SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Arts in Theatre and Performance

SAQA QUAL ID	QUALIFICATION TITLE
118527	Master 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
Master's Degree	Field 02 - Culture and Arts		Performing Arts
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	180	Not Applicable	NQF Level 09	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
9107	Master of Arts in Dramatic Art	Level 8 and above	NQF Level 09	180	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

There are two routes, which can be followed to achieve the Master of Arts:
A. Master of Arts (by dissertation)
B. Master of Arts (by coursework and research report)

A. MA (by dissertation):
The purpose of the qualification is to produce a graduate who is professionally and academically qualified to a higher level of competence in the areas of Performance and/or Media Studies.

B. MA (by coursework and research report):
The purpose of the qualification is to produce a graduate who is professionally and academically qualified to a higher level of competence in two or more areas of Performance and/or Media Specialisation: Performance Studies, Directing, Theatre and Media in Education, Media Studies.

Irrespective of whether route A or route B is taken, the purpose of the qualification is to enhance the career of the postgraduate by preparing him/her for a leadership position.

Further, the purpose of the qualification is to produce postgraduates who can contribute to the economy of South Africa 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 Bachelor of Arts in Dramatic Arts degree or a Bachelor of Arts with Honours degree in Drama and Film of the University, or an equivalent University-approved qualification, which needs normally to have been achieved with a certain minimum percentage.

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 Use a full range of terminology and key concepts in different disciplines in South African and international literature and professional practices
1.2 Use specialist primary and secondary research resources materials and methodologies
1.3 Show extensive in depth meta-cognitive understanding of own position to debates within a text and within different modes of professional practices.

2.1 Demonstrate a sophisticated understanding of generic, academic, oral, written and performance conventions for discipline and media specific content
2.2 Understand current debates, research findings and dramatic art practices necessary for a research report.

3.1 Analyse and evaluate the modes of professional performance and media practices and cultural content of the discipline
3.2 Identify problems and suggest possible solutions to contemporary performance and media practices
3.3 Apply knowledge to professional and other real life situations
3.4 Structure knowledge creatively in response to specific scholarly demands and the demands of the professional practice
3.5 Integrate conceptual and technical knowledge
3.6 Explain and use the procedures of critique and causal logic.

4.1 Use research methods and their applications
4.2 Refer to and use relevant literature and modes of professional performance and media practices
4.3 Contribute to the advancement of knowledge and creative development of professional performance and media practices
4.4 Explain the nature and purpose of the research both theoretically and practically
4.5 Articulate the relationship between theory and practice.

5.1 Work with individual responsibility and creative independence in generating a research project
5.2 Demonstrate a sophisticated creative and intellectual self-awareness and reflexivity
5.3 Identify and rank tasks according to priority and take responsibility for successful completion of a research project

6.1 Understand individual and social dynamics and processes required to achieve a successful outcome
6.2 Recognise the individual's role and be able to alter that role creatively in response to prevailing conventions
6.3 Demonstrate an awareness of diversity in terms of race, class, gender, sexual preference, age, culture, religion, language, ethnicity and nationality
6.4 Recognise and use different modes of knowledge and styles of knowledge acquisition.

7.1 Recognise and work independently in a complex environment
7.2 Recognise the nature of social relationships in complex and changing cultural environments
7.3 Understand the social context of research and creative work
7.4 Recognise and be able to act on the economic implication and potential of possessing technical, creative and intellectual skills.

8.1 Use the concepts, methods, theories, analytical and creative processes currently and potentially significant in the discipline
8.2 Familiarise themselves with related fields of enquiry
8.3 Demonstrate competence and originality in advanced, specialised disciplinary knowledge and professional art practices in a focused area of research.

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 & 2.

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 4 & 5.

(ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 6 & 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 & 7.

(iv) "Exploring education and career opportunities" - see ELO 5 & 8.

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

ASSOCIATED ASSESSMENT CRITERIA

The qualifying learner is able to:

1.1 Demonstrate a sophisticated selection of search strategies for appropriate databases and information resources
1.2 Find information about current forms of professional performance and media practices in order to articulate own position within current debates and practices
1.3 Demonstrate sophisticated critical evaluation of different kinds of data and texts, specifically in performance and media studies
1.4 Process and present extensive, in-depth range of texts, data and performance.

2.1 Use or develop appropriate written, visual and performance conventions to sustain a clear coherent argument and presentation of creative work in a report
2.2 Present effectively in oral, visual and/or performance forms, ideas, theories and discipline-specific information.

3.1 Develop and critically examine innovative approaches in the scholarly and professional fields
3.2 Integrate information, creative practices, theory and contexts to produce relevant performance and media practices
3.3 Critically evaluate limitations and strengths of different theoretical models and professional performance and media practices and suggest alternatives.

4.1 Apply scholarly and creative methods and approaches
4.2 Evaluate the outcomes of the research process
4.3 Produce a written dissertation or research report and body of creative work in a satisfactory way.

5.1 Become a mentor/tutor/role model in imparting skills and knowledge to others
5.2 Establish time management and productive creative practices
5.3 Show confidence in balancing and managing a range of creative and intellectual life-tasks
5.4 Demonstrate the potential to become a resourceful learner and a creative producer of culture
5.5 Initiate and conduct research and creative work and have an intrinsic motivation to follow through on all aspects of an intellectual and creative project
5.6 Demonstrate a developed critical and creative approach to handling and integrating feedback from peers/supervisors
5.7 Make informed choices about task completion, setting deadlines and maintaining relationships with colleagues, supervisors and the institution.

6.1 Assess the effectiveness of individual and group processes and act on this knowledge
6.2 Work through challenges creatively and solve problems effectively
6.3 Demonstrate initiative and leadership where appropriate
6.4 Work creatively and productively with diversity within a dynamic situation using all the aforementioned skills.

7.1 Act creatively on the understanding that the world is a dynamic set of interrelated systems
7.2 Create relationships between own discipline and others.

8.1 Apply practices, concepts, methods, theories, analytical and creative processes to new information and situations
8.2 Apply disciplinary knowledge and creative experience to self motivated enquiry
8.3 Apply knowledge, methods and creative approaches from related fields where appropriate.

Integrated Assessment:
A battery of assessment devices including a research report, seminar presentation, subject specific and cross curriculum assignments and the evaluation of field practices, performance and media presentations.

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

1. Commit him/herself to evaluate published research.

2.1 Produce a dissertation or a research report and a body of creative work (or equivalent) which respects and acknowledge the ownership of intellectual and creative property.
2.2 Adhere to ethical standards of discipline applicable to a research project and/or creative production.

3.1 Critically examine, recommend and show commitment to responsible decision-making
3.2 Demonstrate sensitivity to different ways of constructing knowledge in the field of culture
3.3 Recognise the importance of applying knowledge and creating works in an ethically sensitive manner

4.1 Pursue excellence, creatively, accountability and relevance
4.2 Mentor/tutor/model the skills and knowledge in a particular discipline.

5.1 Pursue excellence, creatively, accountability and relevance
5.2 Be willing to mentor/tutor/model the skills and knowledge in a particular discipline.

6.1 Show a commitment to the collaborative process
6.2 Value diversity
6.3 Value culture, imagination and creativity as crucial to social development.

7.1 Appreciate and deal sensitively with the multiple perspectives of people
7.2 Value the ability to adapt and live with change.

8.1 Adhere to the ethical standards of the discipline
8.2 Be aware of the ethical implications of his/her practice.

ARTICULATION OPTIONS

This section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.

Entry to the qualification:
The applicant should have a Bachelor of Arts in Dramatic Arts degree or a Bachelor of Arts with Honours in Drama and Film, or a Postgraduate Diploma in Arts, which need normally to have been achieved with a certain minimum percentage, or an equivalent University-approved qualification in a relevant discipline.

Articulation during the qualification:
The PGDA is an exit from Master of Arts (by coursework and research report). The holder of a PGDA has passed the coursework component of the Master of Arts but does not continue to the research report component of the MA.

On completion of the qualification:
A qualifying learner may normally proceed to PhD if the standard of research competence demonstrated by the research report or dissertation for the Masters degree suggests the required competence necessary for PhD research.

MODERATION OPTIONS

Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed. 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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