Bachelor of Music

The first purpose of the qualification is to provide qualifiers with a first degree-level knowledge, specific skills and applied competence in a number of areas within Music that provide opportunities for continued personal intellectual growth, gainful economic activity and rewarding contributions to society.

The second purpose of the qualification is to provide South Africa with significant numbers of experts in Music in order to ensure that the local leadership base of innovative and knowledge based economic and scholarly activity is widened.

The further aim of this qualification is the acquisition of specialist music skills and knowledge. The package can be compiled in such a way that, on its completion, students are qualified for a wide variety of music-related occupations, including the following: solo performer, orchestral or chamber musician, music teacher at all levels (for individual and group tuition), musicologist, music technologist, entrepreneur, and impresario.

The aim of the B A Mus package is to make students musically literate and to develop their practical music-making skills. They also learn to understand and appreciate many facets of the theory and history of music and are trained as capable classroom teachers. Apart from the music aspects of this package, students register for other BA subjects in which they acquire the requisite knowledge, skills and attitudes of those disciplines.

The learning programme and planned learning outcomes are designed to promote lifelong learning.

Matriculation certificate

Other

1. Admission is subject to an audition in the first instrument and test in music theory, in harmony as well as aural tests. A minimum of 50% in Music as a matriculation subject (Higher Grade) or 60% (Standard Grade) or Grade VII practical and Grade V theory (UNISA) serves as a guideline of the expected standard
2. In order to register for a degree programme at UP, a candidate should, apart fro the required matriculation certificate with matriculation exemption, comply with the particular requirements prescribed in the admission procedures and faculty regulations for the Faculty of Humanities and the respective departments, for admission to a particular package of study
3. Those who intend to register at the University for the first time, or who wish to resume their studies after a period of interruption, should apply or reapply for admission. Application for admission closes on 30 June.
4. All candidates will be expected to write an admission test as well as language proficiency and computer skills tests
5. A candidate who

• Have not obtained matriculation exemption but who are in possession of at least a three-year tertiary qualification, will be considered on the basis of merit, with a view to admission to a degree programme
• Is in possession of another certificate which is accepted by the University as equivalent to the required matriculation certificate with matriculation exemption
• Is a graduate from another tertiary institution or as been granted the status of a graduate of such an institution, may also be considered for admission
• Passes an admission test as prescribed by the University

1. A conditional exemption certificate does not qualify a candidate for admission to bachelor's degree study. A certificate of conditional exemption by virtue of mature age is, however, accepted for degree study by certain faculties. Candidates are advised to contact the faculty administration in question in this regard.
2. The senate may place a limit on the number of students who may be admitted to register for a package, in which case the Dean concerned may decide who to admit from those who qualify

B Mus

Learning outcomes

The learner will have

• Language proficiency required for the practice of music, a sound knowledge of Humanities, and the ability to apply skills effectively in his/her chosen field of expertise.
• The learner will have basic computer skills and will have mastered basic critical and creative thinking skills.
• Knowledge and skills are supplemented with in-depth guidance in approaches and methods for analysis, theories and models for application, management and development, growth, ethics, strategy, and achievement which equip the candidate with skills which can be immediately implemented and supplemented by lifelong learning.

Critical cross-field outcomes

Critical cross-field outcomes for the programme in music include but are not limited to various competencies and applied competencies such as:

1. Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made concerning solutions for problems related to individuals, groups, families, communities and people with special needs.
2. Work intersectorally with other disciplines as a member of a team, group, organisation, community in both the public and private sectors.
3. Demonstrate an understanding of the interaction between systems from an ecological approach by understanding social needs, problems and resources capacity within an international, national and local context.
4. Develop holistic, integrated strategies and programmes for social services founded on the collection, analyses, organising, implementation and critical evaluation of theory, information and processes.
5. Demonstrate effective utilisation of scientific strategies aimed at a service delivery framework.
6. Organise and manage their work load responsibly and effectively by means of a scheduled programme allowing for a learning environment such an reading scientific journals in the field as well as becoming a member of professional bodies, attending seminars and conferences, doing research and rendering voluntary services to facilitate professional growth and development.
7. Communicate effectively with people of all target groups, including people who are literate and illiterate, children and the youth, using visual, musical and language skills in the modes of oral and/or written persuasion and musical performance.
8. Contribute to the full personal development of each learner regarding strategies for learning, such as furthering of studies for career enhancement, involvement in community life, developing a non-discriminating attitude across a range of social contexts based on the value of social justice and a sensitivity for cultural diversity and awareness of similarities, and to explore and develop career opportunities such as entrepreneurial initiatives to promote social and economical independence and opportunities for personal development.

Associated assessment criteria

The associated assessment criteria are derived directly from the learning outcomes and provide the criteria against which learner performance demonstrating the attainment of learning outcomes can be judged. The assessment criteria involve, at minimum

• that both norm-based and criteria based modalities are used;
• reliability is ensured via internal and external moderation;
• the standards and levels of achievement required for "pegging" the qualification at NQF Level 7 are met.

Integrated assessment

Portfolio

Simulations

Work-place assessments through practical application

Written examinations

Oral examinations

Other

The modalities for integrated assessment permit the learner to demonstrate applied competence and use a wide range of formative and summative methods set according to specific guidelines for developing particular assessment tasks and allowing assessors to develop formative and summative methods related to credentialing purposes appropriate to contextual and situational readings of candidates presenting themselves for the recognition of learning achievements.