| [Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards] |
|
|
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: |
| Postgraduate Diploma in Performing Arts |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 110956 | Postgraduate Diploma in Performing Arts | |||
| ORIGINATOR | ||||
| Tshwane University of Technology (TUT) | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| CHE - Council on Higher Education | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Postgraduate Diploma | Field 02 - Culture and Arts | Performing Arts | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 120 | Not Applicable | NQF Level 08 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Reregistered | EXCO 0821/24 | 2019-08-19 | 2027-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2028-06-30 | 2031-06-30 | |||
| 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 does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The Postgraduate Diploma in Performing Arts aims to empower local and international creative arts industries to produce multi-skilled qualifying learners with advanced specialised skills in critical thinking and research. The qualification will prepare qualifying learners for access across a variety of disciplines in the performing arts with opportunities to deepen professional and vocational practice and scholarship in the creative industries. Through greater theoretical rigour within an elected discipline specificity, as well as inter- and multi-disciplinary options, the qualification enhances reflective and reflexive practice across multimodal and practice-led modes of enquiry and maintains an appropriate balance between theoretical, practical and simulated experiential learning. Qualifying learners will be able to demonstrate advanced knowledge of creative industry regulations and practice, as well as the analysis of the Performing Arts as a cultural phenomenon. This will enhance the production of new knowledge and innovation in the performing arts through producing culturally relevant performing arts research and artefacts. This qualification aims to cultivate diversified and multi-dimensional performing artists and technicians through the integration of discipline specific and inter-disciplinary competencies, as well as harnessing indigenous knowledge systems towards culturally diverse learning and application in the performing arts. Learners will be able to apply practical and theoretical skills towards professional practice through the development of analytical and critical thinking skills in the performing arts. This is evident in the application of skills within co-operative and experiential learning in simulated workplace practice principles through the development and execution of specialised performances and productions. Through the cultivation of an appreciation of Africanisation in the performing arts industry, learners will be able to produce informed culturally relevant performance products; apply knowledge and practice of local traditions infused with contemporary trends within the creative industries; embrace the entrepreneurship and small business practice in creative industries; and implement viable performing arts based community enrichment projects. Through the production of nationally and internationally competitive and innovative culturally diverse and contemporary performance products, qualifying learners of the qualification will not only be able to operate and function as performing arts practitioners within these contexts, but also manage and generate entrepreneurial opportunities within the performing arts creative industry. Qualifying learners will be able to either broaden their vocational career through entering the industry, or pursue a career in academia. Rationale: The Performing Arts has a significant focus within both the creative and cultural industries in South Africa. The South African Performing Arts industry has been exulted within these industries and deemed to contribute immensely to the socio-economic growth of the country. The institution offer six cluster programmes in dance, drama, performing arts technology, music, vocal art, and musical theatre. The qualification will enable the learner to continue with inter-and multi-disciplinary study at a Postgraduate level in order to have the option to continue with the Postgraduate qualifications: Master of Performing Arts and Doctor of Performing Arts. The new performing arts qualifications aim to address the challenge of over-specialisation and duplication across the performing arts cluster by collapsing all the qualifications into coalesced qualifications, which will afford learners more options across the disciplines within performing arts. Qualifications of this multi-disciplinary nature meet the needs of the South African creative industries as identified by the National Department of Arts and Culture. Furthermore, the focus on multi-disciplinarity strives to offer: collective enquiry that builds on shared inherent and inherited knowledge and reflective practice; and is result-driven towards utilising the evidence of learning to inform and improve practice through multiple skillsets and innovation. The primary reason for the introduction of the qualification is to offer an opportunity for learners to advance their studies to strengthen the professional vocational learning community, whilst providing intensified insight into academia. The performing arts industry needs, and expectations are integrated into this qualification. The expected contributions were validated and documented in independent departmental advisory committee meetings hosted by the Department of Drama and Film, Department of Entertainment Technology, and the Department of Performing Arts. Departmental advisory committees as well as industry partners in the overarching performing arts sector have not only contributed to the development of the curriculum, but have also expressed their full and unreserved support for the new qualification. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The structure of this qualification makes the Recognition of Prior Learning (RPL) possible. This qualification may therefore be achieved in part or completely through the RPL learning, which includes formal, informal and non-formal learning and work experience. RPL follows the institution's policy and procedures, and is implemented accordingly by means of the Integrated Assessment mentioned below. Learners are informed regarding the RPL processes as well as being provided with support and guidance. Care is ensured that the mechanism used provides the learners with an opportunity to demonstrate competence and is not as onerous as to prevent a learner from taking up the RPL option towards gaining a qualification or as an entrance assessment. If the learner can demonstrate competence in the knowledge, skills, values and attitudes implicit for this qualification, the appropriate credits will be assigned to the learner. The learner will be thoroughly briefed on the mechanism to be used and support and guidance will be provided. Credits achieved through RPL may not exceed 50% of the total credits. Learners admitted via RPL may also not exceed 10% of the total intake cohort. The structured process for the assessment of individual learners against the exit level outcomes of the qualification on a case-by-case basis will be used. The learners are required to provide evidence of meeting the Exit Level Outcomes through the submission of a portfolio deemed to be sufficient, valid and authentic. Learners applying for RPL completes the application form and submit it together with a prescribed application fee and their portfolio of evidence and the candidate will be informed accordingly of the outcome thereafter. An applicant may appeal against a decision if dissatisfied with the process or decision. Entry Requirements: The minimum entry requirement for this qualification is: |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of compulsory and elective modules at Level 8 totalling 120 Credits.
Compulsory Modules, Level 8, 90 Credits: Elective Modules, 30 Credits (Choose/Select one module): |
| EXIT LEVEL OUTCOMES |
| 1. Demonstrate complex knowledge and engagement within the Africanisation of performing arts and creative industries contexts, towards understanding and applying relevant theories, applied research methodologies, methods and techniques.
2. Demonstrate the ability to apply discipline specificity, or inter- and multi-disciplinary application towards, critically reflecting, analysing and addressing complex or abstract problems within the performing arts and creative industries. 3. Critically review information gathering and synthesis of data for the processing and management of information towards developing creative responses to objectives and challenges in Performing Arts. 4. Develop, present and communicate academic, professional or occupational ideas and applied projects effectively to a range of audiences, which may contribute to the Africanisation of discipline specificity or inter-and multi-disciplinary performing arts practice. 5. Explicitly address the professional and on-going learning needs of self and others through critically applied learning strategies. |
| 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: Integrated Assessment: The method of assessment for all modules within this qualification is exam-terminating. This is reflected in accordance to the institution's assessment policy definitions, where one module within this qualification is a Theoretical Assessment, and all others are Practical Evaluations. The qualification predominantly favours reflective, reflexive and applied enquiry towards learning. The ratio of experiential and praxis-oriented assessments ensure that every module is incorporating a practical application underpinned by theoretical investigation/enquiry. Further, the assessments reflect the multimodal and experiential learning modes applied within the qualification. Formative assessments include feedback discussions in class to clarify and promote continued self-awareness and development. The lecturer, the peer group, as well as the individual will do baseline and observation assessment on a continual basis. Each learner will be required to journal their project planning and developmental processes, and will have the opportunity to discuss their work in class to discover where more research is needed and to resolve any technical/interpretative difficulties that may arise. All assessments will be followed by critical discussion based on the marking rubric and includes self-feedback. For summative assessments a detailed and discipline specific rubric will be utilised. As a compulsory component within the discipline electives, Work Integrated Learning in this qualification is through simulation and experiential learning and applied to performance and productions. The following assessment methods are being used in this learning qualification: |
| INTERNATIONAL COMPARABILITY |
| This qualification compares with the following international qualifications:
University of Ibadan, Ibadan, Nigeria: This institution offers a Bachelor of Arts degree in Theatre Arts. This qualification examines the roles of the producer, playwright, director, actor, and designer in the collaborative process of theatre making. It further focuses on aesthetic decision-making based on analysis and interpretation of play texts. Similar to the Postgraduate Diploma in Performing Arts (Theatre Arts and Design), the qualification also introduces the behind-the-scenes elements of a theatre production through both theory and stage crew experiences. This qualification covers similar topics with the proposed qualification. The main difference between the two qualifications are that this qualification also teaches movie making and movie directing whereas the proposed qualification specialisations lie within the film programme and it provides for discipline focus in the areas of Performance (within Theatre Arts and Design), Dance and Music. University of Ghana, Legon, Ghana: This institution offers a Bachelor of Arts degree that articulates into a Masters. Discipline fields of Theatre Arts, Dance and Music are offered respectively. In all three areas, focus is placed on African content and related fields. Courses in Music of Africa (Theory and Practicals) especially focus on Ghanaian/African Popular Music, Musical Cultures of the World and Music in African Cultures, and practicals in Ghanaian Drums, Xylophone and African Ensemble. It is similar to the proposed qualification where emphasis is broadened to the notation, composition and performance of original African and South African indigenous music. Establishing knowledge and understanding of music nationalism within the Western & African choral music genre, South African repertoire based on Mahubo, Ingoma and Afrikaans traditional folk melodies as well as techniques and methods of identifying traditional South African folk melodies existing within the oral tradition. Furthermore, both qualifications prepares learners for a multi-disciplinary Postgraduate qualification Master of Philosophy (M.Phil) in either Theatre Arts or Dance Studies. Collaboration between the two disciplines provide opportunity for a variety of potential focus areas that include Playwriting, Theatre for Development, Directing, Drama in Education, Stage Design, Theatre Criticism, Costume Construction, Choreography, Dance in Education and Dance Ethnology. This compares to the aim of the Postgraduate Diploma in Performing Arts (Theatre Arts and Design) to prepare students for multi-disciplinary Postgraduate studies within the performing arts. Guildhall School of Music and Drama, London, United Kingdom: Qualification titles: Bachelor of Music and Bachelor of Acting. The Guildhall School of Music and Drama's Bachelor of Music (BMus) qualifications articulates directly into the Masters. The qualification is centred on world-leading one-to-one tuition for performers, composers and electronic musicians in which the principal aim is to develop students' ability as practical musicians. Students are additionally provided with the opportunity to work creatively with others, whilst having enough time for self-study and individual development. Similar to the qualification time allocation in the Bachelor of Acting qualification is divided between classwork and rehearsal projects. Both classwork and rehearsal projects focus on developing and integrating four main areas of study namely acting, voice, movement and scriptwriting. The qualification also includes stagecraft, improvisation, games and storytelling, mime, circus and physical theatre. The proposed qualification also includes stagecraft and physical theatre. University of Wollongong, New South Wales, Australia: This institution offers a Bachelor of Creative Arts (Music), Graduate Certificate, and Graduate Diploma that articulates into the Masters. The structure of the Graduate Diploma strongly aligns with the proposed qualification where the core subjects are focused on the creative industries and professional practise, while the discipline electives allows the student to specialise in either acting or the technical aspects of theatre making. Students also produce and perform their own productions towards simulated industry-relevant experience. The Bachelor of Creative Arts (Music) prepares learners for the rapidly changing and evolving creative industries. Learners are focused across three interrelated areas: music studio, audio production and critical studies in music and includes instrumental or vocal performance, composition, music production and recording, history and theory. Similarly to the qualification, learners are guided to develop their own individuality through various creative processes, working both independently and with staff and students from other creative disciplines. The focus areas align where instrumental and vocal training is concerned, as well as composition and music production in the jazz specialisation within the music stream of the Postgraduate Diploma. University of Music and Performing Arts (Hochschule für Musik und Theater München), Munich, German: This institution offers a Bachelor of Arts that articulates directly into the Master of Arts with specialisation in Acting, Dance, Directing and a Bachelor of Music with specialisation in Choral Conducting, Composition, Jazz and Voice. These options are similarly available as areas of specialisation across the discipline streams found within the proposed qualification. The University of the Arts, Helsinki, Finland: offers more than 30 qualifications in music, fine arts, theatre, and dance. The qualifications articulate directly into the Masters. The discipline focus in BA (Music) for both jazz and conducting, as well as BA Degrees in sound design, lighting design, dance, directing and acting. This indicates the relevance of specialised training in these fields also included as elective areas within the discipline streams of the proposed qualification. University of the Arts, Zurich, Switzerland: This institution offers a Bachelor of Arts in the fields of design, music, dance, theatre that articulates into an MA transdisciplinary studies. All instruction focuses on the practical techniques and implementation of stage design and technology similar to the proposed qualification. The BA Dramaturgy focuses on reading, observing and writing. Students practice scenic writing and create productions. Students' individual positioning is developed against the background of cultural and theatrical discourse, in the same way that the Postgraduate Diploma in Performing Arts incorporate the investigation of and engagement with the diverse and individual South African student's background and culture. In the BA Directing, learners are inspired to question the condition and functions of theatre and investigate the collaborative and contemporary nature of theatre making. Like the Postgraduate Diploma in Performing Arts, directing students are offered the opportunity to collaborate with students from different disciplines within the Performing Arts during the creation of process and product. Boston Conservatory at Berklee College, Boston, USA: The above institution offers undergraduate and graduate qualifications in Voice/Opera, Choral Conducting, Theatre and Dance, as well as Masters qualifications in Voice/Opera, Choral Conducting and Musical Theatre. The qualifications focus on progressive forward thinking methods towards creating "whole artists", well-rounded and culturally aware. The Theatre division offers Degree programs in Contemporary Theatre and Multidisciplinary Stage Management. Specialisation possibilities include Directing, Music Performance, Dance, and Acting. It is evident that the areas of specialisation offered within the Postgraduate Diploma in Performing Arts are internationally relevant. Although many of the long established and highly regarded Schools of Performing Arts still structure most of their courses around singular specialisation, other institutions have started shifting their focus towards a more trans-/interdisciplinary approach. This shift is similarly evident in the interdisciplinary approach within the Postgraduate Diploma in Performing Arts offerings that aims to better prepare students for the fast-changing landscape of the creative industries globally. Students are exposed to a cross-field experience within the performing arts in order to broaden their understanding, knowledge and skill, with additional focus on areas of professional practice and entrepreneurship, cultural diversity, community responsibility, academic research and discourse within the performing arts, as well as simulated industry-relevant experience. These varied elements within the Postgraduate Diploma in Performing Arts does not only make it internationally comparable but also unique in its diverse approach and potentially a leading qualification for other institutions to benchmark against. |
| ARTICULATION OPTIONS |
| This qualification allows for 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: |
| 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. | Tshwane University of Technology (TUT) |
| 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. |