Diploma in Drama

Purpose

The purpose of the qualification is to provide skills, such as singing, dance, educational theatre, and directing diversify technical attributes. The qualification responds to national needs in the performing arts through the authentic experiences provided for learners, for example, live public performances reviewed by the media, and participation in festivals.

The curriculum has sought to embed new knowledge to forward new perceptions and broader contexts. The discipline-specific nature embedded in coursework will allow for specialist skills and multi-levelled communication. The qualification will thus support the not only film, radio and live performance, and entertainment events but will create an entrepreneurial presence in South Africa in these related fields.

Rationale

The rationale for the qualification is to provide learners with quality tertiary education in the field of Drama, to give the South African entertainment industry with professionally trained practitioners. The Diploma in Drama offers the development of undergraduate' vocational and intellectual needs to be able to enter the workplace and continue in academia for further education and research.

The qualification offers training in performance and directing and therefore is career-centred for the entertainment industry. Further learners specialise in one of four areas aligned with industry requirements. Support for the qualification has been provided by, for example, PANSA (Performing Arts Network of South Africa); ARTSMART; the Playhouse Company; various film studios; and independent theatre practitioners.

The strategic introduction of General Education by the university changes the pedagogical focus from vocationally driven outcomes to those espoused by the liberal college university criteria. The shift triggered by the refocus of educational philosophy engages with the creation of globally aware citizens who articulate with the changing internationalising trends. The cross-pollination of ideas is to provide learners with an experience that will expand horizons and increase learning, as well as encourage lifelong learning goals. The qualification will strive to invite social awareness as well as provide contextual references in terms of identity, community and global society. Thus the qualification signifies adjusted content, outcomes and methods that reflect the changing needs of the regional, national and global industry while retaining the strengths of the conservatory-styled learning acknowledged by the Department's Industry Liaison Board, graduates as well as current staff and learners.

Typical learners are from communities in KZN and intend to enter the Art world as performers, directors, or trainers in the field of performance. Learners from the department have secured employment is a wide range of contexts, including television, film, tourism, cruise ships, broadcasting, radio, and many have gone on to study further to become teachers in the field.

The entrepreneurial nature of the qualification, plus the additional skills derived from the areas of specialisation allow learners to enter businesses such as touring schools, corporate gigs and industrial movies. Thus, the qualification will contribute to the economy through the establishment of relevant companies and the provision of employment. Many learners have involved themselves in community centres focussed on community upliftment. Educational theatre creates community awareness regarding issues such as health.

The Diploma in Drama initiates the study of performance and will articulate with the Advanced Diploma in Drama. The learning pathway will progress through a Postgraduate Diploma in Drama which will allow learners to further their studies at Masters and Doctoral levels.

The qualification will provide training for artists intending a career in performance, enabling them to work in the field of film, television, scriptwriting, education, musical theatre and contemporary dance. Learners will demonstrate a professional approach to the areas above. The intensive production schedule in all three years of study prepares the learners for work both nationally and globally. The qualification prepares learners for the industry in which they become independent contractors.

Recognition of Prior Learning (RPL)

The institution has a policy 'Recognition of Prior Learning' that is following the national RPL. Policy. The system enables learners by their professional experience to apply for Recognition of Prior Learning to access a higher qualification or in respect of formal credit exemption. RPL assessment is relevant, valid, of quality, transferable, authentic and current of the learning. The institution acknowledges lifelong learning, and therefore learners are eligible for assessment and accreditation on the production of a Portfolio of Evidence. RPL allows for access to higher education.

The General Handbook for Learners states that: "A person may rely on formal application and, and within the approval of the Executive Committee of the relevant Faculty Board for registration for an instructional programme approved by the Institution's Senate by the Institution's Recognition of Prior Learning (RPL) Policy.

The Department of Drama and Production Studies evaluates the quality and quantity of performance undertaken. The learner must provide a portfolio of evidence of advanced standing, supporting their request for module exemption. After that, Departmental approval must acknowledge at the next Staff Meeting before submission for internal processes of approval.

Entry Requirements

The minimum requirement is

• National Senior Certificate, NQF Level 4 granting access to Diploma studies.

Or

• National Certificate Vocational, NQF Level 4 granting access to Diploma studies.

This qualification comprises of compulsory and elective modules at Level 5, and 6 totalling at 372 Credits.

Compulsory Modules, Level 5, 112 Credits

• Cornerstone 101, 12 Credits.
• Communications Techniques IA, 8 Credits.
• Communication Techniques IB, 8 Credits.
• Arts Administration 1, 8 Credits.
• English for the Arts, 12 Credits.
• Acting Techniques IA, 8 Credits.
• Acting Techniques IB, 8 Credits.
• Performance Techniques IA, 8 Credits.
• Performance Techniques IB, 8 Credits.
• Text Study IA, 8 Credits.
• Text Study IB, 8 Credits.
• Theatre Study IA, 8 Credits.
• Theatre Study IB, 8 Credits.

Elective Modules, NQF Level 5, 52 Credits

Choose two modules from the following General Education Modules

• Introduction to Technopreneurship, 8 Credits.
• Information & Communication Technology Literacy and Skills, 8 Credits.
• Basics of Geopolitics, 8 Credits.

Choose TWO modules from the following General Education Modules

• Law for Life, 8 Credits.
• Literacies through Literature, 8 Credits.
• Constitutional Law and Human Rights, 8 Credits.

Choose one module from the following General Education Modules

• Interpersonal Communication & Self, 8 Credits.
• Reflections and Quantitative Thinking, 8 Credits.

Choose one module from the following General Education Modules

• Media & Visual Literacy, 12 Credits.
• Introduction to: French or Portuguese or Mandarin, 12 Credits.

Compulsory Modules, Level 6, 176 Credits

• Performance techniques IIA, 12 Credits.
• Performance Techniques IIB, 12 Credits.
• Performance Techniques IIIA, 12 Credits.
• Performance Techniques IIIB, 12 Credits.
• Text study IIA, 8 Credits.
• Text Study IIB, 8 Credits
• Text Study IIIA, 8 Credits
• Text Study IIIB, 8 Credits
• Theatre study IIA, 8 Credits.
• Theatre Study IIB, 8 Credits.
• Theatre Study IIIA, 8 Credits.
• Theatre Study IIIB, 8 Credits.
• Communications Techniques IIA, 8 Credits.
• Communication Techniques IIB, 8 Credits.
• Communications Techniques IIIA, 8 Credits.
• Communication Techniques IIIB, 8 Credits.
• Acting Techniques IIA, 8 Credits.
• Acting Techniques IIB, 8 Credits.
• Acting Techniques IIIA, 8 Credits.
• Acting Techniques IIIB, 8 Credits.

Elective Modules, NQF Level 6, 32 Credits

Choose one specialisation from the following: Educational Theatre; Singing; Scriptwriting; Theatre Dance. Each elective comprises an A & B module at the Level I and Level II as follows:

• Scriptwriting IA, 8 Credits.
• Scriptwriting IB, 8 Credits.
• Scriptwriting IIA, 8 Credits.
• Scriptwriting IIB, 8 Credits.
• Educational Theatre IA, 8 Credits.
• Educational Theatre IB, 8 Credits.
• Educational Theatre IIA, 8 Credits.
• Educational Theatre IIB, 8 Credits.
• Singing IA, 8 Credits.
• Singing IB, 8 Credits.
• Singing IIA, 8 Credits.
• Singing IIB, 8 Credits.
• Theatre Dance IA, 8 Credits.
• Theatre Dance IB, 8 Credits.
• Theatre Dance IIA, 8 Credits.
• Theatre Dance IIB, 8 Credits.

1. Demonstrate entrenchment of a professional performance ethic.
2. Apply knowledge of social transformation and artistic achievement to intercultural exchanges.
3. Construct a personal, unique artistic presence.
4. Apply solid academic principles to performance practices, taking cognisance of knowledge systems and research.
5. Employ educational and entrepreneurial incentives to establish an optimal creative and artistic working environment.
6. Integrate the needs of specific communities into professional practice.
7. Demonstrate the relationship between mastery of skills and improved marketability.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate a professional approach which embeds thorough preparation, focus, adherence to timelines, solid and informed choices in abidance with industry standards.
• Apply an effective negotiating strategy within a theatrical context in order to attain effective collaboration.
• Ensure the artist maintains responsibility for the control of personal performance tools, demonstrated within the scope of the project undertaken.
• Recognise and acknowledge the inherent binding contractual obligations in each project.
• Demonstrate an understanding of convention, safety, stage business, theatrical appeal, angles, sightlines, genre, style, form and content.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate an understanding of diverse cultures and the significance of shared and respectful communication in the product.
• Undertake and underpin a thorough understanding of the context in which the social project by well-researched values.
• Observe sensitivity to constitutional and cultural rights through the application of respect and collegiality.
• Demonstrate applied knowledge of current transformational ideals.
• Acknowledge critical and analytical insight into the principles and application of social transformation.

Associated Assessment Criteria for Exit Level Outcome 3

• Determine the personal signature of the artist through exploration and discovery of self, and the collaborative process associated with the work undertaken.
• Develop a solid improvement plan in line with a personal strategy for the improvement of performance tools.
• Consider the plot, thought, argument or theme, character, diction and spectacle purposefully and convey intention and clarity, demonstrating a specific rather than generic application of identity.
• Prepare and focus convey solid qualitative results In communicating material and varied philosophies, while maintaining a singular interpretation of the style, genre and period through individual linguistic rhythms, as well as vocal and physical nuance.

Associated Assessment Criteria for Exit Level Outcome 4

• Acknowledge the demands of spatial composition, venue size and the medium of the work achieves a composite all-round performance that reflects confidence in any environment or medium.
• Derive a critical approach to all assignments from an informed, albeit unique angle that allows a layered interpretation of the text to emerge.
• Demonstrate critical and comparative analysis to comprehend and support discursive argument via both primary and secondary research which allows for a layered and unique perspective.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate an understanding of sustainable budgeting and creative design together with innovation and initiative, demonstrates project viability.
• Demonstrate time management, organisational preparation, reliable scheduling and well-designed aims and objectives that confirm a sustainable work environment are evident in preparation for a project.
• Adopt an approach that exudes skilful control, stage presence, confidence and energy as well as clear actor choices.
• Apply funding proposals, publicity, marketing, and business strategies in determining the viability of a project.

Associated Assessment Criteria for Exit Level Outcome 6

• Drive the artist by the social current to create informed and original social perspectives evident through theatre, broadcasting or film.
• Appraise and adapt to the conditions in which the project is undertaken and aligned with the ability to listen and respond with authenticity.
• Ensure public performance integrates professional practice and community.
• Provide evidence in an entrepreneurial approach which bridges the divisions between communities and performances.
• Share knowledge acquired in particular social awareness campaigns widely in a sustainable way.

Associated Assessment Criteria for Exit Level Outcome 7

• Interpret, visualise, internalise and apply an appropriate mode of delivery through different mediums.Ensure vocal and physical nuance in which tone, resonance, breath control, posture, balance, and muscular extension determine movement and modulation as well as inflexion exhibit a controlled well-informed performance process.
• Ensure vocal and physical nuance in which tone, resonance, breath control, posture, balance, and muscular extension determine movement and modulation as well as inflexion exhibit a controlled well-informed performance process.
• Interpret within directorial parameters as well as contribute to the production outcome within appropriate design principles is evident.
• Demonstrate observance of Theatre rules, pre- and post-performance activities, analytical and critically evaluated choices and appropriate technique.

Integrated Assessment

The modules that comprise the qualification are formative and summative. There are no examinations for the qualification. Formative assessment typically includes presentations on the work covered up to that point, and the progress made halfway through each semester.

Examples of developmental assessment activities would be studio work, tutorials and group/individual presentations of practical work in which for example, technique, interpretation, movement and application of style, form and period.

Additionally, performance criteria are peer and lecture reviewed according to appropriate rubrics. In the formative assessment, extensive and immediate feedback provided through peer evaluation as well as lecturer evaluation. Summative assessment for practice-led work is internally moderated for the first and second-year levels and externally moderated at thirds year level, at the close of each semester. This assessment occurs through monologue, duologue and dialogues, movement of the actor, vocal application, public performance, filmed submissions and festival presentations.

The theory is through test, assignments, PowerPoint presentations and online submissions. Although the assessment of each module is separate, all modules culminate finally in production. Text and history provide an informed associated source for the materials valued, and practical work, actor tools/techniques, and interpretive actor choices are all contributory elements in assessing production.