Diploma in Music

Purpose

This qualification recognises demonstrated core knowledge, skills, and attitudes in music, related to performance, composition, theory, analysis and the music industry. It will enable the development of competencies and other related skills in music, and other performing arts subfields.

The focus of the qualification is on the acquisition of specialised creative and technical excellence through good learning techniques and the application of those skills in the local and international music industry.

The qualification aims to

• Increase learners' knowledge and understanding in the field, study and business of contemporary music.
• Qualify learners for employment in a contemporary music occupation or range of occupations and prepare learners for the world of work in the music industry with a focus on employability.
• Prepare learners for continued further study and learning opportunities within the broader field of music performance, music production or music business.
• Provide industry stakeholders with the skills they require to remain competitive and sustainable.
• Develop a critical understanding of the criteria of quality work in music business and management environments.
• Will be able to record, mix, master and produce in both an analog audio recording environment as well as an electronic and software based environment using the most current tools and technology.
• Demonstrate a level of proficiency in instruments typical that are generally required in professional performance.
• Complete an appropriate dissertation using the recommended format as per the industry standard within the stipulated time frame.

Rationale

This qualification, Diploma in Music provides learners with the means to progress from a broad musical background to a deeper musical understanding. This qualification is structured in such a way that the learner will specialise in music performance, music business or music production depending on which electives he/she chooses. These activities will provide opportunities for developing an understanding through the use of a wide range of theoretical and industry/business musical vocabulary and the practical skills to perform.

Music is both an industry and an art form, meeting cultural and recreational needs, while also offering major employment opportunities across many sectors of the economic activity. The music industry has grown into a major employer, particularly for young people in most countries around the world. Young musicians therefore need to be equipped with knowledge, skills and attitudes to ensure sustained success and the basis for suitable focus change in career when necessary. The qualification intends to provide learners with more professional knowledge and ability to strengthen the competencies for a sustainable career in the music industry.

Possible occupations for qualifying learners include

• Music Director; (with music performance electives).
• Contemporary Worship Leader; (with music performance electives).
• Music Promoter; (with music performance electives).
• Producer; (with music production electives).
• Sound Engineer; (with music production electives).
• Agent; (with music business electives).
• Publisher; (with music business electives).
• Retail Music Salesperson.
• Music Wholesaler and Distributor.
• Advanced Music Technician; (with music performance electives).
• Advanced Backing Musician; (with music performance electives).
• Session Musician; (with music performance electives).
• Intermediate Artist Management; (with music business electives).
• Music Supervisor.
• Music Performer; (with music performance electives).
• Private Music Instructor; (with music performance electives).
• Songwriter.

Learners who have completed this qualification will have the necessary competencies to enter the music industry at a professional level for the occupational routes identified. The qualification is intended for learners who aspire to gain further insight. The cumulative knowledge, skills and attitudes obtained from this qualification will enable learners to become employable in the music industry.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning will apply if evidence of prior learning can be presented. This qualification can be achieved in part, through Recognition of Prior Learning. Evidence can be presented in a variety of forms, including previous international or local qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment.

Should the necessary competencies be demonstrated, learners may be advanced into a second or later year of study.

Entry Requirements

• A National Senior Certificate granting admission for Diploma Studies.

Or

• Senior Certificate.

Or

• An equivalent (NQF Level 4) musical vocational qualification is required to access this qualification.

This qualification comprises compulsory and elective modules, enabling a learner to either specialise in Music Production, Music Business or Music Performance, at NQF Levels 5, 6 and 7 totalling 360 Credits.

Compulsory Modules at NQF Level 5

• Music Industry Overview, NQF Level 5, 16 Credits.
• Academic Writing Skills, NQF Level 5, 7 Credits.
• Ethics and professionalism in the music industry in South Africa, NQF Level 5, 3 Credits.
• Implementation of occupational health, safety and environmental legislation in the workplace, NQF Level 5, 9 Credits.

Total Credits at NQF Level 5, 35 Credits.

Elective Modules at NQF Level 5

120 Credits of which 35 Credits are compulsory units for all and the remaining 85 Credits are made up of optional units that are in line with what the learner wants to specialise in: Music Performance, Music Production or Music Business:

• Applied Technical Studies, NQF Level 5, 15 Credits.
• Ear Training, NQF Level 5, 15 Credits.
• Professional Reading, NQF Level 5, 15 Credits.
• Live Performance Practice 1 (LPP 1), NQF Level 5, 20 Credits.
• Music Theory, NQF Level 5, 10 Credits.
• Create and Arrange Music, NQF Level 5, 10 Credits.
• Recording Popular Music, NQF Level 5, 20 Credits.
• Creative ICT and Sound Design, NQF Level 5, 25 Credits.
• Acoustics, NQF Level 5, 20 Credits.
• Business and Artist Management, NQF Level 5, 25 Credits.
• Music Publishing, NQF Level 5, 20 Credits.
• Music and Digital Distribution, NQF Level 5, 20 Credits.
• The Artist as a Brand, NQF Level 5, 20 Credits.

Compulsory Modules at NQF Level 6

• Research Methods, NQF Level 6, 25 Credits.
• Business Ethics, NQF Level 6, 25 Credits.
• Entrepreneurial Practice, NQF Level 6, 25 Credits.

Elective Modules at NQF Level 6

Music Performance electives: 155 Credits (at NQF Level 6) of which 75 Credits are compulsory units for all and the remaining 80 Credits are made up of optional units that are in line with what the learner wants to specialise in.

Or

Music Production electives: 140 Credits (at NQF Level 6) of which 75 Credits are compulsory units for all and the remaining 65 Credits are made up of optional units that are in line with what the learner wants to specialise in.

Or

with Music Business electives: 130 Credits (at NQF Level 6) of which 75 Credits are compulsory units for all and the remaining 55 Credits are made up of optional units that are in line with what the learner wants to specialise in.

• Creative Musicianship, at NQF Level 6, 30 Credits.
• Live Performance Practice 2 (LPP 2), at NQF Level 6, 20 Credits.
• Song writing and Arranging, NQF Level 6, 20 Credits.
• Working with Digital Audio, NQF Level 6, 15 Credits.
• Creative Sound Engineering, NQF Level 6, 15 Credits.
• Live Recording Session 1, NQF Level 6, 10 Credits.
• Music Law and Contracts, NQF Level 6, 25 Credits.
• Music Marketing and Media, NQF Level 6, 20 Credits.

Total Credits at NQF Level 6, 75 Credits.

Compulsory Modules at NQF Level 7

• Action Learning Plan, NQF Level 7, 15 Credits.
• Developing a Business Plan, NQF Level 7, 10 Credits.
• Specialised Project, NQF Level 7, 35 Credits.

Total Credits at NQF Level 7, 60 Credits

Elective Modules at NQF Level 7

Music Performance electives: 85 Credits of which 70 Credits are compulsory units for all and the remaining 15 Credits are made up of optional units that are in line with what the learner wants to specialise in.

Or

Music Production electives: 100 Credits of which 70 Credits are compulsory units for all and the remaining 30 Credits are made up of optional units that are in line with what the learner wants to specialise in.

Or

Music Business electives: 110 Credits of which 70 Credits are compulsory units for all and the remaining 40 Credits are made up of optional units that are in line with what the learner wants to specialise in.

• Professional Performance, at NQF Level 7, 35 Credits.
• Creative Portfolio, Level 7, 20 Credits.
• Mastering, NQF Level 7, 15 Credits.
• Live Recording Session 2, NQF Level 7, 10 Credits.
• Social and Applied Psychology, NQF Level 7, 20 Credits.
• Record Company Structure and Management, NQF Level 7, 20 Credits.
• Music in the Digital World, at NQF Level 7, 20 Credits.

1. Develop a critical understanding of the criteria of quality work in music business and management environments.
2. Will be able to record, mix, master and produce in both an analog audio recording environment as well as an electronic and software based environment using the most current tools and technology.
3. Demonstrate a level of proficiency in instruments typical that are generally required in professional performance.
4. Complete an appropriate dissertation using the recommended format as per the industry standard within the stipulated time frame.

Associated Assessment Criteria for Exit Level Outcome 1

• The terminology of the music industry is synthesised.
• Copyright and intellectual property law is applied as related to the music industry.
• Effective promotion and marketing mechanisms are developed for monetising music.
• Within business environments (musically, orally, and in writing) effective communication is applied.
• Contemporary business practices are applied to corporate and entrepreneurial environments.
• Financial and economic considerations in the commerce of music are assessed.
• Technological applications are integrated, employed, and forecasted as they appear in business environments.
• Leadership models and the ethical considerations are synthesised and applied.
• Ethical practices and values in conducting business as a music professional is demonstrated according to established music practice using case studies that highlight best ethical practices in the music profession.
• Business communication channels are used to conduct written and verbal communication in terms of organisational procedures.
• Information from a variety of sources is located, presented and acknowledged in response to an identified organisational need.
• A business plan/proposal for the chosen music related project or service is written and submitted within the stipulated timeframe.

Associated Assessment Criteria for Exit Level Outcome 2

• Audio recording and proper microphone techniques are used.
• Sampled musical instruments are practiced upon.
• How to mix multi-track recordings on both analog and software mixers are described and applied.
• How to use both hardware and software audio devices to master a final recording is described and applied.
• Music Theory - notation, scales, keys, time signatures, tempos and scoring are explained.

Associated Assessment Criteria for Exit Level Outcome 3

• An aesthetic and critical understanding of the meaning of quality performance is developed.
• Technical and interpretive musical criteria are used and are applied during performances.
• Working effectively with others in situations typically found in the professional performance field is demonstrated.
• Activities available through the ensemble program such as recording sessions, concerts, festivals, and tours are explored.
• A music related product or music related service is developed.

Associated Assessment Criteria for Exit Level Outcome 4

• Research on the development of music in South Africa is conducted and submitted.
• Core knowledge, skills, and attitudes in music, related to performance, composition, theory, analysis and the music industry are demonstrated.
• The structure of the music industry is described in relation to the roles and functions of the various role-players.
• All aspects of the research process are documented including reasoning for choosing specific research methodologies and management processes, successes and failures in the planning and execution of the project and the research findings and recommendation.
• A rationale of a dissertation topic is written and submitted to serve as an outline proposal which contains reasons for choosing the topic, its relevance to the industry, evidence of initial reading and an indication of the applied methodology.
• A copy of the practical element of the dissertation and the written element of the dissertation are submitted.

Integrated Assessment

Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.

Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification should be integrated.

Assessment of fundamental knowledge should be integrated as far as possible with other aspects and should use practical contexts wherever possible. A variety of methods are to be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques will be used to provide a context appropriate to the assessment.

During integrated assessments, the assessor will make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment should be provided through:

• Portfolios.
• Simulations.
• Workplace assessments.
• Written assignments.
• Essays.
• Written tests/assessments.
• Case studies and case presentations.
• Peer group evaluation.
• Competency evaluations of clinical skills.
• Face to face contact with learners.

Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

Assessments should ensure that all the Exit Level Outcomes and Critical Cross-Field Outcomes are evaluated in an integrated manner.