SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Performer's Certificate: Opera

SAQA QUAL ID	QUALIFICATION TITLE
10667	Performer's Certificate: Opera
ORIGINATOR
University of Cape Town
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Certificate	Field 02 - Culture and Arts		Music
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Level 5	Level N/A: Pre-2009 was L5	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2022-12-31

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

The first purpose of the qualification is to provide qualifiers with knowledge, specific skills and applied competence in music that provide opportunities for continued personal intellectual growth, and to make rewarding contributions to society, in the form of arts and culture.

The second purpose of the qualification is to provide qualifiers with employment opportunities in arts, media-related professions, e.g. singing careers in operas and or musicals, stage direction and management, and backstage work in opera, theatre or television.

The third purpose of the qualification is to provide South Africa with significant number of graduate in a number of musical traditions, in order to ensure the continuity of the local leadership base of innovative musical expertise.

The fourth purpose of this qualification is to provide talented non-traditional (without Senior Certificates) applicants with opportunity to obtain a formal three-year qualification in music, which provides them with employment opportunities in arts-, media-related professions, performance, etc.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

There are no academic entrance requirements.

RECOGNITION OF PRIOR LEARNING
Applicants must demonstrate talent as singers. Applicants will be required to demonstrate (by examination or audition or both) their ability to profit from instruction.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

(a) Critical cross-field outcomes (generic to all teaching and learning)

The PCO qualifier is competent to:
a) critically understand written texts of creative, descriptive, prescriptive and argumentative characters in his/her specific field of training;
b) produce written texts of creative, descriptive, prescriptive and argumentative characters to accepted international standards in his/her specific field of training;
c) find information of professional relevance efficiently and independently and
d) use and organise such information to conduct systematic and creative research aimed at providing answers to questions whose resolutions are not antecedently known, or to verify answers that are assumed on the basis of 'accepted wisdom';
e) understand, participate in and critically appreciate the contribution of major artistic and cultural activities and performances to community and national life;
f) use information-technology, including the internet, to find and access information efficiently and independently;
g) understand when and how to acknowledge the limitations of his or her own expertise and elicit the more appropriate expertise of others;
h) appreciate the importance of life-long learning and the importance of self-initiative in pursuing it;
i) understand and internalise as a personal value the importance of conducting professional and cultural activity within the scope of national, provincial, municipal and international law.

(b) General outcomes (contextually demonstrated general knowledge, skills and values of the programme)

The PCO qualifier is competent to:
a) produce solutions to both familiar and novel creative problems as these arise in the course of professional activity;
b) communicate his or her understanding and interpretation of creative and performing issues to others in ways that are clear but not arrogant or presumptive;
c) critically receive and understand the interpretations of colleagues and audiences;
d) understand the difference between personal and social goals so as to
e) understand the importance of commitment to the latter even when they diverge with his or her personal interests;
f) appreciate the contexts in which specific creative and technical competencies identified below can best be integrated with the general competencies just identified;
g) work effectively as an individual singer of as part of a chorus in musicals or operas;

(c) Specific Outcomes (including professional outcomes, contextually demonstrated)

The PCO qualifier will be competent to:
a) read, critically understand and integrate musical data and reports so as to
b) apply them creatively and effectively in the context of performance (e.g. in the study of new works), analysis (e.g. in musicology, ethnomusicology and historical research), private teaching. and creative expression (e.g. in the at of composing, arranging and improvising) at a level of sophistication suitable to:
a. national concert performances
b. national musicological and ethnomusicological research
c. professions in related fields nationally;
c) appreciate the significance of research, performance and creative expression in the various musical genres, in the context of national and international developments in the arts, so as to be competent to
d) critically analyse and communicate effectively, in the context of performance, research and creative expression to music audiences and the community at large, using appropriate musical methods, skills, tools and information technology;
e) enter arts-related professions in, opera singing, stage direction and management, and backstage work in opera, theatre or television;
f) pass entrance examinations of international standard to postgraduate study in various fields of music depending on the individual's choice of options during the programme.

ASSOCIATED ASSESSMENT CRITERIA

(a) Students' achievement of the critical cross-field, general and specific learning outcomes will be assessed through a range of assessment methods in the final year (exit level) of the programme.

For the purposes of stipulating the criteria by which student performance will be assessed, this interim submission focuses on the key sites of integrative assessment which are located in the final-year core courses (se Integrated assessment for full description of integrated assessment).

In relation to learning outcomes, students' performance on the final year integrative assessment will be assessed according to the following criteria:
a) demonstration of the ability to read, critically understand and integrate musical data and reports so as to
b) apply them creatively and effectively in the context of performance (e.g. in the study of new works), analysis (e.g. in musicology, ethnomusicology and historical research), private teaching, and creative expression (e.g. in the act of composing, arranging and improvising) at a level of sophistication suitable to:

national concert performances

national musicological and ethnomusicological research

professions in related fields nationally;
c) demonstration of the ability to appreciate the significance of research, performance and creative expression in the various musical genres, in the context of national and international developments in the arts, so as to be competent to
d) critically analyse and communicate effectively, in the context of performance, research and creative expression to music audiences and the community at large, using appropriate musical methods, skills, tools and information technology;
e) demonstration of the ability to utilise skills to enter arts-related professions in, opera singing, stage direction and management, and backstage work in opera, theatre or television.

INTEGRATED ASSESSMENT
A PCO programme structure is such that a candidate's developing abilities in the required outcome areas are continuously assessed - i.e. in all years of study.

The competencies (as set out in the Learning Outcomes) will be assessed across all programme courses, through a mixture of both formative and summative assessment methods, for example:

Foundational Competencies will be assessed by the student's ability to:
a) organise ideas and facts in a logical coherent way;
b) perform publicly and/or in examination situations;
c) complete assignments in subjects that require notation and related conceptual skills.
d) Demonstrate understanding of the need to cite references accurately;
e) demonstrate the capacity to represent and consider views and perspectives alternative to his or her own
f) demonstrate computer literacy, critical reasoning and numaracy

Practical and Reflexive Competencies

The PCO programme consists of theoretical and practical components. Theoretical studies are designed to enhance the practical part of the programme. The two components are assessed in the following ways:

Practical assessment is done through regular technical tests, public performance as well as performance under examination conditions.

Theoretical assessment takes the form of research projects, class tests, listening tests, seminars as well as end-of-year oral and written examinations.

In the final year there is a general shift of focus to the application of knowledge and skills in more integrative formative tasks. Competence testing becomes more vocation related. Students are integratively assessed on the basis of their combined competencies through their participation in:
a) a final year public recital, which draws on both theoretical knowledge and practical skills and is internally and externally examined;
b) regular performances at the Performers Class, in which they are informally assessed by their peers;
c) regular productions by the Opera School and the SA College of Music, either as Singers or undertaking backstage and lighting duties;
d) practical and theoretical examinations which are internally and externally examined.

It must be emphasised that in all cases the successful completion of these tasks depend on the ability to use all relevant skills cohesively in order to complete these vocation-related tasks successfully.

Viva Voce and written examinations, seminars and public performances all form part of testing procedures. Outcomes testing in the final year can therefore be considered integrated as well as strongly based in the realities of students chosen vocational specialisation.

ARTICULATION OPTIONS

Title(s) of related qualification(s):
Bachelor of Music (Hons)

This qualification serves as an entry point to the related qualification(s)

Other articulation possibilities, either generic or specific (please specify):
POSTGRADUATE DIPLOMA IN MUSIC IN PERFORMANCE

ENTRY TO THIS QUALIFICATION IN MID-STREAM:
Credit may be given, in terms of university rules, for courses completed.

EXIT FROM QUALIFICATION IN MID-STREAM:
Credit is given for courses completed.

OTHER HIGHER EDUCATION PROGRAMMES WHICH ARTICULATE WITH THIS QUALIFICATION WITHOUT 'GOING BACK TO SQUARE ONE':
Subject to the provisions of the Joint Statute, this work may be recognised by another institution in part fulfilment towards a similar qualification.

MODERATION OPTIONS

The University of Cape Town has a system of external peer review and evaluation of each course. One of the aspects of the system is an evaluation of the standards and assessment practices of the department.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The academic staff of the University of Cape Town will be used in a manner which is consistent with the quality assurance system of the University.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

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.

1.	University of Cape Town