Diploma in Music

Purpose

The primary purpose of this qualification is to

• Equip learners with the knowledge and skills to become music educators and/or performers.
• Provide learners with the opportunity to gain access to study a degree in music.

Rationale

This qualification provides access to tertiary education to a diverse learner population of so-called formerly disadvantaged learners of rural origin, who have a National Senior Certificate (not necessarily granting access to bachelor degree study) and strong musical aptitude. The qualification therefore aims at social advancement and economic growth, as well as the development of arts and music education in South Africa.

Recognition of Prior Learning

The structure of this qualification makes the Recognition of Prior Learning possible. All forms of relevant previous learning, including formal, informal and non-formal learning and work experience, are taken into consideration when considering an application, in accordance to the policy and procedures for RPL of the institution.

Learners who have skills in excess of the minimum requirement are placed in more advanced modules.

All relevant qualifications are taken into consideration.

The audition process is done by integrated assessment and provides the learner with the opportunity to demonstrate competence.

Recognition of Prior Learning allows the learner to gain credits which might, in extreme cases, diminish the duration needed to obtain the qualification. Note that not more than 50% of the total amount of credits may be earned by way of Recognition of Prior Learning.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• Senior Certificate without endorsement.

Or

Advanced Certificate in Music, NQF Level 6.

All modules in the qualification are compulsory. A minimum of 388 Credits is required to obtain the qualification.

Level 5 (120 Credits)

• English for practical purposes, 12 Credits.
• English for professional purposes, 12 Credits.
• Academic Literacy, 12 Credits.
• Keyboard Skills, 16 Credits.
• Music Notation, 32 Credits.
• Music Education, 20 Credits.
• Music Performance, 16 Credits.

Level 6 (204 Credits)

• African Music, 32 Credits.
• Keyboard Skills, 32 Credits.
• Music Theory, 32 Credits.
• Music Education, 38 Credits.
• Music Performance, 38 Credits.
• Music in Society, 32 Credits.

Level 7 (64 Credits)

• Music Theory, 32 Credits.
• Music Education, 32 Credits.

1. Demonstrate a well-rounded and coherent knowledge and critical understanding of the important terms, rules, concepts, principles and theories related to the wider context of world music.

• Range: Includes but is not limited to, music theory, music education, music performance, African music and music in society.

1. Access, evaluate, analyse and use musical data and information to solve music related problems.
2. Give a musical performance and/or facilitate a musical learning experience.
3. Understand the responsibility of a musician in the field of music education and music performance.

Associated Assessment Criteria for Exit Level Outcome 1

• The relationship between music and society is explained with practical examples.
• The manner in which music and musicians contribute to society and shape a variety of contexts is explained, through verbal and non-verbal communication, using examples.
• Musical terms are used correctly in interactions with fellow learners and members of the public.
• Music theories and principles and the relationship between them are understood.
• The way in which music rules are used and applied in different types of music are explained.
• Function as a music educator and/or perform within the society by facilitating teaching-learning activities and/or by performing.
• Use professional skills in an applicable manner within society.

Associated Assessment Criteria for Exit Level Outcome 2

• Sources of musical knowledge are identified and relevant information is accessed independently.
• Accessed information is evaluated, analysed and synthesised for future use.
• Musical problems are analysed and solutions sought using information gathered and appropriate methods.
• Proposed solutions to problems are tested and amendments made where necessary.

Associated Assessment Criteria for Exit Level Outcome 3

• Essential methods, procedures and techniques relating to music teaching are used in planning a music learning experience.
• A music performance in which the necessary protocols, procedures and techniques are taken into account and managed is given.
• Learning and teaching strategies involved in the music learning-teaching process are explained and demonstrated.
• Contact sessions during which the methodology of teaching of music theory, music in society and African music are used are arranged.
• Music notation is read using appropriate style and interpretation.
• A commitment to accuracy is demonstrated when practising and playing music, an educator or as a performer.

Associated Assessment Criteria for Exit Level Outcome 4

• An awareness of the musician's role and responsibility in society is demonstrated.
• A sense of integrity, respect for others, and accommodation of issues of human and cultural diversity and care for others is shown in interaction with other people.
• Musical instruments are respected and cared for to ensure their preservation.
• The need for lifelong learning and on-going skills acquisition and improvement is understood in terms of the person's long-term involvement and relevance in the music world.
• Use professional skills in an applicable manner within society.

Integrated Assessment

• Teaching-learning activities are contextualised and workplace appropriate (e.g. Musikhane Community Project, field-work and concerts). Although learners are not formally placed in experiential workplaces, they become involved in simulations, case studies, and role-play in order for learning material to be contextualised.
• During teaching-learning activities learner's knowledge, practical skills, attitudes and values are integrated and theoretical and practical activities are assessed together.
• Methods used for integrated assessment include continuous, formative (informal and formal), as well as summative assessment.
• Examples of methods by which informal and formal formative assessment are done include class tests, discussions, feedback and critique during contact sessions and performances.
• Examples of methods by which continuous assessment is done include:

> Portfolios.

> Simulations.

> Written assignments.

> Written tests.

> Case studies and case presentations.

> Peer group evaluation.

> Face to face contact with learners.

• Summative assessment involves written exam papers, projects and concerts during which all theoretical knowledge, problem-solving skills and performing skills are integrated and assessed.