Diploma in Music

Purpose

This qualification is vocational in that the competencies it teaches are applied to music performance and to the teaching of Music.

Learners will be equipped with essential skills in Music Performance, Music Education, Music Theory and Keyboard and Aural Skills. The qualification also includes Choral Directing or Repertoire and Method relating to an instrument of choice. It also provides learners with knowledge of music as situated in society.

Another aim of the qualification is to prepare learners to develop musical insight and to be able to apply the knowledge gained through this qualification in different music performance contexts, be it formal or informal, solo or ensemble. This Diploma combines professional knowledge in music teaching and music performance as well as Management and Music Technology.

The qualification, through general knowledge about music and its function in society fosters cognitive and conceptual skills which prepare learners for further Higher Education studies.

Rationale

The qualification provides an opportunity to students who have not had access to specialised music tuition at the secondary school level to access studies in music at higher education level and for possible vertical articulation into higher NQF Levels in Music Performance This qualification has been developed for learners who have had some instrumental or vocal tuition and display musical talent, but who do not meet the admission requirements for Bachelor's Degree studies in Music.

It is further envisioned that this qualification will equip learners with the necessary competencies be a Professional Musician. This goal is supported through the provision of a solid grounding in music performance, a practical component in music education and a diverse range of other essential skills that will prepare graduates for careers as Professional Musicians.

The qualification is recognised by the South African Society of Music Teachers a professional body for music teachers that has been in existence since 1918 and holders of the qualification will have sufficient professional training to pursue a career in Music.

In addition, the qualification includes modules in Music Technology and Management, which is more typically found in qualifications that focus on contemporary music, but which offer exposure to the differentiated South African employment market.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning will be granted irrespective of the context of the learning experience, provided that the prior learning can be assessed against the outcomes of the modules in this qualification.

RPL recognises what a person has already learnt from

• Formal, accredited, certified learning.
• Non-formal learning (work experience in a company or industry, or with experts in the field); and informal learning (life experience, e.g. Community work or hobbies).

RPL may be used to grant access to the qualification to learners who do not meet the minimum entry requirements and/or to grant exemptions from modules.

Entry Requirements

The minimum entrance requirements for this qualification are

• Senior Certificate (SC).

Or

• National Senior Certificate (NSC) granting access to Diploma studies.

Or

• National Certificate Vocational (NCV), Level 4 granting access to Diploma studies.

This qualification consists of compulsory modules and elective modules at Levels 5 and 6, totalling 240 Credits.

Compulsory Modules, Level 5, 104 Credits

• Performance Studies 1, 20 Credits.
• Basic Keyboard Skills, 12 Credits.
• Aural Skills 1, 8 Credits.
• Music Education and Practice 1, 8 Credits.
• Music Education and Practice 2, 8 Credits.
• Arts Management, 16 Credits.
• Music and Society 1, 8 Credits.
• Music and Society 2, 8 Credits.
• Music Theory 1, 16 Credits.

Compulsory Modules, Level 6, 104 Credits

• Performance Studies 2, 20 Credits.
• Basic Keyboard Skills 2, 12 Credits.
• Aural Skills 2, 6 Credits.
• Music Education and Practice 3, 8 Credits.
• Music Education and Practice 4, 8 Credits.
• Music Technology, 16 Credits.
• Music and Society 3, 8 Credits.
• Music and Society 4, 8 Credits.
• Music Theory 2, 16 Credits.

Elective Modules, Level 5 (Learners must choose one option)

• Choral Directing 1, 8 Credits.
• Choral Directing 2, 8 Credits.

Or

• Introduction to Repertoire and Method 1, 8 Credits.
• Introduction to Repertoire and Method 1, 8 Credits.

Elective Modules, Level 6 (Learners must choose according to the choice made for Level 5)

• Choral Directing 3, 8 Credits.
• Choral Directing 4, 8 Credits.

Or

• Repertoire and Method 3, 8 Credits.
• Repertoire and Method 4, 8 Credits.

1. Use both the artistic and technical commands in music to actively engage with musical repertoire so as to demonstrate proficiency in both instrument and vocal performance.
2. Design and implement a music programme for young learners.
3. Demonstrate detailed knowledge of the different genres and styles in Music, including examples from the Western Art Repertoire, as well as Folk, Jazz, Rock, Pop and Rap Music.
4. Demonstrate how technology is used by Musicians within the Music Industry and Music Education.
5. Demonstrate the ability to sight-read notated music on a keyboard instrument.

Associated Assessment Criteria for Exit Level Outcome 1

• Meet the technical requirements for musical expression and performance at the expected level.
• Demonstrate an understanding of the relevant stylistic knowledge and insight in performance appropriate to the level of the repertoire presented.
• Interpret music notation symbols convincingly within performance.
• Apply appropriate stage etiquette and communication with the audience in both formal and less formal performance contexts.

Associated Assessment Criteria for Exit Level Outcome 2

• Understand the developmental approaches used in the implementation of a Music Education programme for young children.
• Construct and implement a holistically orientated music programme that consists of movement and dance, song, music ensemble play activities and creative activities.
• Accommodate culture differences and special needs when teaching music to young children.

Associated Assessment Criteria for Exit Level Outcome 3

• Provide a framework for examining different music styles which embody specific social and cultural values and meanings.
• Identify a range of different musical works according to style and genre.
• Contextualise musical works in terms of specific socio-historical or political settings.
• Read musical texts as the embodiment of specific cultural values and meanings.

Associated Assessment Criteria for Exit Level Outcome 4

• Use computer programmes in a multi-media, music and audio environment.
• Use notation programmes to create, edit and produce basic scores and to integrate these within other programmes.
• Perform stereo audio editing to create and produce a work using a rudimentary audio editing programme.
• Create works using various aspects of technology in music such as notation, presentations and stereo sound editing.

Associated Assessment Criteria for Exit Level Outcome 5

• Perform intervals, scales and chord progressions involving primary chords, arpeggios and technical exercises in different keys.
• Sight-read rhythmic and pitch patterns on a keyboard instrument.
• Transpose selected keyboard patterns in a range of keys.
• Perform chord progressions involving primary and secondary chords.

Integrated Assessment

Formative and summative assessment will be applied and will use a variety of assessment methods to assess applied competence.

In performance studies modules, learners will be exposed to a programme of repertoire at the appropriate level for each semester; this programme is assessed by an examination panel in order to award the examination mark (one summative assessment). Formative assessment is conducted when marks are awarded by the Lecturer and other staff members for technical skill and progress. There are a number of formative tests for each performance studies module. Basic Keyboard Skills and Aural Skills are similarly assessed through two practical tests (formative) and one examination (summative).

Music Education Practice will be assessed formatively through five practical presentations, one assignment and two tests. There is one summative examination. The second semester in this subject is assessed formatively through teaching observations and the assessment of lesson plans and reflections on teaching practice, and summatively through an evaluation of teaching practice. Arts Management will be assessed continuously as it is presented as a series of sixteen related units, each with its associated assignment.

In the Music and Society modules, about two written assignments will be assessed per semester. These, as well as one conventional test per semester (information to be memorised), will form the basis of formative feedback and contribute to the predicate mark for the modules, while the examination (summative) may take the format of one closed-book examination, an open-book examination, or an assignment examination according to the Lecturer's preference and the outcomes of the module.

Repertoire and Method will be assessed in an applied manner, predominantly through oral tests and class presentations there will be at least two formative assessments per semester and one summative examination. Choral direction will be assessed through four evaluations of conducting technique and two evaluations of prepared scores per semester, and summative through one practical examination.