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: 

Perform performance form 
SAQA US ID UNIT STANDARD TITLE
114542  Perform performance form 
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  15 
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 perform competently in one performance form. This unit standard is included twice - once in the core and once in the electives, which allows learners to become more versatile if they so choose. It is important that learners doing the unit standard twice choose TWO DIFFERENT performance forms. These could come from the same or different disciplines. Performance disciplines are broadly speaking dance, drama and music. Performance forms within the dance discipline include Ballet, Contemporary, African, Spanish, Modern, Tap, Hip hop etc, while performance forms within the drama discipline include theatre, television, film, stand-up comedy, puppetry, musicals, cabaret, street theatre, opera, circus, mime, storytelling and poetry performance. Performance forms within the music discipline include Classical, Jazz, Contemporary, Popular, Rock etc, and could also include the use of different instruments.

Learners have an opportunity to experience performing in a variety of contexts, both formal and informal, which could be in class, in cultural settings and/or on stage.

Since the Performing Arts rely on the human being as the instrument of artistic expression and creativity, learners must develop a range of personal resources and techniques to utilise in performance. They use their bodies, voices and/or instruments for interpretation, expression and communication to engage audiences in the creative act. Messages, roles, characters and ideas are presented and sustained.

The unit standard prepares learners for becoming economically active, in a variety of careers in the performing arts or in an associated field. Studying several different performance forms within or across performance disciplines broadens awareness of the field and increases employability. Increased awareness of the commonalities and the differences amongst performance forms and the cultures from which they are derived exposes learners to different cultures, building a broadened intercultural perspective and understanding.

The competencies attained for credit against this unit standard focuses specifically on the competencies needed to perform.

Learners credited with this unit standard are capable of:
  • Presenting a performance that engages the audience using appropriate elements of performance craft and physical technique.
  • Developing a character, role or message using appropriate knowledge of performance text, contexts, methodologies and approaches.
  • Integrating elements of performance using all appropriate knowledge of performance methods and performance craft.
  • Critically reflecting on and evaluating performance using all embedded knowledge.
  • Working in a group, accepting constructive criticism, using knowledge of group dynamics and communication techniques within the performance context.
  • Displaying effective presentation skills including the use of technologies and performance conventions.
  • Using a variety of performance techniques and terminology.
  • Responding to the performance context, by applying appropriate conventions (theatrical/cultural).
  • Interpreting performance texts within the appropriate context. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    A learner taking this unit standard will be expected to have completed the Level 3 unit standard "Rehearse Performance form" in the performance form to be studied, or to have completed the Level 3 unit standard in a related performance form. 

    UNIT STANDARD RANGE 
    The scope of this unit standard includes all the competencies required to present a performance form. Performances can be in any private or public setting, formal or informal. Learners should be able to perform alone and in groups. They should be competent at the styles and conventions of performances in each of their chosen forms.

    Credited learners should have an understanding of the personal, social and artistic discipline required to be an effective practitioner of these performance forms, in classes, 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 
    Interpret a text, role or character for performance purposes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The intention of the primary artist (creator/director/performer) is analysed and communicated. 

    ASSESSMENT CRITERION 2 
    The contexts in which the text, role or character operates are analysed and integrated into performance. 

    ASSESSMENT CRITERION 3 
    The function of the performer`s role within the whole performance context is understood and fulfilled. 

    ASSESSMENT CRITERION 4 
    Performance texts, characters, stylistic conventions, concepts and principles are interpreted, adapted and evaluated with discretion. 

    ASSESSMENT CRITERION 5 
    Verbal and/or non-verbal communication skills are used to effectively communicate theinterpretation to the audience. 

    ASSESSMENT CRITERION 6 
    Effective and appropriate choices are made for performance purposes [Range of choices could include 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 7 
    Choices are documented and consolidated in an ongoing journal of notes and comments from rehearsals relating to own personal growth. 

    ASSESSMENT CRITERION 8 
    Notes are integrated into rehearsals and performances responsibly. 

    SPECIFIC OUTCOME 2 
    Utilise personal resources and skills for performance purposes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Physical and/or vocal characteristics, techniques and skills are selected and used in order to effectively communicate a performance text 

    ASSESSMENT CRITERION 2 
    The inner life of the character/role is communicated, using a range of performance skills. 

    ASSESSMENT CRITERION 3 
    Subtext and intention are analysed, in order to make a character`s lines and/or actions understandable to an audience. 

    ASSESSMENT CRITERION 4 
    A variety of performance techniques and terminology are used with confidence. 

    ASSESSMENT CRITERION 5 
    The creativity, imagination and resourcefulness of the performer is developed through the use of improvisation within their chosen performance form. 

    ASSESSMENT CRITERION 6 
    The personal resources of the performer are enhanced as skills are acquired, maintained and improved upon in a systematic process of evaluation and development. 

    ASSESSMENT CRITERION 7 
    The performance is projected in such a way that it affects and engages the audience. 

    ASSESSMENT CRITERION 8 
    The most appropriate style of performance is selected and used within the context of the performance. 

    SPECIFIC OUTCOME 3 
    Fulfil the technical demands of a performance. 
    OUTCOME RANGE 
    Stagecraft, the use of theatre technology, the demands of space and size of performance etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    An understanding of the structure of the performance is demonstrated, by employing rhythm appropriately in performance. 

    ASSESSMENT CRITERION 2 
    The stage space is used in such a way that the performance communicates clearly to the audience. 

    ASSESSMENT CRITERION 3 
    Appropriate performance craft is utilised in order to engage the audience from start to finish. 

    ASSESSMENT CRITERION 4 
    Performances are confidently presented with sufficient control of the body, informed by anatomical knowledge. 

    ASSESSMENT CRITERION 5 
    Performances indicate technical clarity, commitment and attention to detail. 

    ASSESSMENT CRITERION 6 
    The performance is efficiently adapted to the space or environment. 

    ASSESSMENT CRITERION 7 
    Adaptations made to the unexpected are thoughtful or spontaneous. 

    ASSESSMENT CRITERION 8 
    Stylistic conventions, genres and other aspects of performance are appropriately utilised. 

    ASSESSMENT CRITERION 9 
    The performance context is taken into consideration during the planning stage. 

    ASSESSMENT CRITERION 10 
    All elements of performance craft are integrated in performances. 

    SPECIFIC OUTCOME 4 
    Co-operate with others in an ensemble for performance purposes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Concentration and focus is maintained throughout performances, while awareness of the audience and their responses is also sustained and utilised. 

    ASSESSMENT CRITERION 2 
    Co-operation with the director, choreographer, cast and production team is effective and culturally sensitive. 

    ASSESSMENT CRITERION 3 
    Awareness of the ensemble is demonstrated in rehearsals and performances through the application of suitable techniques. 
    ASSESSMENT CRITERION RANGE 
    Support, partnering, interaction, giving and taking focus.
     

    ASSESSMENT CRITERION 4 
    Self-discipline, social discipline and artistic discipline is demonstrated through the rehearsal and performance process, with reference to personal time management, caring attitude towards others and commitment to the work. 

    ASSESSMENT CRITERION 5 
    Constructive criticism is given and accepted within an effective group dynamic. 

    ASSESSMENT CRITERION 6 
    Personal development is consistently and independently strived for. 

    ASSESSMENT CRITERION 7 
    Commitment to the team effort is shown in adhering strictly to time schedules for rehearsals and performance and maintaining suitable energy levels in rehearsal and performance. 

    SPECIFIC OUTCOME 5 
    Present performance forms using effective technologies and performance conventions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Warming up and cooling down procedures are safe and effective and informed by anatomical knowledge. 

    ASSESSMENT CRITERION 2 
    Health and fitness as required by the performance form is monitored and maintained. 

    ASSESSMENT CRITERION 3 
    Presentation skills incorporate performance conventions appropriate to the particular performance form. 
    ASSESSMENT CRITERION RANGE 
    Direct address of the audience, use of fourth wall, silence and focus.
     

    ASSESSMENT CRITERION 4 
    Performance styles from different historical times and cultural contexts are investigated, explored, adapted and contrasted with sensitivity. 

    ASSESSMENT CRITERION 5 
    Rehearsal skills of repetition, memorisation, exploration and polishing are responsibly applied. 

    ASSESSMENT CRITERION 6 
    Technologies are effectively used in presentations. 
    ASSESSMENT CRITERION RANGE 
    Sets, props, sound, lighting, costumes, make-up, film, video, photography, artefacts, slides inter alia.
     

    ASSESSMENT CRITERION 7 
    Own performances are objectively evaluated and suitable improvements and adjustments are made over time with consultation and within the boundaries of maintaining the integrity of the particular performance. 


    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:
  • Vocal and physical techniques necessary for safe and effective communication.
  • Principles and stylistic qualities appropriate to the performance form 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, musicality.
  • The various contexts which influenced the creation of specific performance texts, including historical, social, political, cultural, economic and theatrical contexts.
  • The immediate performance context including audience, space and intention of performance.
  • The principles and elements contained in a performance text. 

  • 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 presenting 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 class, cast or production team, using principles of co-operation and collaboration. 

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

    UNIT STANDARD CCFO COLLECTING 
    Access information about performance craft, principles, terminology and conventions and analyse it for use in performance. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using physical, vocal and verbal and non-verbal communication skills in rehearsal and performance. 

    UNIT STANDARD CCFO SCIENCE 
    Access scientific data about safe practice in order to responsibly apply principles in performance and use technologies in order to enhance performance. 

    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
    Core  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.