SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Arts in Theatre and Performance

SAQA QUAL ID	QUALIFICATION TITLE
118526	Bachelor of Arts in Theatre and Performance
ORIGINATOR
University of Witwatersrand
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree(Min 480)	Field 02 - Culture and Arts		Performing Arts
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	480	Not Applicable	NQF Level 08	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		2034-06-30

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
9059	Bachelor of Arts in Dramatic Art	Level 7	NQF Level 08	480	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the qualification is to produce a graduate who is professionally and academically qualified in two or more of the areas of performance or media specialisation: Performance Studies, Performing Arts Management, Choreography, Directing, Writing for Film and Television, Television Studies, Design, Media and Theatre in Education, Media Studies.

The purpose of the qualification is also to enhance the career of the graduate by being able to demonstrate specialist knowledge in the above areas of performance or media studies.

Further, the purpose of the qualification is to produce graduates who can contribute to the economy and social well-being through Arts and Culture.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Formally Accredited Learning and Other Qualities:
The typical applicant has a qualification equivalent to a matriculation with full exemption, or University-approved equivalent qualification, with English at a particular level of competence plus a demonstrated competence in an area of theatrical studies e.g. Acting.

Recognition of Prior Learning (RPL):
Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The qualifying learner is able to:

1.1 Define key concepts and terminology in South African and international literature and professional practices
1.2 Use basic specialist research resources and bibliographies
1.3 Decode information in a variety of forms: oral, written, statistical, graphical, tabular, visual and kinetic
1.4 Define the parameters and criteria for in depth data base searches
1.5 Develop community research procedures such as, interviewing, and cultural information gathering
1.6 Articulate own position in relation to debates.

2.1 Communicate using appropriate verbal and non-verbal semiotic systems, including writing, speaking, designing, networking, imaging, signing, filming, dancing and performance
2.2 Write coherently, obeying discipline specific writing conventions, integrating the information accessed into a coherent argument.

3.1 Explain how knowledge and artistic work is produced and reported within disciplines
3.2 Think laterally and creatively
3.3 Identify and explain the different modes of knowledge and styles of knowledge through synthesis and creative practices
3.4 Develop new knowledge through synthesis and creative practices
3.5 Explain the requirements of substantiation of claims and the nature of evidence for hypothesis and arguments in different fields.

4.1 Recognise the disciplinary paradigms within which research articles are located
4.2 Produce limited research enquiries within defined parameters
4.3 Know one or more research methods and their appropriate applications
4.4 Know the major current resources in the field of study
4.5 Frame research questions
4.6 Articulate relationships between theory and practice.

5.1 Apply knowledge to the challenges and problems posed in the world of work
5.2 Demonstrate an increased knowledge of the
5.3 Importance of self-directed, independent learning and the development of critical practical work
5.4 Identify the demands of new tasks.

6.1 Develop individual and group dynamics and processes - (self awareness of own group role and the roles of others)
6.2 Recognise own role and be able to creatively alter one's own position in response to prevailing conventions
6.3 Recognise and work within the construction of diversity in terms of race, class, gender, culture, religion, languages, ethnicity, nationality
6.4 Recognise the nature of power relations and manage conflict resolution.

7.1 Use a knowledge of ecosystems to process an understanding of the world
7.2 Work independently in a complex environment
7.3 Recognise and utilise the social context of research and creative work.

8.1 Demonstrate competence, independence and originality in existing disciplinary knowledge
8.2 Recognise how new knowledge is generated in the discipline
8.3 Acquire an in-depth understanding and practical knowledge of at least two fields in dramatic art.

Critical Cross-field Outcomes:
a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made" - see Exit Level Outcomes (ELO) 3 & 4.

b) "Working with others as a member of a team, group, organisation, community" - see ELO 6.

c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO 5.

d) "Collecting, analysing, organising and critically evaluating information" - see ELO 1.

e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO 2 & 4.

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO 1, 2, 4 & 7.

g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts does not exist in isolation" - see ELO 7.

h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

(i) "Reflecting on and exploring a variety of strategies to learn more effectively" - see ELO 5.

(ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 7; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.

(iii) "Being culturally and aesthetically sensitive across a range of social contexts" - see ELO 6.

(iv) "Exploring education and career opportunities" - see ELO 5.

(v) "Developing entrepreneurial opportunities" - see ELO 7 & 8.

ASSOCIATED ASSESSMENT CRITERIA

The qualifying learner is able to:

1.1 Develop appropriate database search strategies and selection criteria
1.2 Collect, select, organise and interpret different kinds of data and current forms of professional practices
1.3 Read and carry out critical evaluation of texts and data, images and performance practices
1.4 Represent own position in relation to debates and practices
1.5 Identify a range of historical and ideological positions within texts and other data.

2.1 Use written and spoken language that reframes and builds on active listening and articulation
2.2 Use appropriate written and oral performance conventions for small scale research projects
2.3 Begin to articulate own line of inquiry within chosen fields
2.4 Synthesise written, visual and performance information to articulate clearly sustained argument
2.5 Apply appropriate word processing technologies
2.6 Argue using effective oral, visual and performance (e.g. Boal techniques) skills.

3.1 Interpret and criticise the subject matter of a discipline
3.2 Integrate theory, information and practice to solve problems
3.3 Recognise limitations of different models and professional practices
3.4 Demonstrate lateral and creative innovation
3.5 Use experiential processes and analytical methods to create work.

4.1 Process feedback and apply relevant information and ideas
4.2 Provide a rationale for a research project or theatre/television/musical theatre production
4.3 Apply an appropriate research method
4.4 Write up the research using the appropriate disciplinary conventions
4.5 Draw conclusions arising from the research
4.6 Work independently.

5.1 Classify and categorise information for multiple purposes
5.2 Develop an increasingly sophisticated ability to assess oneself in oral, written, visual and performance presentations
5.3 Take initiative in shaping own learning situation and direction in creative work
5.4 Establish a pattern of goal setting, time management with minimal supervision
5.5 Respond appropriately to feedback from peers
5.6 Match learning strategies to task requirements.

6.1 Use multiple sources of knowledge
6.2 Identify, receive and execute tasks responsibly
6.3 Work constructively with diversity
6.4 Communicate effectively
6.5 Work collaboratively and independently
6.6 Integrate feedback into own and group development
6.7 Give feedback constructively.

7. Recognise other's geographical location and their historical placement.

8.1 Identify own lines of enquiry within chosen fields.
8.2 Demonstrate an ability to critically engage in using, and adapting academic and creative inventions.

Integrated Assessment:
A battery of assessment instruments, including a written examinations, a research report/long essay, subject specific and cross curriculum assignments, tests, and the evaluation of the field of practice, performance and media projects.

ASSOCIATED VALUES:
The qualifying learner is aware of the importance of the need to:

1.1 Accurately represent and acknowledge the work of others in research and creative work
1.2 Commit him/herself to evaluate published research.

2.1 Produce research, and a body of performance and/or media work which respects and acknowledge the ownership of intellectual and creative property
2.2 Work academically and creatively with a developed sense of responsibility and integrity.

3.1 Explain the value of responsible decisions
3.2 Value responsible decisions with regard to knowledge and creative practices
3.3 Recognise importance of applying knowledge and creating works in an ethically sensitive manner.

4.1 Show ethical responsibility to research subjects
4.2 Research in a socially responsible and creative way.

5.1 Take responsibility for learning
5.2 Value the process of life-long learning
5.3 Value own resourcefulness.

6.1 Recognise and value diversity
6.2 Recognise and value collaborative and individual processes
6.3 Value cultures other than own and others' imaginative and creative processes
6.4 Work with a consciousness of human rights.

7.1 Value the interconnectedness of the environment
7.2 Engage in environmentally friendly projects.

8.1 Take seriously the social consequences of disciplinary practices
8.2 Show an open mind to diverse positions within the discipline
8.3 Tolerate ambiguity
8.4 Show a sense of responsibility to the integrity of disciplines and its practical implementation.

ARTICULATION OPTIONS

Except at entry level, this section specifies with which other qualifications of the University the qualification articulates, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with qualifications offered nationally and internationally.

Further, an applicant registered at the University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed the first half or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

Entry to the qualification:
The typical applicant has a qualification equivalent to matriculation with full exemption, or University-approved equivalent qualification, with English at a particular level of competence plus a demonstrated competence in an area of theatrical studies e.g. Acting.

Articulation during the qualification:
No formal articulation.

On completion of the qualification:
The qualifying learner may proceed to the Masters degree, or another appropriate postgraduate qualification, provided that he/she has a BA (Dramatic Arts) degree which needs normally to have been achieved with a certain minimum percentage in the final year subjects, or an equivalent University-approved qualification.

MODERATION OPTIONS

Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed on an annual basis. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider.

NOTES

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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.

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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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