Bachelor of Arts Honours in Music

The qualification is both academic and skills-based. The knowledge that is developed includes a

historical, critical and sociological knowledge of music within multicultural perspectives. Emphasis is given to contemporary debates within South Africa and to international debates that are or particular interest to African and South African music-making and thought about music. By these means, graduates are equipped to contribute meaningfully to nation-building as they earn their living. The qualification aims to develop the knowledge, skills and techniques that are essential for the production of such end products as:

• The public performance of music as soloists and as members of musical ensembles playing from a wide variety of musical and cultural traditions, with attention given to South African music's and to the opportunities available to South African musicians and with students were encouraged to commence gainful employment as performers on a casual or part-time basis during the years they are studying, so as to gain experience and to begin building their reputations as performers.
• Musical compositions and arrangements of music compositions in light of the problematic of music composition within contemporary South Africa.
• The technological generation and manipulation of sound both in live performances and for the purpose of composing and recording music, with attention given to the current development of music technology in South Africa and to the local and national opportunities that are available to those with technical skills.
• Music journalism, which recognises South African needs and opportunities.
• The use of music skills and knowledge in ways that will facilitate community development (i.e. through field work and other forms of liaison), with experience being gained through participation in local projects that are linked to the well-established African Music Project of the institution.
• The conduct of educational classes in music, with experience gained through participation in teaching in local school and in projects linked to the African Music Project.
• Research in the field of music, with emphasis being placed on the relation of research projects to local and national needs.

Recognition of Prior Learning (RPL)

The institution conducts RPL in terms of the policy and guidelines of the institution to recognise other forms of formal, informal and non-formal learning and experience. In cases where learners do not comply with the formal admission requirements, the institution applies its RPL policy.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Music, NQF Level 7.
• Bachelor of Arts in Music, NQF Level 7.

The achievement of this qualification means that the learner can

• Apply knowledge, techniques and skills to be critically involved in arts and culture processes and products in which music plays a part.
• Demonstrate familiarity with local, South African music in all its variety and uniqueness and that they are eager to promote such music in their educational and artistic activities.
• Understand the ways in which the creative processes of music and culture can be used to develop and apply social and interactive skills.
• Reflect on and engage critically with music-related experience and interactive skills.
• Demonstrate an understanding of the origins, functions and dynamic nature of culture.
• Demonstrate familiarity with and analyse the use of multiple forms of communication and expression in the arts.
• Use music skills, music analysis, and cultural expressions to make economic contributions to self and society, by such activities as writing reviews of music concerts and other events, working as a music journalist, and, in some instances, participating in income-earning music ensembles or administering an arts qualification.
• Access creative music and cultural processes to develop self-esteem and promote societal and personal healing.
• Acknowledge, understand and promote historically marginalised music and cultural forms and practices.
• Demonstrate more highly developed skills, knowledge and analytical ability with respect to their area of specialisation (Ethnomusicology, Intercultural Music Education, Music Technology, Musicology and Ethnomusicology, or Popular Music Studies).

Evidence generated through assessment tasks shows that the learner can

• Demonstrate a thorough knowledge of the general field of inquiry and of creative endeavour and grasp the theoretical and philosophical underpinnings of this field.
• Demonstrate a detailed knowledge of specific areas of inquiry or of creative endeavour and an understanding of the interrelationship amongst various areas within the field and between the field of music and other fields.
• Summarise, compare and evaluate a substantial body of knowledge.
• Construct a sustained argument and formulate questions and work towards solutions.
• Command the conceptual discourse concerning music and the arts.
• Solve both theoretical and practical problems.
• Apply appropriate knowledge and skills to music processes and products and a society aware commitment to participation in these processes and to the production of these products.
• Demonstrate a command of academic English at an appropriate level.
• Demonstrate a familiarity with the information technology at an appropriate level.
• Demonstrate a capacity for individual study.
• Present findings at an appropriate level, both orally and in writing.
• Demonstrate an understanding of the polysemic nature of music and the arts and of current critical debates.
• Critically analyse and express opinions about his/her own and others work.
• Analyse musical works within their cultural contexts, including the ability to identify issues, factors, and structures relevant to the creation, performance and interpretation of music.
• Demonstrate the social, affective and interactive skills necessary for producing and critically analysing music and the performance of music; an understanding of the role of music and culture in social interaction and social and political behaviour patterns within complex social, cultural and historical contexts; an understanding of the processes of cultural change and the social construction of culture, as well as a knowledge of specific diverse cultures, with an emphasis on the role and significance of music to these cultures and familiarity with this music; an understanding of the need and the means of preserving musical heritages.
• Demonstrate an understanding of the history of the areas of the discipline in which he/she is working as well as its current state and its possible future.
• Demonstrate knowledge of and ability to critically analyse various forms of communication, including mass media, as they relate to communication through and about music and an understanding of the impact of globalisation on music and cultural expression.
• Be innovative and productive in the use of resources in relation to music activities and have an awareness of career opportunities, including ones requiring entrepreneurial skills.
• Demonstrate a knowledge of and recognition of the worth of the music and art forms of marginalised sectors of the South African population, an understanding of the political, economic and other social factors that create and sustain marginalisation, and a commitment to implementing constructive changes in this regard.

Integrated Assessment

Assessment will employ a range of methods drawn from the following: portfolios, work-place assessments, class work, class tests (including continuous-assessment exam-equivalent tests), assigned work (including essays, music compositions, music theory assignments and assigned practical work in aural perception and in performance), and written and practical examinations. Meetings of the qualification staff to discuss each semester's work enable the staff to form a cross-modular, integrated assessment of students and to identify students who would benefit from additional feedback concerning their work. For the higher levels of study, assigned projects, research reports, public recitals, composition portfolios, portfolios of music arrangements, dissertations or theses require that students integrate what they have learned throughout the work for a particular qualification and thus provide the opportunity for an integrated assessment.