Bachelor of Music

Purpose

The purpose of the qualification is to provide a specialised education in music at lower postgraduate level, that is, equivalent to the new NQF Level 8, equipping learners with the knowledge base, theory and methodology of the discipline, enabling them to perform academically at the exit level equivalent to Honours (NQF Level 8).

Learners will have a well-developed, coherent and critical understanding of the theories and practices in the field of music and an ability to conduct research and critique scholarship in the area of specialisation. They will also be able to make sound theoretical judgments based on evidence and have an ability to think critically within the discipline.

Learners will have an understanding of a range of research methods, techniques and technologies and an ability to select these appropriately for a particular research problem in the area of specialisation. They will be able to identify, analyse and deal with complex and/or practical problems and issues using evidence-based solutions and theory-driven arguments. They will have effective information retrieval and management skills and will be able to identify, critically analyse, synthesise and independently evaluate qualitative data. Learners will have the ability to engage with current research and scholarly literature in music and will demonstrate proficiency in knowledge and skills relating to traditional music and instruments of the Eastern Cape.

The qualification has been structured in such a manner as to promote transformation in music in the broadest sense to cultivate an approach inclusive of African expressive culture in the wider context of world music.

The learner will be able to present and communicate academic and/or professional work effectively, catering for a variety of audiences and using a range of media appropriate to the context.

Rationale

The rationale of the qualification is to prepare the learner for a career in the music profession as a performer, arranger, composer, researcher or music educator.

On completion of this qualification, the learner will have gained a comprehensive and systematic knowledge base in the field of music and a depth of knowledge in the area of specialization, namely, Performance, or Musicology and Ethnomusicology.

Learners are expected to be in possession of advanced and specialised knowledge, an advanced level of musical proficiency relating to performance, and should be able to conduct research by the appropriate application of theory and methodology within a specific research context.

The qualification is designed to cultivate knowledge and to develop practical and research skills. With the choice of electives, learners will specialise in either Performance, or Musicology and Ethnomusicology. Ensuring that a career path is opened towards more advanced professional or research skills in the field.

Recognition of Prior Learning (RPL)

Yes. According to institution's policy and procedures for the Recognition of Prior Learning.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Bachelor's studies.

Compulsory and Elective Modules

In the third year, all students do Theory of Music (64 Credits), and the Musicology stream does Music History (64 Credits) whilst the Performance stream does Music Practice (64 Credits).

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate time management according to an agreed schedule that is compiled in terms of planning, execution and review.
• Demonstrate communication skills in relation to personal, social and professional roles.
• Formulate and apply ethical practices and values in the music profession through case studies.
• Define and explain occupational health, safety and environmental issues related to the practice of music by means of case studies.
• Apply entrepreneurial and project management principles in case studies.
• Explain finance management skills personal finances using appropriate scenarios.

Associated Assessment Criteria for Exit Level Outcome 2

• Check performance for consistency and accuracy against the musical score or other stated criteria.
• Explain the reasons for using a preferred version in terms of standard musical practice.
• Perform technical exercises (such as scales and arpeggios) for the chosen instrument at a commensurate degree of difficulty for this level of qualification.
• Understand and apply the working mechanism of own instrument/s to enhance performance.
• Maintain own instrument/s according to accepted practice.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify and notate intervals placed in an appropriate vocal range between perfect unison and a perfect 15th in staff notation and played on an instrument.
• Sing or whistle a melody of at least 8 bars in staff notation from sight and performed from memory.
• Identify and notate diatonic and chromatic triads and quartads in short harmonic progressions in staff notation.
• Listen to and notate a rhythmic pattern of at least 8 bars or a cyclic pattern of similar length is after a maximum of 2 repetitions.
• Clap/tap a rhythmic pattern of at least 8 bars or a cyclic pattern of similar, not slower than 80 beats per minute.
• Play diatonic triads, chromatic quartads and quartads in harmonic progressions, including modulations.

Associated Assessment Criteria for Exit Level Outcome 4

• Select and contextualise musical examples according to the stylistic repertoire to which they belong.
• Identify parameters for analysis in relation to the selected musical examples.
• Apply the identified parameters using appropriate approaches from the field of music analysis.
• Describe and interpret the music is in terms of the applied parameters and the related analysis.
• Draw conclusions with respect to adherence to or departure from the conventions expected in the musical style of the example analysed.

Associated Assessment Criteria for Exit Level Outcome 5

• Locate appropriate sources to research a given topic.
• Examine and understand a variety of research methodologies in relation to their application to musical research.
• Select and motivate a specific research methodology for use in researching a given musical topic.

Associated Assessment Criteria for Exit Level Outcome 6

• Evaluate the influence of local, regional and world events on music and musical life by means of specific case studies.
• Analyse the use of music to influence attitudes and actions in terms of social and political developments by means of case studies.
• Evaluate the relationship between music and the economy by means of case studies.
• Analyse the relationship between aesthetic and philosophical stances in terms of musical expression.
• Describe and compare representative styles on the basis of case studies including listening to specific examples.
• Study the composers, performers, philosophers, theorists and other contributors to the field in terms of their contributions.

Associated Assessment Criteria for Exit Level Outcome 7

• Interpret and follow accurately a conductor's or a leader's instructions, both verbal and non-verbal.
• Assess own intonation accuracy within a group context.
• The performance of an ensemble demonstrates the ability of the individuals to collaborate within the group to ensure an appropriate performance (for example with regard to dynamics or tempo).
• Apply presentation principles to ensure a professional performance to concert standards.

Associated Assessment Criteria for Exit Level Outcome 8

• Compile informative programme notes that place individual items within the context of a comprehensive knowledge and understanding of the repertoire for the presented programme and supplied in hard copy in typed format.
• Demonstrate a comprehensive knowledge and a critical understanding of repertoire and of historically-informed performance practices related to the chosen instrument.
• Select and present tutoring material at different graded levels that facilitate musical and technical development on the chosen instrument.

Associated Assessment Criteria for Exit Level Outcome 9

• Investigate and critically evaluate a selection of current musicological and ethnomusicological theories and methods are.
• Develop and use a research proposal as a basis for producing a research paper.
• Manage and organise data collection processes with regard to presentation, analysis, interpretation and compilation of a research report in a research environment.

Associated Assessment Criteria for Exit Level Outcome 10

• Analyse and describe the directions followed in a specific genre of music over at least the past 100 years.
• Describe and analyse current aesthetic debates concerning the re-contextualisation of contemporary South African music.
• Analyse the structure and stylistic traits of major composers within the genre of music chosen so as to clarify the musical thought processes underlying the compositions.
• Demonstrate mastery of the compositional techniques currently used in the chosen genre.
• Compose and score music that is idiomatic for various settings is composed and scored.
• Arrange and score music that is idiomatic for various settings.

Associated Assessment Criteria for Exit Level Outcome 11

• Define and interpret terminology related to music technology according to standard usage.
• Study the development of music technology in terms of its changing functions and applications.
• Analyse and compare available music hardware and software systems in terms of their capabilities and compositional objectives to be achieved.
• Use computer hardware and software to undertake sound analysis, synthesis, processing, sound recording and editing.
• Musical sound is combined with other media.
• Explore and consider sounds, concepts, repertoires and practices for assimilation in execution of arrangement.

Associated Assessment Criteria for Exit Level Outcome 12

• Study and analyse various approaches and methods to teaching music in a diverse range of educational contexts.
• Demonstrate a critical understanding of major philosophical and theoretical trends in education, with special reference to music education in a South African context.
• Conceive an informed personal philosophy of music education and its principles demonstrated and actualised in practice.
• Apply relevant computer and MIDI based technologies in music education contexts.
• Devise and arrange movements to music that may be improvised in a wide range of styles in a way that is suitable for learners with varying levels of musical experience.

Integrated Assessment

Integrated assessment at the level of the qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across exit level outcomes to achieve competence that is grounded and coherent in relation to the purpose of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the exit level outcomes. The following methods of formative and summative assessments are utised:

• Rehearse and present a recital lasting approximately 35 minutes.
• Two previously unknown unaccompanied pieces in different styles are performed after perusing a score for a period of one minute or listening three times to an extract of a maximum of 10 seconds duration.
• A programme lasting a minimum of 20 minutes, consisting of a minimum of four works differing in style, is selected, prepared and performed on instrument/s of own choice demonstrating performance, interpretation and/or improvisation skills as appropriate to the works and instrument/s.
• A minimum of five complete works (minimum duration 30 minutes) as part of a group is selected, prepared and performed in terms of standard musical practice.
• Perform two solo pieces (unaccompanied where applicable) in different at sight after perusing each piece for a period of one minute.
• A research project of between 1500 and 2000 words is completed using the selected research method and presented using scholarly style and formatting.
• A balanced programme of approximately 60 minutes' duration is performed demonstrating various styles, appropriate interpretation skills and technical proficiency on instrument(s) of own choice.
• A minimum of three extracts from the ensemble repertoire of the chosen instrument are selected and performed.
• Proven music education approaches, methods and techniques are demonstrated in practice in a minimum of 6 teaching sessions across a variety of levels.
• Examination for theoretical modules.

Integrated assessment must judge the quality of the observable performance, and also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will demand practical evidence while others may be more theoretical, depending on the type of outcomes to be assessed. The ratio between action and interpretation is not fixed, but varies according to the demands of the particular exit level outcome of the qualification.

A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place.