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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 QUALIFICATION: 

Higher Certificate in Music Performance 
SAQA QUAL ID QUALIFICATION TITLE
97812  Higher Certificate in Music Performance 
ORIGINATOR
University of the Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 02 - Culture and Arts  Music 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Higher Certificate in Music Performance is vocational in that the competencies it teaches are applied to music performance (a skill that relates to a number of workplace contexts). It also provides learners with "the basic introductory knowledge, cognitive and conceptual tools and practical techniques for higher education studies" in the field of Music.

Upon completion, learners will be able to:
  • Write texts about selected musical topics as well as to notate music at the appropriate level, using conventions appropriate to the disciplines of music theory and musicology.
  • Act in accordance with the organisational and professional ethical codes of conduct of the Odeion School of Music learner body and any ensemble groups where they will be required to partake.
  • Understand the repertoire and pedagogy of their instrument or voice.
  • Interpret notated music in an artistically-informed manner at the appropriate level of repertoire. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning (RPL), also described as "prior learning that is given a value, by having it affirmed, acknowledged, assessed or certified" is an important and recognised feature of qualification frameworks and educational practices. RPL is intended to support the transformation of South Africa's education system and to act as a vehicle for lifelong learning. The institution is committed to broadening access, in particular, to higher education by incorporating the principle of recognising prior learning achievements.

    According to this principle, recognition can be granted irrespective of the context of the learning experience, provided that the prior learning can be assessed and that credits may be awarded on the basis of that assessment in order to permit entry to a formal qualification of study. RPL denotes a process whereby:
  • The previous learning and experience of an applicant are compared with the outcomes required for a specified qualification.
  • Any prior learning that meets the requirements in respect of a qualification is accepted.

    RPL recognises what a person has already learnt from:
  • Non-formal learning (work experience in a company or industry, or with experts in the field).
  • Informal learning (life experience, e.g. community work).

    This qualification also adheres to the institution's policy for RPL. The purpose of this policy is to facilitate the access, mobility, transfer and progress of learners within the national qualifications framework by means of the recognition of prior learning. In order to achieve this, the policy aims to: > Establish a clear definition of RPL, accepted by all those involved with RPL.
  • Provide guidelines aimed at introducing the necessary measures for effective, appropriate, reliable, fair, valid and practicable assessment of a prospective learners prior learning.
  • Enhance the institution's efficiency by developing and maintaining institutional systems by means of which alternative forms of learning can be recognised in a reliable, fair, and viable manner.

    Entry Requirements:
    The minimum entry requirements to the qualification are as follows:
  • Senior Certificate.
    Or
  • National Senior Certificate (NSC) with endorsement to enter Higher Certificate Studies.
    Or
  • National Vocational Certificate at NQF Level 4 with endorsement to enter Higher Certificate Studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Level 5, totalling 120 Credits.
  • Performance Studies 1, 12 Credits.
  • Performance Studies 2, 12 Credits.
  • Ensemble, 8.Credits.
  • Basic Keyboard Skills 1, 12 Credits.
  • Aural Skills, 12 Credits.
  • Music Theory 1, 12 Credits.
  • Music Theory 2, 12 Credits.
  • Introduction to Repertoire and Pedagogy 1, 8 Credits.
  • Introduction to Repertoire and Pedagogy 2, 8 Credits.
  • General Music Knowledge 1, 12 Credits.
  • General Music Knowledge 2, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Interpret notated music in an artistically-informed manner at the appropriate level of repertoire.
    2. Understand the repertoire and pedagogy of their instrument or voice.
    3. Act in accordance with the organisational and professional ethical codes of conduct of the Odeion School of Music learner body and any ensemble groups where they will be required to partake.
    4. Write texts about selected musical topics as well as to notate music at the appropriate level, using conventions appropriate to the disciplines of music theory and musicology. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Key terms, concepts, facts, general principles, rules and theories of music notation as well as musical styles and repertories are understood and explained.
  • Musical compositions are notated and communicated in performance by demonstrating skills of music theory and sight reading at the appropriate level of repertoire.
  • Technical skill on their instrument up to a level approximating Grade 5 of the major music examination bodies through the application of relevant methods of practice is developed.
  • Appropriate development through practice is demonstrated continuously in the process of instrumental or vocal tuition.
  • The musical information contained in music notation as well as selected texts about music is accessed, processed and managed.
  • Information contained in music notation is managed appropriately as demonstrated in musical performance.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Standard works are Identified and elucidated for their instrument.
  • Basic principles of the pedagogy of their instrument are explained.
  • Basic principles of the technique and method of their instrument are illustrated in practice that should inform a pedagogical approach.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Performance in a range of familiar and new musical contexts is demonstrated, including individual and ensemble performances in formal as well as informal settings, on stage, to their peers as well as in different pedagogical situations (e.g. individual lesson, ensemble coaching).
  • Interaction with peers and lecturers is shown in ways that testify to their developing musical insight.
  • Accountability within the context of group work is shown as required in the academic modules as well as within the context of their ensemble partners.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Texts about selected musical topics are written satisfactorily using conventions appropriate to musicology.
  • Music is notated correctly at the appropriate level using conventions of music theory.

    Integrated Assessment:
    Both formative and summative assessments will be used.
    Summative Assessments:
  • One examination per module: written and/or oral and/or practical.

    Formative Assessments:
  • For the modules: Performance Studies 1 and 2; Ensemble; Basic Keyboard Skills: two practical tests on the instrument of choice.
  • For music Theory 1 and 2: 6-8 written assignments and one written test will be conducted.
  • Aural Studies will be assessed through 2 written tests and a practical demonstration.
  • Introduction to Repertoire and Pedagogy 1 and 2: One test and one assignment (written and oral components).
  • General Music Knowledge 1 and 2: Two written assignments and one oral test. 
    		•

    INTERNATIONAL COMPARABILITY 
    Australian Institute of Music, Certificate in Music:
    Its curriculum is similar to that of this Higher Certificate. Common modules include instrumental performance studies, theory and aural skills.

    Yale School of Music, in Connecticut, Certificate in Performance:
    This qualification serves the same purpose as this Higher Certificate, i.e. imparting applied skills and paving the way for further higher education, as it was 'designed for performers who do not yet hold a bachelor's degree and who aim to study their skill. The performance studies, aural (Yale calls this 'hearing'), general music knowledge ('music history' in Yale's curriculum) and ensemble ('chamber music') corresponds to this qualification.

    Conclusion:
    This qualification compares favourably with the international qualifications cited in terms of the purpose and the modules. 

    ARTICULATION OPTIONS 
    Upon successful completion of this qualification learners will be able to articulate vertically:
  • To any music qualification at NQF Level 6, for example the Diploma in Music, an Advanced Certificate in music or music performance.

    Horizontal articulation to another Higher Certificate at NQF Level 5 is also possible such as Higher Certificate in Creative Music Technology or Higher Certificate in Audio Technology. 
    		•

    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. University of the Free State 


    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.