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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: |
| Diploma in Drama |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 100799 | Diploma in Drama | |||
| ORIGINATOR | ||||
| Durban University of Technology | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CHE - Council on Higher Education | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Diploma (Min 360) | Field 02 - Culture and Arts | Performing Arts | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 360 | Not Applicable | NQF Level 06 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Reregistered | EXCO 0821/24 | 2021-07-01 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2033-06-30 | |||
| 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 replaces: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 72223 | National Diploma: Drama | Level 6 | NQF Level 06 | 360 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The purpose of the qualification is to provide skills, such as singing, dance, educational theatre, and directing diversify technical attributes. The qualification responds to national needs in the performing arts through the authentic experiences provided for learners, for example, live public performances reviewed by the media, and participation in festivals. The curriculum has sought to embed new knowledge to forward new perceptions and broader contexts. The discipline-specific nature embedded in coursework will allow for specialist skills and multi-levelled communication. The qualification will thus support the not only film, radio and live performance, and entertainment events but will create an entrepreneurial presence in South Africa in these related fields. Rationale: The rationale for the qualification is to provide learners with quality tertiary education in the field of Drama, to give the South African entertainment industry with professionally trained practitioners. The Diploma in Drama offers the development of undergraduate' vocational and intellectual needs to be able to enter the workplace and continue in academia for further education and research. The qualification offers training in performance and directing and therefore is career-centred for the entertainment industry. Further learners specialise in one of four areas aligned with industry requirements. Support for the qualification has been provided by, for example, PANSA (Performing Arts Network of South Africa); ARTSMART; the Playhouse Company; various film studios; and independent theatre practitioners. The strategic introduction of General Education by the university changes the pedagogical focus from vocationally driven outcomes to those espoused by the liberal college university criteria. The shift triggered by the refocus of educational philosophy engages with the creation of globally aware citizens who articulate with the changing internationalising trends. The cross-pollination of ideas is to provide learners with an experience that will expand horizons and increase learning, as well as encourage lifelong learning goals. The qualification will strive to invite social awareness as well as provide contextual references in terms of identity, community and global society. Thus the qualification signifies adjusted content, outcomes and methods that reflect the changing needs of the regional, national and global industry while retaining the strengths of the conservatory-styled learning acknowledged by the Department's Industry Liaison Board, graduates as well as current staff and learners. Typical learners are from communities in KZN and intend to enter the Art world as performers, directors, or trainers in the field of performance. Learners from the department have secured employment is a wide range of contexts, including television, film, tourism, cruise ships, broadcasting, radio, and many have gone on to study further to become teachers in the field. The entrepreneurial nature of the qualification, plus the additional skills derived from the areas of specialisation allow learners to enter businesses such as touring schools, corporate gigs and industrial movies. Thus, the qualification will contribute to the economy through the establishment of relevant companies and the provision of employment. Many learners have involved themselves in community centres focussed on community upliftment. Educational theatre creates community awareness regarding issues such as health. The Diploma in Drama initiates the study of performance and will articulate with the Advanced Diploma in Drama. The learning pathway will progress through a Postgraduate Diploma in Drama which will allow learners to further their studies at Masters and Doctoral levels. The qualification will provide training for artists intending a career in performance, enabling them to work in the field of film, television, scriptwriting, education, musical theatre and contemporary dance. Learners will demonstrate a professional approach to the areas above. The intensive production schedule in all three years of study prepares the learners for work both nationally and globally. The qualification prepares learners for the industry in which they become independent contractors. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution has a policy 'Recognition of Prior Learning' that is following the national RPL. Policy. The system enables learners by their professional experience to apply for Recognition of Prior Learning to access a higher qualification or in respect of formal credit exemption. RPL assessment is relevant, valid, of quality, transferable, authentic and current of the learning. The institution acknowledges lifelong learning, and therefore learners are eligible for assessment and accreditation on the production of a Portfolio of Evidence. RPL allows for access to higher education. The General Handbook for Learners states that: "A person may rely on formal application and, and within the approval of the Executive Committee of the relevant Faculty Board for registration for an instructional programme approved by the Institution's Senate by the Institution's Recognition of Prior Learning (RPL) Policy. The Department of Drama and Production Studies evaluates the quality and quantity of performance undertaken. The learner must provide a portfolio of evidence of advanced standing, supporting their request for module exemption. After that, Departmental approval must acknowledge at the next Staff Meeting before submission for internal processes of approval. Entry Requirements: The minimum requirement is: Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification comprises of compulsory and elective modules at Level 5, and 6 totalling at 372 Credits.
Compulsory Modules, Level 5, 112 Credits: Elective Modules, NQF Level 5, 52 Credits: Choose two modules from the following General Education Modules: Choose TWO modules from the following General Education Modules: Choose one module from the following General Education Modules: Choose one module from the following General Education Modules: Compulsory Modules, Level 6, 176 Credits: Elective Modules, NQF Level 6, 32 Credits: Choose one specialisation from the following: Educational Theatre; Singing; Scriptwriting; Theatre Dance. Each elective comprises an A & B module at the Level I and Level II as follows: |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate entrenchment of a professional performance ethic.
2. Apply knowledge of social transformation and artistic achievement to intercultural exchanges. 3. Construct a personal, unique artistic presence. 4. Apply solid academic principles to performance practices, taking cognisance of knowledge systems and research. 5. Employ educational and entrepreneurial incentives to establish an optimal creative and artistic working environment. 6. Integrate the needs of specific communities into professional practice. 7. Demonstrate the relationship between mastery of skills and improved marketability. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Associated Assessment Criteria for Exit Level Outcome 7: Integrated Assessment: The modules that comprise the qualification are formative and summative. There are no examinations for the qualification. Formative assessment typically includes presentations on the work covered up to that point, and the progress made halfway through each semester. Examples of developmental assessment activities would be studio work, tutorials and group/individual presentations of practical work in which for example, technique, interpretation, movement and application of style, form and period. Additionally, performance criteria are peer and lecture reviewed according to appropriate rubrics. In the formative assessment, extensive and immediate feedback provided through peer evaluation as well as lecturer evaluation. Summative assessment for practice-led work is internally moderated for the first and second-year levels and externally moderated at thirds year level, at the close of each semester. This assessment occurs through monologue, duologue and dialogues, movement of the actor, vocal application, public performance, filmed submissions and festival presentations. The theory is through test, assignments, PowerPoint presentations and online submissions. Although the assessment of each module is separate, all modules culminate finally in production. Text and history provide an informed associated source for the materials valued, and practical work, actor tools/techniques, and interpretive actor choices are all contributory elements in assessing production. |
| INTERNATIONAL COMPARABILITY |
| Yale:
The undergraduate Drama qualification is over three years comprised of 360 Credits "combining in-depth classroom training with extensive production work". The qualification in the first year of study provides the following coursework that bears a direct correlation to coursework in the Diploma in Drama. N.Y.U. Tisch: N.Y.U.'s Tisch Drama offers an interdisciplinary qualification culminating in the B.F.A. (Bachelor of Fine Arts Degree) in theatre. The N.Y.U. the qualification focuses on the interdependence of theatre studies, professional in-studio training, interspersed with general education programmes as well as electives in the humanities and sciences. As a "conservatory" the qualification "offers training in acting, directing, musical performance, production, design or stage management". The quote from the qualification prospectus confirms that the credits relate closely to those in the Diploma in Drama as indicated below: Professional training offers coursework in applied techniques: The National School of Drama in India: Finally, The National School of Drama in India is the only one of its kind in India. The full-time three-year Diploma in Dramatic Arts offers vocation training in theatre with a focus on "creative imagination and expression within the collective framework of the group". The syllabus is framed by both theatrical theory and practice as applied in public performance. Thus the conceptual underpinnings relate closely to the Diploma in Drama. The work in the National School of Drama India embraces both global theories, classical Indian and Western dramatic traditions and contemporary theatre trends. Similarly, The Drama and Production Studies Department at this institution offers similar observing best practice trends but further offers extensions into the arena of directing and further specialisations. |
| ARTICULATION OPTIONS |
| This qualification allows for both horizontal and vertical articulation.
Horizontal Articulation: Vertical Articulation: |
| MODERATION OPTIONS |
| N/A |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A |
| NOTES |
| N/A |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. |
| 1. | Durban University of Technology |
| 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. |