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: 

Direct performances 
SAQA US ID UNIT STANDARD TITLE
114549  Direct 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 
The purpose of this unit standard is to prepare learners to direct performances under supervision. Performance forms to be directed may include theatre, drama, stand-up comedy, puppetry, dance, musicals, cabaret, street theatre, opera, circus, mime, storytelling, poetry, etc. Learners have an opportunity to experience directing for a variety of contexts, both formal and informal, which could be in class, in cultural settings and/or on stage. They develop skills of interpretation, analysis, communication and performer-development in order to ensure that the final performance engages an audience. They are also able to evaluate their own performances against given criteria.

This unit standard provides the qualifying learner with the competencies required to investigate and interpret a variety of approaches and processes for constructing and presenting performances, as well as the ability to organise and manage the responsibilities required to stage a performance

Learners credited with this unit standard will be able to utilise critical thinking and creative processes that culminate in performances within individual and social contexts. Learners are able to lead interactions responsibly with groups of people in the creative process. They are capable of engaging with issues of aesthetic, social and cultural significance, and have developed a broadened intercultural perspective and understanding. The learning prepares learners for becoming economically active, in a variety of careers in the performing arts or in an associated field. The ability to take responsibility for the complete process of achieving a performance ensures that the learner will be able to engage in the professional world with confidence.

Learners credited with this unit standard are capable of:
  • Interpreting and critically analysing performance texts within their contexts
  • Directing a performance that engages the audience using appropriate elements of performance craft and theatre technique
  • Integrating elements of performance into a seamless theatrical whole using all appropriate knowledge of performance methods and performance craft
  • Critically reflecting on and evaluating performance using all embedded knowledge
  • Leading a group, giving constructive criticism, using knowledge of group dynamics and communication techniques within the performance context
  • Organising, co-coordinating and managing performance to the level of a performed event 

  • 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 direct a performance under supervision. Credited learners should be competent in assuming artistic control of a performance, in a formal or informal context, with guidance. Credited learners should be able to facilitate a process, which includes interpersonal, artistic and organisational expertise in creating a unified performance product. Learners are not expected to direct fully realized theatrical, musical or dance productions of a professional standing, but should be able to direct performances to 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, fulllength plays, musicals, concertos or operas].

    Learners at this level are not expected to be able to engage with the full range of discourse on directing, but should be able to engage with selected writings and practices relating to directing and its practise. They should have some competence in directing using a range of styles and conventions.

    Credited learners should have an understanding of the personal, social and artistic discipline required to be an effective director in rehearsals and performances. 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 
    Use a text for Performance. 
    OUTCOME RANGE 
    All performance texts, whether written, notated formally or informally (e.g. choreography) or performed, in all performance media. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A text is selected for performance based on criteria such as available resources, target audience, suitability for performance. 

    ASSESSMENT CRITERION 2 
    The text is researched in terms of its content, context, original performances and audience reception. 

    ASSESSMENT CRITERION 3 
    The text is analysed for generic principles. 
    ASSESSMENT CRITERION RANGE 
    Structure, genre, characters or roles, dialogue or communication techniques, themes or messages.
     

    ASSESSMENT CRITERION 4 
    The text is interpreted in order that its realised form will communicate the intention/s of the director. 

    ASSESSMENT CRITERION 5 
    The text is adapted if necessary. 
    ASSESSMENT CRITERION RANGE 
    This includes cutting and editing of text, relocation of text, etc.
     

    ASSESSMENT CRITERION 6 
    The ideas of the director regarding the text are articulated to the theatrical team. 

    ASSESSMENT CRITERION 7 
    The text is realised through the use of effective and appropriate choices with regard to theatrical concepts, conventions, devices and technologies. 

    ASSESSMENT CRITERION 8 
    The process of using the text and the final product are evaluated objectively. 

    SPECIFIC OUTCOME 2 
    Guide people to performing. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    People are selected for their roles within the performance. 

    ASSESSMENT CRITERION 2 
    The ensemble is encouraged to generate ideas through the guidance of the director. 

    ASSESSMENT CRITERION 3 
    The effectiveness of people in their respective roles is consistently evaluated. 

    ASSESSMENT CRITERION 4 
    Conflict resolution and problem solving functions are performed adequately. 

    ASSESSMENT CRITERION 5 
    A successful team is created and managed in which negotiation, empathy, sensitivity, commitment and trust are key features. 

    ASSESSMENT CRITERION 6 
    Performers are guided to effective performances through the use of suitable rehearsal techniques. 

    ASSESSMENT CRITERION 7 
    Discipline in the performance ensemble is maintained through effective working strategies. 

    ASSESSMENT CRITERION 8 
    Members of the performance ensemble are motivated to reflect on and improve their performance. 

    ASSESSMENT CRITERION 9 
    A variety of performance techniques and terminology is used with confidence in working with the performers. 

    ASSESSMENT CRITERION 10 
    Rehearsals include appropriate use of elements of repetition, exploration, selection and polishing. 

    SPECIFIC OUTCOME 3 
    Manage rehearsal and performance process. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A survey of available resources is carried out. 
    ASSESSMENT CRITERION RANGE 
    Available finances, available performance space, available technical resources, available human resources.
     

    ASSESSMENT CRITERION 2 
    A budget for the performance is negotiated and administered. 

    ASSESSMENT CRITERION 3 
    Marketing plans for the performance are selected and administered. 

    ASSESSMENT CRITERION 4 
    The performance is planned in co-operation with the production team. 

    ASSESSMENT CRITERION 5 
    Essential tasks are scheduled appropriately and performed to schedule. 

    ASSESSMENT CRITERION 6 
    Directing methods are selected according to their appropriateness and effectiveness. 

    ASSESSMENT CRITERION 7 
    Directing methods are implemented effectively in a process towards performance. 

    ASSESSMENT CRITERION 8 
    An ability to adapt directorial methods in order to solve immediate problems is displayed. 

    ASSESSMENT CRITERION 9 
    A suitable space is selected for performance. 

    ASSESSMENT CRITERION 10 
    The visual elements of the performance are considered and planned, with the assistance of a designer/s if available. 

    ASSESSMENT CRITERION 11 
    The effectiveness of both product and process is evaluated consistently. 

    SPECIFIC OUTCOME 4 
    Articulate clear direction and ideas. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The initial concept is communicated clearly to the design team. 

    ASSESSMENT CRITERION 2 
    The directorial concept is communicated clearly to the performers. 

    ASSESSMENT CRITERION 3 
    The technical and spatial requirements of the performance are communicated clearly to the technical and design team. 

    ASSESSMENT CRITERION 4 
    Conceptual ideas are articulated clearly to the financial and administrative team. 

    ASSESSMENT CRITERION 5 
    An effective group dynamic is created and sustained, through the use of constructive criticism and positive reinforcement. 

    ASSESSMENT CRITERION 6 
    The relevant role-players are kept informed as to the progress of the performance and problems are dealt with responsibly. 

    ASSESSMENT CRITERION 7 
    The performers are continually motivated to improve through note-giving sessions in rehearsals and after performances. 


    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, physical interaction, 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 develop performers and performances.
  • The processes, practices and products of leading directors, both local and international.
  • Key elements of arts administration as pertaining to the director. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems pertaining to developing and directing performances, think critically and reflectively about their own and others` performances and think creatively as they interpret and communicate for performance. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with all members of the cast or production team, using principles of cooperation and collaboration. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage their time effectively and take responsibility for their own participation and progress through rehearsals and performances. 

    UNIT STANDARD CCFO COLLECTING 
    Access information about directing performances and analyse and select the craft, principles, terminology and conventions to be used in own performances. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively to all members of the production team. 

    UNIT STANDARD CCFO SCIENCE 
    Access scientific data about technologies in order to enhance performances. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by understanding how the various contexts of a performance form interact to create conventions and genres. 

    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.