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: 

Doctor of Music 
SAQA QUAL ID QUALIFICATION TITLE
117749  Doctor of Music 
ORIGINATOR
North West University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Doctoral Degree  Field 02 - Culture and Arts  Music 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 10  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
72767  Doctor of Music  Level 8 and above  NQF Level 10  400  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The primary purpose of the Doctor of Music is to provide training for an academic or professional career in the field of Music Performance or Composition. It requires a learner to perform or compose, and research the most advanced academic levels, culminating in the submission, assessment and acceptance of a formal assignment, and the performance of concerts or the submission of portfolios of compositions, which are also assessed. A learner may also present a peer-reviewed academic article in fulfilment of the research requirement.

Through the qualification, learners will be provided with the opportunity to undertake independent research and advanced study in Performance or Composition under the guidance of supervisors in a particular subject area, building on knowledge normally gained at Masters or an equivalent level. The formal assignment presented must constitute a substantial contribution to the national and international advancement of knowledge and understanding in the field of music through original research that meets international standards.

Rationale:
The rationale of this qualification is to provide learners with highly advanced knowledge, specific skills and applied competence in the field of Music Performance or Composition that presents opportunities for continued personal intellectual growth, as well as the pursuit of gainful economic activity and the ability to make rewarding contributions to society. The qualification will also provide South Africa with significant numbers of experts in the field of Music Performance or Composition to ensure that the local and international leadership base of innovative and knowledge-based scholarly and professional activity is widened. This includes also the development of new knowledge frameworks for the expansion of the field of Music. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Where learners do not meet the minimum admission requirements, RPL may be used to grant access to the qualifications. RPL will be applied according to the Recognition of Prior Learning, credit accumulation and transfer, and assessment (CHE 2016) and the institution RPL policy. The process will be managed by the Faculty.

The Faculty will ensure that quality assurance processes that address the specificities of the RPL process (including applications, assessment, and reporting and management systems) are implemented; and that administrative and support systems, both prior and after RPL assessment, are in place. Learners will be assessed against NQF Level 9 competencies.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Master of Music, NQF Level 9.
    And
  • A practical audition in the relevant instrument or voice, or the submission of a portfolio of compositions previously composed by the learner. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 10 totalling 360 Credits.

    Compulsory modules, Level 10, 360 Credits (Music Performance):
  • Music (formal assignment), 120 Credits.
  • Concert programme 1, 60 Credits.
  • Concert programme 2, 60 Credits.
  • Concert programme 3, 60 Credits.
  • Concert programme 4, 60 Credits.
    Or
    Compulsory modules, Level 10, 360 Credits (Music Composition):
  • Music (formal assignment), 120 Credits.
  • Portfolio 1, 60 Credits.
  • Portfolio 2, 60 Credits.
  • Portfolio 3, 60 Credits.
  • Portfolio 4, 60 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Music Performance:
    1. Demonstrate the depth of critical knowledge and technical expertise/mastery in the field of music performance and create new/original interpretative insight in the concert repertoire of the instrument of choice/specialisation;
    2. Contribute to scholarly debates and apply sophisticated knowledge around theories of performance practice in the field of music performance on the instrument of choice/specialisation;
    3. Develop an individual and appropriate technique to address the interpretation of concert repertoire existing of a variety of music styles, genres, tempi, and characters and the application thereof in original, creative and innovative ways appropriate to specialised contexts on the instrument of choice/specialisation;
    4. Demonstrate autonomy in the ability to apply specialist knowledge and theory in critically reflexive, creative and novel ways to address complex practical and theoretical problems in the preparation and performance of the concert repertoire on the instrument of choice/specialisation;
    5. Make independent and autonomous judgements about managing incomplete or inconsistent information in an iterative process of analysis of a music score/s, for the development of significant original insights into the interpretation and performance thereof and make evaluations based on independently generated criteria;
    6. Prepare a substantial, in-depth concert programme which meets international/professional standards, is considered to be original by peers and makes a significant contribution to the genre and performance practice in the field of music performance on the instrument of choice/specialisation; and to develop a communication strategy to disseminate publicly in an aesthetic and accountable manner;
    7. Evaluate all opinions in the field of music performance from an own sophisticated and well-established worldview and be aware of social and ethical implications of a responsible artist's professional conduct;
    8. Operate independently and take full responsibility for his or her work, and where appropriate to lead, oversee and be held ultimately accountable for the overall governance of the process of concert preparation and performance.

    Music Composition:
    1. Demonstrate the depth of critical knowledge and technical expertise/mastery in the field of music composition and create new/original perspectives of composition in a specialised context;
    2. Demonstrate autonomy in the ability to develop and apply specialist knowledge, techniques, and processes steered by the insight in critically reflexive, creative and novel ways to address complex practical and theoretical problems when composing;
    3. Apply sophisticated knowledge to enable engagement with and critique current processes in the field of music composition and make evaluations of his or her compositions based on independently generated criteria for the improvement of own compositions;
    4. Make independent and autonomous judgements for the development of significant insights into his or her composing strategies, which sustain independent learning and professional development as a composer;
    5. Compose works for a substantial, in-depth composition portfolio which meets international/professional standards, is considered to be original by peers, and makes a significant contribution to the field of music composition in a specialised context and/or genre; and to develop a communication strategy to ultimately disseminate publicly during the performance in an aesthetic and accountable manner;
    6. Demonstrate ethics and professional practice, and the ability to make autonomous ethical decisions which affect the creation of a composition;
    7. Evaluate all opinions in the field of music composition from an own sophisticated and well-established worldview and be aware of social and ethical implications of a responsible composer's professional conduct;
    8. Operate independently and take full responsibility for his or her work as a composer, and where appropriate to lead and oversee the overall governance of a new composition.

    Music Performance and Music Composition ELOs:
    1. Contribute to scholarly debates on theories of knowledge and processes of knowledge production in music research, and contribute to the promotion and development of knowledge;
    2. Apply methods, techniques, processes or systems in, creative and innovative ways appropriate to specialised and complex music research contexts;
    3. Apply specialist knowledge and theory in critically reflexive, creative and novel ways to address complex practical and theoretical music research problems;
    4. Identify, address and manage emerging research ethics issues, and to advance processes of ethical decision-making, including monitoring and evaluation of the consequences of these decisions where appropriate;
    5. Make independent judgements about data in an iterative process of analysis and synthesis, for the development of significant original insights into new complex and abstract ideas, information or issues in music research;
    6. Produce substantial, independent, in-depth and publishable work which meets international standards, is considered to be new or innovative by peers;
    7. Make a significant contribution to the music discipline or practice; and an ability to develop a communication strategy to disseminate music research findings;
    8. Defend research, strategic and policy initiatives and their implementation to specialist and non-specialist audiences using the full resources of academic and professional or occupational discourse;
    9. Display intellectual independence, research leadership and management of research and research development in a music discipline or practice; and
    10. Operate independently and take full responsibility for his or her research. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following Associated Assessment Criteria (AACs) will be used in an integrated manner across Exit Level Outcomes (ELOs):
  • Generate and display specialised knowledge, high levels of theoretical understanding and performance or composing skills in a complex and specialised area within the field of Music and/or across specialised or applied areas and make an original contribution to the knowledge society in the discipline they are researching on;
  • Apply and develop intellectual independence and advanced research skills, sophisticated knowledge and research methodologies to the solution of complex, unfamiliar problems in the field of Music;
  • Apply and develop competence to integrate and apply theoretical knowledge and research findings within relevant local and global contexts as well as across disciplines in the field of Music;
  • Generate, synthesise and evaluate information and concepts at highly abstract levels and make sound evaluations based on independently generated criteria;
  • Show mastery of the literature by producing original insights into new and complex ideas, information and issues in a specific area of the field of Music;
  • Plan, resource, manage and optimise all aspects of research processes within complex and unpredictable contexts in the field of Music.

    Integrated Assessment:
    Formative assessment will be undertaken through research proposal submission and feedback from the Research Committee and other feedbacks from the promoter (supervisor). Informal formative (non-credit bearing) assessment will also be undertaken during practical or composition lessons, or the submission of compositions in progress. Learners will submit a formal assignment on discrete research that was conducted under supervision in which the learner is expected to present integrated research findings, interpreted and linked to the existing literature but with a level of novelty, across the entire area of investigation for summative assessment. The summative assessment also includes the examination of each concert performance or composition portfolio. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is comparable to similar qualifications offered by New Zealand and Australian institutions.

    New Zealand:
    This qualification is similar to the Doctor of Musical Arts offered by the University of Canterbury in terms of the components, namely a combination of written and practical work with a total credit-bearing of 360. The structure of Canterbury's qualification is however different in certain respects from the institution's qualification (e.g. a lecture-recital and the presentation of a seminar paper are required), and additional options for admission are given including a first-class Honours Degree.

    Australia:
    Monash University offers a Doctor of Philosophy (Music Performance). This qualification is similar to the qualification offered by the above country in terms of the similar components, namely a combination of written and practical work. The structure of Monash's PhD (Music Performance) qualification is however different in certain respects from the institution's qualification. In addition to the named components, they require the completion of a professional development training programme. The live performance aspect is less in international qualifications, but a greater level of integration between practice and research is required. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal articulation.

    Horizontal Articulation:
  • Doctor of Philosophy in Visual and Performing Arts with Music, NQF Level 10. 
    		•

    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.
     
    1. North West University 


    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.