF Level 5/6, 60 Credits:

African Performing Studies II 25 Credits.

Creative industries 1 20 Credits.

Stage and Studio Technology II 15 Credits.

Electives Modules NQF Level 5/6, 30 Credits (Compulsory Courses to all dance Learners) (choose 1):

Elective- Dance, 30 Credits (Compulsory Courses to all dance Learners)

African Dance II, 10 Credits.

WIL Production I, 10 Credits.

Dance studies II, 5 Credits.

Studio Practice I, 5 Credits.

Discipline-Specific DANCE courses (Choose 2), 30 Credits

Dance Technique: Contemporary I.

Dance Technique: Tap I.

Dance Technique: Ballet I.

Dance Technique: Jazz I.

Dance Technique: Popular I.
Or
Elective- Theatre Arts and Design, 30 Credits (Compulsory Courses to all dance Learners):

African Drama and Theatre II, 10 Credits.

WIL: Production I, 10 Credits.

Theatre History I, 5 Credits.

Dramatic Literature and Criticism I, 5 Credits.

Discipline-Specific TAD courses (Choose 2), 30 Credits:

Acting I.

Applied Theatre I.

Costume I.

Design and Management I.

Directing I.

Lighting I.

Make-up I.

Multi-lingual Voice and Media I.

Musical Theatre I.

Physical Theatre I.

Properties I.

Scenic Art I.

Scriptwriting I.

Sound I.
Or
Elective- MUSIC, 30 Credits (Compulsory Courses to all dance Learners):

African Music II, 10 Credits.

WIL: Production I, 10 Credits.

Music History II, 5 Credits.

Music Theory II, 5 Credits.

Discipline-Specific Music courses (Choose 2), 30 Credits:

Jazz studies: composition, arranging and Music Technology I.

Jazz and Pop Performance I.

Voice and Opera I.

Practical Musicianship I.

Choral Studies and Conducting.

Compulsory Modules NQF Level 6, 75 Credits:

African Performing Studies III, 20 Credits.

Creative Industries II, 15 Credits.

Analysis and Criticism II, 20 Credits.

Multi-disciplinary Professional Practice, 20 Credits.

Elective- Dance, 30 Credits (Compulsory Courses to all dance Learners):

African Dance III, 10 Credits.

WIL Production II, 10 Credits.

Dance Studies III, 10 Credits.

Discipline-Specific DANCE courses (Choose 2), 15 Credits:

Dance Techniques II.

Studio Practice II.
Or
Elective- Theatre Arts and Design, 30 Credits (Compulsory Courses to all dance Learners):

African Drama and Theatre III,10 Credits.

WIL: Production II, 10 Credits.

Theatre History II, 5 Credits.

Dramatic Literature and Criticism II, 5 Credits.

Discipline-Specific TAD courses (Choose 1), 15 Credits:

Acting II.

Applied Theatre II.

Costume II.

Design and Management II.

Directing II.

Lighting II.

Make-up II

Multi-lingual Voice and Media II.

Musical Theatre II.

Physical Theatre II.

Properties II.

Scenic Art II.

Scriptwriting II.

Sound II.
Or
Elective- MUSIC, 30 Credits (Compulsory Courses to all dance Learners):

African Music III, 10 Credits.

WIL: Production II, 10 Credits.

Music History III, 5 Credits.

Music Theory III, 5 Credits.

Discipline-Specific Music courses (Choose 1), 15 Credits:

Jazz studies II.

Voice and Practical Musicianship II.

Choral Studies and Conducting II.

EXIT LEVEL OUTCOMES

1. Demonstrate Knowledge of the study and analysis of the Performing Arts as a cultural phenomenon.
2. Produce diversified multi-dimensional performing arts productions, performances, and artefacts.
3. Apply practical and theoretical skills in professional practice.
4. Developing De-colonised and Africanised performing arts artefact.
5. Operate and function as performing arts practitioners within the national and international contexts.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Apply practical knowledge in the performing arts;

Demonstrate performance techniques in the performing arts;

Analyse and appreciate performing arts as cultural production;

Develop new knowledge production in the performing arts;

Innovate culturally relevant performing arts products.

Associated Assessment Criteria for Exit Level Outcome 2:

Apply practical knowledge within the performing arts;

Integrate multi-disciplinary competencies in the performing arts;

Integrate collaborative competencies in the performing arts;

Harness culturally diverse learning and application in the performing arts.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate analytical and critical thinking skills in the performing arts;

Apply work-integrated learning principles;

Execute performances and productions within a professional capacity.

Associated Assessment Criteria for Exit Level Outcome 4:

Produce informed culturally relevant performance products;

Apply knowledge and practice of local traditions infused with contemporary trends within the creative industries;

Implementing viable performing arts-based community enrichment projects.

Associated Assessment Criteria for Exit Level Outcome 5:

Produce nationally and internationally competitive performance products;

Innovate culturally diverse and contemporary performance products;

Manage and generate entrepreneurial opportunities within the performing arts creative industry.

Integrated Assessment:
In achieving the purpose of the qualification, the following types of integrated assessment will be used to provide formative and summative assessments of every subject in the qualification, against specific criteria appropriate to the subject and level:

Praxis;

Continuous assessment;

Practical assessment;

Project assessment;

Written assignments;

Written tests;

Written examinations;

Simulated Work Integrated Learning assessment;

Case studies;

Case presentations;

Reflective and reflexive essays;

Critical analysis essays;

Assignments;

Peer-group practical collaboration;

Moderated peer group evaluation;

Workplace assessment and workbook.

Assessment practices are open, transparent, fair, valid, and reliable. Therefore, learners are not disadvantaged in any way whatsoever. The institution uses group critiques; assessment by marking panels; examiners, second examiners and moderators; and external moderation of exit level subjects. Assessment should ensure that all the evaluated outcomes and critical cross-field outcomes are in an integrated manner. Assessors must assess and give credit for the evidence through formal, informal, and non-formal learning and work experience.

INTERNATIONAL COMPARABILITY

The purpose is to ensure that the qualification/s and training offered in South Africa are nationally relevant and internationally comparable. The following were compared:

University of Ibadan, Nigeria: The department of Theatre Arts at the University of Ibadan offers a Bachelor of Arts in Theatre Arts. The Bachelor of Arts in Theatre Arts examines the roles of the producer, playwright, director, actor, and designer in the collaborative process of theatre making. It further focuses on aesthetic decision-making based on analysis and interpretation of play texts. Similar to the Diploma in Performing Arts, the qualification also introduces the behind-the-scenes elements of a theatre production through both theory and stage crew experiences. The following topics are similar in both qualifications:

Scenery construction.

Painting.

Drafting.

Sound.

Digital electronics.

Stage management.

Production organisation.

Costume.

Performance ethics.
The main difference between the two qualifications are that the BA Theatre Arts at Ibadan also teaches movie making and movie directing whereas in this qualification, these specialisations lie within the Film qualification. The Diploma in Performing Arts also provides for discipline focus in the areas of Performance (within Theatre Arts and Design), Dance and Music.

University of Ghana, Legon offers a Bachelor of Arts Degree that articulates into a Masters. Discipline fields of Theatre Arts, Dance and Music. In all three areas, focus is on African content and related fields. Modules in Music of Africa (Theory and Practical) especially focus on Ghanaian/African Popular Music, Musical Cultures of the World and Music in African Cultures, and practicals in Ghanaian Drums, Xylophone and African Ensemble.

The Bachelor of Arts is similar to the Diploma in Performing Arts (Music) where emphasis is on the notation, composition and performance of original African and South African indigenous music. Establishing knowledge and understanding of music nationalism within the Western & African choral music genre, South African repertoire based on Mahubo, Ingoma and Afrikaans traditional folk melodies as well as techniques and methods of identifying traditional South African folk melodies existing within the oral tradition.

Similar to the Diploma in Performing Arts, the BA (Theatre Arts) and BA (Dance) qualifications at the University of Ghana prepares learners for a multi-disciplinary qualification in either Theatre Arts or Dance Studies. Collaboration between the two disciplines provide opportunity for a variety of potential focus areas that include Playwriting, Theatre for Development, Directing, Drama in Education, Stage Design, Theatre Criticism, Costume Construction, Choreography, Dance in Education and Dance Ethnology. This compares to the aim of the Diploma in Performing Arts (Theatre Arts and Design) to prepare students for further multi-disciplinary Postgraduate studies within the performing arts.

University of the Arts, Zurich, Switzerland offers BA qualifications in the fields of design, music, dance, theatre that articulates into an MA transdisciplinary studies. Within the BA Creative Music Practices umbrella, learners can enrol for a bachelor's degree in Jazz and Pop, Bachelor of Arts ZFH in Music with a Specialisation in Composition and Music Theory and a BA Sound Engineering. The Bachelor of Arts in Contemporary Dance qualifies students as professional dancers, choreographers or trainer/coaches. In the field of theatre, learners have the option of enrolling for BA Stage Design, BA Dramaturgy, BA Directing or BA Acting. BA Stage Design includes the areas of spatial and light perception, text and music analysis, instruction in team building and concrete development of stage designs from model to stage. All instruction focuses on the practical techniques and implementation of stage design and technology. All of these are similar to the Diploma in Performing Arts streams of Dance, Music, and Theatre Arts and Design.

The BA Dramaturgy focuses on reading, observing and writing. Learners practice scenic writing and create productions. The learners' individual positioning is developed against the background of cultural and theatrical discourse. Like the Diploma in Performing Arts, both qualifications incorporate the investigation of and engagement with the diverse and individual South African student's background and culture towards scriptwriting, dramaturgy, theatre making and musical theatre composition.

In the BA Directing, learners are inspired to question the condition and functions of theatre and investigate the collaborative and contemporary nature of theatre making. Like the Diploma in Performing Arts, learners are offered the opportunity to collaborate with students from different disciplines within the Performing Arts during the creation of process and product.

The areas of specialisation offered within the Diploma in Performing Arts are internationally relevant. Although many of the international institutions structure most of their modules around singular specialisation, other institutions have started shifting their focus towards a more trans/interdisciplinary approach. This shift is similarly evident in the interdisciplinary approach within the Diploma in Performing Arts offerings that aims to better prepare students for the fast-changing landscape of the creative industries globally. Students are exposed to a cross-field experience within the performing arts in order to broaden their understanding, knowledge and skill, with additional focus on areas of professional practice and entrepreneurship, cultural diversity, community responsibility, academic research and discourse within the performing arts, as well as simulated industry-relevant experience. These varied elements within the Diploma in Performing Arts does not only make it internationally comparable but also unique in its diverse approach and potentially a leading qualification for other institutions to benchmark against.

ARTICULATION OPTIONS

This qualification allows for both Horizontal and Vertical articulation.

Vertical Articulation:

Advanced Diploma in Performing Arts, Level 7.

Cognate Advanced Diploma, Level 7.

Horizontal Articulation:

Bachelor of Arts in Performing Arts, Level 6.

Bachelor of Arts, Level 6.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS 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.

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