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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Concept Art 
SAQA QUAL ID QUALIFICATION TITLE
112250  Higher Certificate in Concept Art 
ORIGINATOR
Friends of Design - Academy of Digital Arts 
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  Design Studies 
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  2019-09-18  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 purpose of the qualification is to provide education - comparable to international standards - to South Africans wishing to pursue concept art as a career. The qualification aims to be the first accredited qualification for concept artists in the country, thus setting a precedent for Higher education studies in this field of speciality. It addresses an oversight on the part of the design industry and aims to fill the gap that has become evident during its development. The qualification also addresses the lack of skills development in traditional graphic design education, separating concept art as a standalone area of study as has been done compared to international models of design education.

The aim is to create an avenue for learners to pursue concept art as a standalone career, as well as to enhance the skill set of existing learners of design who wish to pursue more intensive conceptual and rendering skills needed in the entertainment design area of the visual communications industry.

The qualification is designed to prepare learners to be able to conceptualise and render any of the items that they are commissioned to create using traditional and digital media, as well as to enhance this artwork with state of the art tools and techniques used by concept artists in the industry today. It is intended to assist learners in understanding the process behind the creation of the work required by the industry and includes, a theoretical component, exercises to gain skills and practical projects for the application of skills learned.

Learners will be able to function in various design-related industries on freelance and permanent capacities, including the film, game design, advertising, and animation industries. The skills learned allow for the pursuit of standalone careers in illustration and high-end graphic design. Learners may also function in the industrial design industry. The qualification systematically prepare learners for these industries by learning necessary conceptual and rendering skills, software and tools, and practical application of each separate component of design. Learners will be prepared to enter the industry, having completed work-integrated learning in the form of real and simulated industry-related projects.

Rationale:
This qualification was developed to fill the void in the local design industry, as no accredited source of formal education for concept artists is currently available in South Africa. Numerous educational qualifications exist in the country that caters for specialisation in almost any field of graphic design including advertising, brand management, layout, web, and app creation, but nothing exists to further the drawing and illustration skills particularly of a digital nature as used in a growing Concept Art field. Therefore, there is a significant need for skilled learners able to perform the unique and specialised tasks required by the industry.

The closest local comparatives to the qualification are qualifications offering Industrial Design which feature several similar outcomes. The key difference being that this qualification extends into film, game, graphic design and animation, while Industrial Design focuses on ergonomics and practicality in the production of items we use daily.

Learners gain similar skills in the drawing- and illustration components of more traditional Graphic Design qualifications, however these lack training in digital skills using graphic tablets, advanced photo manipulation skills as well as the conceptual development and more in-depth understanding involved in the production of 3D forms.

Due to the absence of specialised concept Art training in South Africa, most local scholars look to international educational sources or are self-skilled. International comparatives include institutions offering online, part-time and full-time qualifications, currently offered on higher education levels up to Master's qualification levels.

During its design, the qualification was evaluated by various local industry and academic experts to ensure the validity of the materials as well as its academic integrity. These valued contributors remain involved in the qualification on an academic advisory capacity, and as moderators or guest lecturers. The contribution of these external bodies is of tremendous value to the qualification as it will provide learners with context for industry application of the skills they learn and maintain best practice in the Academy's delivery of the qualification.

Learners of the qualification will be prepared to fulfil several job descriptions on the broader multimedia industry. Examples include the game- and film industries, where they will be able to design initial visualisations of content before final production, which consists of the design of characters, costumes, vehicles, props, and environments. These industries may provide further opportunities in actual production, prop making, storyboarding as well as in 3D modelling and texturing - depending on the individual skills and preferences of the learner. Learners will also be prepared to work in animation studios designing similar content as described above for both 2D and 3D platforms which may include design for advertisements, short- and feature films, or custom content with more corporate needs like company show-reels. Learners that specialise in this area will be equipped to include motion graphics in their concept art projects, to add animation to separate components for User Interface (UI) design or to other media applications as mentioned above.

Learners will further be able to create high-end graphic design work of a more illustrative nature, for example, posters, book and album covers, comic books and graphic novels, and participate in industries that require standalone art and illustration. Those with unique, innovative skills may move towards creating their intellectual property, which could involve character design, for instance, and can translate into any of the creative industries described above. Learners will also be able to do work in industrial design which can include the design of day to day consumer objects, including technology user interfaces, household items, and specialised equipment for various applications. The core of the training revolves around the conceptualisation and visualisation of ideas for production into physical reality or digital media and the most part centres around the creation of 3D forms.

An accredited source of training for concept artists will see an increase in these skill levels in the country, as well as a higher standard of work and more efficient production times in the entertainment design industries. The specialised techniques taught in this qualification are currently not being offered at any accredited training provider, although they form a significant part in the best practice involved in this discipline. In many cases, companies are not following the most efficient routes in their production cycles, or employ individuals with skills that are not comparable to international standards in terms of work method, conceptual and rendering ability that can lead to costly learning exercises and a lower standard of visual development.

This qualification will widen access to higher education in the following ways: It will create employment opportunities, permanent and freelance; develop and enhance the academic knowledge field; and increase the overall quality of work in the country compared to international standards. Its creation shows evidence of a natural progression of skills development when compared to global models in the evolution of an entertainment design industry. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution follows established policies on the Recognition of Prior learning and Credit Accumulation and Transfer. The assessment of a learner's prior formal, informal, non-formal or experiential learning forms the basis of these policies.

RPL for access:
Assessment of informal and non-formal learning, learners may be allowed admittance. These learners need to illustrate their knowledge and relevant output and an investigation into their prior learning experience.

RPL for exemption of credits or advance standing:
The evaluation of informal and non-formal learning enables exemption from specific modules. Thus, the achievement of the qualification in part through recognition of prior learning. Assessment of previous studies, life experience and work experience of learners are against the Exit Level Outcomes and the minimum admission requirements for the qualification.

CAT for credit transfer:
The CAT process facilitates the movement of a learner between qualifications and institutions within the obliging parameters set by the requirements of the specific curricula, including promoting lifelong learning and access to the workplace. The recognition of credits for an unfinished qualification is applicable.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • National Senior Certificate,NQF Level 4 granting access to higher certificate studies.
    Or
  • An equivalent qualification at NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 5 totalling 120 Credits.

    Compulsory Modules at Level 5,120 Credits:
  • Concept Art Fundamentals, 33 Credits.
  • Concept Design and Rendering, 48 Credits.
  • Applied Concept Design, 32 Credits.
  • Portfolio, 7 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an understanding of fundamental tools and concepts on which digital design is based.
    2. Conceptualise and render inorganic objects, lifeforms, and environments.
    3. Apply concept art skills in industry-related scenarios.
    4. Produce and present a body of evidence demonstrating concept art skills. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate an understanding of the role of the concept artist in the industry.
  • Identify key components of learning required to function in the industry.
  • Construct forms in perspective.
  • Draw organic forms.
  • Render forms using digital software as a medium.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Conceptualise and render inorganic forms, characters and other creatures and organic and inorganic based environments.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Apply concept art skills in industry-related scenarios.
  • Create a complete campaign for a single concept art assignment.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Build a body of evidence demonstrating concept art skills.
  • Present this a body of evidence in a professional manner.

    Integrated Assessment:
    This qualification will utilise a series of formative and summative assessments which are designed to assess each intended outcome of its constituent parts. These assessments include tests, both technical and visual, research assignments, practical assignments, and extend into broader integrated assessments as well as a final portfolio. These integrated assessments group similar tasks to be assessed together as one unit of learning.

    The qualification has been constructed to provide learners with an initial theoretical component and technical skills on a given topic which they are then required to demonstrate an understanding of, through the assessments mentioned above. The qualification places a strong emphasis on simulating real-world scenarios and tasks they will face in the industry and include projects done in conjunction with industry specialists.

    The final portfolio will feature work from across the entire year which demonstrates the learner's ability to draw, construct anatomy and perspective, show overall digital painting skills and showcase projects in every area of design including characters, creatures, environments, and objects. Also, this portfolio will include simulated or real industry-related projects and demonstrate an understanding of systemic work processes which are required by the industry. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is in line with the best practice standards of international institutions. These institutions are considered industry leaders in the field and served as a template to build a framework for a local comparative which addresses the specific needs of the South African industry.

    Maxx, the Mutt College of Animation & Design in Canada, offers a four year diploma program in Concept Art. Max the Mutt is registered as a Private Career College under the Private Career Colleges Act, 2005 with the Ontario Ministry of Advanced Education and Skills Development. Maxx the Mutt College of Animation & Design's four year program approaches the same strategy for concept art education but features more time for the development of fundamentals and include more traditional media like oil painting in their program, which includes more basic art education and a more substantial theory component.

    Teeside University in the United Kingdom offers a Masters of Art in Concept Art over two years. Teesside University is a public higher education institution which is officially accredited and/or recognised by the Privy Council. Teesside University offers qualifications leading to officially recognised higher education degrees such as pre-bachelor degrees (i.e. certificates, diplomas, associate or foundation degrees), bachelor degrees, master degrees, doctorate degrees in several areas of study. Teeside University's qualification in concept art represents the highest academic level worldwide for concept art education. While the Higher Certificate in Concept Art features content delivered is similar; however, the qualification from Teeside features a much stronger theoretical and research component, as well as an internship program.

    FZD School in Singapore offers a one year diploma in Industrial Design. The one year Diploma represents one of the highest standards in concept art internationally. The content of the Diploma follows the same strategy of skills development as the Higher Certificate in Concept Art.

    The Higher Certificate in Concept Art is similar in most cases to all of the above international qualifications in terms of content and structure for the development of skills. Practical skills are similar, but the content only varies in terms of time allocated to achieve learning outcomes. It differs in the lack of theoretical and research components. 

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

    Horizontal Articulation:
  • Higher Certificate in Digital Design, NQF Level 5.
  • Higher Certificate in Multimedia, NQF Level 5.
  • Higher Certificate in Game Design, NQF Level 5.

    Vertical Articulation:
  • Diploma in Multimedia, NQF 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.
     
    1. Friends of Design - Academy of Digital Arts 


    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.