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: 

Explain aesthetic and technical elements of productions 
SAQA US ID UNIT STANDARD TITLE
243962  Explain aesthetic and technical elements of productions 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Media Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
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 the learning is to ensure that learners understand and can explain the aesthetic and technical elements that impact on the quality of film and television productions. Credited learners are able to contextualise aesthetic and technical elements within the historical development of film and television, can identify technical and aesthetic elements in products, and can explain the interaction between these elements and the impact it has on product quality.

Understanding the aesthetic elements of productions can be applied in many creative fields, while understanding the technical elements ensures that credited learners are able to fulfil their elected role in the production process with due regard for the entire process. The ability to understand the relationships between different technical elements, different aesthetic elements, and technical and aesthetic elements forms the basis upon which learners can progress to higher levels of specialisation in either creative or technical areas in the film and television industry.

Technical and aesthetic elements have significant implications for the aesthetic, technical or commercial success of a production. Understanding of these elements facilitates production of quality outputs in film and television. Good products can compete internationally, and ensures the viability of the industry.

Credited learners are capable of:
  • Categorising technical and aesthetic elements of specific productions.
  • Describing the impact of technical and aesthetic elements in specific products.
  • Identifying limitations and possibilities based on technical and aesthetic requirements.
  • Evaluating technical and aesthetic elements against direction requirements. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in:
  • Communication and language competence at NQF Level 4.
  • Operating equipment, materials and tools relevant for a specialisation area in film, television and video production. 

  • UNIT STANDARD RANGE 
    Range statements are included with the relevant specific outcomes and assessment criteria where appropriate. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Categorise technical and aesthetic elements of specific productions. 
    OUTCOME RANGE 
    Technical elements include lighting, sound, colour, camera framing, camera movement, etc.; aesthetic elements include light, space, time-motion, sound/music, plot structures, sets, costumes and makeup, acting, lighting, cinematography, and editing, that is, spoken, visual and written texts including symbolism, characterisation, imagery, use of realism and fantasy, etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Categories (genres and formats) of film and television are identified with specific examples. 
    ASSESSMENT CRITERION RANGE 
    Genres can include narrative, documentary, non-documentary, fiction, and non-fiction.
     

    ASSESSMENT CRITERION 2 
    The history and development of film and television in South Africa as a creative medium of artistic expression and mass communication is summarised chronologically. 
    ASSESSMENT CRITERION RANGE 
    History and development include cultures and literary periods, filmmakers, key historical events, development of techniques over time, technological advances/breakthroughs, etc.
     

    ASSESSMENT CRITERION 3 
    Filmmaking terms, devices, conventions and principles are identified and defined with examples from specific productions. 
    ASSESSMENT CRITERION RANGE 
    For example, film structures and structural elements/elements of film composition, cinematic techniques, visual literacy concepts, integration of sound and vision, narrative elements, types of shots, camera movement, camera placement, etc.
     

    ASSESSMENT CRITERION 4 
    Technical and aesthetic elements are identified in specific productions and for specific categories (genres and formats) of film and television. 

    SPECIFIC OUTCOME 2 
    Describe the impact of technical and aesthetic elements in specific products. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Technical elements are described in terms of decisions regarding their application in specific product examples. 

    ASSESSMENT CRITERION 2 
    Aesthetic elements are described in terms of decisions regarding their application in specific product examples. 

    ASSESSMENT CRITERION 3 
    The impact of technical and aesthetic elements is described in terms of different audience responses. 

    ASSESSMENT CRITERION 4 
    The impact of technical and aesthetic elements is explained with specific examples. 

    SPECIFIC OUTCOME 3 
    Identify limitations and possibilities based on technical and aesthetic requirements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Examples of aesthetic requirements that limit technical elements are given for specific productions. 

    ASSESSMENT CRITERION 2 
    Examples of technical requirements that limit aesthetic elements are given for specific productions. 

    ASSESSMENT CRITERION 3 
    Recommended technical and aesthetic elements meet given requirements for specific productions. 

    SPECIFIC OUTCOME 4 
    Evaluate technical and aesthetic elements against direction requirements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Direction requirements are described in terms of their implications for technical and aesthetic elements of specific products. 

    ASSESSMENT CRITERION 2 
    Technical and aesthetic elements are evaluated in terms of the content and purpose of specific products. 

    ASSESSMENT CRITERION 3 
    The quality of technical and aesthetic elements are evaluated against specified organisation - and production - specific criteria. 

    ASSESSMENT CRITERION 4 
    Technical and aesthetic elements are evaluated in terms established quality standards. 

    ASSESSMENT CRITERION 5 
    Film conventions and devices are described in terms of their ability to convey identified meaning. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by the MAPPP-SETA ETQA 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 the ETDP SETA and the MAPPP-SETA ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The MAPPP-SETA 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:
  • Technical and aesthetic elements of productions.
  • Film and television genres and formats.
  • The history and development of film and television in South Africa.
  • Filmmaking terms, devices, conventions and principles.
  • Production roles.
  • Film theory. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions to identify limitations and possibilities based on technical and aesthetic requirements. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to evaluate technical and aesthetic elements against direction requirements. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when the quality of technical and aesthetic elements are evaluated against specified organisation- and production specific criteria and technical and aesthetic elements are evaluated in terms established quality standards. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to categorise technical and aesthetic elements of specific productions. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to describe the impact of technical and aesthetic elements in specific products. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when the history and development of film and television in South Africa as a creative medium of artistic expression and mass communication is summarised chronologically. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation to describe the impact of technical and aesthetic elements in specific products. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to assessors:

    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, 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. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58394   National Certificate: Film and Television Production  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 


    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. Artshub Institute 
    2. Aviwe Business Development and 
    3. BDCE (Pty) Ltd 
    4. Big Fish 
    5. BLC Entertainment 
    6. CREATIVE ARTS COLLEGE 
    7. Digital Media Arts College 
    8. Epitome Villa (Pty)Ltd 
    9. EYETHU NATIONAL COMPUTER COLLEGE PTY LTD 
    10. FILM Mentorship & Training SA 
    11. Footprint Media academy Pty ltd 
    12. Frayintermedia Cc 
    13. Gold Class Group 
    14. Greenview Training and Development Skills Centre 
    15. Institute for the Advancement 
    16. IT Labs Consulting 
    17. Johannesburg Institute of Engi 
    18. MBOWA COLLEGE PTY LTD 
    19. Media Village Training 
    20. Movietech Film and Television College 
    21. OL Afrika Media 
    22. OPELONG BUSINESS INSTITUTE (PT 
    23. Peo Entle HIV Wellness Management and Youth Skills Development NPO 
    24. Pracical Audio Solution 
    25. PRX SCHOOL TEST 
    26. Richfield Graduate Institute of Technology Pty Ltd 
    27. SA College of Technology (PTY) 
    28. SOUTH AFRICAN CORPORATE TRAINI 
    29. Southern Africa Youth Project 
    30. The Camera Academy 
    31. The Media Workshop 
    32. The Open Window (Pty) Ltd 
    33. Thubelihle Graduate Institute 
    34. VUTHLARI MARKETING CONSULTING 
    35. Youth Media Movement 
    36. ZA WIT (PTY) LTD 



    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.