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: 

Identify job opportunities within the performing arts industry 
SAQA US ID UNIT STANDARD TITLE
114546  Identify job opportunities within the performing arts industry 
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 3  NQF Level 03 
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 be resourceful in positioning themselves within the performing arts` industry. In order to be successful in the arts in South Africa, it is necessary to understand the various options available, become innovative in finding gaps in the market, take initiative to create work where none exists and find ways of marketing oneself and one`s skills. It is also important for learners at Level 4 to research and access information about possible further study opportunities at Levels 5 and above in order to ensure life-long learning and skills development.

Critical thinking and problem-solving skills are vital for career success, as is resilience, determination and a strong desire to succeed. This unit standard seeks to introduce learners to the industry they are about to enter and to give them a broad and comprehensive view of their options within it. Thus this learning prepares learners for becoming more employable, as well as being capable of self-employment, within the performing arts` arena. Learners are encouraged to see performance as a viable business, of economic and cultural importance to self, communities and the nation.

Learners credited with this unit standard are capable of:
  • Identifying the key roleplayers in the performing art`s industry
  • Assessing their own strengths and weaknesses, personal interests and skills in order to investigate suitable education and career opportunities in the performing arts, media, advertising, marketing, and related arts fields
  • Developing entrepreneurial skills, knowledge, attitudes and values to make an economic contribution to self and society in the performing arts and related fields 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learner taking this unit standard will be expected to have completed a Level 3 unit standard in Communication and to have a keen interest in the performing arts. 

    UNIT STANDARD RANGE 
    The scope of this unit standard is the South African performing arts` landscape. Careers in the performing arts or related industries could include the following career fields, inter alia:
  • Arts industries [Range: includes arts management, theatre management, stage management, arts funding]
  • Art galleries and museums
  • Arts education [Range: includes teachers, lecturers and coaches in the performing arts at all levels]
  • Ccasting agents
  • Ccultural tourism
  • Cultural villages
  • Community arts centres
  • Craft centres
  • Entertainment lawyers
  • Entrepreneurs of private/independent drama studios
  • Events co-ordinators
  • Media, publishing and advertising
  • Popular entertainers [Range: includes buskers, stand-up comedians, clowns, contortionists, cabaret artists, magicians]
  • Stage, television, video, radio and film industry [Range: includes all performers, directors, companies, choreographers, composers, writers, technical teams, reviewers, voice- over artists]
  • Theatre design [Range: includes theatre architecture, set, costume, make-up, lighting, sound, promotional material]
  • Therapy [Range of therapies: includes play therapy, drama therapy, music therapy, dance therapy]

    Credited learners should be able to administer their own career, set goals for themselves and have a clear sense of direction. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify the key role-players in the performing art`s industry for own career-path planning. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Key organisations which fund the performing arts are identified in order to know who to approach for funding. 

    ASSESSMENT CRITERION 2 
    Key lobbying bodies and trade unions for performing artists are identified in order to ensure that rights of the artist will be protected. 

    ASSESSMENT CRITERION 3 
    Potential employers are identified for own career-path planning. 
    ASSESSMENT CRITERION RANGE 
    This includes independent companies, producers, directors, casting agents, industrial theatre companies, and other sectors of society such as business, education, health etc.
     

    ASSESSMENT CRITERION 4 
    The potential for self-employment is identified. 
    ASSESSMENT CRITERION RANGE 
    This includes innovating performances to fill needs in the community, using Arts festivals, competitions and informal events to showcase talents etc.
     

    ASSESSMENT CRITERION 5 
    Opportunities for life-long training and enrichment in the performing arts are identified. 
    ASSESSMENT CRITERION RANGE 
    This includes all tertiary training institutions, workshops, classes, master-classes, training centres etc.
     

    SPECIFIC OUTCOME 2 
    Investigate education and career opportunities in the performing arts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Career opportunities in the performing arts, media, advertising, marketing, and related arts fields are identified. 

    ASSESSMENT CRITERION 2 
    Needs and requirements of these career opportunities are identified and evaluated. 

    ASSESSMENT CRITERION 3 
    Educational opportunities are investigated in order to facilitate life-long learning and continuous development. 

    ASSESSMENT CRITERION 4 
    Educational institutions and learnerships are investigated for suitability to learner`s needs. 

    ASSESSMENT CRITERION 5 
    The shortcomings and pitfalls of careers in the performing arts are identified and possible solutions suggested. 

    SPECIFIC OUTCOME 3 
    Develop entrepreneurial skills, knowledge, attitudes and values. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Contracts are examined with insight. 

    ASSESSMENT CRITERION 2 
    The roles of agents, personal managers and producers are investigated, ensuring that the learner knows what can be expected of these role-players. 

    ASSESSMENT CRITERION 3 
    Interview and audition situations are handled with confidence. 

    ASSESSMENT CRITERION 4 
    Tools are developed to market the performing artist. 
    ASSESSMENT CRITERION RANGE 
    These tools include a suitable curriculum vitae, resumes, showreels and portfolios.
     

    ASSESSMENT CRITERION 5 
    Personal presentational skills are demonstrated. 
    ASSESSMENT CRITERION RANGE 
    These skills include attention to appearance, health and fitness, vocal command, confidence, etiquette, use of energy, ability to control nerves.
     

    ASSESSMENT CRITERION 6 
    Ways and means of making an economic contribution to self and society in the performing arts and related fields are explored. 

    SPECIFIC OUTCOME 4 
    Reflect on own career path in the performing arts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Own strengths and weaknesses are objectively assessed. 

    ASSESSMENT CRITERION 2 
    Personal interests and skills are investigated to facilitate own career-path planning. 

    ASSESSMENT CRITERION 3 
    Evaluate possible careers in the performing arts according to suitability to self and potential. 

    ASSESSMENT CRITERION 4 
    Evaluate possible further study opportunities in order to meet requirements of these careers. 

    ASSESSMENT CRITERION 5 
    Personal limitations are identified and potential remedies are sought to develop the performing artist in this area of limitation. 


    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:
  • The South African performing arts context [Range: this includes a knowledge of potential funding organisations, relationships with agents, producers and casting directors, a knowledge of trade unions, collaboratives, companies, licensing agents, ticketing organisations, educational institutions etc.].
  • The roles and job opportunities that exist across a range of performing arts media.
  • The needs of communities and how they could translate into opportunities for entrepreneurship in the performing arts.
  • Contracts and labour practises. 

  • 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 own career path planning and think critically and reflectively about potential jobs in the performance industry. 

    UNIT STANDARD CCFO WORKING 
    Present oneself effectively to others for the purposes of acquiring work in the industry and use principles of co-operation and collaboration to ensure that one is considered a good team member for future employment. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage own time effectively in planning career path and maintaining and developing personal skills and resources. 

    UNIT STANDARD CCFO COLLECTING 
    Access information about the scope of the performing arts industry in South Africa and analyse it for use in making career decisions. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with others in auditions and interviews and conduct oneself professionally with key roleplayers. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology to access information about the scope of the performing arts industry in South Africa and to market oneself effectively using showreels, portfolios of photographs etc. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by identifying potential roles within the broader context of the South African industry. 

    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.