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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Music 
SAQA QUAL ID QUALIFICATION TITLE
119200  Bachelor of Music 
ORIGINATOR
Nelson Mandela University 
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  Music 
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
Registered  SAQA 129/22  2022-06-21  2025-06-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-21   2032-06-21  

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 Bachelor of Music is to produce professional musicians who have the requisite skills and knowledge to function effectively in the workplace, who possess the necessary critical thinking skills to be creative, innovative, and adaptable in changing circumstances, and who can apply these in selected, specialised contexts. The qualification will develop learners' ability to critically engage with theories of music education and equip them to apply effective teaching and learning strategies in the music classroom.
  • The Performing Arts specialisation will equip learners with the ability to work as performing artists in a creative environment and to develop the ability to critically engage with relevant conventions of performance practice.
  • The Music Technology specialisation will broadly engage the intersection of Art and Science in Music, and specifically equip learners to effectively exploit the tools of digital audio, including the modern digital recording studio, in support of their music production, performance, and research and pedagogy.
  • The General specialisation will provide learners with the opportunity to cover a diverse range of musical skills and knowledge literacies, rather than to present a focused specialisation on any one of these.
  • The qualification also allows for the selection of non-music elective modules that foster exposure to a general humanities education to encourage vertical articulation to postgraduate work wherein music engages in interdisciplinary discursive contexts.

    On completion of this qualification, qualifying learners will be able to:
  • Apply a range of research methods, techniques and technologies and an ability to select these appropriately for a particular research problem in the specialisation.
  • Identify, analyse, and deal with complex and/or practical problems and issues using evidence-based solutions and theory-driven arguments. The learner will have acquired efficient and effective information retrieval and processing skills.
  • Identify, critically analyse, synthesize, and independently evaluate quantitative and/or qualitative data.
  • Engage with current research, technology, and scholarly literature in the music field.
  • Present and communicate academic and/or professional work effectively, catering for a variety of audiences by using a range of different media appropriate to the context.
  • Make sound theoretical judgments based on evidence and can think critically within the discipline.

    The qualification has been structured in such a manner as to promote transformation in music in the broadest sense. Learners will have attained a comprehensive and systematic knowledge base in the field of music and a depth of knowledge in the chosen area of specialisation. This means the learner will be contributing to the development of the sector. The learner will have a coherent and critical understanding of the theories and practices in the field of music and an ability to conduct research and critique advanced scholarship in the specialisation. Qualifying learners will be able to pursue a career in the broad music profession as a performer, arranger, composer, researcher, music technologist or music educator.

    Rationale:
    Music brings joy; it uplifts, inspires, and helps people celebrate, mourn and worship, especially in a country where many live under the breadline and daily life is a struggle for basic needs, where crime and corruption are rife, morale is low and many live without joy or hope. Music builds bridges by transcending social and cultural divides. It speaks a language understood by all. Music improves children's math and literacy skills, develops their fine and gross motor skills, and teaches social skills, self-esteem, discipline, and perseverance. Amongst the many studies that have been conducted in this field, Howard E. Gardner's MI Theory (expounded upon in several publications; for example, Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books, 2005) is well-known. By training music graduates, the country invests in people who can offer many life-changing experiences for a better world.

    The qualification also fulfils a unique and much-needed function within the broader regional and national context in which training music graduates, the Music and Performing Arts Department play a pivotal role in the musical life of the schools and community at large. The qualification emphasises general principles and theory in conjunction with specialised procedural knowledge and skills to provide learners with a thorough grounding in the skills, knowledge, theory, and principles required of a professional musician and scholar of music, whilst also developing the ability to apply these in selected, specialised contexts.

    A recent mapping report of the creative and cultural industries (CCIs) in South Africa released by the South African Cultural Observatory found that the "creative economy continues to contribute significantly to South Africa's Gross Domestic Product, job creation and transformation agendas" (2022). The Bachelor of Music degree will benefit society and the economy by providing qualified graduates in the Creative and Cultural industries who can contribute to the creative economy as arts and cultural managers, music educators, audio/interactive media specialists, researchers, performers, conductors, composers, arrangers, journalists, librarians, and archivists, among others. The degree accommodates learners who have prior knowledge in musical literacy and performance. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4, granting access to bachelor's studies with at least 40% for Mathematics or Technical Mathematics or 60% for Mathematical Literacy.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to bachelor's studies with at least 40% for Mathematics or Technical Mathematics or 60% for Mathematical Literacy.
    Or
  • Senior Certificate, NQF Level 4 with endorsement.
    Or
  • Higher Certificate in Music, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6, 7 and 8 totalling 480 Credits. The qualification comprised four specialisations in which learners must select ONE.

    School Music Specialisation:
    Compulsory Modules, Level 5,100 Credits:
  • First Instrument: Advanced, 30 Credits.
  • Music in History and Society, 30 Credits.
  • Music Theory, Analysis and Aural Development, 20 Credits.
  • Music Technology, 20 Credits.

    Elective Modules, Level 5, 20 Credits (Select two modules from the following options):
  • Choral Conducting, 10 Credits.
    OR
  • Instrumental Conducting, 10 Credits.
    AND
    Elective Modules, Level 5, 10 Credits (Select one module from the following options):
  • Second Instrument Elementary, 10 Credits.
    OR
  • Second Instrument Advanced, 10 Credits.

    Compulsory Modules, Level 6, 90 Credits:
  • First Instrument: Advanced, 30 Credits.
  • Music in History and Society, 20 Credits.
  • Music General Education and Training (GET), 10 Credits.
  • Drama in the Classroom, 10 Credits.
  • First-Year Non-Music Subject (one subject offered in the FET at high schools), 20 Credits.

    Elective Modules, Level 6, 20 Credits (Select one credit from the following options):
  • Music Theory, Analysis and Aural Development, 20 Credits
    Or
  • Jazz Theory and Aural Development, 20 Credits.
    AND
    Elective Modules, Level 6, 10 Credits (Select one module from the following options):
  • Orchestration, 10 Credits.
  • Choral Conducting, 10 Credits.
    Or
  • Instrumental Conducting, 10 Credits.
  • Second Instrument: Advanced, 10 Credits.
    Or
    Second Instrument: Elementary, 10 Credits.

    Compulsory Modules, Level 7, 90 Credits:
  • First Instrument: Advanced, 30 Credits.
  • Music In History and Society, 20 Credits.
  • Second-year Non-Music Subject (one subject offered in the FET at high schools), 40 Credits.

    Elective Modules, Level 7, 20 Credits (Select one module from the following options):
  • Music Theory, Analysis and Aural Development, 20 Credits.
    OR
  • Jazz Theory and Aural Development, 20 Credits.
    AND
    Elective Modules, Level 7, 10 Credits (Select one module from the following options):
  • Orchestration, 10 Credits.
  • Choral Conducting, 10 Credits.
    Or
  • Instrumental Conducting, 10 Credits.
  • Second Instrument: Advanced, 10 Credits.
    Or
  • Second Instrument: Elementary, 10 Credits.

    Compulsory Modules, Level 8, 120 Credits:
  • First Instrument: Advanced, 30 Credits.
  • Method of Main Instrument, 40 Credits.
  • Music Education: Further Education and Training (FET), 20 Credits.
  • Music Treatise, 30 Credits.

    Performing Arts Specialisation:
    Compulsory Modules, Level 5,100 Credits:
  • First Instrument: Advanced, 30 Credits.
  • Music in History and Society, 30 Credits.
  • Music Theory, Analysis and Aural Development, 20 Credits.
  • Music Technology, 20 Credits.

    Elective Modules, Level 5, 10 Credits (Select one module from the following options):
  • Choral Conducting, 10 Credits.
    Or
  • Instrumental Conducting, 10 Credits.
    AND
    Elective Modules, Level 5, 10 Credits (Select one module from the following options):
  • Second Instrument Elementary, 10 Credits.
    Or
  • Second Instrument Advanced, 10 Credits.

    Compulsory Modules, Level 6, 70 Credits:
  • First Instrument: Performers, 50 Credits.
  • Music in History and Society, 20 Credits.

    Elective Modules, Level 6, 40 Credits (Select two modules from the following focus):
    For Performing Arts in Western Classical Music:
  • Music Theory, Analysis and Aural Development, 20 Credits.
  • Method of Main Instrument, 20 Credits.
    OR
    For Performing Arts in Jazz/Contemporary Music:
  • Jazz Theory and Aural Development, 20 Credits.
  • Method of Main Instrument, 20 Credits.
    AND
    Elective Modules, Level 6, 10 Credits (Select one module from the following options):
  • Orchestration, 10 Credits.
  • Choral Conducting, 10 Credits.
    Or
  • Instrumental Conducting, 10 Credits.
  • Second Instrument: Advanced, 10 Credits.
    Or
  • Second Instrument: Elementary, 10 Credits.

    Compulsory Modules, Level 7, 70 Credits:
  • First Instrument: Performers, 50 Credits.
  • Music in History and Society, 20 Credits.

    Elective Modules, Level 7, 40 Credits (Select two modules from one of the following focus);
    For Performing Arts in Western Classical Music:
  • Music Theory, Analysis and Aural Development, 20 Credits.
  • Method of Main Instrument, 20 Credits.
    OR
    For Performing Arts in Jazz/Contemporary Music:
  • Jazz Theory and Aural Development, 20 Credits.
  • Method of Main Instrument, 20 Credits.
    AND
    Elective Modules, Level 7, 10 Credits (Select one module from the following options):
  • Orchestration, 10 Credits.
  • Choral Conducting, 10 Credits.
    Or
  • Instrumental Conducting, 10 Credits.
  • Second Instrument: Advanced, 10 Credits.
    Or
  • Second Instrument: Elementary, 10 Credits.

    Compulsory Modules, Level 8, 90 Credits:
  • First Instrument: Performers, 60 Credits.
  • Music Treatise, 30 Credits.

    Elective Modules, Level 8, 10 Credits (Select one):
    For Performing Arts in Western Classical Music:
  • Method of Main Instrument, 10 Credits.
    OR
    For Performing Arts in Jazz/Contemporary Music:
  • Composition, 10 Credits.
    AND
    Elective Modules, Level 8, 10 Credits (Select one module from the following options):
  • Musicology, 10 Credits.
  • Interdisciplinary Theory and Analysis: Music in Film, 10 Credits.
  • Composition, 10 Credits.
  • Second Instrument: Elementary/Advanced, 10 Credits.

    Music Technology Specialisation:
    Compulsory Modules, Level 5,100 Credits:
  • First Instrument: Advanced, 30 Credits.
  • Music in History and Society, 30 Credits.
  • Music Theory, Analysis and Aural Development, 20 Credits.
  • Music Technology, 20 Credits.

    Elective Modules, Level 5, 10 Credits (Select one module from the following options):
  • Choral Conducting, 10 Credits.
    Or
  • Instrumental Conducting, 10 Credits.
    AND
    Elective Modules, Level 5, 10 Credits (Select one module from the following options):
  • Second Instrument Elementary, 10 Credits.
    Or
  • Second Instrument Advanced, 10 Credits.

    Compulsory Modules, Level 6, 90 Credits:
  • First Instrument: Advanced, 30 Credits.
  • Music in History and Society, 20 Credits.
  • Music Technology, 40 Credits.

    Elective Modules, Level 6, 20 Credits (Select one credit from the following options):
  • Music Theory, Analysis and Aural Development, 20 Credits
    Or
  • Jazz Theory and Aural Development, 20 Credits.
    AND
    Elective Modules, Level 6, 10 Credits (Select one module from the following options):
  • Orchestration, 10 Credits.
  • Method of Main Instrument: Advanced, 10 Credits.
  • Choral Conducting, 10 Credits.
    Or
  • Instrumental Conducting, 10 Credits.
  • Second Instrument: Advanced, 10 Credits.
    Or
  • Second Instrument: Elementary, 10 Credits.

    Compulsory Modules, Level 7, 90 Credits:
  • First Instrument: Advanced, 30 Credits.
  • Music in History and Society, 20 Credits.
  • Music Technology, 40 Credits.

    Elective Modules, Level 7, 20 Credits (Select one module from the following options):
  • Music Theory, Analysis and Aural Development, 20 Credits.
    Or
  • Jazz Theory and Aural Development, 20 Credits.
    AND
    Elective Modules, Level 7, 10 Credits (Select one module from the following options):
  • Orchestration, 10 Credits.
  • Choral Conducting, 10 Credits.
    Or
  • Instrumental Conducting, 10 Credits
  • Second Instrument: Elementary, 10 Credits.
    Or
  • Second Instrument: Advanced, 10 Credits.

    Compulsory Modules, Level 8, 120 Credits
  • First Instrument: Advanced, 30 Credits.
  • Music Technology, 20 Credits.
  • Music Technology: Portfolio, 10 Credits.
  • Music Technology, 20 Credits.
  • Music Technology: Portfolio, 10 Credits.
  • Music Treatise, 30 Credits.

    General Music Specialisation:
    Compulsory Modules, Level 5,100 Credits:
  • First Instrument: Advanced, 30 Credits.
  • Music in History and Society, 30 Credits.
  • Music Theory, Analysis and Aural Development, 20 Credits.
  • Music Technology, 20 Credits.

    Elective Modules, Level 5, 10 Credits (Select one module from the following options):
  • Choral Conducting, 10 Credits.
    Or
  • Instrumental Conducting, 10 Credits.
    AND
    Elective Modules, Level 5, 10 Credits (Select one module from the following options):
  • Second Instrument Elementary, 10 Credits.
    Or
  • Second Instrument Advanced, 10 Credits.

    Compulsory Modules, Level 6, 50 Credits:
  • First Instrument: Advanced, 30 Credits.
  • Music in History and Society, 20 Credits.

    Elective Modules, Level 6, 20 Credits:
  • Music Theory, Analysis and Aural Development, 20 Credits
    OR
  • Jazz Theory and Aural Development, 20 Credits
    AND

    Elective Modules, Level 6, 50 Credits (Select modules to a total of 50 credits from the following options):
  • Orchestration, 10 Credits.
  • Method of Main Instrument, 20 Credits.
  • Music Technology, 40 Credits.
  • Music Education: GET, 10 Credits,
  • Drama in the Classroom, 10 Credits,
  • Choral Instrumental Conducting, 10 Credits.
    Or
  • Instrumental Conducting, 10 Credits.
  • Second Instrument: Advanced, 10 Credits.
    Or
  • Second Instrument: Elementary, 10 Credits.

    Compulsory Modules, Level 7, 80 Credits:
  • First Instrument: Advanced, 30 Credits.
  • Music in History and Society, 20 Credits.
  • Orchestration, 10 Credits.
  • Method of Main Instrument, 20 Credits.

    Elective Modules, Level 7, 20 Credits (Select one module from the following options):
  • Music Theory, Analysis and Aural Development, 20 Credits.
  • Jazz Theory and Aural Development, 20 Credits.
    AND
    Elective Modules, Level 7, 20 Credits (Select two modules from the following options):
  • Choral Conducting, 10 Credits.
    Or
  • Instrumental Conducting, 10 Credits.
  • Second Instrument: Advanced, 10 Credits.
    Or
  • Second Instrument: Elementary, 10 Credits

    Compulsory Modules, Level 8, 60 Credits
  • First Instrument: Advanced, 30 Credits.
  • Music Treatise, 30 Credits.

    Elective Modules, Level 8, 50 Credits (Select modules to a total of 50 credits from the following options):
  • Musicology, 10 Credits.
  • Interdisciplinary Theory and Analysis: Music in Film, 10 Credits.
  • Composition, 10 Credits.
  • Method of Main Instrument, 10 Credits.
  • Music Education: FET, 20 Credits.
    AND
    Elective Modules, Level 8, 10 Credits (Select one module from the following options):
  • Second Instrument: Advanced, 10 Credits.
  • Second Instrument: Elementary, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Deliver a successful, professional-standard concert performance demonstrating mastery of diverse styles of music.
    2. Examine performance practices at the forefront of music, and apply the diverse theories, methodologies of practice and techniques appropriate to a variety of performance contexts.
    3. Demonstrate an understanding of the theories, research methodologies, methods, and techniques relevant to the music field and an understanding of how to apply such knowledge in a particular context.
    4. Demonstrate the ability to review, collect information, synthesize data, evaluate, and apply relevant processes to given contexts to develop creative responses to problems and issues, offering creative insights, rigorous interpretations and solutions to problems and issues, and evidence of ethical scholarly practice.
    5. Utilise a range of relevant specialised skills to identify, analyse and address complex or abstract problems, or acts of musical creativity, drawing systematically on the bodies of knowledge and methods appropriate to the various specialisation areas offered in the qualification.
    6. Creatively use compositional technique and/or technology and give a coherent account of resources employed.
    7. Present and communicate academic and/or professional work effectively, catering for a variety of audiences by using a range of different media appropriate to the context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Perform a pleasing music-aesthetical interpretation and communication.
  • Examine and apply diverse styles and performance practices.
  • Participate effectively within a group context such as ensemble, orchestral and choral music performance.
  • Stage a positive presence, successfully communicate with the audience and adhere to professional concert etiquette.
  • Interrogate and evaluate diverse theories, methodologies of practice and techniques relevant to the fields of musical performance.
  • Identify, analyse, and address complex problems in pedagogical and performance practice
  • Creative responses to pedagogical and performance practice challenges.
  • Use language to construct a cogent argument.
  • Apply correct reference technique and outlay of bibliography.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Interrogate and evaluate knowledge within the field of performance practice and its history.
  • Identify, analyse, and address complex problems in performance practice.
  • Offer creative responses to performance practice challenges.
  • Construct and write cogent arguments.
  • Apply correct reference technique and outlay of bibliography.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Communicate and evaluate knowledge within the field of performance practice and its history.
  • Identify, analyse, and address complex problems in performance practice.
  • Offer creative responses to performance practice challenges.
  • Construct and write well-cogent arguments within the scholarly practice.
  • Apply correct reference technique and outlay of bibliography.
  • Discuss relevant pedagogical approaches within the field of performance practice, and critically apply them in music.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Use library and other search engines for the location and identification of all relevant sources of information.
  • Identify and contrast scholarly positions, ideologies, theories, and points of view are negotiated.
  • Identify, interrogate, evaluate, analyse, and address complex problems within the relevant field.
  • Construct creative responses within the relevant field and offer a cogent argument within the African and South African context.
  • Use solid academic writing, correct reference technique and outlay of bibliography.

    Associated Assessment Criteria for Exit Level Outcome 5:
    Music Theory and Analysis:
  • Create a pleasing melodic line(s) and overall musical effect.
  • Apply contrapuntal techniques such as canon, imitation, and fugue and give an accurate account of fugal structure.
  • Make and implement style-appropriate chord choices, along with appropriate concomitant voice-leading and treatment of dissonance, in the creative application of ultra-chromaticism.
  • Analyse knowledge and understanding, as well as visual and aural recognition, of structural features typical of musical Impressionism.
  • Correctly identify and analyse 12-tone formulae and applications of set theory.
  • Offer a cogent account of harmonic devices through accurate figuring.

    Aural Development
  • Identify and interpret a given melodic, rhythmic, or harmonic material, and relevant stylistic features.
  • Reproduce vocally and interpret a given melodic, rhythmic, or harmonic material.

    Jazz Theory:
  • Correctly identify and utilise the defining elements of Bebop, Afro-Brazilian jazz, Afro-Caribbean jazz, Coltrane's approach to mediant-related harmony, quartal voicings and synthetic scales.
  • Successfully compose and arrange pieces in specific jazz styles utilising several approaches.
  • Produce musically pleasing improvisations applicable to specific jazz styles and approaches.
  • Produce compositions and arrangements for up to four transposing instruments.

    Music Education:
  • Engage in the latest research in the field of Music Education in secondary school; apply the theories, research methodologies, methods, and techniques relevant to Music Education; and apply such knowledge to classroom practice.
  • Successfully negotiate the complexities and uncertainties of selecting, applying, or transferring appropriate standard procedures, processes or techniques to unfamiliar problems in Music Education.
  • Accurately identify and successfully address ethical issues based on critical reflection on the suitability of different ethical value systems to specific contexts in Music Education, in the African and South African contexts.
  • Conduct a literature review, data collection, data analysis, evaluation, and management processes in the field of Music Education, and develop creative responses to problems and issues, in the African and South African contexts.
  • Develop and communicate own ideas and opinions in well-informed arguments, using appropriate academic and professional discourse in the field of Music Education.

    Choral or Instrumental Conducting:
  • Identify and describe technical abilities, timbral characteristics and register of the various instruments or voices, as well as the musical function of these within small, medium, and large instrumental ensembles or choirs.
  • Present a musical score for rehearsal applying:
  • > Appropriate analytical methods.
  • > In-depth knowledge of instrumentation, transposition and orchestration, or relevant vocal technique.
  • > Score reading skills.
  • > Knowledge of the repertoire for large instrumental ensembles or choirs.
  • Advice on suitable rehearsal, instrumental techniques and articulation or vocal techniques, the anticipation of technical difficulties and the proposing of strategies for the successful resolution of these.
  • Manage time effectively when working with small, medium, and large instrumental ensembles or choirs.
  • Lead and manage a group of musicians of varying musical and technical abilities.
  • Promote awareness of and sensitivity towards the professional, cultural, and educational identities of any given ensemble or choir.

    Orchestration:
  • Produce scores implementing appropriate score layout principles and conventions for standard and non-standard ensembles.
  • Compose, arrange, re-write, and manipulate music appropriately for various orchestral ensembles, demonstrating idiomatic and creative use of instruments, appropriate distribution of harmony and voice leading sensitivity to musical genre, style and form, and well-balanced and creative orchestral textures.
  • Evaluate and analyse the effectiveness and appropriateness of arrangements or orchestrations for various orchestral ensembles in a variety of contexts.
  • Successfully conceptualise and execute a creative task by presenting polished copies of the musical score, anticipating practicalities.
  • Successfully communicate own ideas when working with a musical ensemble in the execution of that task.

    Associated Assessment Criteria for Exit Level Outcome 6:
    Composition:
  • Successfully compose an approved number of small-scale, original musical works that are aesthetically pleasing.
  • Employ coherence, sustained development of musical ideas, and mastery of the style, idiom, and musical resources.
  • Produce meticulously notated musical scores, or other appropriate textual formats of the musical work, that observe relevant notational conventions and communicate compositional intent.

    Jazz Theory:
  • Identify and utilise the defining elements of Bebop, Afro-Brazilian jazz, Afro-Caribbean jazz, Coltrane's approach to mediant-related harmony, quartal voicings and synthetic scales.
  • Successfully composed and arranged Pieces in specific jazz styles utilising several approaches.
  • Produce musically pleasing improvisations in a manner that applies to specific jazz styles and approaches.
  • Produce compositions and arrangements for up to four transposing instruments.

    Music Technology:
  • Apply a maximally diverse range of applications to develop an aesthetic and critical value system.
  • Maintain a high standard in the visual appearance, language use, and editorial precision of the portfolio presentation.
  • Define and interpret terminology related to music technology according to standard usage.
  • Explore the development of music technology in terms of its changing functions and applications.
  • Analyse and compare available music hardware and software systems in terms of their capabilities and compositional objectives to be achieved.
  • Use computer hardware and software to undertake sound analysis, synthesis, processing, sound recording and editing.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Demonstrate communication skills in relation to personal, social, and professional roles.
  • Formulate and apply ethical practices and values in the music profession through case studies.
  • Organise ideas and communicate them effectively using visual, verbal and music performance skills in oral, written and media formats.

    Integrated Assessment:
    Integrated assessment at the level of the qualification provides an opportunity for learners to show that they can integrate concepts, ideas, and actions across exit level outcomes to achieve competence that is grounded and coherent in relation to the purpose of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the exit level outcomes. The integrated assessment entails a summary of the main aspects of the research process. In this assessment, the learner is required to integrate all the learning and assignment feedback to present an abridged research proposal that would constitute the research plan for his/her treatise. Assessment in this qualification will provide formative, summative and integrated assessment opportunities.

    Formative Assessment:
    The formative assessment opportunities include the following:
  • Learner presentations on their research problem, while lecturer and fellow learners provide feedback.
  • Lecturer presents research problems for which learners must formulate null and alternative hypotheses and select an appropriate statistical test to solve or address the problem.
  • Basic quantitative and qualitative data analysis.

    Summative Assessment:
    The summative assessments include the following:
  • Assignments on selected phases of the research process.
  • A research project
  • A test on the material taught.
  • Examination for theoretical modules. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is comparable to the similar qualifications offered by the following international countries in terms of the entry requirements, duration, exit level outcomes, curriculum structure and assessment.

    Country: Australia
    Institution: University of Sydney
    Qualification Title: Bachelor of Music

    Similarities:
    The University of Sydney (US) qualification is comparable to the South African (SA) qualification in the following aspects.

    Duration:
    Both the US and the SA qualifications are offered over four years of full-time study.

    Entry requirements:
    Similar to the South African (SA) qualification, the University of Sydney (US) requires learners who completed:
  • A secondary education qualification or approved higher education study, including approved preparation courses.
  • English language requirements where these are not demonstrated by sufficient qualifications taught in English
  • Pass the audition requirement.
    Or
  • Having successfully undertaken tertiary studies in music at or above Diploma level to the equivalent of at least one year of study.

    Purpose/Rationale:
    Both the US and the SA qualifications will prepare candidates for a music career, broaden education as a musician and equip them with a range of skills in various music and arts-related contexts and professions.

    Qualifying learners from the US and SA qualifications will be able to:
  • Demonstrate a very high level of technical and musical excellence within the practice of their designated principal study or discipline area, producing informed, distinctive, innovative, and creative results.
  • Demonstrate high-level music skills, including those relevant to a changing technological world, that will support their development as scholarly musicians.
  • Demonstrate critical engagement with discourses relating to the history, analysis, and cultural context of a variety of musical styles and genres, including (but not limited to) music relevant to their practice.
  • Demonstrate an ability to work successfully in collaboration with others inside and outside their discipline in an effective, respectful, and ethical manner.
  • Demonstrate skills as an independent musician and an ability to navigate and create innovative approaches to address new, emerging and disrupting problems and methodologies, including developing styles, techniques and genres and digital literacies.
  • Apply skills developed as part of an authentic education experience within the music and creative arts and/or creative industries sectors, and such work will be able to convincingly demonstrate such work through public presentations and engagement.
  • Investigate the role of music in a range of historical, socioeconomic, and cultural contexts, and will be able to navigate the differences between these cultures and their own critically and ethically.

    Upon the completion of both the US and the SA qualifications qualifying learners may pursue the following career pathways.
  • Performing soloist.
  • Chamber musician.
  • Orchestral/ensemble player.
  • Artist agent
  • Arts administrator.
  • Audio engineer.
  • Chamber/orchestral musician.
  • Composer.
  • Concert manager.
  • Concert soloist.
  • Conductor.
  • Contemporary musician.
  • Digital music composer.
  • Ethnomusicologist.
  • Event producer.
  • Festival or venue manager.
  • Film score composer.
  • Interactive music designer.
  • Jazz musician.
  • Music journalist.
  • Music producer.
  • Musicologist.
  • Opera singer.
  • Orchestra manager.
  • Piano accompanist.
  • Private studio teacher.
  • School music teacher.

    Qualification structure:
    The Bachelor of Music is available in the following streams:
  • Composition.
  • Music Education.
  • Performance.
    The Bachelor of Music/Bachelor of Advanced Studies is available in the following streams:
  • Composition.
  • Performance.

    Completion of a stream is not a requirement of the Bachelor of Music. Candidates not undertaking a stream must complete a program or a major.

    Completion of a stream is a requirement of the Bachelor of Music / Bachelor of Advanced Studies.

    To qualify for the award of the Bachelor of Music without a stream, candidates must complete 192 credit points in total comprising:
  • 48 credit points of the core unit of study.
  • 12 credit points of Performance or Ensemble units of study.
  • 12 credit points of project units of study.
  • A program (72 credit points).
  • A major in Musicology (48 credit points) and an additional 12 credit points of core units of study and
  • A major (48 credit points).
  • A minor (36 credit points).
  • Where appropriate, elective units.
  • Up to a maximum of 12 credit points of units of study in the Open Learning Environment

    To qualify for the award of the Bachelor of Music (Music Education), candidates must complete 192 credit points in total, comprising:
  • 60 credit points of core units of study.
  • Lantite undergraduate.
  • 96 credit points for Music Education units of study.
  • 24 credit points of Principal Study Area units of study.
  • Where appropriate, elective units and up to a maximum of 12 credit points of units of study in the Open Learning Environment.

    To qualify for the award of the Bachelor of Music (Composition), candidates must complete 192 credit points, comprising:
  • 54 credit points of core units.
  • 84 credit points of Composition Studies units.
  • 12 credit points of project units of study.
  • A minor (36 credit points).
  • 36 credit points of elective units of study.
  • Where appropriate, elective units of study and a maximum of 12 credit points of units of study in the Open Learning Environment.

    To qualify for the award of the Bachelor of Music (Performance), candidates must complete 192 credit points, comprising:
  • 48 credit points of core units of study.
  • 72 credit points of Principal Study Area units of study.
  • 12 credit points of project units of study.
  • A minimum of 30 credit points of Ensemble / Performance units of study.
  • Additional Core and Ensemble / Performance units of study as required by the Principal Study area.
  • Where appropriate, elective units and a maximum of 12 credit points of units of study in the Open Learning Environment.

    To qualify for the award of the Bachelor of Music/ Bachelor of Advanced Studies (Composition), a candidate must complete 240 credit points, comprising:
  • 102 credit points for Specialisation units of study
  • 30 credit points of core units of study.
  • 12 credit points of units of study in the Open Learning Environment.
  • A major (48 credit points).
  • A minimum of 24 credit points at 4000 level from the Specialisation, including a research, community, industry, or entrepreneurship project of at least 12 credit points and up to 36 credit points.
  • Where appropriate, elective units of study.

    To qualify for the award of the Bachelor of Music/Bachelor of Advanced Studies (Performance), a candidate must complete 240 credit points, comprising:
  • 30 credit points of core units of study.
  • 102 credit points for Specialisation units of study.
  • 12 credit points of units of study in the Open Learning Environment.
  • A major (48 credit points).
  • A minimum of 24 credit points at 4000 level from a Specialisation, including a research, community, industry, or entrepreneurship project of at least 12 credit points and up to 36 credit points.
  • where appropriate, elective units of study from a Specialisation

    The US qualification in orchestral instruments consists of 192 credits in total.

    Year One:
    Compulsory Modules:
  • Principal Study I, 6 Credits.
  • Music Theory and Aural Skills I, 6 Credits.
  • Orchestral Studies I, 6 Credits.
  • This is Music, 6 Credits.
  • Principal Study II, 6 Credits.
  • Music Theory and Aural Skills II, 6 Credits.
  • Orchestral Studies II, 6 Credits.
  • Analysis, History and Culture Studies foundation I, 6 Credits.

    Year Two
    Compulsory Modules:
  • Principal Study III (extended), 6 Credits.
  • Music Theory and Aural Skills III, 6 Credits.
  • Orchestral Studies III, 6 Credits.
  • Analysis, History and Culture Studies Foundation II, 6 Credits.
  • Principal Study IV (extended), 6 Credits.
  • Music Theory and Aural Skills IV, 6 Credits.
  • Orchestral Studies IV, 6 Credits.

    Elective Modules:
  • Analysis, History and Culture Studies, 6 Credits.

    Year Three:
  • Principal Study V (extended), 12 Credits.
  • Orchestral Studies V, 6 Credits.
  • Chamber Music I, 3 Credits.
  • Teaching Music/Pedagogy, 3 Credits.
  • Principal Study VI (extended),12 Credits.
  • Orchestral Studies VI, 6 Credits.
  • Chamber Music II, 3 Credits.

    Elective Modules (Select one module from the following):
  • Recital Preparation, 3 Credits.
  • Free choice II, 3 Credits.

    Year Four:
  • Principal Study VII,12 Credits.
  • Orchestral Studies VII, 6 Credits.
  • Principal Study VIII, 12 Credits.
  • Orchestral Studies VIII, 6 Credits.

    Elective Modules, 6 Credits:
  • Music Specialist Project, 6 Credits.
    or
  • Industry and community projects (CPU), 6 Credits.

    Assessment approach
    Both universities have similar assessments methods and types which include:
  • Recitals.
  • Tests.
  • Exams.
  • Assignments.
  • Portfolios.

    Similarities:
    Qualification structure:
    Both the SU and SA qualifications have specialized four-year music degree options. Both qualifications have semester modules and a credit system.

    Differences:
    The SU qualification has more diverse specializations and consists of majors in:
  • Contemporary Music Practice.
  • Creative Music.
  • Digital Music and Media.
  • Improvised Music.
  • Music Education.
  • Performance.
  • Musicology whereas specialization the SA qualification begins in year one which means that each degree is independent of others.

    Country: United Kingdom
    Institution: Royal College of Music
    Qualification Title: Bachelor of Music

    Similarities:
    The Royal College of Music (RCM) qualification is comparable to the South African qualification in the following criteria.
    Duration:
    Both the RCM and SA qualifications are offered four years of full-time study.

    Purpose/Rationale
    The RCM and SA qualifications will develop learners' music knowledge, technical fluency, and creativity. Through practice, cultural analysis, and critical listening, learners will discover an inspiring variety of musical styles.

    On successful completion of both the RCM and SA qualifications, learners will be able to:
  • Devise, compose, transform, and analyse musical works by employing theory, practice, and research in the fields of music performance, music theory, music technology, music culture and music cognition.
  • Conceptualise and adapt their knowledge and skills to implement new and emerging technologies and practices in music.
  • Reflect on their knowledge and interpersonal skills to network with other professionals, and negotiate their roles as professionals, in the music industry.
  • Contextualise music practice about other creative arts disciplines and adapt to the diversity of fields required for music practitioners.
  • Integrate technical skills and craft in music with the creative, cultural, technological, and entrepreneurial acumen required for successful participation and employment in the music industry.
  • Exhibit academic skills in independent research, critical analysis, reading, note-taking and collection and organisation of resource materials, including the presentation of oral and written material, and online and digital media resources.

    The qualifications prepare learners for a wide range of career options within the music industry. Learners could pursue a career in one of the following:
  • Music performance artist.
  • Instrumental music or music theory teacher.
  • Composer, songwriter, or arranger.
  • Musical director or bandleader.
  • Music administrator.
  • Sound artist.
  • Music producer.
  • Accompanist.

    Following both RCM and SA qualifications, learners can prepare to become a secondary music teachers with a Master of Music), or another postgraduate study. Some graduates may further study music therapy.

    Qualification Structure:
    Years One and Two:
  • Principal Study in performance or composition (with optional Related Study or Second Study), with regular faculty-based workshops, activities, and opportunities for performance.
  • Courses in music history and performance practice, practical musicianship, and classical improvisation, applied aural skills, study skills, Alexander Technique, musicians' health and wellbeing.
  • Artist Development course in year two comprising classes in Stagecraft and Communication and Career Management skills.
  • Core course on Music Leadership in Year two comprising units in Learning and Participation.
  • Opportunity to fast track to higher levels of study in aural awareness and practical musicianship.

    Years Three and Four:
  • Continuing work in performance and/or composition studies (Principal, Related and Second Study).
  • Core course on Music Leadership Skills in Year three comprising units in music pedagogy and conducting.
  • Creation of a personalised programme of study from the options (offered on either a yearly or two-yearly basis).

    Learning and teaching hours:
    Similar to the SA qualification, the learning and teaching hours are calculated as 100 hours per ten credits studied which equates to 4,800 hours, which is split between self-directed study and contact hours with tutors. Contact hours include performances, one-to-one tuition, larger group tuition, seminars, faculty, and academic classes, directed rehearsals, masterclasses, competitions, and supervised study. Rehearsal and performance contact time will vary according to each student's discipline and chosen study options.

    Assessment:
    Assessment for undergraduate learners is grouped into a subject, general and key skills. The assessment tasks within the RCM's and SA's qualifications are varied and consist of both formative and summative assessment methods.

    Formative assessment includes technical assessments take-away assignments and practical assessments in performance or practical modules, essays, individual and group presentations in academic or theoretical modules; and reflective diaries, workshops, and vivas in skills-based modules. Summative assessment includes unseen written exams and, performance exams.

    Articulation:
    Both the RCM and SA qualifications articulate vertically into a Master's Degree in Music.

    Differences:
    There are slight differences in the entry requirements for the RCM and SA qualifications .

    Entry requirements:
    For the RCM qualification, all offers for performers are made based on their performance at the audition. All offers for composers are made based on their portfolios and interview. The RCM qualification requires applicants to meet the following requirements.
  • Two A-levels at grade E or above
    Or
  • One A Level at grade E or above and two AS Levels (in different subjects from the A level), one at grade D or above and one at grade E or above.

    On the other hand, the following minimum statutory National Senior Certificate (NSC) requirements for the SA qualification entry must be met.
  • An applicant with NSC Grade 12 Mathematics or Technical Mathematics requires a minimum Applicant Score of 350.
    Or
  • An applicant with NSC Grade 12 Mathematical Literacy requires a minimum Applicant Score of 365.
  • NSC achievement rating of at least 40% for Mathematics or Technical Mathematics or 60% for Mathematical Literacy.
  • A minimum practical music standard equivalent to Grade 6 of the external examining bodies for music is required for admission to the first module of First Instrument: Advanced.
  • A minimum standard in music theory equivalent to Grade 5 of the external examining bodies for music is required for admission to the first module of Music Theory, Analysis and Aural Development.
  • Admission is subject to an audition in the applicant's chosen First Instrument and to a theory entrance test.

    Credits:
    There are slight differences between the RCM and the SA qualifications in terms of credits. The RCM qualification has 240 European Credit Transfer and Accumulation System (ECTS) credits. However, one (1) ECTS is equal to two (2) South African credits which make 480 credits of the SA qualification.

    Royal College of Music qualification Modules and Levels of Study Each module within the undergraduate qualification is assigned a level according to the Framework for Higher Education Qualifications in England, Wales, and Northern Ireland (FHEQ) credit system. Core modules in years 1 and 2 can be taken at levels 4, 5 or 6. Optional modules in years 3 and 4 are taken at levels 5 and 6. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Arts Honours in Music, NQF Level 8.
  • Bachelor of Music Honours, NQF Level 8.
  • Bachelor of Arts Honours, NQF Level 8.
  • Bachelor of Musicology Honours, NQF Level 8.
  • Postgraduate Diploma in Music Technology, NQF Level 8.
  • Postgraduate Diploma in Music Performance, NQF Level 8.
  • Postgraduate Diploma in Film Music, NQF Level 8.

    Vertical Articulation:
  • Master of Music, NQF Level 9.
  • Master of Arts in Music, NQF Level 9.
  • Master of Music in Composition, NQF Level 9.
  • Master of Music in Music Performance, NQF Level 9.
  • Master of Music in Dance, NQF Level 9.
  • Master of Music in Performing Arts, NQF Level 9.
  • Master of Music in Musicology, NQF Level 9.
  • Master of Music in Applied Choral Conducting, 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 


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