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: 

Stage manage performances 
SAQA US ID UNIT STANDARD TITLE
114553  Stage manage 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 
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 stage manage performances, so as to ensure efficient operation and management through the pre-production, rehearsal and performance phases. In the South African context, the stage manager is often required to be very versatile and may fulfil technical, design or even administrative functions. Stage managers need to have a good working knowledge of the production team`s functions, be able to take over any of these if necessary and be able to co-ordinate all activities successfully. This unit standard addresses the competencies required for a stage manager and aims to produce credited learners who are resourceful, dedicated, hard-working, adaptable, flexible and good problem-solvers. It also demands excellent people skills, good all-round performance knowledge and excellent organisational capabilities.

This learning prepares learners for becoming more employable within the performing arts` arena. Learners credited with this unit standard are capable of:
  • Liasing successfully with all members of the production team
  • Ensuring that the performance remains on schedule
  • Preparing the rehearsal space and running rehearsals
  • Preparing production book, schedules, control lists and other tools for use through the performance process
  • Assisting the design team with the set up and strike.
  • Running the performance
  • Supervising maintenance and safety procedures
  • Maintains discipline and morale in the company 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    A learner applying for credit in this unit standard will be expected to have completed the core Level 4 unit standards "Analyse performance texts in context". 

    UNIT STANDARD RANGE 
    The scope of this unit standard includes basic competencies in stage management for performances. Note that the term "performance" is being used, as opposed to "production", "project", "company" or "festival". The skills required for administering these are more extensive and would require further specific training at Level 5 or above on the NQF. It is also understood that the "management" will occur within a supervised environment and that many of the specific outcomes can be realised through effective team work, rather than top-down management.

    The performances can range from those occurring in private or public settings, formal or informal environments, once-off performances to short runs.

    Credited learners should have an understanding of the personal and social discipline required to be an effective stage manager. Attitudes of collaboration, empathy, co-operation, reliability, 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 
    Understand the contribution made by the stage manager to a performance 
    OUTCOME NOTES 
    Understand the contribution made by the stage manager to a performance in order to fulfil job requirements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The contribution of stage management to own or others` performances is identified and described in order to determine the specific needs of a particular performance. 

    ASSESSMENT CRITERION 2 
    The performance text is analysed for clues as to stage management requirements. 

    ASSESSMENT CRITERION 3 
    The performance space is analysed for clues as to stage management requirements. 

    ASSESSMENT CRITERION 4 
    Notes are made of potential difficulties or queries relating to the performance text and space. 

    ASSESSMENT CRITERION 5 
    Research is undertaken to supplement understanding of the performance and its context. 

    ASSESSMENT CRITERION 6 
    Deadlines are established and communicated to all parties after initial meetings with the production team. 

    ASSESSMENT CRITERION 7 
    The director`s concept and requirements are understood and discussed. 

    ASSESSMENT CRITERION 8 
    All available resources are assessed to facilitate planning. 
    ASSESSMENT CRITERION RANGE 
    Financial resources, human resources, material resources, performance space, performers etc.
     

    SPECIFIC OUTCOME 2 
    Liaise with all members of the production team to promote the achievement. 
    OUTCOME NOTES 
    Liase with all members of the production team to promote the achievement of an effective final performance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Director`s instructions are communicated to the other members of the production team effectively. 

    ASSESSMENT CRITERION 2 
    The designer`s plans are accurately interpreted and understood. 

    ASSESSMENT CRITERION 3 
    Information about the rehearsal schedule is communicated to members of the production team and the performers to ensure optimal use of time. 

    ASSESSMENT CRITERION 4 
    Discipline is maintained at rehearsals and performances to ensure smooth running of production. 

    ASSESSMENT CRITERION 5 
    Duties are assigned to backstage crew and this team is managed effectively. 

    ASSESSMENT CRITERION 6 
    Essential information is communicated to performers, technical staff and front of house staff before, during and after performances. 

    ASSESSMENT CRITERION 7 
    Cues for all technical aspects of the production are called during technical rehearsals, dress rehearsals and performances timeously. 

    SPECIFIC OUTCOME 3 
    Prepare the space and the stage management tools for use during rehearsals and performance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The rehearsal space is prepared in a way that best suits the director`s and cast`s requirements. 

    ASSESSMENT CRITERION 2 
    A ground plan is prepared in consultation with the designer. 

    ASSESSMENT CRITERION 3 
    A production book is prepared in consultation with the director. 

    ASSESSMENT CRITERION 4 
    All moves, cues and notes are recorded accurately in the production book at the instruction of the director. 

    ASSESSMENT CRITERION 5 
    Complete and accurate lists of properties, costumes etc. are kept and updated. 

    ASSESSMENT CRITERION 6 
    The move into the performance venue is properly managed. 

    SPECIFIC OUTCOME 4 
    Perform stage management functions effectively. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Auditions are co-ordinated if necessary. 

    ASSESSMENT CRITERION 2 
    Rehearsal schedules and other notices to the performers are posted as instructed by the director to ensure that information is available to all relevant parties. 

    ASSESSMENT CRITERION 3 
    Dates for costume fittings, photo shoots and media launches are set with consultation to optimise co-ordination of activities. 

    ASSESSMENT CRITERION 4 
    A record of attendance at rehearsals is accurately maintained. 

    ASSESSMENT CRITERION 5 
    The venue and all equipment, including costumes and properties, are maintained. 

    ASSESSMENT CRITERION 6 
    Scene changes are effected responsibly and professionally during rehearsals and during the run of a production. 

    ASSESSMENT CRITERION 7 
    All technical rehearsals, dress rehearsals and performances are overseen efficiently. 

    ASSESSMENT CRITERION 8 
    Safety measures are put in place and monitored. 

    ASSESSMENT CRITERION 9 
    The strike of the performance is efficiently carried out. 

    SPECIFIC OUTCOME 5 
    Work in a team to realise the performance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Responsibility and discipline are demonstrated from first rehearsals to final performance. 

    ASSESSMENT CRITERION 2 
    Collaboration with fellow team members is demonstrated for effective overall team performance. 

    ASSESSMENT CRITERION 3 
    Goals are set and monitored for self and others in the production team through the performance period. 

    ASSESSMENT CRITERION 4 
    Method of working is unobtrusive and supportive to management. 

    ASSESSMENT CRITERION 5 
    Organisational skills are practiced through the performance process, with all necessary information being recorded. 

    ASSESSMENT CRITERION 6 
    Personal effectiveness and contribution to the performance is consistently evaluated and improved upon. 

    ASSESSMENT CRITERION 7 
    Punctuality and professionalism are sustained through the rehearsal and performance process. 


    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:
  • Concepts relating to strategic planning for performances
  • Budgeting for performances
  • Basic stage management practices
  • The performance context including audience, space and intention of performance
  • Theatre technologies and design components and how to use them to communicate meaning to an audience.
  • Rehearsal processes and procedures 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems immediately and spontaneously, pertaining to dealing with stage management issues, by thinking critically and reflectively in teams and alone. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with all members of the class, performance, administration or production team, using principles of co-operation and collaboration. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage their time effectively in planning for and monitoring stage management activities according to performance schedules. 

    UNIT STANDARD CCFO COLLECTING 
    Access information about stage management, performances and their contexts and analyse it for use in the process of facilitating a performance smoothly and professionally. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with a team using a variety of literacies, including verbal, written and visual literacies. 

    UNIT STANDARD CCFO SCIENCE 
    Understand the use science and technology in performance in order to effectively oversee the smooth-running of performances. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by identifying the role of the stage management team within the production team and in relation to the director, the company of performers and other role players. 

    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 


    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.
     
    NONE 



    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.