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: 

Master of Music in Musicology 
SAQA QUAL ID QUALIFICATION TITLE
96534  Master 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
Master's Degree  Field 02 - Culture and Arts  Music 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  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   2031-06-30  

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 MMus 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 a valuable contribution to society.

A second purpose of the qualification is 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.

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.
  • Read and write musical notation effectively.
  • Communicate what they have learnt logically and coherently in the medium of instruction.
  • With some guided support, take responsibility for their own progress.
  • Perform reasonably well on at least one instrument and/or voice.

    Recognition of Prior Learning (RPL):
    This qualification recognises:
  • Formal prior learning:
    Master of Music (MMus) programmes with 120 Credits only require students to have an Honours Bachelor of Music (BMus) Degree. MMus programmes with 240 Credits require students to have a first Degree (BMus) in the field/discipline. Both the Bachelor's and Honours Bachelor's levels presuppose a reasonable level of practical performance. Such students may request an exit level after at least 120 Credits and they will be awarded an Honours BMus Degree. Some students may be advised to leave the programme at Honours level.
  • Non-formal and informal prior experiential learning:
    Students may under special circumstances be given RPL 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 in the course work for this Degree. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Since the MMus degree contains course work, the qualification could be awarded in part through the recognition of prior learning (RPL). This will not apply to the dissertation or mini-dissertation. The University is investigating RPL policy, which will be debated by Faculties and Senate. 

    EXIT LEVEL OUTCOMES 
    Critical cross-field:
    All critical cross-field outcomes will be embedded appropriately in the modules or papers which constitute the course work component of the programme leading up to the qualification, including (in the case of the performance option) the required recitals on a musical instrument. These outcomes will be assessed within the context of the programmes. The distance education context has particular challenges, which we try to meet below.

    1. The Master of Music (MMus) graduate can identify, analyse, formulate, and solve musicological problems creatively and responsibly.
    2. The MMus graduate can work effectively with others as a member of a team, group, organization, community, and contribute to the group output.
    3. The MMus graduate can manage and organize her or his activities and life responsibly and effectively, including her or his studies and career.
    4. The MMus graduate can collect, analyse, organize and critically evaluate information.
    5. The MMus graduate can communicate effectively using musical, visual, audio-visual and/or language skills in the modes of oral, practical and/or written presentation, in sustained discourse.
    6. The MMus 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 MMus 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 MMus graduate can reflect on and explore a variety of strategies to learn more effectively.
    2. The MMus graduate can participate as a responsible citizen in the life of local, national and global communities.
    3. The MMus graduate can be culturally and aesthetically sensitive across a range of social contexts.
    4. The MMus 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 MMus graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    Specific:
    An MMus student is actively engaged in becoming a specialist in the fields traditionally associated with music and musicology. 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 MMus graduate can analyse, transform and evaluate existing musicological knowledge by systematically applying the principles of sound research practices.
    2. The MMus graduate can engage in advanced independent critical thinking and apply his/her knowledge of methodology and theory in creative problem solving, when applicable within an interdisciplinary context, thereby showing potential to make a contribution to the musicological discipline.
    3. The MMus graduate can communicate effectively the defined area of research within the discipline of musicology, and the results of that research.
    4. The MMus graduate can display advanced technical knowledge in an area of musicological research or within an interdisciplinary context.
    5. In the performance option, the MMus graduate can demonstrate the ability to interpret and perform music with insight into the relevant performing practice at an advanced musical level. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical Cross-field:
    Evidence generated through written assignments (and in some cases a research article and in others public recitals) and examinations will show that graduates:
    1.
  • Identify, analyse and solve advanced 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 complex musicological problems by generating alternative strategies for dealing with those problems.
  • Critically evaluate at an advanced level 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 a professional manner, thereby providing evidence of successful interaction with others.

    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 appropriate 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.
  • Use conventions and guidelines to their academic and personal purposes.
  • Critically analyse theories, examples, academic viewpoints, etc.
  • Argue appropriately within the relevant discourse community.
  • In the performance option, demonstrate 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.
  • Generate and evaluate conclusions and premises in arguments.
  • Follow the language and musical notation 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.

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

    7.
  • Draw upon their prior knowledge (personal and abstract), and personal experience as appropriate at a sophisticated level when investigating and analysing the world around them.
  • Look beyond and across traditional disciplinary boundaries for possible solutions.
  • Follow an integrated and sophisticated approach to learning and studying.
  • Demonstrate comprehensive knowledge of the field/discipline

    Developmental:
    1.
  • Use help-seeking strategies to further their own research and that of others.
  • Apply what they research in different contexts, both personal and public, real and simulated.
  • Show evidence of effective research methodologies.

    2.
  • Value diversity and the opinions of others.
  • 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.
  • Value cultural (and in particular, musical) diversity at an advanced level.
  • Where appropriate to the particular research project and/or 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.)
  • Contribute towards the aesthetic and cultural advancement of society.

    4.
  • illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the MMus and those of the community at large (local and global).
  • Make connections at a sophisticated level from theoretical knowledge to practical application in the real world.
  • Use 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 MMus dissertation or practical performance (critical thinking, problem-solving, etc.).
  • Demonstrate a work ethic, for example, by meeting multiple deadlines, working diligently with a fair degree of independence / self-responsibility.

    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 MMus curriculum.
  • Deal with complex situations with flexibility and adaptability.

    Specific:

    Evidence generated through research projects, written assignments, examinations, public recitals and a dissertation of limited scope will show that graduates can:
    1.
  • Provide an autonomous and coherent review and integration of recent, significant and/or major musicological literature.
  • Clearly demarcate the scope of the research and isolate relevant issues.
  • Formulate advanced and autonomous responses to resolve complex concrete and abstract problems.
  • Demonstrate that he/she is thoroughly conversant with the research methods relevant to the area of research.
  • Document the problem statement and aims and objectives, the research design or plan, modus operandi, results and conclusions in an academically respectable and acceptable manner.
  • Show that he/she has the ability to analyse complex data independently.
  • Demonstrate the ability to apply theory to practice.

    2.
  • Analyse and synthesize variable, complex and specialized information to show its relevance to the area of research and/or practical performance.
  • Independently report on and evaluate information within the area of research and/or practical performance.
  • Develop a logical argument.
  • Demonstrate an understanding of the relevant argument.
  • Show critical acumen.
  • Show independence and insight.

    3.
  • Present material clearly and systematically.
  • Argue logically.
  • Communicate using style and presentation acceptable in the discipline of musicology.
  • Provide a good critical survey of the material.

    4.
  • Show his/her ability to document research with complete accuracy.
  • Use a systematic and consistent approach to technical issues such as layout of the dissertation or other required project.
  • In the performance option, demonstrate an advanced level of musicianship as well as knowledge of relevant performing practice(s).

    5.
  • Present musical recitals in public in a variety of styles that are representative of the chosen instrument or voice.
  • Perform the chosen literature in public recitals with insight into the relevant performing practice(s).
  • Perform at an advanced level of musical competence.

    Integrated Assessment:
    1. Formative assessment: Learning and assessment are integrated. The formative assessment is a continuous and personal process of interaction between the lecturer and the student. It 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.
    2. Summative assessment: For a tutored Master's, students will write examinations and produce a dissertation of limited extent. Equivalent assessment such as a portfolio of evidence could 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. In the performance option summative assessment will include focusing on the integration of skills and knowledge in the presentation of musical recitals.
    3. 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. Students have a number of options for further study upon completion of the MMus For example, students may proceed to doctoral study or study towards a postgraduate diploma or certificate with a more professional orientation. 

    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 modules. At least one external examiner is also appointed to examine Master of Music (MMus) dissertations and mini-dissertations.
    3. In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    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 Master of Music (MMus). The minimum requirement for appointment as a lecturer or external marker at UNISA is an Honours Degree and appropriate experience but for tutoring at MMus level the lecturer will be required to possess at least a Master's Degree. In the case of workplace assessment, appropriate professional criteria will be drawn up for each programme. 

    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.