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:

Bachelor of Arts Honours in Contemporary Art

SAQA QUAL ID	QUALIFICATION TITLE
119134	Bachelor of Arts Honours in Contemporary Art
ORIGINATOR
Cape Town Creative Academy (Pty) Ltd
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 02 - Culture and Arts		Visual Arts
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0333/25	2025-07-10	2028-07-10
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-07-10		2032-07-10

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 Bachelor of Arts Honours in Contemporary Art extends the rhizomatic network of diverse methodologies and critical lenses in Contemporary Art. This qualification aims to deepen the exploration and understanding of the traditional and contemporary image and object making practices and the encompassed belief and value systems. The qualification offers an advanced specialised Creative Academy offering and a stimulating vertical debate, peer-learning and collaboration with the current undergraduate learners.

The qualification will prepare learners for research-based postgraduate study and entry into a diverse range of careers in the Contemporary Art industries. This qualification will enable learners to produce creative solutions to complex problems within a specialist area of studio practice, exhibit this work professionally and conduct and report on research under supervision. The design of the curriculum accommodates learners who wish to pursue a Studio Practice-based/led (Practical) major and those who want to pursue Theoretical research.

Upon completion of the qualification, qualifying learners will:

Develop a proficient level of technical mastery over the media, techniques and processes used in contemporary art practices.

Articulate complex ideas through verbal, visual and other forms of expression informed by existing canons of aesthetic codification and academic discourse.

Produce contemporary artworks of a professional standard, which is informed by the ethical judgment necessary to successfully contribute to the growth and sustainability of the creative industries in Africa.

Rationale:
Contemporary Art in and from South Africa has achieved a significant profile globally, with a substantial number of artists being exposed to major international platforms for presentation and critical reception. The sector has been invigorated by the emergence of a new generation of young artists, curators and entrepreneurs, who are increasingly connected to continental networks and critical forums.

The design of the qualification was influenced by the following three factors:

The cultural need for the further development of the South African contemporary art sector.

The international demand for 'African artists' and the contribution of this sector to the Gross Domestic Product (GDP).

The need for Contemporary African Art research and research-lead artistic practice.
As a mature enterprise that traces its roots to the Renaissance, the visual arts industry remains one of the vital and growing sectors worldwide. The production and appreciation of visual arts constitute a pivotal part of our daily lives.
The capacity of the work of artists to challenge our familiar and established patterns of perception and attitude, and to evoke both wonder and critical reflection, is fundamental to understanding the importance of the visual arts in a society composed of multiple identities, realities, and ways of being in the world. A critical engagement with innovative, thoughtful, and stimulating artworks is necessary for societies that face many socio-political, economic, and environmental challenges. In South Africa, the contemporary art sector serves as a mediating lens by means of merging a diverse array of cultures, languages, customs, and skills.

Practising as a contemporary artist in South Africa requires a deep contextual awareness of the historical, social, cultural, political, economic, and environmental landscape. The qualification aims to deepen this knowledge through much needed postgraduate research in this field and the advancing of learners' own critical artistic practices. Contemporary art learners will be trained with a diverse set of skills, including non-traditional skills such as digital design and business management, and are equipped with invaluable knowledge providing them with a competitive edge in the international art industry.

Studies have emphasised that the Cultural and Creative Industries (CCIs) are attracting increasing attention worldwide as potential drivers of economic growth, innovation, and job creation. A qualification at this level provides access to employment in a variety of arts, culture, and heritage positions. The qualification will, therefore, play a significant role in addressing the mandate of government in the social and economic realm. Further, the qualification will offer qualifying learners an opportunity to continue with their studies toward a master's degree.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
This qualification may be achieved in part or whole through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. The Recognition of Prior Learning (RPL) assessment process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal and non-formal learning. RPL is applied in terms of the policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed. The institution will apply in this qualification the RPL for both access and credits in line with the National Policy and Criteria for the Implementation of RPL (Amended in March 2019).

RPL for Access:
Learners who do not meet the minimum entry requirements of the required qualification may be considered for RPL. There are two options:

Advanced Standing, in which case the minimum entry requirements are waived by the admitting institution based on evidence of prior learning, work experience or any other relevant circumstances that may apply to an individual learner. No portfolio is required.
OR

Applicants may provide evidence in the form of a portfolio that demonstrates that the applicant has acquired sufficient relevant knowledge, skills, and competencies to be able to reasonably meet the expectations for learning demanded by the qualification for which they are seeking access.

In instances where RPL is applied for the purposes of access, no credits will be awarded for any previous learning. However, the candidate may choose the option of being assessed for credit.

RPL for credits:
Learners who do meet the necessary entry requirements for admission to a qualification may be awarded some or all the credits towards the qualification. There are two possibilities:

Learners may apply for RPL to be exempted from a module or some modules by providing sufficient evidence in the form of a portfolio that demonstrates that a level of competency, equivalent to the learning outcomes of the module or modules, has been achieved. Credits will be awarded for such modules.
OR

Learners may apply for RPL to be awarded all the credits required for the qualification. Sufficient evidence must be provided that demonstrates a level of competency equivalent to all the learning outcomes of the qualification.

Entry Requirements:
The minimum entry requirement for this qualification is:

Bachelor of Arts in Contemporary Art, NQF Level 7.
Or

Bachelor of Arts in Communication Design, NQF Level 7.
Or

Bachelor of Arts in Contemporary English and Multilingual studies, NQF Level 7.
Or

Advanced Diploma in Visual Communication Design, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits:

Research Methodologies, 10 Credits.

Contextual Studies, 10 Credits.

Research Practice, 40 Credits.

Studio Practice, 60 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate the ability to present an independent theoretical research project, within the field of Specialisation.
2. Demonstrate the ability to identify and formulate a practical research problem within the context of local, contemporary visual communication practice related to their field of specialisation.
3. Demonstrate a critical understanding of value creation within the process of artmaking and develop a well-considered and strategically positioned value proposition and a well-rounded understanding of entrepreneurial thinking and practice as it pertains to conceptualization and execution of creative products or services, including artworks.
4. Demonstrate an ability to present and communicate research results to specialised and non-specialised audiences effectively, using resources of academic/professional discourses in the production of a research project and, where applicable, an exhibition.
5. Demonstrate an ability to identify, analyse and deal with complex or real-world problems and issues by drawing from the theory, research methods and literature of visual art/Art History and Theory, systematically and creatively.
6. Demonstrate advanced information-retrieval and processing skills, identification, critical analysis, synthesis and independent evaluation of quantitative and qualitative data and an ability to conduct a study of the literature and current research in visual art/Art History and Theory, under supervision.
7. Demonstrate the ability to identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific contexts.
8. Demonstrate the ability to take full responsibility for his or her work, decision-making and use of resources, and full accountability for the decisions and actions of others where appropriate.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Source select, analyse and synthesize academically sound information.

Develop a pertinent research question supported by appropriate research aims and objectives.

Develop a logical and systematic argument in relation to established discourses and the research question at hand.

Consolidate insights and draw conclusions that purposefully contribute to the field of research.

Associated Assessment Criteria for Exit Level Outcome 2:

Conceptualise and develop a comprehensive body of work as a practical research project.

Identify and formulate a practical research problem within the context of local, contemporary visual communication practice related to their field of specialisation.

Present a well-researched understanding of contemporary local and international contemporary art practices, methodologies, and canons to critically position their own practice within the field of contemporary art.

Develop conceptually rigorous ideas and insights in response to complex problems or challenges.

Apply explorative approaches to creative problem-solving through experimentation with media, methodologies, application, collaboration, and curation.

Display advanced technical skills evident of an acute awareness of artistic standards and expectations.

Productively interpret and respond to feedback and criticism from peers and mentors.

Effectively apply self-criticism and reflection to evaluate the efficacy of their own skills and practice.

Produce and curate an integrative body of work evident of professional standards in compliance with the scope set out in the requirements of this course.

Present a captivating and articulate rationale evidencing the relevance and value of their practice-based research findings within local, contemporary discourse and practice.

Associated Assessment Criteria for Exit Level Outcome 3:

Develop a well-considered and strategically positioned value proposition within the process of artmaking.

Present the ability to effectively negotiate various forms of agreement, pertaining to pricing and other contractual conditions.

Show the capacity to strategically market creative works or services through appropriate channels and platforms.

Display an understanding, in theory, and practice, of personal financial planning and management, and identify and develop a strategic financial model relating to the sustainable implementation of a product or service offering.

Apply a strategic growth mindset to the continued management of an existing product or service offering, and an embodied awareness of the characteristics of agile/responsive strategic thinking.

Associated Assessment Criteria for Exit Level Outcome 4:

Articulate views both orally (seminar presentations) and in written form in a lucid manner where complex or sophisticated theories can be explained and thus understood by the receiver.

Use of articulate and well-structured writing according to accepted academic writing conventions such as accepted academic referencing and bibliographic procedures.

Engage ethically and sensitively and share outcomes with the community using user-centred, action research, or participatory methods.

Write an artist's statement to accompany the final exhibition that reflects a critical awareness of the relationship of material and technical decisions to the central theme or concept.

Associated Assessment Criteria for Exit Level Outcome 5:

Provide evidence of research competence, time management, professional presentation, and coherent argumentation on their chosen subject, related to the selected options for masters' study and selected in consultation with the research supervisor.

Apply theoretical arguments and choice of appropriate research methodologies as suitable for the research problem.

Associated Assessment Criteria for Exit Level Outcome 6:

Discuss the importance of certain contemporary theories and identify pertinent readings or material for their studies.

Demonstrate an advanced awareness of the importance of certain current development theories and participatory methods of data collection and assessment.

Associated Assessment Criteria for Exit Level Outcome 7:

Demonstrate successful strategies for developing and sustaining an argument or hypothesis with the suitable subject matter and examples of artwork to support the argument.

Identify and integrate indications of collecting and assimilating information and visual imagery.

Articulate the learners' academic writing and well-structured according to accepted writing conventions.

Follow accepted academic referencing and bibliographic procedures.

Demonstrate an advanced understanding of the importance of pertinent contemporary theories of practice-led and practice-based research methods and apply them appropriately and critically in the discussion of innovative practices and processes of selected social or educational contexts.

Associated Assessment Criteria for Exit Level Outcome 8:

Produce final exhibition and present according to the requirements set by the Department.

Process sophisticated primary source material into a visual statement through research and exposure to contemporary art practice.

Articulate an idea in visual terms that displays maturity and sophistication in terms of national benchmarking.

Demonstrate confidence with and integration of technical applications about the media of choice and proficiency of materials, methods, and techniques of meaning-making in the selected field such as painting, sculpture, printmaking, drawing, installation, or digital photography/video sound media (whichever is applicable or a combination of these).

Present evidence of advanced curatorial decisions in the work that includes appropriate installation of work and space, as well as critical awareness of the modes of contemporary art production and presentation including choices of lighting, inform the exhibition.

Contribute to the growth and sustainability of the contemporary art sector in a responsible and sensible manner.

Demonstrate a sensitive awareness of the social, economic, and environmental impact of their project outcomes.

INTEGRATED ASSESSMENT
Formative Assessment
Formative assessment practices occur continually throughout all modules of the qualification as an integrated component of teaching and learning, on all year levels. The goal of formative assessment is to monitor the efficacy of teaching and learning practices, aiding lecturers/facilitators to improve their teaching and learners to improve their learning.

Effective formative assessment practices:

Serve as a diagnostic tool through which lecturers/facilitators can identify specific areas where learners are struggling, to address such learning problems immediately.

Serve as a diagnostic tool through which learners can identify their strengths and weaknesses to recognise areas that need immediate focus.

Are most effectively applied in environments that are characterised as cooperative, rather than competitive.

Occur in an open dialogue format, providing learners with ample opportunity to express their understanding and to engage with the understanding of their peers.

Demand continual and explicit feedback that is task-focused/content-focussed rather than learner-focussed.

Prioritise learning over grading, to develop practices of self-assessment as a foundation for an attitude of lifelong learning.

Provide learners with point-score feedback, and additional formative feedback. This point score indicates a student's progress in relation to course outcomes. Formative assessment is a low-stake activity and as such progress points, scores only have a marginal impact on a student's results.

Formative assessment will be conducted in the form of:

Seminar presentations

Project proposals

Progress reviews

Research Presentations

Research Assignments

Quizzes

Reading Reflections

Pitch Presentations

Progress Presentations

Peer Reviews

Preliminary presentations of a Portfolio / Body of Work.

Formative assessment constitutes 60% of the final assessment.

Summative Assessment:
Summative assessment practices are used to evaluate student performance after an instruction cycle which typically occurs at the end of a course term/unit/theme. Summative assessment practices ensure the fair and accurate assessment of a student's competencies in relation to qualification outcomes and assessment criteria.
Summative assessment results provide a comprehensive reflection of a learner's academic standing. The accumulation of academic credit occurs based on the result of the summative assessment, and the moderation thereof that takes place after each term.

Effective summative assessment practices:

Commence with an objective standard-setting review of all learner submissions before the assessment of individual learner projects. Learners' performance is according to the explicitly defined qualification outcomes stated at the commencement of the qualification.

Guided by the standard assessment criteria in relation to their benchmarking to relevant NQF criterion descriptors provide learners with final point-score feedback, as well as written feedback regarding student performance, strengths, weaknesses, and opportunities for future improvement.

Summative assessment will be conducted in the form of:

Formal Examination.

Research Paper.

Reflection Report.

A Portfolio / Body of Work presented in the format of a self-curated exhibition, with an accompanying catalogue containing an Artist's Statement.

Project Requirements:
The project requirements will be communicated through a detailed project brief to ensure the explicitness of project outcomes and how they will be assessed. The project brief will list and describe the relevant associated assessment criteria to be used to measure the learner's competence.

Summative assessment constitutes 40% of the final assessment.

INTERNATIONAL COMPARABILITY

The qualification has been formally compared to the following two international institutions.

Country: United Kingdom (UK)
Institution: University of Creative Arts (UCA)
Qualification Title: Bachelor of Arts Honours in Fine Art

Similarities:

Both the UCA and the South African qualifications follow a learner-centred approach that prioritizes the development of professional artistic competencies and post-graduate research skills.

Both these qualifications emphasize the meaningful linkages between artistic and research practices as a core intention of the qualification.

Both these qualifications guide learners through the development of a rigorous and critical conceptual terrain as the locus of their artistic and research inquiries.

Differences:

The UCA differs as the Honours year forms an integrated fourth year, whereas the South African qualification's offering is positioned as a stand-alone one-year qualification aimed at graduates who have completed a three-year qualification in Contemporary Art, Fine Art or Visual Arts. However, both qualifications share a similar structure, purpose, Exit Level Outcomes as well as assessment practices.

The South African qualification furthermore differs from the UCA offering in the addition of a Professional Practice module, which serves a pivotal role in the South African context where entrepreneurial training addresses an important need within the arts sector.

As the South African qualification views this Honours qualification as an important stepping- stone toward vertical articulation at the master's level, this qualification places a slightly larger emphasis on theoretical and research engagement than the counterpart offered at UCA, to ensure that students are adequately prepared for the expectations of a Master's degree.

Comparison of Exit Level Outcomes:
The UCA and the South African (SA) qualifications share their aim of preparing graduates for professional careers as practicing artists through the advancement of a student's independent artistic and research practices. This is achieved through developing a consolidated body of artistic works, alongside a research project/dissertation which serves as a rigorous theoretical and conceptual framework for a student's artistic engagements.

Comparison of Modules:
The UCA consists of the following compulsory modules:

Advanced Research Seminar: Visual Culture, 10 Credits may be compared to SA qualification Contextual Studies 410,10 Credits.

Thesis Writing, 10 Credits is compared to the SA qualification Research Practice 400, 40 Credits.

Senior Thesis 1, 10 Credits.

Senior Thesis 2, 10 Credits.

Core Seminar: Creativity and Entrepreneurship, 10 Credits may be compared to SA qualification Professional Practice 420, 10 Credits.

Core Seminar: Artist and Studio, 10 Credits.

Liberal Arts Elective, 30 Credits may be compared to SA qualification Studio Practice 400, 60 Credits.

Qualification Electives, 30 Credits

Comparison of Assessment:
Both qualifications rely on an assessment strategy that comprises a combination of formative and summative assessment of theoretical and practical outcomes as well as an external summative examination of a research project as well as a consolidated body of artistic works.

Comparison of Duration:
The Honours component at UCA is built in as the final year of a four years qualification, whereas the South African qualification offering is presented as a standalone one-year offering.

Comparison of Articulation:
Both offerings present horizontal articulation possibilities to related Honours qualification with Specialisation in Fine Art, Visual Art, or Contemporary Art, as well as vertical articulation pathways to master's degrees within the Fine Art, Visual Art, or Contemporary Art.

Country: United States of America (USA)
Institution: Parsons, USA
Qualification Title: Bachelor of Arts in Fine Art (BFA)

Similarities:

Both the BFA and South African qualifications promote a critical and research-driven approach to artistic practice, rooted in a rigorous investigation of contemporary discourses within the arts and broader social sciences.

These qualifications share a similar concern for the development of professional artistic competencies and post-graduate research skills, to prepare graduates for both a career within the arts as well as further postgraduate studies.

Both these qualifications present an equal weighting of theoretical and practical engagement to guide students through a conceptually driven approach to artistic practice while offering students a margin of freedom when selecting and developing their individual modality of artistic engagement.

Both qualifications share a similar purpose, structure and Exit Level Outcomes.

Differences:
The BFA differs as the Honours year forms an integrated fourth year at Parsons, whereas the South African qualification offering is positioned as a stand-alone one-year qualification aimed at graduates who have completed a three-year qualification in Contemporary Art, Fine Art, or Visual Arts.

The South African qualification (SA) differs from the Parsons offering in its structure of compulsory modules. The Parsons offering presents more flexibility in the selection of electives, due to the scope and size of the institution and its offering. In contrast, the South African qualification follows a transdisciplinary approach that does not limit students in their selection of artistic practices through which to explore their creative inquiry, and therefore offers a similar level of flexibility built into the core Studio Practice 400 module.

Comparison of Exit Level Outcomes:

Both qualifications share in their aim of preparing graduates for professional careers as practicing artists through the advancement of a student's independent artistic and research practices. This is achieved through developing a consolidated body of artistic works, alongside a research project/dissertation which serves as a rigorous theoretical and conceptual framework for a student's artistic engagements.

Comparison of Modules:

Advanced Research Seminar: Visual Culture, 10 Credits may be compared to Contextual Studies 410, 10 Credits.

Thesis Writing,10 Credits.

Senior Thesis 1, 10 Credits.

Senior Thesis 2, 10 Credits may be compared to SA qualification Research Practice 400, 40 Credits.

Core Seminar: Creativity and Entrepreneurship, 10 Credits is comparable to the SA qualification Professional Practice 420, 10 Credits.

Core Seminar: Artist and Studio, 10 Credits.

Liberal Arts Elective, 30 Credits.

Qualification Electives, 30 Credits is comparable to SA qualification Studio Practice 400, 60 Credits.

Comparison of Assessment:
Both qualifications rely on an assessment strategy that comprises a combination of formative and summative assessment of theoretical and practical outcomes as well as an external summative examination of a research project as well as a consolidated body of artistic works.

Comparison of Duration:
The Honours component at Parsons is built in as the final year of a fourth-year qualification, whereas the SA qualification offering is presented as a stand-alone one-year offering.

Comparison of Articulation:
Both offering present horizontal articulation possibilities to related Honours Degree with Specialisation in Fine Art, Visual Art, or Contemporary Art, as well as vertical articulation pathways to master's degrees within the Fine Art, Visual Art, or Contemporary Art.

Conclusion:
When comparing the qualification to related offerings at reputable institutions in very different parts of the world in the UK and USA, the SA qualification promotes international student mobility. Learners may therefore explore horizontal or vertical articulation from this qualification with adequate competence and preparedness.

Primarily the SA qualification compares with best-practice standards through its central focus of the integration between research, artistic and professional practice through the development of the student's competencies to undertake independent creative inquiry through a combination of scholarly research, conceptual and critical thinking and contextualization as well as the honing of professional artistic skills through the development of a consolidated body of work and rigorous research project as core outcomes.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Bachelor of Arts Honours in Visual Communication, NQF Level 8.

Bachelor of Arts Honours, NQF Level 8.

Bachelor of Arts Honours in Visual Communication Design, NQF Level 8.

Postgraduate Diploma in Fine and Applied Arts, NQF Level 8.

Postgraduate Diploma in Fine Arts, NQF Level 8.

Vertical Articulation:

Master of Arts in Audiovisual Communication, NQF Level 9.

Master of Visual Arts, NQF Level 9.

Master of Visual Arts in Fine Art, NQF Level 9.

Master of Arts in Visual Studies, NQF Level 9.

Master of Visual Arts in Multimedia, NQF Level 9.

Master of Visual Arts in Photography, NQF Level 9.

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