Advanced Diploma in Drama

Purpose

The main purpose of the Advanced Diploma in Drama is to train performing artists. The practice-based research and integration of theory and praxis will be able to produce well-informed, Performing Artists with professional performance skills, able to create original productions and performances. The qualification ensures that learners develop the necessary attributes and entrepreneurial skills of a professional artist and global citizen.

The qualification provides an entrepreneurial approach to the entertainment industry through practice-led further study in an English-speaking dramatic and production centred conservatory in South Africa. The module structure rests on creating a unique year of study in the Drama and Production Studies Department, where artists collaborate annually to create a business model that functions fully with only the collaborating peer members as participants. As an initiative, auditioning of the national and international learners will take place. Also, additional skills, such as singing, dance, educational theatre, and directing diversify occupational attributes.

Rationale

The rationale for the qualification is to provide learners with tertiary education in the field of Drama, to provide the South African entertainment industry with professionally trained practitioners. The Advanced Diploma in Drama offers the development of learner, vocational and intellectual needs to be able to enter the workplace and continue in academia for further education and research.

The Advanced Diploma in Drama seeks to produce business-oriented conceptual creators, artistic impresarios, astute producers, well-informed entrepreneurs, all of whom are professional Performance Artists in pursuit of a solid sustainable industry career. The qualification acknowledges national and global creative platforms. The basis of an artistic business is on professional performance ethic, global and national cognitive awareness, intercultural principles, democratic conceptual premises and a socio-political consciousness derived from an awareness of community and an appreciation of individual uniqueness.

The qualification offers training in performance and directing and therefore is career-centred for the entertainment industry. Further learners will specialise in one of four areas aligned with industry requirements. Support for the qualification has been provided by, for example, the Publicity Matters; PANSA (Performing Arts Network of South Africa); ARTSMART; The Playhouse Company; Twist Theatre Development; esteemed Drama academics; and independent theatre practitioners.

The curriculum embeds knowledge, entrench organisational skills, source gaps in the market to sustain employment in the entertainment industry and to forward new perceptions and broader contexts based on socially aware endeavours and acquired administrative business skills. The discipline-specific nature embedded in the coursework will allow for specialist skills and multi-levelled communication to be scaffolded. 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.

The curriculum seeks to support a learner-centred approach and engenders self-study, individual accountability, a strong performance ethos and social empowerment through quality training.

The Advanced Diploma in Drama will, therefore, further address the scarce skills shortage in the Province by introducing at this level mentorship and training skills.

The pedagogical focus of the qualification includes outcomes of entrepreneurship and leadership. The shift triggered by the refocus of educational philosophy engages with the creation of globally aware citizens who articulate with the changing internationalising trends to source employment opportunities. The collaborative performance approach affords a cross-pollination of ideas perceived as an enriching learner experience that will expand horizons and increase learning, as well as encourage lifelong learning goals. The perception of self as associated with entrepreneurial awareness 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.

Typical learners are from communities in the Province who intend to enter the art world as theatre-makers, directors, performers or trainers in the field of performance. Learners from the department have secured employment in 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, or directors are mounting theatre shows or directing Television episodes or short films. The Advanced Diploma in Drama attempts to consolidate the leadership invoked in these job descriptions.

The Advanced Diploma in Drama initiates a new practice-based performance angle and will articulate with the Postgraduate Diploma in Drama. The learning pathway will progress through the Advanced Diploma to a Postgraduate Diploma in Drama which will allow learners to further their studies at Masters and Doctoral levels.

The rationale of the qualification provides professionally trained artists for a career in performance, where learners work in the field of film, television, scriptwriting, education, musical theatre and contemporary dance. The Advanced Diploma seeks to extend the artists range as leader, entrepreneur and trainer. Learners will demonstrate a professional approach to multimedia productions. They will be focused on becoming theatre-makers and fulfilling the role of creative artists in screen, script, musical theatre, dance, and educational theatre. The qualification prepares learners for the global industry in which they become independent contractors. 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, participation in festivals, exposure to assistant teaching in classes, creatively engaging performance fields.

The qualification provides an articulation pathway to further research-driven study and widen industry access to meet the national imperative of employability.

The design of the qualification is an integral part of the national academic vision to offer regional access to further higher education full-time study, through the one year Advanced Diploma in Drama. The qualification seeks to produce business-oriented conceptual creators, artistic impresarios, astute producers, well-informed entrepreneurs, all of whom are professional Performance Artists in pursuit of a solid sustainable industry career.

The qualification will consider market demands and artistic aspirations according to the milieu and socio-economic flux and centres on entrepreneurship and the employability/sustainability within a professional orientated industry where artists work as independent contractors.

Recognition of Prior Learning (RPL)

The institution has a policy 'Recognition of Prior Learning' aligned with the national RPL Policy. The policy enables learners with professional experience to apply for Recognition of Prior Learning to access a higher qualification or in respect of formal credit exemption. Relevance, validity, quality, transferability, authenticity and currency of the learning governs the RPL.

In the Department of Drama and Production Studies, the application of the RPL policy is by evaluating the quality and quantity of performance undertaken and understood. The learner is expected to provide a portfolio of evidence supporting their request for exemption; for every module in cases of advanced standing.

Entry Requirements

The minimum entry requirement for this qualification is

• Diploma in Theatre and Performance, NQF Level 6.

This qualification consists of the following compulsory and elective modules at NQF Level 7 totalling 136 Credits.

Compulsory Modules, NQF Level 7, 104 Credits

• Arts Administration II, 8 Credits.
• Acting Techniques IVA, 16 Credits.
• Acting Techniques IVB, 16Credits.
• Performance Techniques IVA, 16 Credits.
• Performance Techniques IVB, 16 Credits.
• Text Study IV, 16 Credits.
• Theatre Study IV, 16 Credits.

Elective Modules, NQF Level 7, 32 Credits (Select one choice)

Choice 1

• Educational Theatre IIIA, 16 Credits.
• Educational Theatre IIIB, 16 Credits.

Choice 2

• Singing IIIA, 16 Credits.
• Singing IIIB, 16 Credits.

Choice 3

• Scriptwriting IIIA, 16 Credits.
• Scriptwriting IIIB, 16 Credits.

Choice 4

• Theatre Dance IIIA, 16 Credits.
• Theatre dance IIIB, 16 Credits.

1. Demonstrate creative performance approaches at an advanced level and integrate entrepreneurial knowledge and artistic business skills.
2. Apply a multidisciplinary business approach to performance, directing and creative writing.
3. Develop leadership skills by advising, mentoring, tutoring and assistant training undergraduate artists.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse the entertainment field as a business venture critically and document the business skills explored in portfolios.
• Demonstrate the unique angles and approaches, built on understanding national and global markets.
• Demonstrate the clear relationship between practice-based research that is driven by process and product in performance.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate areas of expertise that include performance and direction through creatively driven new works.
• Explore social values and the notion of the ideal citizenry through shared concepts and collaborative performance.
• Market new works in novel ways that consider sustainability in the arts industry.

Associated Assessment Criteria for Exit Level Outcome 3

• Implement confidently projects embarked on via clear and dynamic project management strategies.
• Apply communication skills leading to effective process and product.
• Undertake organisational skills in projects.

Integrated Assessment

The assessment of the modules comprises formatively and summative. There are no examinations in 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 formative 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 is through peer evaluation as well as lecturer evaluation. Moderation of summative assessment for practice-led work is external at the close of each semester. The moderation occurs through projects and assignments relating to public performance, applying the practical technique, mentoring and advising, Educational Theatre fieldwork, effective and well-marketed new works, touring, choreography, vocal application, and possible, filmed submissions and festival presentations.

The assessment of theory is through tests, assignments, PowerPoint presentations and online submissions. All modules culminate finally in production. Text and history provide an informed associated source for the materials assessed and practical work, actor tools/techniques, and interpretive actor choices which are all contributory elements in assessing production, entrepreneurship, and economic sustainability.