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 THAT HAS PASSED THE END DATE: 

Design aspects for performances 
SAQA US ID UNIT STANDARD TITLE
114552  Design aspects for 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  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 think about their performances visually, providing foundational competencies in design and design elements for the performing arts. In the South African context, directors are often called upon to design their plays and performers often present their work in communities and at festivals without the assistance of designers. Design in performance has been greatly neglected even at the most basic level. The so-called "poor theatre" approach has often been a matter of necessity, rather than choice, and while it has its strengths, performing arts` practitioners need to have the resourcefulness to be able to move beyond this if they so wish.

Design for the performing arts includes all of the following technical and technological aspects of performance: lighting, sound, costume, make-up, set design, properties, puppetry, mask-making and publicity material. Learners offering this unit standard would be expected to have a broad overview of the design field and then focus on TWO of these aspects for assessment.

Learners should develop the skills to innovate where resources are slim and to seek creative solutions to problems in order to create a suitable visual and aural landscape for the performance. They should be able to work with others to realise their designs, using basic techniques. It is important to note that this unit standard gives an overview of a complex field, providing credited learners with the skills to survive in the industry and with the ability to make choices to build on their skills and knowledge further at Levels 5 and 6, with regards to designing and using technical and technological aspects of performance.

This learning prepares learners for becoming more employable, as well as being capable of selfemployment, within the performing arts` arena.

Learners credited with this unit standard are capable of:
  • Assessing the design needs and resources for a performance, as provided by the text, director, context of performance, performance space etc.
  • Analysing the contribution made by different aspects of performance technology to effective performance
  • Conceptualising design elements for use in a performance.
  • Using the skills, techniques and technologies necessary for the effective application of the design elements in performance. 
    		•

    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 "Conceptualise performance texts and performances" and "Analyse performance texts in context". 

    UNIT STANDARD RANGE 
    The scope of this unit standard includes basic competencies in designing for performances. The performances can range from those occurring in private or public settings, formal or informal environments, once-off performances to short runs.

    Note that the term "performance" is being used, as opposed to "production", "project", "company" or "festival". The skills required for designing for these are more extensive and would require further specific training at Level 5 or above on the NQF. It is also understood that the learning will occur within a supervised environment and that many of the specific outcomes can be realised through effective team work, rather than requiring sole responsibility in all cases.

    Design for the performing arts includes all of the following technical and technological aspects of performance: lighting, sound, costume, make-up, set design, properties, puppetry, mask-making and publicity material. Learners offering this unit standard would be expected to have a broad overview of the design field and then focus on TWO of these aspects for assessment.

    This unit standard can be taken with "Set up and strike equipment, material and tools and "Operate/apply equipment, material and tools" for learners who wish to follow Design or Performance technology as a career choice.

    Credited learners should have an understanding of the personal and social discipline required to be an effective designer or member of a design team. Attitudes of collaboration, empathy, cooperation, 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 
    Analyse the contribution made by all design elements to a performance. 
    OUTCOME NOTES 
    Analyse the contribution made by all design elements to a performance in order to establish effectiveness. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The contributions of lighting and sound design, costume and make-up, set and property design, stage management, puppetry and masks and publicity material to own or others` performances are identified, described and evaluated in order to optimise performance. 

    ASSESSMENT CRITERION 2 
    Elements of design are investigated and evaluated for suitability for performance form. 
    ASSESSMENT CRITERION RANGE 
    This includes both urban, rural, imported and indigenous Southern African performance forms
     

    ASSESSMENT CRITERION 3 
    Design elements are analysed and evaluated for their contribution to the creation of style and genre in performance. 

    ASSESSMENT CRITERION 4 
    The work of national and international design practitioners is researched and evaluated for the inclusion of ideas into own repertoire. 

    ASSESSMENT CRITERION 5 
    Visual design material is collected and evaluated for effectiveness. 

    SPECIFIC OUTCOME 2 
    Assess the design needs and resources for a performance with regard to TWO design aspects. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The performance text is analysed for clues to essential design elements to ensure that all essential elements are considered. 

    ASSESSMENT CRITERION 2 
    The director`s and/or creator`s concept is understood and discussed in order to make design decisions based on their vision. 

    ASSESSMENT CRITERION 3 
    All available resources are assessed for limitations and possibilities to optimise performance. 
    ASSESSMENT CRITERION RANGE 
    Financial resources, human resources, material resources, performance space, performers etc.
     

    ASSESSMENT CRITERION 4 
    A list is drawn up of what will have to be acquired for the performance. 

    ASSESSMENT CRITERION 5 
    Elements and resources to be costed are comprehensively identified. 

    ASSESSMENT CRITERION 6 
    A cost budget for design elements is prepared and presented. 

    ASSESSMENT CRITERION 7 
    Design elements are improvised from available materials where necessary. 

    SPECIFIC OUTCOME 3 
    Conceptualise design elements for use in a performance with regard to TWO design aspects. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Appropriate design elements are selected for use in a performance. 

    ASSESSMENT CRITERION 2 
    The performance text and its context are researched for design ideas. 

    ASSESSMENT CRITERION 3 
    The concept is developed through a series of interactions with key role players. [Many opportunities exist within a rehearsal process for the concept to be developed through interaction with role players. 
    ASSESSMENT CRITERION RANGE 
    This includes meetings with the director, creator and administrative staff, attending rehearsals to see how the performance is progressing, meetings with performers to fully understand their conception of their roles etc.
     

    ASSESSMENT CRITERION 4 
    Design choices are selected and justified, congruent with the performance text and context, the director`s vision and the research which has been done. 

    ASSESSMENT CRITERION 5 
    Ideas are presented to director and cast using relevant design tools. 
    ASSESSMENT CRITERION RANGE 
    These design tools can include sketches, plans, diagrams, model boxes, written notes, drawings, photographs or other visual aids, lighting and sound plots, etc.
     

    ASSESSMENT CRITERION 6 
    Designs are conceptualised and drawn up with regard for the elements of design. 
    ASSESSMENT CRITERION RANGE 
    Elements of design include unity, balance, variety, harmony, proportion, emphasis, line, mass, colour, texture, ornament, perspective, simplicity, exaggeration, intensity, rhythm etc.
     

    ASSESSMENT CRITERION 7 
    Design choices are evaluated and adapted to optimise performance. 
    ASSESSMENT CRITERION RANGE 
    This evaluation includes, but is not limited to, whether the choices facilitate the necessary action, aid understanding of the meaning and intention behind the performance and express visually the specific qualities of the performance.
     

    SPECIFIC OUTCOME 4 
    Use skills, techniques and technologies to apply design elements in performance. 
    OUTCOME NOTES 
    Use skills, techniques and technologies to apply design elements in performance with regard to TWO design aspects. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The essential components of the design are identified and integrated into performance. 
    ASSESSMENT CRITERION RANGE 
    These components could include types of lighting equipment, period costume elements, basic make-up materials, rehearsal schedules and cue sheets etc.
     

    ASSESSMENT CRITERION 2 
    Design elements are made using design components and technical equipment safely. 

    ASSESSMENT CRITERION 3 
    Design elements are made, sourced or improvised using found materials effectively and appropriately. 

    ASSESSMENT CRITERION 4 
    Basic equipment is set up to realise the design. 
    ASSESSMENT CRITERION RANGE 
    Flats, rostra, backdrops, floorcloths, six-circuit lighting board, sound equipment (reel-to-reel, CD, tape), lights, gels and gobos, make-up implements, properties, costumes, accessories, furniture etc.
     

    ASSESSMENT CRITERION 5 
    Simple design elements are constructed from scratch or are altered from existing elements effectively and appropriately. 

    ASSESSMENT CRITERION 6 
    The design elements are fitted to the space or performer safely and in a way that allows for the required movement of performers. 
    ASSESSMENT CRITERION RANGE 
    Sightlines are considered when placing design elements in the space, lighting is arranged to suit the actor-audience configuration, performer`s body shapes are taken into account when designing costumes.
     

    ASSESSMENT CRITERION 7 
    Equipment is checked and maintained through a performance. 

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

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Team work is consistently demonstrated in meetings, rehearsals and performances. 

    ASSESSMENT CRITERION 2 
    Responsibility and discipline is demonstrated in meetings, rehearsals and performances. 

    ASSESSMENT CRITERION 3 
    All schedules and deadlines are met and problems are dealt with timeously. 

    ASSESSMENT CRITERION 4 
    Involvement in performance is recorded in a work book, which details notes, ideas, etc. 

    ASSESSMENT CRITERION 5 
    Suitable suggestions are made to solve problems. 

    ASSESSMENT CRITERION 6 
    Communication with members of the team demonstrates sensitivity, listening and articulate voicing of ideas. 


    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:
  • Principles, elements and concepts relating to design for performances, including unity, balance, variety, harmony, proportion, emphasis, line, mass, colour, texture, ornament, perspective, simplicity, exaggeration, intensity, rhythm
  • The various contexts (historical, cultural, economic, social, philosophical etc.) which influence design for performance
  • The performance context including audience, performers, space and intention of performance
  • Performance technologies and tools to be used to communicate meaning to an audience visually and aurally
  • The processes, practices and products of leading designers, both local and international.
  • The practicalities of designing for live performance
  • Relationships between people in the design and production teams 
    		•

    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 designing for specific contexts, using available resources, by thinking critically and reflectively in teams and alone. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with all members of the class, technical 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 design activities according to performance schedules. 

    UNIT STANDARD CCFO COLLECTING 
    Access information about design practices, processes and products, both locally and internationally, and analyse it for use in the process of facilitating a performance. 

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

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology safely and effectively for design purposes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by identifying the role of the design team within the production team and the company of performers. 

    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  49127   Further Education and Training Certificate: Design Foundation  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Elective  48808   Further Education and Training Certificate: Performing Arts  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  78003   Further Education and Training Certificate: Visual Arts  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  57428   Further Education and Training Certificate: Youth Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "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. Amaqamu Project Management and Consulting 
    2. B T Group of Companies Pty Ltd 
    3. Breakeven 59(PTY) Ltd 
    4. CTU Training Solutions 
    5. Dintshang Trading 
    6. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    7. Jeppe College of Commerce and 
    8. Kitso Bokamoso Training Solution 
    9. Leronsa Trading Enterprise 
    10. MENTORNET (PTY) LTD 
    11. Ntevho-Ketso Training and Recruitement Consultancy cc 
    12. NTI College 
    13. Ntsangalala Business Enterprise 
    14. Professional Development and Training Institute (Pty) Ltd 
    15. Resonance Institute of Learning 
    16. Retshetse Training Project 
    17. Richfield Graduate Institute of Technology Pty Ltd 
    18. Southern African Youth Movement 
    19. Thabelanang t/a Thabelanang Trading Enterprise 
    20. THE GMC GROUP PTY LTD 
    21. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    22. Ulwazi Training & Development 
    23. VSS College (Pty) LTD 
    24. VUTHLARI MARKETING CONSULTING 


    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.