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 THAT HAS PASSED THE END DATE: 

Bachelor of Musicology Honours 
SAQA QUAL ID QUALIFICATION TITLE
5385  Bachelor of Musicology Honours 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  Field 02 - Culture and Arts  Music 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2028-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
109145  Bachelor of Musicology Honours  Not Applicable  NQF Level 08  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of the qualification is to provide (Hons BMus) graduates with the knowledge, specific skills and applied competence relating to musical scholarship, teaching and/or performance in such a way as to provide opportunities for continued personal intellectual growth, gainful economic activity and valuable contributions to society.

A second purpose of the qualification is to provide South Africa (and other countries) with graduates in a number of learning fields in order to ensure that the musicological leadership base of innovative and knowledge-based economic and scholarly activity is widened.

A third purpose of the qualification is to provide South Africa (and other countries) with people who can understand the constructive role they need to play as intellectual leaders in their society and who are empowered to play that role. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • learn from written as well as aural (musical) material;
  • communicate what they have learnt coherently and logically in the medium of instruction;
  • take responsibility for their own progress.


    Recognition of prior learning:

    This qualification recognises:
  • formal prior learning

    The (Hons) BMus programme expects students to have majored in the field/discipline in which they register for Honours.
  • non-formal and informal prior experiential learning

    Students may be given RPL for individual modules if they can produce a portfolio of evidence or undergo any other recognised means of assessment that shows that they meet the outcomes and associated assessment criteria specified for that module. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification is an optional exit level to the MMus degree. It will not normally be awarded as a whole through the recognition of prior learning (RPL). 

    EXIT LEVEL OUTCOMES 
    Critical cross-field:

    All critical cross-field outcomes will be embedded appropriately in the modules, which constitute the programmes that lead up to the qualification. They will be assessed within the context of the programmes. The distance education context has particular challenges, which we try to meet below.

    1. The (Hons) BMus graduate can identify, analyse, formulate, and solve musicology problems creatively and responsibly.

    2. The (Hons) BMus graduate can work effectively with others as a member of a team, group, organization, community, and contribute to the group output.
    3. The (Hons) BMus graduate can manage and organize her or his activities and life responsibly and effectively, including her or his studies and career.

    4. The (Hons) BMus graduate can collect, analyse, organize and critically evaluate information.

    5. The (Hons) BMus graduate can communicate effectively using visual, mathematical and/ or language skills in the modes of oral and/ or written presentation, in sustained discourse.

    6. The (Hons) BMus graduate can use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global contexts.

    7. The (Hons) BMus graduate can demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.


    Developmental:

    In order to contribute to the full personal development of each learners and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

    1. The (Hons) BMus graduate can reflect on and explore a variety of strategies to learn more effectively.

    2. The (Hons) BMus graduate can participate as a responsible citizen in the life of local, national and global communities.

    3. The (Hons) BMus graduate can be culturally and aesthetically sensitive across a range of social contexts.

    4. The (Hons) BMus graduate can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    5. The (Hons) BMus graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.


    Specific:

    A (Hons) BMus student is actively engaged in becoming a well-rounded, educated person and in preparing for further, more specific study or the work environment. As such she or he develops and holds certain values and integrates knowledge and skills to achieve her or his purposes. The specific outcomes show how knowledge, skills and values are integrated in the qualification in the SAQA field of Culture and Arts (02).

    1. The BMus (Hons) graduate can engage in critical thinking and problem solving in studying topics of a complex and specialized nature in the discipline of musicology.

    2. The BMus (Hons) graduate can display systematic knowledge of the scope of the musicological discipline and demonstrate a confident and scientifically founded understanding of its methodological and theoretical foundations.

    3. The BMus (Hons) graduate can conduct research in the field of musicology.

    4. The BMus (Hons) graduate can display professional skills required in the field of musicology. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical cross-field:

    Evidence generated in the form of tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies and examinations, will show that graduates:

    1.
  • identify, analyse and solve significant musicological problems by drawing on their own experience.
  • identify, analyse and solve concrete and abstract complex musicological problems by drawing on theoretical knowledge and experiential base of individual and related disciplines within the field of culture and arts.
  • solve significant musicological problems by generating alternative strategies for dealing with those problems.
  • critically evaluate viewpoints on music and compare them to their own views.
  • offer evidence in a variety of ways in support of their original views.

    2.
  • demonstrate respect for the opinion of others through (written and/or oral) reporting without bias.
  • demonstrate tolerance of diversity through (written and/or oral) reporting without bias.
  • use effective communication skills within the group.
  • lead people effectively (where appropriate, also within the context of a musical performance).
  • are supportive followers and active group participants (where appropriate, also within the context of a musical performance).
  • in the performance option, publicly perform ensemble music in an effective manner.

    3.
  • demonstrate the requisite study skills and research strategies.
  • organize their research plans.
  • use creative and various learning strategies to suit their personal situations and contexts.
  • think independently and in original ways.
  • in the performance option, make appropriate arrangements for recitals.

    4.
  • demonstrate increasingly competent research skills.
  • use library and other research resources effectively to suit the needs of the particular areas of their research.
  • integrate information effectively from a variety of sources.
  • use the conventions of musicological scholarship.
  • follow of relevant conventions and guidelines for their academic and personal purposes.
  • critically analyse theories, examples, academic viewpoints, etc.
  • argue appropriately within the relevant discourse community.
  • in the performance option, demonstrate some practical knowledge of appropriate performing practice.

    5.
  • develop appropriate interpretations of musical compositions, drawing on knowledge of performing practice where necessary.
  • communicate their ideas effectively and provide supporting evidence in a sustained manner.
  • evaluate/generate conclusions and premises in academic arguments in a sophisticated manner.
  • follow the language conventions of written (and/or oral) use in the disciplines of musicology.
  • use statistics appropriately and responsibly in support of their research.
  • create and use visual and auditory material appropriately to support their research.
  • recognise own communication limitations and problems and seek help appropriately.
  • identify and illustrate music-specific jargon.
  • see, describe and interpret what they come across in appropriate ways.
  • use language to analyse, evaluate and critique the musical ideas and theories of others.
  • read and write musical notation effectively.

    6.
  • demonstrate an appropriate degree of responsibility towards musicological scholarship and technology.
  • use scientific methods of investigation, testing and evaluation in the field of music/musicology (see number 1).
  • use technology (synthesizers, audio-mix, computers, etc.) if appropriate in the research project and/or practical performance.
  • demonstrate a degree of consideration of the ethics involved in the musical preference and choice of individuals, groups, communities and societies.
  • show a degree of respect and openness towards the psychological, health and physical environment of others through the medium of music.

    7.
  • demonstrate their prior knowledge and experience of their individual situations.
  • connect the abstract knowledge of theory to the reality of their individual personal contexts.
  • draw upon their prior knowledge (personal and abstract), and personal experience as appropriate when investigating and analysing the world around them.
  • look beyond and across traditional disciplinary boundaries for possible solutions.
  • follow an integrated approach to learning and studying.


    Developmental:

    1.
  • use a range of learning strategies, including research.
  • use help-seeking strategies to further their own research and that of others.
  • apply what they learn and research in different contexts, both personal and public, real and simulated.
  • show evidence of effective learning and research methodologies.

    2.
  • value diversity and others' opinions.
  • demonstrate willingness to take considered/informed risks.
  • apply what they know and study in culturally diverse contexts.
  • apply what they know and study at different levels, from personal to academic and/or performance contexts.

    3.
  • contribute to the cultural and aesthetic development of the community.
  • show appreciation of cultural and aesthetic (and in particular, musical) diversity.
  • where appropriate (including the performance recital), use various skills to draw out the cultural (especially musical) accomplishments and contexts of others (e.g., listening skills, empathy, sympathy, open-mindedness, etc.).

    4.
  • illustrate the relationship between the knowledge, skills and attitudes acquired in studying the required modules or papers and those of the community at large (local and global).
  • make connections from theoretical knowledge to practical application in the real world.
  • identify the research skills in musicology which are highly valued in the workplace, across the disciplines and sectors of society.
  • use the skills required for efficiency in music-related professional situations: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy, and interpersonal sensitivity.
  • deal effectively with unknown problems and tasks set them on the job, in the real world, by drawing upon the skills derived from doing research for the required article or practical performance (critical thinking, problem-solving, etc.).
  • demonstrate a work ethic.

    5.
  • create job opportunities in whatever situation they find themselves.
  • have a realistic view of their own worth and value to contribute to their local community and global society.
  • demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the (Hons) BMus curriculum.
  • deal with various unknown situations with flexibility and adaptability.


    Specific:

    Evidence generated through research projects, written assignments, examinations, public recitals and an article will show that graduates can:

    1.
  • identify significant problems and problem-areas in the field of musicology.
  • describe and analyse the main issues involved.
  • understand the relevant arguments.
  • take an academically reasoned position on such issues.

    2.
  • review and integrate the most important literature (both books and journals), and where necessary conduct independent searches for sources.
  • contextualize problems related, where relevant, to the field of musicology.
  • take cognisance of divergent viewpoints and critically evaluate their relative merits.
  • formulate sustained and coherent arguments in response to a variety of discipline-related issues.
  • in the performance option, present a public recital showing insight into appropriate performing practice.

    3.
  • collect, organize and evaluate information relevant to the field of musicology (e.g., critical study of representative secondary literature).
  • document problems and select appropriate methods to be followed in attempting to generate solutions.
  • apply theories and models to collected data.
  • make reasoned theoretical judgements.

    4.
  • use resources such as the relevant journals, specialist bibliographies and websites.
  • use accepted research methods and musicological academic conventions in structuring and presenting an argument.
  • demarcate the scope of research, for a limited project (such as an article), under supervision.
  • contextualize the research topic within an existing field of discourse and literature.
  • in the performance option, demonstrate an advanced level of musicianship as well as knowledge of relevant performing practice(s).


    Integrated assessment:
  • Formative assessment: Learning and assessment are integrated. The study guides contain self-assessment tasks with feedback. The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.
  • Summative assessment: Examinations, or equivalent assessment such as a public recital (for the performance option) or a research article assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.
  • Integrated assessment: All assessment will integrate knowledge, skills and attitudes and applied competence. 
    		•

    INTERNATIONAL COMPARABILITY 
    UNISA forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly; for example, UNISA's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook. 

    ARTICULATION OPTIONS 
    1. The qualification will articulate with those of other tertiary institutions and with other qualifications. For example, recognition will be given to modules completed at other tertiary institutions and the relationship will be reciprocal.

    2. The (Hons) BMus is an exit qualification for those students who are unable to continue with the MMus. 

    MODERATION OPTIONS 
    1. Within UNISA, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

    2. In addition, external examiners act as moderators of examination papers and marked scripts for UNISA Honours modules. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. Our own staff will be used as assessors in a manner that fits into the quality management system of UNISA and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons. A system of workplace assessment might be initiated for some learning programmes leading to the (Hons) BMus.

    2. The quality management system:
  • Qualifications: The minimum requirement for appointment as a lecturer or external marker at UNISA is an Honours degree and appropriate experience. Where possible, lecturers involved in Honours programmes should themselves hold at least a Master's qualification. In the case of workplace assessment, appropriate professional criteria will be drawn up for each programme.
  • Mentorship: All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.
  • Training: All new members of staff undergo an orientation session with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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 South Africa 


    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.