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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Performing Arts 
SAQA QUAL ID QUALIFICATION TITLE
111403  Higher Certificate in Performing Arts 
ORIGINATOR
South African School of Motion Picture Medium & Live Performance (Pty) Ltd / AFDA (The) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 02 - Culture and Arts  Performing Arts 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-08-19  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 Higher Certificate in Performing Arts will enable learners to:
  • Identify movements, genres, styles and trends in Performing Arts and to describe Performing Arts in the South African context.
  • Develop and apply a range of acting skills, exercises and understanding through the use of the disciplines of creativity and improvisation.
  • Develop an approach to creating theatre performances through storytelling and workshop processes.
  • Understand the composition and working of the voice.
  • Use the voice as an efficient and effective instrument for performance.
  • Understand and apply the essential elements of movement and apply these to developing the body as an effective instrument of communication.
  • Express and communicate ideas, thoughts and feelings using techniques, elements, principles and the vocabulary of their chosen performance forms.
  • Prepare the body as an instrument of expression taking into account principles of safe practice.
  • Use instruments, objects or technologies specific to the chosen performance form for communication and expression.
  • Identify, describe and compare the different jobs and functions of all human resources involved in the planning and executing of a stage performance.
  • Identify and describe different types of props and costumes and appropriate Health and Safety requirements.
  • Describe and demonstrate the skills of Stage Lighting and Sound.
  • Explain and describe the development of character, role and message.
  • Describe the role of directing of a character to perform a specific role.
  • Identify, structure and present written stories for the stage.
  • Analyse and interpret the themes and intentions of a dramatic script.
  • Organise, co-coordinate and manage performance to the level of a performed event.
  • Develop and apply critical thinking and writing skills.
  • Enable effective and professional communication on and off stage, in written and verbal format.
  • Effectively demonstrate office computer skills, as well as deeper insight on how to generate knowledge using computers.
  • Identify, acquire and manage the resources required to effectively create, plan, manage and execute a performance.
  • Demonstrate the ability to develop a marketing plan for a performance and a personal branding strategy for yourself in the Performing Arts.

    Rationale:
    The institution intends to contribute toward the growth of the performing arts industries. The institution believes that the qualification will achieve the following:
  • Provide much needed technical vocational training at NQF Level 5.
  • Prepare learners for a Degree qualification.

    The institution has a strong commitment to redressing the inequalities of apartheid by offering support to previously disadvantaged learners' learning challenges; nurturing broad-based black learners; and encouraging equal opportunities. The institution is sensitive to barriers for epistemological access among black learners and encourages stories from learners' own cultures as well as multicultural respect. The institution provides academic support to overcome epistemological constraints on learning.

    Entrepreneurial spirit is fostered by aspects of the qualification which inculcate responsibility, by learning content on consumer and target market studies, by the focus on reliability to complete and deliver a production, by responsiveness to change, and by access to skills training beyond discipline boundaries, e.g. business planning, quality control and personal management. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning is governed by the institution's policy for RPL which is compliant to national regulations for RPL.

    Learners who are eligible for RPL need to comply with the following:
  • Must at least have Grade 10 in Secondary Education.
  • Must be older than 17. This criterion is benchmarked against the regulation of Higher Education South Africa (HESA) for mature matric exemption, OR
  • Must have at least three years of vocational experience in the entertainment or media communication industries.
  • Must pass an interview where it will be established that not completing secondary education was due to external circumstance and not due to the lack of commitment.
  • Must present a portfolio of evidence demonstrating the required entry-level skills for NQF Level 5 as per the Level Descriptors for the National Qualifications Framework of the South African Qualifications Authority (SAQA).

    The RPL process starts with an interview with the learner to ascertain the most appropriate RPL pathway. There are two pathways available for this qualification, namely RPL for Access, and RPL for Credits. Both of these pathways require an initial measurement of previous learning governed by the below.

    Measurement of non-formal, informal and experiential learning:
  • Appropriate staff members will assess a portfolio of practical and/or academic evidence with relevant assessment instruments, against the entry requirements appropriate for NQF level 5.
  • Additional customised tests, based on the findings above, can be used and evaluated in cases where portfolios lack the required evidence for entry level skills. Where required, appropriate remedial action during the course of study may be recommended.

    Certification for RPL for Access:
  • If learners demonstrate the required academic competencies they will be granted RPL for Access.

    Certification for RPL for Credit:
  • If learners have additional craft skills in either theatre management, technical operations, or performance, they can be awarded credits for the appropriate area provided that they pass the associated assessments as scheduled on an individual basis.
  • The assessment instruments to be used for the above are standard to the programme, and not specifically devised for Individual RPL cases.

    Candidate guidance and support:
    The following mechanisms to support RPL students are in place:
  • Profiling and monitoring of the student through the Registry.
  • Additional opportunities for formative assessment & feedback.
  • Additional staff support where additional tasks or consultations can be arranged to support remedial requirements.
  • Peer-mentorship programmes.
  • Extended academic development is already engineered into the course, additional academic support can be offered as required by the individual.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate (NSC), NQF Level 4 granting access to Higher Certificate studies.
    Or
  • National Certificate Vocational (NCV), NQF Level 4 granting access to Higher Certificate studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 totalling 120 Credits.
  • Introduction: Genres, perspectives and trends in the SA context (Theory), 1 Credit.
  • Creativity and Improvisation (Theory & Practical), 5 Credits.
  • Storytelling (Theory & Practical), 5 Credits.
  • Voice (Theory & Practical), 20 Credits.
  • Movement (Theory & Practical), 20 Credits.
  • Directing & Production: Jobs & Functions (Theory & Practical), 2 Credits.
  • Stage props & costumes (Theory & Practical), 2 Credits.
  • Sound & Lighting (Theory & Practical), 2 Credits.
  • Role Development & Directing (Theory & Practical), 4 Credits.
  • Script Development & Workshop (Theory & Practical), 5 Credits.
  • Live Performance (Practical), 26 Credits.
  • Critical Thinking & Writing (Theory & Practical), 2 Credits.
  • Communication & Presentations (Practical), 2 Credits.
  • Computer & Internet (Practical), 4 Credits.
  • Administration, Financials & Funding (Theory & Practical), 14 Credits.
  • Marketing & Personal Branding (Theory & Practical), 6 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify movements, genres, styles and trends in Performing Arts in the South African context.
    2. Develop and apply a range of acting skills, exercises and understanding through the use of the disciplines of creativity and improvisation.
    3. Create theatre performances through storytelling and workshop processes.
    4. Use the voice as an efficient and effective instrument for performance.
    5. Understand the essential elements of movement and apply these by developing the body as an effective instrument of communication.
    6. Identify, describe and compare the different jobs and functions of all human resources involved in the planning and executing of a stage performance.
    7. Identify and describe different types of props and costumes and appropriate Health and Safety requirements.
    8. Describe and demonstrate the basic skills of Stage Lighting and Sound.
    9. Explain and describe the development of character, role and message and the role of directing of a character to perform a specific role.
    10. Organise, co-ordinate and manage a performed event.
    11. Develop and apply critical thinking and writing skills.
    12. Communicate effectively and professionally on and off stage, in written and verbal format.
    13. Demonstrate office computer skills, as well as deeper insight on how to generate knowledge using computers.
    14. Manage the resources required to effectively create, plan, manage and execute a performance.
    15. Develop a marketing plan for a performance and a personal branding strategy for yourself in the Performing arts. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Describe and summarise key aspects of Performing Arts in the South African context.
  • List seminal texts, it's authors and describe its key characteristics in identified genres.
  • Explain key aspects of the socio- political and artistic relevance of the identified genres.
  • Discuss performance styles and techniques associated with the identified genres.
  • Discuss staging conventions and design elements of the identified genres.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify key concepts and methods of creativity and improvisation.
  • Explain the benefits of creativity and improvisation.
  • Recognise and identify where to use creativity and improvisation in the spaces of the stage.
  • Demonstrate practical improvisation skills on stage.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Describe essential social elements that will support the identification of themes for development.
  • Identify and define the origins, functions and dynamic nature of storytelling.
  • Demonstrate a wide variety of skills for effective storytelling.
  • Demonstrate key elements of workshopped drama.
  • Apply the techniques of workshop theatre to create social- themed theatre.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify the muscles and organs used for voice for production.
  • Explain how the voice is produced.
  • Identify the body's main resonators.
  • Explain the theory of voice production.
  • Demonstrate use of breath in voice production.
  • Demonstrate the use of sound in voice production.
  • Demonstrate articulation and resonance in voice production.
  • Demonstrate vocal interpretation and improvisation in specified context.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Define and demonstrate the principles and elements of movement.
  • Demonstrate physical performance skills.
  • Identify and express the essential elements of theatre movement.
  • Demonstrate movement skills to create and enhance a performance.
  • Show physical [and vocal] characteristics for communication and expression.
  • Show and rehearse physical techniques necessary for identified performance genres and styles.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Name and explain the duties and importance of all jobs and functions relating to stage performances.
  • List a variety of stage types.
  • Explain the areas of a stage.
  • List the terminology used in stagecraft and explain its meaning.
  • Measure and explain the dimensions of a stage, auditorium and backstage and create a scale plan of these.
  • Show how to prompt actors effectively during rehearsals.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • List and find props for a production and lay out a props table.
  • Show how to place set-pieces, according to design, for an actual production.
  • Describe and compare the different types of props and costumes.
  • Describe the basic making of different types of props and costumes.
  • List and explain basic health and safety requirements.
  • Identify contingency plans and basic risk management techniques.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Name the elements of Lighting and Sound equipment and explain their uses.
  • Show how to assist in creating a lighting rig.
  • Explain a lighting plan and assist in hanging and patching light accordingly.
  • Show how to operate a dimmer board to effect the lighting design during a performance.
  • Explain the sound design and assist in implementing it.
  • Show how to operate the Sound equipment during a performance.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Identify status in the context of a role and illustrate status variations in performance.
  • Explain and demonstrate the use of intention in performing a role.
  • Show listening and responding skills in performance.
  • Describe and show the concept of dramatic focus.
  • Describe and show the concepts of status, intention, physical representation and dramatic focus to build a role.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Stage a performance that engages the audience using appropriate elements of performance craft and physical technique.
  • Use elements of performance that shows all appropriate knowledge of performance methods and performance craft.
  • Describe your reflection and evaluation of your performance.
  • Working in a group, accepting constructive criticism, using knowledge of group dynamics and communication techniques within the performance context.
  • Show effective presentation skills including the use of technologies and performance.
  • Explain performance texts within the appropriate context.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Describe opinions and ideas.
  • Explain and compare the multiple senses of a text (literal and beyond the literal).
  • Identify and understand assumptions, theses, and arguments that exist in the work of authors.
  • List meaningful questions.
  • Identify the authority of texts.
  • Show reflective listening the context of respectful conversation.
  • Describe and show referencing.
  • Explain the importance of copyright.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Write text characterized by clear and careful organization, coherent paragraphs and well-constructed sentences.
  • Identify and show effective written and oral communication, giving appropriate consideration to audience, context, format, and textual evidence.
  • Show oral communication skills expected of a future professional in the field.

    Associated Assessment Criteria for Exit Level Outcome 13:
  • Demonstrate basic competency in:
    > Web browsing.
    > Office utility suites, including e-mail.
    > Social media platforms.

    Associated Assessment Criteria for Exit Level Outcome 14:
  • Show an ability to assist in the planning, budgeting & funding for a production.
  • Show knowledge of entrepreneurial skills and the business environment.
  • Identify and list the needs and resources for a performance, including financial, management, material and human resources.
  • Assist in the implementation of marketing and publicity plans for the performance.
  • Show working effectively within an administrative team.

    Associated Assessment Criteria for Exit Level Outcome 15:
  • Identifying the key role-players in the performing art`s industry.
  • Show knowledge of marketing concepts applicable to a new venture.
  • Assist in the development of a marketing plan for a new performance.
  • Show an understanding of the market research process.
  • Describe how marketing plans are brainstormed and suitable options selected.
  • Assist in the distribution of marketing material.
  • Identify and list career opportunities in the performing arts, media, advertising, marketing, and related arts fields.
  • Identify the key role-players in the performing art`s industry for own career-path planning.
  • Identify potential employers for own career-path planning.
  • Plan own career path in the performing arts.
  • Identify self-employment opportunities.
  • Describe the roles of agents, personal managers and producers are investigated, ensuring that the learner knows what can be expected of these role-players.

    Integrated Assessment:
    Assessment is incremental in that diagnostic, formative and summative assessments take place throughout the academic year. Evidence of assessment instruments such as examinations, orals, written assignments and practical projects, research and observations are collected in the learner portfolios. To ensure that assessment is integrated, the following principles are adhered to:
  • Reliability.
  • Validity.
  • Fairness. 
    		•

    INTERNATIONAL COMPARABILITY 
    From the international comparability exercise it has been found that the technical support training for the performing arts often resides in vocational training bands with associated internships, and not on a Higher Certificate level (South African NQF 5).

    In Wellington, New Zealand, Skills Active Aotearoa offers a Certificate in Entertainment and Event Technology. Skills Active Aotearoa partner with organisations to help them to align their workplace-based training to national standards, using high-quality tools and NZ's qualification framework. This certificate is delivered and assessed on-the-job in a workplace within the performing arts industry, and includes, amongst others, the following fields of specialisation: entertainment rigging; lighting; live sound; stage management; stage mechanics and scenic construction.
    In China, the HKAPA Hong Kong Performing Arts Academy offers a vocational Certificate in Theatre and Entertainment Arts. The certificate is structured to provide practical experience in the production disciplines of theatre, entertainment and performing arts, and includes training in costume making, lighting technology, property making/scenic painting, sound technology, as well as technical theatre and stage management. A learner who has successfully completed the certificate should have the ability to enter the entertainment industry at junior level.

    In the UK, the East 15 Acting School, associated with the University of Essex, offers a Certificate of Higher Education in Theatre. This certificate provides a strong foundation in acting and is an ideal preparation for further full-time study in acclaimed drama schools. The certificate includes different aspects of theatre practice including a range of acting techniques, improvisation skills, as well as movement, dance and music, as well as the history and theory of theatre.

    Pearson College London, offers a BTEC Level 4 Higher National Certificate in Performing Arts with foundational skills in acting, musical theatre, dance, technical arts and general performing arts. The Certificate in Performance techniques do serve as foundational programmes for further studies.

    This Higher Certificate in Performing Arts is differentiated from these qualifications in the following ways:
  • It is similar to the certificates offered at the East 15 Acting School and Pearson College London, in the sense that it prepares learners for further studies, but differs in the sense that it also prepares learners for vocational occupations in the industry.
  • It includes similar technical training to the certificate offered by Skills Active Aotearoa, and the HKAPA Hong Kong Performing Arts Academy, but differs in the sense that the aim of the certificate is not only to prepare learners for potential vocational work opportunities, but also to pursue further studies. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Higher Certificate in Acting for Film, NQF Level 5.

    Vertical Articulation:
  • Advanced Certificate in Acting for Film, NQF Level 6.
  • Bachelor of Arts in Live Performance, NQF Level 7.
  • Bachelor of Arts in Theatre and Performance, NQF Level 7.
  • Bachelor of Arts in Dramatic Art, NQF Level 7. 
    		•

    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.
     
    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.