Advanced Diploma in Music

Purpose

The purpose the qualification is to develop our leaners ability to work independently on larger scale projects that require conceptual thinking and practical application of advanced theoretical concepts. It also aims to advance knowledge in two of the specialist areas as selected in the 3rd year of the Diploma in Jazz and Popular Music: Music Performance, Arranging and Composition in Jazz and Popular Music, Electro-Acoustic Music and Music Education.

Rationale

There is a demand for specialist skills in Music, especially in the areas of Jazz and Popular Music performance, Composition and Arranging, Music Education and Music Technology. Music practitioners play a vital role in Basic Education and the qualification serves those leaners who wish to enter the Postgraduate Certificate in Education to work as Music Educators in schools. The qualification provides a pathway for Undergraduate Diploma leaners to access Postgraduate study.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution.

An applicant who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• Diploma in Jazz and Popular Music, National Qualifications Framework (NQF) Level 6.
• Diploma in Music Performance, NQF Level 6.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework (NQF) Level 7 and 8 totalling 128 Credits.

Compulsory Modules, Level 7, 16 Credits

• Electro-Acoustic Music: Live Sound, 16 Credits.

Elective Modules, Level 7, 16 Credits (Choose one)

• Music Education 1A, 16 Credits.
• Music Education 1B, 16 Credits.
• Electro-Acoustic Music: Deejaying, 16 Credits.

Compulsory Modules, Level 8, 64 Credits

• Music Ensemble 4B, 8 Credits.
• African Music and Dance Performance 1A, 16 Credits.
• African Music and Dance Performance 1B, 16 Credits.
• African Music Outreach: Documentation, 16 Credits.
• Music Ensemble 4A, 8 Credits.

Elective Modules, Level 8, 32 Credits (Choose one)

• Contemporary Dance -History and Aesthetics, 32.
• Electro-Acoustic Music 2B, 32 Credits.
• Music Education 2A, 32 Credits.
• Music Education 2B, 32 Credits.
• Performance in Jazz and Popular Music 2A, 32 Credits.
• Performance in Jazz and Popular Music 2B, 32 Credits.
• IsiZulu Heritage and Culture, 32 Credits.
• Electro-Acoustic Music 2A,32 Credits.
• Comp and Arranging: Jazz and Pop Music 3B, 32 Credits.
• Comp and Arranging: Jazz and Pop Music 3A, 32 Credits.
• Theories of Orality and the Zulu Tradition, 32 Credits.
• Theatre of Debate: Creating Community Dialogue, 32 Credits.

1. Demonstrate advanced proficiency on a chosen musical instrument/voice (solo and Ensemble).
2. Demonstrate the ability to read music at an advanced level.
3. Show advanced knowledge of the principles of performance, Harmony, Arranging, Composition, Electro Acoustic Music and Music Education.
4. Be equipped with specialist knowledge of two of the following four specialisations:

• Music Performance.
• Arranging and Composition in Jazz and Popular Music.
• Electro-Acoustic Music.
• Music Education.

Assessment criteria are demonstrated by the fulfilment of the desired outcomes met through successful completion of course-work components (assessed through a range of methods including tests, assignments and formal examinations, in written, oral form, performance and recital examination).

Integrated Assessment

The four 32-Credit modules are broken down into smaller subject areas which results in more than one assessment per module. Each of the subject areas are individually assessed for example the Composition and Arranging module, where a separate Composition portfolio and separate Arranging portfolio are individually assessed and the final mark is an aggregate of the two marks. Assessments are undertaken at Module level, while the overall programme learning outcomes are automatically met as the student progresses from one semester to the next. We have a relatively small leaner body and there is weekly interaction with academic staff to discuss and assess the various teaching and learning measures that have been put in place.

There are sub-minimum marks that leaner have to attain at the end of the Diploma in Jazz and Popular Music for admission into the Advanced. Diploma in Music. For example, a student will have to have attained and average of 60% in the 3 practical subjects comprising First Practical Study, Music Ensemble and Workshop in Jazz and Popular Music to be admitted to Performance major. Formative: Assessment of class preparation and participation; individual and group written assignments; individual and group oral presentations portfolios. Summative assessments are in the form of written examinations, portfolios, practical examinations and recitals. Formative: Assessment of class preparation and participation; individual and group written assignments; Individual and group oral presentations; portfolios. Summative assessments are in the form of written examinations, portfolios, practical examinations and recitals. These all form part of the assessment methods.