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: 

Create original performances 
SAQA US ID UNIT STANDARD TITLE
114548  Create original 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  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
This unit standard is for any person who wishes to write, choreograph, workshop or in any other manner, create an original performance, under supervision or mentoring. Performances are not restricted to formal performances only, but could take place within a variety of contexts (informal, within education) for a variety of audiences. This unit standard provides experiential learning in the strategies and practices that lead to the creation of original performances. These performances can be created solely by one individual or by a group, in a collective process of decision making.

Learners credited with this unit standard will be able to utilise critical thinking and creative processes in creating original performances within a range of contexts. They are capable of engaging with issues of aesthetic, social and cultural significance, to make meaning through their performances.

Learners credited with this unit standard are capable of:
  • Creating original performances which exhibit an understanding of generic dramatic principles and which communicate effectively through the visual and aural media
  • Documenting their original performance in the form of a script, recording or dance notation.
  • Analysing and selecting a variety of approaches to the creation of original work.
  • Selecting and integrating appropriate knowledge of performance styles, genres, conventions and techniques into their finished work. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners should have attained the competencies relevant to the processes of performance techniques and terminologies, credited in the NQF 4 unit standards "Conceptualising Performance texts and Performances", and "Analysing Performances in Context". 

    UNIT STANDARD RANGE 
    The scope of this unit standard includes all the competencies required to create an original performance text with mentoring and under supervision. [Range of texts include: all performance texts, whether written, notated or performed, in all performance media]

    Credited learners should be competent in creating texts which demonstrate an understanding of context, including audience, and which communicate ideas effectively. These original performances are not expected to be fully realized theatrical, musical or dance productions of a professional standing, but should be of an acceptable standard to meet the specific context. [Range: The length of the performances may give some indication of the level expected; examples of acceptable items would include short performance pieces (e.g. monologues, stand-up comedy routines, short puppet shows) one-act plays, single dance pieces or musical compositions, rather than whole dance programmes, full-length plays, musicals, concertos or operas.]

    Learners at this level are not expected to be able to engage with the full range of discourse on creation, choreography, writing, workshopping and other means of creating performance texts. They should however cultivate an awareness of different approaches to the creation of texts and have engaged with some related writings and practises.

    Credited learners should be able to implement a creative process, which includes interpersonal, artistic and organisational expertise in creating a unified performance piece. They should demonstrate discipline in meeting deadlines and conduct themselves professionally. Attitudes of collaboration, empathy, co-operation, integrity, and self-discipline should have been developed by the time they are credited against the unit standard. Cultural and aesthetic sensitivity across a range of performance contexts should also have been developed. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse approaches to the creation of original performance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A variety of suitable processes to create original performance texts are researched to facilitate selection of a process. 

    ASSESSMENT CRITERION 2 
    South African, Pan-African and international precedents and contexts are considered to ensure a range of options appropriate to the performance context. 

    ASSESSMENT CRITERION 3 
    Own and other`s experiences are analysed in order to generate ideas for the creation of original performance. 

    ASSESSMENT CRITERION 4 
    Stylistic and cultural conventions appropriate to the performance genre are accessed and critically considered. 

    SPECIFIC OUTCOME 2 
    Implement process of creative engagement. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The most suitable process for the concept is selected to facilitate an effective creative process. 

    ASSESSMENT CRITERION 2 
    The process is planned and organised according to realistic time-frames and a consideration of resources. 

    ASSESSMENT CRITERION 3 
    A rehearsal schedule is completed reflecting realistic time-frames and goal-setting. 

    ASSESSMENT CRITERION 4 
    Styles, genres, principles and conventions of performance are selected for the creation of the original performance. 

    ASSESSMENT CRITERION 5 
    Resources are selected and improvised if necessary. 

    ASSESSMENT CRITERION 6 
    The ensemble is effectively managed through the creative process. 

    ASSESSMENT CRITERION 7 
    The process is constantly assessed for originality and effectiveness in creating an original performance product. 

    SPECIFIC OUTCOME 3 
    Craft performance text. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The performance text is honed and polished through attention to aspects of structure, content and form. 

    ASSESSMENT CRITERION 2 
    The emerging performance text is supported by research into relevant topics. 
    ASSESSMENT CRITERION RANGE 
    Interviews with people, searching the internet, constructing and using questionnaires, using written resources.
     

    ASSESSMENT CRITERION 3 
    The performance has a clear structure, indicating consideration of beginning, middle and end. 

    ASSESSMENT CRITERION 4 
    Meaning, intention, mood and character are conveyed through the performance both aurally and visually. 

    ASSESSMENT CRITERION 5 
    Effective and appropriate choices of elements for performance purposes are made. 
    ASSESSMENT CRITERION RANGE 
    Human interaction, physical interaction, role and character, dramatic structure, focus and dramatic tension, movement and dramatic action, sound, music and voice, language and text, space and time, style and genre, mood, symbol and contrast.
     

    ASSESSMENT CRITERION 6 
    The performance concept is communicated in language appropriate to performance from. 
    ASSESSMENT CRITERION RANGE 
    All languages, actual and metaphoric, which convey meaning in a systematic way.
     

    ASSESSMENT CRITERION 7 
    Reflection on the emerging text leads to the reformulation of ideas and processes. 

    ASSESSMENT CRITERION 8 
    The performance text is evaluated for performance readiness. 

    ASSESSMENT CRITERION 9 
    Each stage in the process of developing the performance text is documented. 
    ASSESSMENT CRITERION RANGE 
    Written text, notation, videoing, tape-recording, photography.
     

    SPECIFIC OUTCOME 4 
    Evaluate final product pre-performance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The final product is located within its context. 

    ASSESSMENT CRITERION 2 
    An awareness of other precedents is demonstrated and comparisons made. 

    ASSESSMENT CRITERION 3 
    The effectiveness of the creative process in creating an original performance text is evaluated. 

    ASSESSMENT CRITERION 4 
    The final communication of ideas as they appear in the performance text is considered. 

    ASSESSMENT CRITERION 5 
    The performance text is objectively evaluated and alternatives are offered for weaknesses. 


    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 
    Qualifying learners understand and can explain:
  • Principles and stylistic qualities appropriate to performance forms such as energy, audience relationship, precision, consistency, role and character, dramatic structure, focus and dramatic tension, movement and dramatic action, sound and voice, language and text, space and time, style and genre, mood, symbol and contrast
  • The various contexts which influenced the creation of performance forms or texts
  • The performance context including audience, space and intention of performance
  • Theatre technologies and design components, which can be used to communicate meaning to an audience.
  • Rehearsal techniques and strategies, which can be used to create original performances with an ensemble.
  • The processes, practises and products of leading creators of original work, both local and international 

  • 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 devise, invent, workshop, choreograph, or write original performances. 

    UNIT STANDARD CCFO WORKING 
    Work collaboratively and co-operatively with an ensemble to create an original performance, using techniques including improvisation, workshopping and brainstorming. 

    UNIT STANDARD CCFO ORGANISING 
    Manage time effectively so that the piece is created according to schedule. 

    UNIT STANDARD CCFO COLLECTING 
    Access and analyse information on techniques and processes which can be used to create original performance texts. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate ideas effectively through presentations and through the finished product. 

    UNIT STANDARD CCFO SCIENCE 
    Access technologies to assist in the documentation of creative process towards the performance text. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Appreciate and find connections between own and other`s experiences in selecting ideas for incorporation into the performance text. 

    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
    Elective  79986   Further Education and Training Certificate: Dance Instruction  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 
    Elective  48808   Further Education and Training Certificate: Performing Arts  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 
    Elective  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  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. Access Employment Skills & Development Agency 
    2. Amaqamu Project Management and Consulting 
    3. Bangwaketse Trading and Projects 
    4. Boikgantsho Consulting & Events cc 
    5. Breakeven 59(PTY) Ltd 
    6. Commisioned Training cc 
    7. Dintshang Trading 
    8. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    9. Kitso Bokamoso Training Solution 
    10. LBK Trading 
    11. Leratham Supply Distribution and Enterprise 
    12. Leronsa Trading Enterprise 
    13. Mapheto Business Enterprises t/a MBE 
    14. MENTORNET (PTY) LTD 
    15. Nkinane Training Institute and Consulting (Pty) Ltd 
    16. Ntevho-Ketso Training and Recruitement Consultancy cc 
    17. Ntsangalala Business Enterprise 
    18. Professional Development and Training Institute (Pty) Ltd 
    19. Resonance Institue of Learning 
    20. Retshetse Training Project 
    21. Thabelanang t/a Thabelanang Trading Enterprise 
    22. THE GMC GROUP PTY LTD 
    23. Thuto Botshabelo Training Academy 
    24. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    25. Ulwazi Training & Development 



    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.