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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Music in Musicology 
SAQA QUAL ID QUALIFICATION TITLE
96473  Bachelor of Music in Musicology 
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
National First Degree  Field 02 - Culture and Arts  Music 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of the qualification is to provide qualifiers with graduate-level knowledge, professional skills and applied competence relating to music scholarship, musical teaching and/or performance, in such a way as to provide continued personal intellectual growth, gainful economic activity and a valuable contribution to society.

Secondary purposes of the qualification are:
  • To provide South Africa (and other countries) with graduates in the field of culture and arts in order to ensure that the musicological leadership base of innovative and knowledge-based economic and scholarly activity is widened.
  • To provide South Africa (and other countries) with people who have aesthetic, cultural and historical insights into music as a social phenomenon and communicative medium, and hence can understand the constructive role they need to play as intellectual leaders in their society and 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 comprehensibly in the medium of instruction.
  • With guided support, take responsibility for their own progress.

    Recognition of Prior Learning (RPL):

    This qualification recognises:
  • Formal prior learning:
    Students' prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised. Further, students who want to register for the BMus are advised to have passed one of the following:
  • Music at matriculation level or equivalent.
  • Theory of Music (UNISA Grade III) and Practical Music (preferably UNISA Grade VII); or an equivalent standard.

    Students in possession of a Senior Certificate may register for UNISA's access modules (Language and Learning Skills: LSK011-9 and Thinking Skills: TSK011-U). They may also register for one access module and two first-year modules to gain access. Once the students have passed these access modules, they may register for the Bachelor of Music (BMus).
  • Non-formal and informal prior experiential learning.

    The law currently requires students to have formal qualifications for admission to university. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may not be awarded unless the student is in possession of a Practical Licentiate in Practical Music (Teacher's or Performer's) from UNISA or another recognised institution. This Practical Licentiate is regarded, as an integral part of the degree as it covers the practical component in music with the Department of Musicology in UNISA does not offer.

    The qualification may be awarded in part or as a whole through the Recognition of Prior Learning (RPL). Current legislation requires that students complete 50% of their qualification at the institution which issues the certification, so for now up to 50% of the degree may be awarded through RPL. When it is legally possible to award a whole degree through RPL, this we shall do. Students may be given RPL for individual modules if they can produce a portfolio of evidence showing that they meet the outcomes and associated assessment criteria specified for that module. 

    EXIT LEVEL OUTCOMES 
    Critical Cross-field:
    All critical cross-field outcomes will be embedded appropriately in the modules, which constitute the two majors (Composition Theory and History of Music) and other subjects of the programme for this degree, as well as the Licentiate in Practical Music, which is a mandatory qualification before the degree may be conferred. These outcomes will be assessed within the context of the BMus programme. The distance education context has particular challenges, which we try to meet below.

    1. The Bachelor of Music (BMus) graduate can identify, analyse, formulate and solve convergent and divergent musicological problems of professional, individual and societal kinds, creatively and innovatively.
    2. The BMus graduate can work effectively with others as a member of a team, group, organization, community, and contribute to the group output in tasks growing out of the field of culture and arts in the fields traditionally associated with the disciplines of music and musicology.
    3. The BMus graduate can manage and organize his or her activities and life responsibly and effectively, including his or her studies within the distance-teaching context.
    4. The BMus graduate can collect, analyse, organize and critically evaluate information, as required in the pursuit of the Music profession.
    5. The BMus graduate can communicate effectively using musical, visual, audio-visual and/or language skills in the modes of oral and/or written presentation.
    6. The 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, through the medium of music.
    7. The BMus graduate can demonstrate an understanding of the world as a set of related systems by recognizing that musicological problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the musicological profession in the local and broader community.

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

    1. The BMus graduate can reflect on and explore a variety of strategies to learn more effectively (see Critical Outcomes 3 and 5 above).
    2. The BMus graduate can participate as a responsible citizen in the life of local, national and global communities (also see Critical Outcome 2 above).
    3. The BMus graduate can be culturally and aesthetically sensitive across a range of cultural and social contexts (see Critical Outcomes 2 and 7).
    4. The BMus graduate can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes above).
    5. The BMus graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes, plus 4 above).

    Specific:
    The BMus student is actively engaged in becoming a well-rounded, educated, musically-informed and skilled person, and in preparing for employment in professions related to musicology, for example musical teacher, musicians, composers, etc. As such he or she develops and holds certain values, integrating musical knowledge and skills to achieve his or her purpose. The specific outcomes show how knowledge, skills and values are integrated in the qualification in the South African Qualification Authority (SAQA) fields of Culture and Arts (02).

    1. The BMus graduate as a professional expert in music can engage in critical, creative and artistic thinking.
    2. The BMus graduate can think contextually; i.e. reflect on learning from practical experience and academic disciplines in relation to political, social, cultural, technological and economic realities, influencing music locally and globally.
    3. The BMus graduate can deal with problems in the management, composition, performance, evaluation and teaching of a wide variety of music.
    4. The BMus graduate can engage with music both theoretically and practically, and to a lesser extent engage with art, literature and the humanities in general and improve quality of life by involving music in appropriate ways.
    5. The BMus graduate from a musicological angle, can identify, describe and evaluate musicological problems and solutions related to cultural diversity in South African and in global society.
    6. The BMus graduate can relate and assess knowledge and its contribution to developing different musicological genres within a culturally diverse society.
    7. The BMus graduate is able as a leader in musical education, composition evaluation and management, to advocate the role of music in society.
    8. The BMus graduate can use and apply academic literacy to respond to and interact with developing musicological trends and needs in society.
    9. The BMus graduate can arrive at an informed assessment in terms of what happens to human knowledge in new, technological contexts in the field of musicology.
    10. The BMus graduate can use appropriate research methodologies to access knowledge in musicological disciplines and related fields.
    11. The BMus graduate can demonstrate interpersonal skills in all situations involving music.
    12. The BMus graduate can demonstrate a sensitivity to attitudes and values relevant to a just and democratic musical environment in society.
    13. The BMus graduate can participate in creating and sustaining a just and democratic environment in society.
    14. The BMus graduate can practise the ethics pertinent to the musical profession. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical Cross-field:
    In the form of tasks in study material, written assignments (and in some cases portfolio tasks, projects and case studies) and examinations, learners will be assessed on their ability to:
    1.
  • Identify, analyse and solve musicological problems by drawing on their own experience.
  • Identify, analyse and solve concrete and abstract musicological problems by drawing on the theoretical knowledge and experiential base of individual and related disciplines within the field of culture and arts.
  • Identify, analyse and solve musicological problems in a variety of routine and non-routine contexts within the broad parameters of the Humanities.
  • Solve musicological problems by generating alternative strategies for dealing with those problems.
  • Critically evaluate various viewpoints on music and compare them to their own views.
  • Offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc.) to support their stated views.

    2.
  • Show evidence of social skills (tolerance, empathy, listening skills, etc.) in group situations.
  • 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.
  • Undertake musical projects and provide evidence of successful interaction with others.
  • Use effective communication skills within the group.
  • Lead people effectively.
  • Be a supportive follower and an active group participant.
  • Organize themselves and others into effective working groups.
  • Communicate the evidence of these group interactions through (written and/or oral) reporting.
  • Participating in musical groups.

    3.
  • Demonstrate the requisite study skills and learning strategies.
  • Organize their study plans.
  • Use creative and various learning strategies which suit their personal situations and contexts.
  • Think independently, and offer evidence to support their decisions.
  • Assess their own strengths and weaknesses and develop coping strategies.
    NOTE: These outcomes and assessment criteria may be entry competences for many distance learners who are already working in the job market and have definite goals.

    4.
  • Demonstrate basic research skills.
  • Use library and other resources effectively to suit their individual needs.
  • Use library and other resources effectively to suit the needs of the particular areas of research.
  • Integrate information from a variety of sources.
  • Act responsibly as a researcher and scholar (e.g., appropriate referencing, avoiding plagiarism, etc).
  • Show awareness of the conventions of scholarship in the disciplines of musicology.
  • Demonstrate awareness of relevant conventions and guidelines to their academic and personal purposes.
  • Critically analyse theories, examples, experiences, etc.
  • Argue appropriately within the relevant discourse community.

    5.
  • Develop their own interpretation of composed musical pieces.
  • Communicate their ideas and provide supporting evidence in a sustained manner.
  • Responsibly use the ideas of others in support of their own (without plagiarism, etc.).
  • Identify conclusions and premises in academic arguments.
  • Follow the language conventions of written (and/or oral) use in the disciplines of musicology.
  • Use appropriate models of organization and presentation as required in the music profession.
  • Use statistics appropriately and responsibly in support of their ideas.
  • Create and use visual and auditory material appropriately to support their ideas.
  • 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.
  • Assist others to speak for themselves on musicological matters.
  • Use language to analyse, evaluate and critique the musical ideas of others.
  • Read and write musical notation effectively.

    6.
  • Demonstrate a responsible attitude towards musicological scholarship and technology.
  • Use scientific methods of investigation, testing and evaluation in the field of music (see number 1).
  • Select the appropriate musicological technology to suit the needs of the individual or group.
  • Use technology (synthesizers, audio-mix, computers, etc.) where appropriate in musicology.
  • Show respect for and a responsible attitude towards science and technology in the field of music.
  • Demonstrate a consideration of the ethics involved in the musical preference and choice of individuals, groups, communities and societies.
  • Show 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.?
  • Choose and follow appropriate pathways.
    NOTE: Some Foundation Courses overtly teach and practise these skills.

    Developmental:
    1.
  • Learn by means other than rote-learning.
  • Explain what they know in their own words.
  • Follow academic conventions regarding referencing and avoid plagiarism.
  • Use help-seeking strategies to further their own learning and that of others.
  • Apply what they study in different contexts, both personal and public, real and simulated.
  • Display awareness of their own learning preferences and use strategies to suit their needs.
  • Show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).

    2.
  • Display tolerance of diversity and other opinions.
  • Show willingness to participate in groups.
  • 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 contexts.

    3.
  • Show awareness of cultural (and in particular, musical) diversity.
  • Demonstrate awareness of own culture and background.
  • Demonstrate tolerance of diversity and the opinions of others.
  • Use various skills to draw out the cultural (especially musical) accomplishments and contexts of others (e.g., listening skills, empathy, sympathy, open-mindedness, etc.).
  • Illustrate the value of open-mindedness and tolerance to self and others.

    4.
  • Illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the BMus and those of the community at large (local and global).
  • Make connections from theoretical knowledge to practical application in the real world.
  • Identify the BMus skills 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 from the BMus curriculum (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 BMus qualification.
  • Deal with various unknown situations with flexibility and adaptability.

    Specific:
    In the form of tasks in study materials, written assignments (and in some cases portfolio tasks, projects and case studies) and examinations, learners will be assessed on their ability to:
    1.
  • Analyse and reflect on the theory and practice of at least two major disciplines (Composition Theory and History of Music) in the relevant field.
  • Show potential to contribute to the development of these disciplines.

    2.
  • Relate learning gained from individual and professional experience in musicology to knowledge encountered in an academic environment and vice versa.
  • Relate learning from experience and academic contexts to different contexts using present and future scenarios.
  • Explain his or her role and place in the world of music.
  • Interpret local conditions in relation to international conditions and trends in the field of music.
  • Interpret music of the past and present in relation to that of the future.
  • Reflect on personal experience and academic disciplines.
  • Make connections from personal experience to musical problems in the local and global community.

    3.
  • Identify problems in the field of culture and arts and in the disciplines of composition theory, history of music, music bibliography, performing practice and practical music.
  • Describe problems in the field of culture and arts and in the disciplines of composition theory, history of music, music bibliography, performing practice and practical music.
  • Develop solutions appropriate to these disciplines.
  • Formulate appropriate responses to resolve both concrete and abstract problems.

    4.
  • Show awareness of aspects such as culture, aesthetics and creativity.
  • Create and/or critically interpret music (within the field of culture and arts) and for personal enjoyment/enrichment.
  • Use the medium of music to create new cultural and aesthetic forms in the disciplines of music and musicology.

    5.
  • Show awareness of and interest in musical culture in South African and global society.
  • Analyse how cultural issues affect actions in authentic and simulated contexts.
  • Generate and evaluate alternative solutions.
  • Assess impacts and benefits of different solutions.

    6.
  • Assess musicological knowledge.
  • Relate musicological knowledge to its contributions to developing different cultures and civilizations.
  • Relate information from one discipline to that of others.

    7.
  • Create musical compositions at a basic level.
  • Evaluate the relative worth of music within social and cultural situations.

    8.
  • Interact with texts (aural, oral and written) through critical listening, reading and inferencing skills.
  • Apply solid interpretive knowledge of standard staff notation in analysis and basic research, sight-reading and practical performance.
  • Listen perceptively and critically to a variety of musical styles of diverse cultures.
  • Show sensitivity to and the ability to evaluate timbre, rhythm and metre, and melodic, harmonic and contrapuntal textures, and be able to distinguish among them.
  • Distinguish the appropriateness of suitable performing practice criteria.
  • Demonstrate the use of conventional harmonic and contrapuntal skills.

    9.
  • Compare knowledge from the past with new situations in musicology and related fields.
  • Assess the applicability and limitations of various types of technology for the field of culture and arts and the disciplines of music and musicology.
  • Analyse the impact of technology on society within the field of culture and arts.

    10.
  • Collect, analyse, organize and evaluate information and ideas from a variety of sources in the field of culture and arts and the disciplines of music and musicology.
  • Critically evaluate information from different sources to solve problems in the field of culture and arts.
  • Integrate information from different sources to address problems in the field of culture and arts.
  • Critically connect theories to the problems in the field of culture and arts.
  • Use theories from one or more fields to solve problems within the field of culture and arts.
  • Apply past and present knowledge to authentic and simulated scenarios.
  • Apply past and present knowledge to solve problems in future contexts.
  • Identify patterns in the field of culture and arts, both locally and globally, in order to generalize from a specific context to more universal contexts/ principles.

    11.
  • Interrelate with people in small and large group contexts.
  • Apply knowledge to provide solutions to problems that arise in a culturally diverse society, both in SA and globally.
  • Show empathy and understanding of the problems and contexts of others and contexts in authentic and simulated contexts.

    12.
  • Lobby for the freedom of musical expression and the inclusivity of varied musical styles.
  • Demonstrate support for the value of different types of music as an expression of culture.
  • Advocate the equitable treatment, funding and promotion of previously disadvantaged musical cultures.

    13.
  • Question values, knowledge and culture, both own and others.
  • Operate as a responsible individual in a culturally diverse society, locally and globally.

    14.
  • Explain the need to act professionally and ethically.
  • Take responsibility within own limits of competence.
  • Exercise judgement commensurate with knowledge and experience.
  • Be accountable for achieving own output and/ or group output.

    Integrated Assessment
  • Formative assessment: Learning and assessment are integrated, since the study material contains 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 portfolio of evidence, 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 in order to achieve the stated outcomes of a module. In some of the modules of the BMus summative assessment focuses on the student's ability to integrate theory and practice in exercises, which may include basic musical composition. 
    		•

    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 universities and other qualifications. Recognition will, for example, be given to modules completed at other tertiary institutions and the relationship will be reciprocal.
    2. Upon completion of the BMus, students may proceed with postgraduate study at Honours level at other universities or the MMus level at UNISA.
    3. Although no exit levels are in place at the moment, it is envisaged that in the future it might be possible for a learner to receive a National Certificate after completing 120 NQF Credits in a required configuration, if they wished to leave the programme at that point, and similarly a National Diploma with 240 NQF Credits in a required configuration. The configurations have not yet been decided upon, but could for example comprise, in the case of a National Certificate, six first-level modules with at least two forming the first year of a major, and at least four second-level modules, with a minimum of three of them forming the second year of a major. For a National Diploma the configuration might require further four or five third-level modules to complete the major, plus a further five or six modules at first or second level. 

    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 third-level (final-year) 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.
    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.
    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. 
    		•

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    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.