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: 

Advanced Diploma in Music 
SAQA QUAL ID QUALIFICATION TITLE
121376  Advanced Diploma in Music 
ORIGINATOR
University of the Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 02 - Culture and Arts  Music 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 1221/24  2024-01-30  2027-01-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-01-30   2031-01-30  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Advanced Diploma in Music aims to provide advanced and specific skills in two specialization options. The orchestral studies prepare learners for both positions in orchestras and ensembles and instrument-related teaching positions.
The orchestral studies' core competencies attained at the diploma level are refined and consolidated within the niche areas of performance studies, orchestral studies, ensemble studies as well as repertoire and method modules.

Learners specializing in music education associate and integrate the core music-related competencies achieved at the diploma level into the discipline of music education, specifically within the modules of music education, repertoire and method, indigenous ensemble and performance studies. This specialization option is specifically focused on preparing the learner for a broad spectrum of teaching responsibilities and related musical practices.
This qualification provides learners with preparation for a specialized, professional career and aims to enhance and focus the career of a learner who already completed the Diploma in Music.

The mutual modules between the two specialization options are to prepare learners for the varied challenges within the specific career choices above. The keyboard skills module prepares learners to study new repertoire and to play simple accompaniments, while the applied music theory enhances the understanding of repertoire.

This qualification prepares learners for postgraduate studies, especially through the proposed "Introduction to Research Skills" module where the integration and consolidation of scholarly theories and practices are developed.

A qualified learner will be able to:
  • Illustrate the ability to synthesize, conceptualize and integrate core knowledge and exhibit an understanding thereof concerning the principles and practices of one of the two specialization areas of Orchestral Studies and Music Education.
  • Understand, evaluate, and apply both theories and knowledge of voice/instrumental studies, repertoire and methods of teaching as related to one of the two specialization areas of Orchestral Studies and Music Education.
  • Understand current practices and methods as well as selecting appropriate interventions within performing, teaching and community engagement aspects as specifically related to one of the two specialization areas of Orchestral Studies and Music Education.
  • Illustrate the ability to evaluate performances and choose effective strategies and theories to address issues related to performance, and instrumental/vocal/general music education teaching practices related to one of the two specialization areas of Orchestral Studies and Music Education.

    Rationale:
    The Advanced Diploma in Music will benefit society and the economy by providing qualified learners in the creative and cultural industries who can contribute to the creative economy as, music educators, researchers, performers, conductors, composers, arrangers, and orchestral musicians among others. The qualification accommodates learners who have prior knowledge of musical literacy and performance.
    To serve the needs of the learners completing the Diploma in Music, this qualification is proposed with two specialisation areas to serve the development of these areas for professional practice:

    Serving the teaching duties mostly carried out simultaneously with the orchestral career are the modules repertoire and method, keyboard skills as well as community engagement and research. This specialization option will develop specific skills necessary to become members of professional orchestras as well as to develop instrumental and orchestral playing within a wide range of communities.

    Within music education specialisation, the qualification is constructed to include modules which develop skills related to the music educator's profession. This specialization area will equip learners with a range of skills to contribute to the musical development of young learners and contribute to a range of music education activities in both local and international contexts. 
    		•

    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 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 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.

    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. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Diploma in Music, NQF Level 6
    Or
  • Diploma in Music Education, NQF Level 6
    Or
  • Diploma in Practical Music, NQF Level 6 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes
    1. Illustrate the ability to synthesize, conceptualize and integrate core knowledge and exhibit an understanding thereof concerning the principles and practices of one of the two specialization areas of orchestral studies and music education.
    2. Apply understanding to evaluate and apply both theories and knowledge of voice and instrumental studies, repertoire and methods of teaching as related to one of the two specialization areas of orchestral studies and music education.
    3. Apply current practices and methods as well as select appropriate interventions within performing, teaching and community engagement aspects as specifically related to one of the two specialization areas of orchestral studies and music education.
    4. Evaluate performances and choose effective strategies and theories to address issues related to performance, instrumental, vocal, and general music education teaching practices related to one of the two specialization areas of orchestral studies and music education.
    5. Apply knowledge and show comprehension of the value and ethics related to performing art aspects and teaching practices, especially within arts management and teaching methods units as related to one of the two specialization areas of orchestral studies and music education.
    6. Evaluate, process, and manage information independently in delivering assignments for individual modules within the Introduction to Research Skills module.
    7. Communicate effectively to convey academic, professional, theoretical as well as conventional and new artistic ideas and opinions using verbal and non-verbal skills as pertaining to one of the two specialization areas of orchestral studies and music education.
    8. Act appropriately and solve academic and artistic issues arising within one of the two specialization areas of orchestral studies and music education.
    9. Apply knowledge and show accountability in the ethical use of resources for theoretical, technical and artistic practices as related to one of the two specialization areas of orchestral studies and music education as imparted especially in the arts management module. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Display vocal proficiency and technical requirements for music expression and performance.
  • Recognize musical examples from the repertoire.
  • Illustrate knowledge and application of tonal conventions.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Interpret extant performance practices with detailed attention to authenticity.
  • Provide a coherent and critical understanding of concepts, principles, and theories as applicable to evaluation.
  • Apply theories and knowledge as related to one of the two specialization areas of orchestral studies or music education.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Show understanding and extended knowledge of the repertoire for the specific instrument of certain style periods.
  • Present and communicate information, ideas, and opinions in well-structured arguments.
  • Illustrate knowledge of tonal conventions in teaching and community engagement aspects as specifically related to one of the two specialization areas of orchestral studies and music education.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Recognize and evaluate musical examples from the repertoire.
  • Show coherent and critical understanding of pedagogical concepts, principles and theories as related to specific instrumental performance and teaching.
  • Apply effective strategies and theories to address issues related to performance, instrumental, vocal, and general music education teaching practices related to one of the two specialization areas of Orchestral Studies and Music Education.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Display stage conduct and etiquette resembling a professional quality.
  • Apply appropriate stage etiquette and communication with the audience in both formal and less formal performance contexts.
  • Analyse ethical and managerial issues affecting an arts organisation.
  • Exhibit an understanding of intellectual copyright from an applied perspective in the context of the arts and entertainment milieu.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply knowledge to manage, analyse, classify, and interpret scholarly texts.
  • Formulate scholarly arguments based on the effective utilization of scholarly sources.
  • Display accurate referencing styles within short research examples.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Perform simple harmonic and form analysis in written and spoken formats.
  • Interact musically with other singers and or instrumentalists proficiently and appropriately.
  • Participate effectively within a group context such as one of the two specialization areas of orchestral studies and music education.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Illustrate pedagogical experience in instrumental tuition of pupils.
  • Express an adequate understanding of relevant stylistic knowledge and insight in performance.
  • Display the ability to recognize musical examples from the repertoire.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Illustrate a broad understanding of the financial and accounting objectives identified for general management.
  • Apply marketing theories and concepts to develop audiences, promote the nonprofit arts as a valuable social sector, and develop marketing plans and strategies; from institutional, government and individual donors.
  • Develop effective fundraising strategies and tools to raise funds from institutional, government and individual donors. 
    		•

    INTERNATIONAL COMPARABILITY 
    Countries: United States of America
    Qualification title: Performer Diploma, Orchestral Studies
    Institution: Indiana University (Jacobs School of Music)
    Duration: Four semesters

    Entry requirements:
    High school diploma or (GED)
    Or
    Three-year Diploma /Degree

    Qualification structure:
    Compulsory Modules
  • Performance Study compares with Performance Studies.
  • Major Ensemble, with Orchestral Studies and Ensemble.
  • Chamber Ensemble, compares with Orchestral Studies and Ensemble
  • Music Courses

    Purpose:
    Most programs at the Jacobs School of Music require learners to participate in ensembles as part of their academic programs.
    This gives learners valuable experience, both in performing and in working with others. The diversity of ensemble offerings enables learners to encounter an expansive range of musical styles and genres.

    Similarities:
    The Indiana University (IU) qualification and the South African (SA) qualification both specialise in Orchestral Studies.
    Both the IU qualification and the SA qualification share similar modules such as chamber ensemble, orchestral studies, and performance studies.
    The SA qualification aims to prepare the learner for a broad spectrum of teaching responsibilities and related musical practices, similarly, the IU qualification provides learners with valuable experience in both performing and working with others thereby teaching and learning from each other.

    Differences:
    The IU qualification is an undergraduate qualification that covers four semesters (two years), while the SA qualification covers two semesters (one year).

    Countries: Singapore
    Institutions: Nyang Technological University (National Institute of Education)
    Qualification title: Advanced Diploma in Primary Music Education
    Entry requirements:
    Diploma in Education Music Teaching
    Or
    Completion of stand-alone In-Service courses

    Qualification structure
    Purpose:
    The qualification apprises music teachers of the current thinking and practice in Music and Music Education and provides opportunities for teachers to reflect on and re-examine their classroom practices it also enables teachers to develop competencies in the evaluation and planning of effective music curricula and qualifications in their schools.

    This qualification will:
  • provide teachers with a framework of knowledge and skills in music that will be useful in their role as a classroom teacher as well as practitioners.
  • apprise music teachers of current thinking and practice in music and music education that will provide opportunities for teachers to reflect on and re-examine their classroom practices.
  • enable teachers to develop competencies in the evaluation and planning of effective music curricula and qualifications in their schools.

    Modules:
  • Music Theory for a Multi-Cultural Music Curriculum.
  • Teaching and Learning of World Music.
  • Playing and conducting.
  • ICT and classroom music practices, compares with Music Education and Practice.
  • Performance Studies, compares with Performance Studies.
  • Theory and Practice of Music Education, compares with Applied Music Theory.

    Similarities:
    The Nyang Technological University (NTU) and the South African (SA) qualification share similar content with modules such as theories and practices of music education, music education and practice as well as more general music modules.
    Both the NTU qualification and the SA qualification accept learners in their studies who have obtained a diploma in music.
    Both qualifications aim at preparing learners for both positions in orchestras and ensembles as well as instrument-related teaching positions. The NTU qualification also provides learners with a framework of knowledge and skills in music that will be useful in their role as a classroom teacher as well as practitioners.

    Difference:
    The NTU differs from the SA qualification in respect to the content and approach to the more general music modules. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Advanced Diploma in Music Performance, NQF Level 7.
  • Bachelor of Arts in Sound and Music Technology, NQF Level 7.
  • Bachelor of Music in Education, NQF Level 7.
  • Bachelor of Music in Musicology, NQF Level 7.

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

    Diagonal Articulation
    Diagonal articulation options are not available. 
    		•

    MODERATION OPTIONS 
    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.
     
    1. University of the Free State 


    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.