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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 THAT HAS PASSED THE END DATE: |
| Further Education and Training Certificate: Piano Technology |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 67354 | Further Education and Training Certificate: Piano Technology | |||
| ORIGINATOR | ||||
| SGB Piano Restoration and Tuning | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Further Ed and Training Cert | Field 02 - Culture and Arts | Music | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 143 | Level 4 | NQF Level 04 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2023-06-30 | |
| 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 qualification does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose: The Further Education and Training Certificate: Piano Technology is the third qualification within the learning pathway of Piano Tuning and Restoration. This Qualification will provide learners with access to various employment opportunities within the piano regulation industry, which includes self-employment. It will also contribute to increasing levels of efficiency and effectiveness and will develop a common integrated and co-ordinated approach to this industry. Learners perform quality tuning, regulation and repairs to the actions and other working parts of both vertical and grand pianos. On completion of the Qualification learners will start their careers at the entry level as a tuner-technician employed by music stores, schools, piano manufacturers, recording studios, concert halls and wherever pianos are used and enjoyed. Learners can also start their own small businesses serving the piano care requirements of their clients by regularly tuning and repairing their instruments. Either career path can lead to personal, professional and financial rewards. The developmental approach in the design of the piano industry learning pathway means that the qualifying learners will add to and enhance acquired competencies at NQF Level 4. The learner assessed as competent against this qualification will be able to: Rationale: The Further Education and Training Certificate: Piano Technology is designed to meet the needs of learners in the piano restoration, tuning and general piano technology industry. It is designed to provide learners with the necessary knowledge, skills and attitudes required in this highly specialized industry. This Qualification aims to develop learners and promote professionalism and a strong, positive work ethic within the piano restoration industry, while at the same time bringing it into line with international standards. It provides learners with knowledge and skills platform from which they can develop additional competencies required for a range of occupations and job-roles in the sector. It will also enable learners to receive a formal Qualification in piano restoration where previously no formal recognition of expertise and competence existed. This Qualification will ensure that the quality of education and training in this industry is enhanced and is in line with the standards worldwide. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| It is assumed that learners accessing this qualification are competent in: Recognition of Prior Learning: The structure of this Qualification makes the Recognition of Prior Learning possible through the assessment of individual Unit Standards. This Qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the Recognition of Prior Learning option towards gaining a Qualification. This recognition of prior learning may allow: Access to the Qualification: Apart from learning assumed to be in place, access to this Qualification is open. It is also recommended that learners have dexterity and ear-hand coordination. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| The Qualification is made up of a combination of learning outcomes from Fundamental, Core and Elective components, totalling a minimum of 143 Credits. Fundamental component: All Unit Standards in the Fundamental Component (56 Credits) are Compulsory. The Fundamental Component consists of the following learning, which is compulsory for all learners: It is therefore compulsory for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3. Core component: Elective component: Learners are to complete a minimum of 20 Credits from the Unit Standards listed under that specific specialisation area to attain a minimum of 143 Credits required for certification purposes. |
| EXIT LEVEL OUTCOMES |
| 1. Apply ethical and professional principles within the piano regulation industry. 2. Apply knowledge and skills of piano regulation of upright and grand pianos. Range: > Regulation tools, nomenclature of upright action, assessment and preparation of upright pianos for regulation, key leveling, regulation of action parts, dampers and pedals. > Nomenclature of the grand action, assessment of instruments, preparation of the grand action for regulation, key leveling and regulation of the action parts, dampers, pedals and key weighting. 3. Apply knowledge and skills of basic piano tuning. Range: 4. Apply knowledge and skills of piano theory to control the tonal qualities of the piano. Range: 5. Apply knowledge and skills for personal and career development within the piano and music industry. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment for Exit Level Outcome 1: 1.1. The relationship between ethics and professionalism and its impact on customer service within the piano regulating industry is understood. 1.2. The principles that govern ethical behaviour are evaluated as they apply to the piano industry. 1.3. Professional ethics is applied in practical situations. Associated Assessment for Exit Level Outcome 2: 2.1. An assessment is made of the piano that needs regulation and/or repair for a specific client to determine the nature and extent of the problem. 2.2. The condition of the acoustic piano parts are determined in relation to the viability of repairing or restoring. 2.3. The function of various regulation tools are understood and applied in the regulation of pianos. 2.4. The ratios of an upright piano are understood in terms of preparing a piano for optimal performance level. 2.5. Regulation is performed according to industry safety and manufacturer's standards. Associated Assessment for Exit Level Outcome 3: 3.1. Equal temperament is applied to even out the relationship between the piano keys when tuning. 3.2. The process of adjusting the tension on the string is applied when tuning a specific piano. 3.3. Various methods are applied in the refinement of treble and bass when tuning a given piano. 3.4. Mutes and voicing is understood in relation to basic piano tuning. 3.5. The influence of humidity and the heating cycle within different seasons is understood in relation to tuning practice. Associated Assessment for Exit Level Outcome 4: 4.1. Applicable tools are utilised in the tuning of a piano. 4.2. Different methods are understood and applied to control the tonal qualities of a piano. 4.3. Difference in scaling of various pianos is applied according to manufacturers' standard. Associated Assessment for Exit Level Outcome 5: 5.1. Previous and current experience, knowledge, and skills are evaluated in terms of a career in the piano and music industry. 5.2. Innovative ideas are explored in order to develop a small business within the piano technology environment. 5.3. A personal growth plan is designed to build on own strengths and weaknesses as identified. Integrated Assessment: Integrated assessment at the level of Qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across Unit Standards to achieve competence that is grounded and coherent in relation to the purpose of the Qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the exit level outcomes. Integrated assessment must judge the quality of the observable performance, and also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will demand practical evidence while others may be more theoretical, depending on the type of outcomes to be assessed. The ratio between action and interpretation is not fixed, but varies according to the demands of the particular exit level outcome of the Qualification. While the generic component (communication, mathematical literacy, supporting skills for the piano industry) of this Qualification at NQF Level 3 can be assessed through occupational contexts and activities relating to piano industry, care must be taken in both the learning programme and the assessment to ensure that learners achieve these foundational skills The primary aim of this Qualification is to ensure that learners have a sound base of general education to prepare them for further learning, whatever career path they may choose. Learners must be able to transfer generic skills across a number of different contexts, and apply them within a number of learning areas. A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place. |
| INTERNATIONAL COMPARABILITY |
| Internationally, the skills and knowledge required in piano regulation are generally passed on to apprentices or picked up through experience under mentors or expert guidance. Another source of such training is the Piano manufacturers that offer in-house training for staff. The range of learning offerings includes e-learning, distance learning and full-time study. The most common approach is to access a short learning programme or a short course as is offered worldwide. Examples of some of these are: USA: The University of Western Ontario: A Piano Technology Program is offered to piano technicians as part of the Music department of the University. Eligibility for the program is based on admissability to the University, and is on the recommendation of the Faculty of Music. Possible learners need to complete hearing and manual dexterity tests. They also need to demonstrate knowledge of music theory and the piano keyboard (understanding the rudiments of music theory as notated for and performed on a keyboard instrument). Course Descriptions: Piano Tuning: Students will gain an understanding of the theory and practical skills required in the process of adjusting the tension on the string of the piano. Topics in the first term will include; an introduction to the fundamental concepts and requirements for tuning a piano, tuning of unisons and octaves, circles of 4ths and 5ths, the tempered circles of 4ths and 5ths, introduction of temperament, refinement of temperament, treble and bass tuning and tuning the entire piano. Topics in the second term will include: techniques for adjusting the temperament for different pianos, refined tests for treble and bass tuning, octave stretching, methods for increased speed, use of mutes and voicing. Regulation: In the first term, students will be given and understanding of the upright piano and its ratios and the skills required to prepare an upright piano to perform at its optimal level. Topics will include: regulation tools, nomenclature of upright action, assessment and preparation of upright pianos for regulation, key leveling, regulation of action parts, dampers and pedals. The second term will focus on preparing a grand piano for optimal performance. Topics will include: nomenclature of the grand action, assessment of instruments, preparation of the grand action for regulation, key leveling and regulation of the action parts, dampers, pedals and key weighting. Repair, Upgrades and Replacement: Focus will be placed on repairs and replacement of the mechanical workings of pianos (uprights in first term, grand pianos, in the second). Topics in the first term will include: action assessment and preparation, keyboard repair (keys, ivories and bushings), repair, replacement and installation of damaged action parts, replacement of bass strings and preparation for regulation. Topics in the second term (grand pianos) will include: string scaling and design, keyboard repair and replacement (ivory, bushing and back checks), installation of new dampers, action geometry, installation of new action parts and preparation for regulation. Intonation: The first term will focus on the theory and practical skills required to control the tonal qualities of the piano. Topics will include: hammer design, hammer manufacturing methods, tonal quality of piano hammers, hammer carding and fitting hammers to the strings for the best tonal results. In the second term one will develop and refine the voicing skills required to prepare a piano hammer to enhance the tonal qualities of the instrument. Topics will include: hammer selection, voicing (preparation for hammers, use of tools, voicing for different types of hammers, results of different methods) and analysis of piano sound. This programme has the most simililarities with the South African Qualification. Indiana University - Bloomington: The Jacobs School of Music, offers various Piano technology courses. This can also form part of other music related Qualifications within the school: MUS U201 - Piano Technology I: U201 is a prerequisite for U202. Recommended for piano majors. Introduction to science of tuning in equal temperament, structure of piano, and mechanism of piano¿s action. MUS U202 - Piano Technology II: U201 is a prerequisite for U202. Recommended for piano majors. Introduction to science of tuning in equal temperament, structure of piano, and mechanism of piano¿s action. MUS U406 - Introduction to Piano Technology: Aspects of upright and grand piano technology, including building/rebuilding pianos, action regulation, voicing and tone, theory of tuning, basic tuning techniques, and discussion of sales and pricing. Recommended for piano majors. MUS U471 - Topics in Piano Technology: Practical hands-on work in various areas of piano technology, including upright and grand piano regulation and tuning. May be repeated for different topics only. MUS U501 - Introduction to Piano Technology: Aspects of upright and grand piano technology, including building/rebuilding pianos, action regulation, voicing, and tone, theory of tuning, basic tuning techniques, and discussion of sales and pricing. Recommended for piano majors. MUS U502 - Topics in Piano Technology: Practical hands-on work in various areas in piano technology, including upright and grand piano regulation and tuning. May be repeated for different topics only. The competencies within these courses cover business skills; harpsichord tuning; history of the piano; music; repairs, maintenance and construction and theory and practice of piano tuning. In most states of America and countries of Europe "piano repair" is offered as a short course or learning programme offered by private institutions. This FETC in Piano Technology at NQF Level 4 has been designed to develop the whole individual while the examples located to develop a range of job related skills only. These courses and programmes are focussed only on vocational knowledge and skills. United Kingdom: The United Kingdom approach is informed by the learning pathway for Piano Maintenance, Tuning and Toning. Elements of this qualification are used in related careers or learning pathways. While this National Certificate is dedicated to the repair of one classical instrument, the acoustic piano , the benchmarked qualification offers electives for the repair of a range of classical musical instruments. Some institutions that offer some form of piano repair, restoration, regulating and tuning training courses are: Newark and Sherwood College: The School of Violin, Woodwind and Piano Technology offers a range of programmes in the making, repairing and tuning of instruments: The royal national college for the blind(RNC), is acknowledged as the UK's national centre for training people who are blind or partially sighted for careers in piano tuning and repairs. The internationally recognised VIEW Diploma in Piano Tuning and Repairs prepares learners for self-employment or employment as a Piano Tuner Technician. The programme includes: business skills; harpsichord tuning; history of the piano; music; repairs, maintenance and construction and theory and practice of piano tuning. The following Qualification, although at a level 3 compares very well with the outcomes of the Level 4 South African Qualification: EDI Level 3 Certificate in Classical Musical Instrument Technology Vocationally-Related Qualification.Completion of this qualification enables students to enter the trade on a professional/employed basis or via self employment. They may also further their development by undertaking studies at degree level in related subjects such as acoustics. Qualification structure summary: This Qualification provides pathways to the following qualifications: Mandatory units: Piano - Maintenance, Tuning and Toning: Piano maintenance, tuning and toning pathway: Scotland: There is no full Qualification in the framework but rather specialist modules that feed into the Music Technology Qualifications. It can also be offered as a short course for those already within the industry. The following module has the most simlilaries with the South African Qualification and require more hours to complete than the full South African Qualification: Pianoforte Regulating: Introduction: This is a specialist module which enables the student to: ·> Dismantle, assemble and adjust the piano actions which are most common in both upright and grand pianos. Conclusion: This qualification compares well with international best practice. |
| ARTICULATION OPTIONS |
| Examples of horizontal articulation include: Examples of vertical articulation with this Qualification include: |
| MODERATION OPTIONS |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| Criteria for the registration of assessors: |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| N/A |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 243305 | Evaluate the acoustic piano | Level 3 | NQF Level 03 | 5 |
| Core | 335835 | Adhere to professional conduct and business ethics | Level 4 | NQF Level 04 | 4 |
| Core | 120366 | Demonstrate understanding of the implementation of occupational health, safety and environmental legislation in the work place | Level 4 | NQF Level 04 | 9 |
| Core | 117244 | Investigate the possibilities of establishing and running a small business enterprise (SMME) | Level 4 | NQF Level 04 | 3 |
| Core | 264857 | Regulate an acoustic piano | Level 4 | NQF Level 04 | 18 |
| Core | 264861 | Tune a piano | Level 4 | NQF Level 04 | 15 |
| Core | 264862 | Understand the theory of piano tuning and regulation | Level 4 | NQF Level 04 | 5 |
| Core | 377140 | Understand the theory of tuning and voicing | Level 5 | NQF Level 05 | 8 |
| Fundamental | 119472 | Accommodate audience and context needs in oral/signed communication | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119457 | Interpret and use information from texts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119467 | Use language and communication in occupational learning programmes | Level 3 | NQF Level 03 | 5 |
| Fundamental | 119465 | Write/present/sign texts for a range of communicative contexts | Level 3 | NQF Level 03 | 5 |
| Fundamental | 9015 | Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems | Level 4 | NQF Level 04 | 6 |
| Fundamental | 119462 | Engage in sustained oral/signed communication and evaluate spoken/signed texts | Level 4 | NQF Level 04 | 5 |
| Fundamental | 119469 | Read/view, analyse and respond to a variety of texts | Level 4 | NQF Level 04 | 5 |
| Fundamental | 9016 | Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | Level 4 | NQF Level 04 | 4 |
| Fundamental | 119471 | Use language and communication in occupational learning programmes | Level 4 | NQF Level 04 | 5 |
| Fundamental | 7468 | Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues | Level 4 | NQF Level 04 | 6 |
| Fundamental | 119459 | Write/present/sign for a wide range of contexts | Level 4 | NQF Level 04 | 5 |
| Elective | 252214 | Conduct follow-up with customers to evaluate satisfaction levels | Level 4 | NQF Level 04 | 6 |
| Elective | 114561 | Craft basic sound with a tone generator | Level 4 | NQF Level 04 | 8 |
| Elective | 14357 | Demonstrate an understanding of a selected business environment | Level 4 | NQF Level 04 | 10 |
| Elective | 261340 | Describe the music business | Level 4 | NQF Level 04 | 7 |
| Elective | 114533 | Evaluate acoustics | Level 4 | NQF Level 04 | 8 |
| Elective | 114534 | Maintain sound equipment | Level 4 | NQF Level 04 | 4 |
| Elective | 114589 | Manage time productively | Level 4 | NQF Level 04 | 4 |
| Elective | 253335 | Apply knowledge and skills of music technology | Level 5 | Level TBA: Pre-2009 was L5 | 20 |
| Elective | 114538 | Ensure sound quality | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Elective | 10053 | Manage customer requirements and needs and implement action plans | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 253174 | Read and interpret a musical score | Level 5 | Level TBA: Pre-2009 was L5 | 30 |
| 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. |
| 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. |