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: 

Diploma in Music 
SAQA QUAL ID QUALIFICATION TITLE
99643  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
Diploma (Min 240)  Field 02 - Culture and Arts  Music 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Not Applicable  NQF Level 06  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   2032-06-30  

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 
Purpose:
This qualification is vocational in that the competencies it teaches are applied to music performance and to the teaching of Music.

Learners will be equipped with essential skills in Music Performance, Music Education, Music Theory and Keyboard and Aural Skills. The qualification also includes Choral Directing or Repertoire and Method relating to an instrument of choice. It also provides learners with knowledge of music as situated in society.

Another aim of the qualification is to prepare learners to develop musical insight and to be able to apply the knowledge gained through this qualification in different music performance contexts, be it formal or informal, solo or ensemble. This Diploma combines professional knowledge in music teaching and music performance as well as Management and Music Technology.

The qualification, through general knowledge about music and its function in society fosters cognitive and conceptual skills which prepare learners for further Higher Education studies.

Rationale:
The qualification provides an opportunity to students who have not had access to specialised music tuition at the secondary school level to access studies in music at higher education level and for possible vertical articulation into higher NQF Levels in Music Performance This qualification has been developed for learners who have had some instrumental or vocal tuition and display musical talent, but who do not meet the admission requirements for Bachelor's Degree studies in Music.

It is further envisioned that this qualification will equip learners with the necessary competencies be a Professional Musician. This goal is supported through the provision of a solid grounding in music performance, a practical component in music education and a diverse range of other essential skills that will prepare graduates for careers as Professional Musicians.

The qualification is recognised by the South African Society of Music Teachers a professional body for music teachers that has been in existence since 1918 and holders of the qualification will have sufficient professional training to pursue a career in Music.

In addition, the qualification includes modules in Music Technology and Management, which is more typically found in qualifications that focus on contemporary music, but which offer exposure to the differentiated South African employment market. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Recognition of Prior Learning will be granted irrespective of the context of the learning experience, provided that the prior learning can be assessed against the outcomes of the modules in this qualification.

RPL recognises what a person has already learnt from:
  • Formal, accredited, certified learning.
  • Non-formal learning (work experience in a company or industry, or with experts in the field); and informal learning (life experience, e.g. Community work or hobbies).

    RPL may be used to grant access to the qualification to learners who do not meet the minimum entry requirements and/or to grant exemptions from modules.

    Entry Requirements:
    The minimum entrance requirements for this qualification are:
  • Senior Certificate (SC).
    Or
  • National Senior Certificate (NSC) granting access to Diploma studies.
    Or
  • National Certificate Vocational (NCV), Level 4 granting access to Diploma studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules and elective modules at Levels 5 and 6, totalling 240 Credits.

    Compulsory Modules, Level 5, 104 Credits:
  • Performance Studies 1, 20 Credits.
  • Basic Keyboard Skills, 12 Credits.
  • Aural Skills 1, 8 Credits.
  • Music Education and Practice 1, 8 Credits.
  • Music Education and Practice 2, 8 Credits.
  • Arts Management, 16 Credits.
  • Music and Society 1, 8 Credits.
  • Music and Society 2, 8 Credits.
  • Music Theory 1, 16 Credits.

    Compulsory Modules, Level 6, 104 Credits:
  • Performance Studies 2, 20 Credits.
  • Basic Keyboard Skills 2, 12 Credits.
  • Aural Skills 2, 6 Credits.
  • Music Education and Practice 3, 8 Credits.
  • Music Education and Practice 4, 8 Credits.
  • Music Technology, 16 Credits.
  • Music and Society 3, 8 Credits.
  • Music and Society 4, 8 Credits.
  • Music Theory 2, 16 Credits.

    Elective Modules, Level 5 (Learners must choose one option):
  • Choral Directing 1, 8 Credits.
  • Choral Directing 2, 8 Credits.
    Or
  • Introduction to Repertoire and Method 1, 8 Credits.
  • Introduction to Repertoire and Method 1, 8 Credits.

    Elective Modules, Level 6 (Learners must choose according to the choice made for Level 5):
  • Choral Directing 3, 8 Credits.
  • Choral Directing 4, 8 Credits.
    Or
  • Repertoire and Method 3, 8 Credits.
  • Repertoire and Method 4, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Use both the artistic and technical commands in music to actively engage with musical repertoire so as to demonstrate proficiency in both instrument and vocal performance.
    2. Design and implement a music programme for young learners.
    3. Demonstrate detailed knowledge of the different genres and styles in Music, including examples from the Western Art Repertoire, as well as Folk, Jazz, Rock, Pop and Rap Music.
    4. Demonstrate how technology is used by Musicians within the Music Industry and Music Education.
    5. Demonstrate the ability to sight-read notated music on a keyboard instrument. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Meet the technical requirements for musical expression and performance at the expected level.
  • Demonstrate an understanding of the relevant stylistic knowledge and insight in performance appropriate to the level of the repertoire presented.
  • Interpret music notation symbols convincingly within performance.
  • Apply appropriate stage etiquette and communication with the audience in both formal and less formal performance contexts.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Understand the developmental approaches used in the implementation of a Music Education programme for young children.
  • Construct and implement a holistically orientated music programme that consists of movement and dance, song, music ensemble play activities and creative activities.
  • Accommodate culture differences and special needs when teaching music to young children.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Provide a framework for examining different music styles which embody specific social and cultural values and meanings.
  • Identify a range of different musical works according to style and genre.
  • Contextualise musical works in terms of specific socio-historical or political settings.
  • Read musical texts as the embodiment of specific cultural values and meanings.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Use computer programmes in a multi-media, music and audio environment.
  • Use notation programmes to create, edit and produce basic scores and to integrate these within other programmes.
  • Perform stereo audio editing to create and produce a work using a rudimentary audio editing programme.
  • Create works using various aspects of technology in music such as notation, presentations and stereo sound editing.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Perform intervals, scales and chord progressions involving primary chords, arpeggios and technical exercises in different keys.
  • Sight-read rhythmic and pitch patterns on a keyboard instrument.
  • Transpose selected keyboard patterns in a range of keys.
  • Perform chord progressions involving primary and secondary chords.

    Integrated Assessment:
    Formative and summative assessment will be applied and will use a variety of assessment methods to assess applied competence.

    In performance studies modules, learners will be exposed to a programme of repertoire at the appropriate level for each semester; this programme is assessed by an examination panel in order to award the examination mark (one summative assessment). Formative assessment is conducted when marks are awarded by the Lecturer and other staff members for technical skill and progress. There are a number of formative tests for each performance studies module. Basic Keyboard Skills and Aural Skills are similarly assessed through two practical tests (formative) and one examination (summative).

    Music Education Practice will be assessed formatively through five practical presentations, one assignment and two tests. There is one summative examination. The second semester in this subject is assessed formatively through teaching observations and the assessment of lesson plans and reflections on teaching practice, and summatively through an evaluation of teaching practice. Arts Management will be assessed continuously as it is presented as a series of sixteen related units, each with its associated assignment.

    In the Music and Society modules, about two written assignments will be assessed per semester. These, as well as one conventional test per semester (information to be memorised), will form the basis of formative feedback and contribute to the predicate mark for the modules, while the examination (summative) may take the format of one closed-book examination, an open-book examination, or an assignment examination according to the Lecturer's preference and the outcomes of the module.

    Repertoire and Method will be assessed in an applied manner, predominantly through oral tests and class presentations there will be at least two formative assessments per semester and one summative examination. Choral direction will be assessed through four evaluations of conducting technique and two evaluations of prepared scores per semester, and summative through one practical examination. 
    		•

    INTERNATIONAL COMPARABILITY 
    The structure of this qualification is similar to the Diploma of Music offered at the University of Sydney. The tuition entails both individual instrumental tuition which is supplemented with aural training, harmony and analysis (equivalent to our music theory) and ensemble work. This qualification is performance-focused which endeavours to provide well-balanced vocational training in preparation for a variety of Music professions.

    The Royal Irish Academy of Music (RAIM) offers a Diploma in Music Teaching and Performance as well.

    The Diploma in Music (Teaching and Performance) is a qualification designed to:
  • Train learners as instrumental or vocal teachers of the highest calibre.
  • Enable learners to perform confidently in a wide variety of teaching and playing situations.

    The primary emphasis is on practical study, both solo and ensemble, supported by classes in Musicianship and related studies.

    This Diploma contains an academic component that supports aspiring teachers to become knowledgeable in teaching. In addition to the classes in history, harmony and counterpoint and aural awareness, the institution provides an education issues class, which explores good teaching practice and investigates various philosophies of education.

    Conclusion:
    There is a close similarity between qualifications offered internationally and this South African one. These similarities are apparent in the musical performance criteria to be met by learners. The qualifications equip learners with a thorough knowledge of music theory and music teaching methods and practical skills in one or more instruments. 
    		•

    ARTICULATION OPTIONS 
    This qualification does not offer specific articulation opportunities with qualifications offered by the University of the Free State.

    The qualification offers systemic articulation with the following qualifications offered by other institutions, provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Diploma in Music Performance, Level 6.
  • Diploma in Music Education, Level 6.

    Vertically Articulation:
  • Advanced Diploma in Music, Level 7.
  • Bachelor of Music Education, Level 7.
  • Bachelor of Music, Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    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.