Bachelor of Arts Honours in Music

Purpose

This Postgraduate qualification in Music is designed to provide learners with an in-depth basis of music history, theory and practice in a specialised field to prepare them, not only to become better musicians and educators, but also for further research-based postgraduate study at Level 9. It will thus develop research capacity in the methodology and techniques of various aspects of Music. The structured modules are in line with the development of academic research in this field and also with the demand for academically qualified practitioners of Music. Learners will acquire the knowledge, skills and attitudes to be competent and successful as musicians, educators and researchers.

Rationale

Music is a basic mode of human affection and cognition that is central to enculturation, social formation and the economy. The responsible management of this fundamental cultural and economic resource requires professionals with advanced training in a variety of musical fields like education, (ethno) musicology, music technology, African music, church music, theory and performance. The training of educators and choir conductors is emphasised as this is where South Africa's musical need is most urgent. Teaching-learning objectives, content and methods are aligned with practices approved by the South African Society for Research in Music, the International Society of Music Educators and the Pan-African Society of Music Educators.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes oriented, source-based and lifelong learning in which considerations of articulation and mobility play a meaningful role. The institution also underwrites the view that recognition of previous learning, obtained either by formal teaching programmes at this or another institution, or informally (obtained by experience), is an indispensable element in granting admission or credits with the aim of placement in a specifically chosen teaching learning programme of the institution. In recognising previous learning, it deals with provable knowledge and learning that the applicant obtained by following formal teaching programmes or by experience. At all times the question will be what level of competence was reached, judged in the context of the exit level skills required for the contemplated teaching-learning programmes (or modules therein) or status for which the applicant is applying and not merely about the experience the applicant can prove. Recognition of previous learning takes place in terms of the relevant skills that the applicant demonstrated in the application with reference to the exit outcomes that should be reached in the chosen programme. Demonstration of prior learning takes the form of a portfolio of evidence documenting records of achievement that may include formal assessments, publications, training and work experience. The portfolio of evidence is evaluated by competent assessors, appointed by the responsible academic managers and/or committees within the institution.

Entry Requirements

The minimum entry requirement is

• Bachelor of Arts in Music.

This qualification consists of compulsory and elective modules at Level 8 totalling 128 Credits.

Compulsory Modules

• Research Methodology, 8 Credits.
• Research Essay, 32 Credits.

Elective Modules at Level 8

• Music History, 24 Credits.
• Choral Conducting, 24 Credits.
• African Music, 24 Credits.
• Research in Music Education, 24 Credits.
• Practical Music, 24 Credits.
• Music Theory, 24 Credits.
• Pedagogy of Music Theory Subjects, 24 Credits.
• Group Music, 24 Credits.
• Pedagogy of Practical Music, 24 Credits.
• Social Musicology, 24 Credits.

1. Demonstrate a comprehensive and systematic knowledge of research methodology and report writing.
2. Evaluate existing knowledge concerning relevant theories and methodology of Music and to apply that knowledge to various contexts.
3. Address ethical issues in field-work and report-writing.
4. Demonstrate competence as accomplished performer in choral conducting and/or vocal/instrumental performance.

Integrated Assessment

Continuous formative assessment strategies in the form of assignments, portfolios, tests etc. are employed as well as integrated summative assessments in the form of formal examinations and a mini-dissertation/project report etc. Oral presentations of smaller integrated research projects or seminars in individual as well as group context may also be employed. Students are continuously assessed on the application of integrated knowledge and advanced skills in order to assure that they are competent for the work place. Practical examinations in the instrument of choice also apply.