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 UNIT STANDARD THAT HAS PASSED THE END DATE: 

Conceptualise performance texts and performances 
SAQA US ID UNIT STANDARD TITLE
114543  Conceptualise performance texts and performances 
ORIGINATOR
SGB Performing Arts 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Performing Arts 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  8 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The qualifying learner is capable of conceptualising a performance from either an existent performance text or from scratch. The process of conceptualisation embraces interpretation, research, generating ideas, identifying, creating and analysing concepts, drawing from own and others` experiences and assessing the suitability of the final concept, according to the context of the performance.

The learners credited with this unit standard will be able to utilise critical thinking and creative processes to conceptualise formal and informal performances within individual and ensemble contexts. Learners are not expected to conceptualise whole productions or use a high level of academic discourse in their conceptualization. Learners are capable of communicating their intention with a performance and interacting responsibly with groups of people in the creative process.

Within the South African context, it is vital that all those involved in the creative process of the performing arts are able to conceptualise successfully, if they are to create and present products which are economically viable and aesthetically satisfying. This unit standard provides experiential learning in conceptualising for performance. Some examples are the performer conceptualising a performance based on their reading of a text, with the guidance of a director, the director creating a workshopped production with her cast and the choreographer conceptualising a dance piece from collected reference material.

Learners credited with this unit standard are capable of:
  • Interpreting and analysing performance texts, whether written, visual or theatrical
  • Researching the contexts of performance texts in order to fully understand the intent of the original creators
  • Researching in order to generate ideas for the creation of an original performance text
  • Identifying the performance skills, tools and techniques which will best encapsulate the vision of the piece
  • Integrating performance skills, tools and techniques into a satisfying unified vision
  • Drawing from own and others` experiences in order to generate ideas for the creation of an original performance
  • Assessing the suitability and success of the final concept, according to the context of the performance.
  • Drawing on diverse Southern African cultural influences, conventions, techniques and styles, as well as international precedents
  • Communicating appropriately within language of genre 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learners should be able to read, write and communicate in TWO official languages at the level of NQF Level 3. Furthermore, learners should have developed the competencies associated with the GET certificate. They should further have developed basic competencies in terms of "reading" performance. This unit standard would best be taken simultaneously with "Analyse performance texts in context". 

    UNIT STANDARD RANGE 
    The scope of this unit standard includes all the competencies required to conceptualise performances of original or already created work. Learners at this level are not expected however, to be able to conceptualise fully realized theatrical events. They are required to view performances in context and to have a grasp of the intentions of the creators of a performance text and how these intentions can be best communicated to an audience. They are able to interpret, analyse and communicate their findings reliably and accurately to others. They are able to relate their conceptualisation of performance to selected local and international contexts. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Research concepts related to performances and performance texts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The relevant areas for research are identified in order to inform concept. 

    ASSESSMENT CRITERION 2 
    Research is undertaken using appropriate strategies and approaches. 

    ASSESSMENT CRITERION 3 
    Information is gathered, interpreted and analysed for appropriate use in concept. 

    ASSESSMENT CRITERION 4 
    Source material appropriate to the intention of performance is effectively identified, accessed and used. 

    ASSESSMENT CRITERION 5 
    The relationships between performances and their historical, social, political, cultural, economic and theatrical contexts are researched in terms of conception and reception. 

    ASSESSMENT CRITERION 6 
    Stylistic and cultural conventions appropriate to the performance genre are accessed. 

    SPECIFIC OUTCOME 2 
    Select concept for a performance. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Ideas for the performance are generated through techniques of brainstorming and problemsolving. 

    ASSESSMENT CRITERION 2 
    The concept behind the performance is identified/selected. 

    ASSESSMENT CRITERION 3 
    The audience and context of the performance is considered in the selection of the concept. 

    ASSESSMENT CRITERION 4 
    Concepts for an original performance are formulated. 

    ASSESSMENT CRITERION 5 
    Own experience, as well as national and international precedents, are used selectively in conceptualisation. 

    ASSESSMENT CRITERION 6 
    The concept is assessed for originality and suitability. 

    ASSESSMENT CRITERION 7 
    Concepts are selected independently and with others in a democratic process of decision making. 

    SPECIFIC OUTCOME 3 
    Select skills and resources in order to bring concept to fruition. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Performance principles and processes are critically analysed for their possible contribution to the performance concept. 

    ASSESSMENT CRITERION 2 
    The target audience is selected and considered in order to inform the concept. 

    ASSESSMENT CRITERION 3 
    Performance needs are analysed in order to prepare for realisation of concept. 

    ASSESSMENT CRITERION 4 
    Skills and techniques appropriate to the performance form are selected and used. 

    ASSESSMENT CRITERION 5 
    A suitable performance venue is selected by considering the actor-audience relationship, staging techniques and available resources. 

    ASSESSMENT CRITERION 6 
    Theatrical elements are effectively accessed, selected, improvised and incorporated into the work to enhance the performance concept [Range of theatrical elements include: scenic devices; costuming and make-up; lighting and sound; multi-media]. 

    ASSESSMENT CRITERION 7 
    Decisions are reached democratically as to how the concept will be realised in performance. 

    SPECIFIC OUTCOME 4 
    Analyse own personal, collective, cultural and artistic choices in regard to a performance. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Personal and cultural bias within own and others` performances is evaluated. 

    ASSESSMENT CRITERION 2 
    Choices affecting the intended and actual audience response are critically considered. 

    ASSESSMENT CRITERION 3 
    Artistic choices in performances are critically appraised. 

    ASSESSMENT CRITERION 4 
    Suitable alternatives are considered through a process of reflection and evaluation. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Performance texts in a range of styles, genres and forms
  • Performance terminology in relation to skills, tools and techniques
  • Generic principles underlying performance forms
  • Stylistic and cultural conventions used in performance
  • The relationships between performances and their historical, social, political, cultural, economic and theatrical contexts
  • Theories of conception and reception
  • Methods of documenting performance
  • Basic research tools, procedures and techniques 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Think and respond critically and creatively as they interpret, analyse and conceptualise performance texts. 

    UNIT STANDARD CCFO WORKING 
    Work collaboratively and co-operatively to conceptualise performances within a theatrical ensemble. 

    UNIT STANDARD CCFO ORGANISING 
    Manage time effectively and with focus while monitoring their progress and participation in the conceptualisation process. 

    UNIT STANDARD CCFO COLLECTING 
    Access and analyse information regarding necessary areas of research in order to interpret or select a performance concept. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate ideas and practices using performance skills, tool and techniques, as well as through verbal and non-verbal communication. 

    UNIT STANDARD CCFO SCIENCE 
    Understand theatrical technologies that could be used to realise performance concepts. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Appreciate and find connections with other art forms and how these can best be utilised within the performance concept. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent 
    		•

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48808   Further Education and Training Certificate: Performing Arts  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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. Amaqamu Project Management and Consulting 
    2. B T Group of Companies Pty Ltd 
    3. Breakeven 59(PTY) Ltd 
    4. Dintshang Trading 
    5. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    6. Kitso Bokamoso Training Solution 
    7. Leronsa Trading Enterprise 
    8. MENTORNET (PTY) LTD 
    9. Ntevho-Ketso Training and Recruitement Consultancy cc 
    10. NTI College 
    11. Ntsangalala Business Enterprise 
    12. Professional Development and Training Institute (Pty) Ltd 
    13. Resonance Institute of Learning 
    14. Retshetse Training Project 
    15. Sibikwa Arts Centr 
    16. Southern African Youth Movement 
    17. Thabelanang t/a Thabelanang Trading Enterprise 
    18. THE GMC GROUP PTY LTD 
    19. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    20. Ulwazi Training & Development 
    21. Witbank Arts Campus 


    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.