Diploma in Photography

Purpose

The intended purpose of this qualification is to give the successful learner a professional, vocational and sound understanding of the general theoretical principles and their applications in the field of Photography and its association with media production storytelling.

Rationale

This qualification applies to persons who wish to be competent in the self-motivated, creative production of artworks with a strong emphasis on conceptual content and technical skills as appropriate to a particular professional context.

Recognition of Prior Learning (RPL).

The Institutional Recognition of Prior Learning (RPL) policy and procedures are followed. Learners who do not meet entry requirements can apply for access to the qualification through RPL against a module, or part/full qualification for learning obtained through formal, informal and non-formal learning. Learners need to submit a Portfolio of Evidence which will be internally assessed. Credits may be awarded based on the assessment results and learners have the opportunity to appeal against the assessment result where Credits were not awarded.

Entry Requirements

The minimum requirement is

• National Senior National Qualifications Framework(NQF) Level 4.

This qualification comprises of compulsory modules at National Qualifications Framework(NQF) Level 5, 6 and 7 totalling at 360 Credits.

Compulsory Modules, Level 5, 224 Credits

• Media Practice 1, 76 Credits.
• Applied Media Aesthetics 2, 10 Credits.
• Applied Communication Skills 1.2, 8 Credits.
• Applied Media Aesthetics 1, 10 Credits.
• Applied Communication Skills 1.1, 8 Credits.
• Theory of Media Technologies 1, 10 Credits.
• Professional Practice 1, 8 Credits.
• Theory of Media Technologies 2, 10 Credits.
• Media Practice 2, 76 Credits.
• Professional Practice 2, 8 Credits.

Compulsory Modules, Level 6, 136 Credits

• Applied Communication Skills 2.1, 8 Credits.
• Applied Communication Skills 2.2, 8 Credits.
• Applied Media Aesthetics 3, 10 Credits.
• Media Practice 3, 90 Credits.
• Professional Practice 3, 10 Credits.
• Theory of Media Technologies 3, 10 Credits.

1. Demonstrate an understanding of the diverse role and function of the contemporary photographer in a range of professional photographer/client context.
2. Produce and exhibit photographic products of a high conceptual content to an appropriate professional and technical standard.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply interactive skills that involve effective communication, listening and sharing.
• Apply communication skills both in the process as well as the development of a product.
• Apply basic proficiency to communicate both verbally and textually within a range of photographer/ client context.
• Display self-motivated, creative problem solving skills within the formal and informal sectors.
• Display basic creative problem-solving skills within a wide range of market related and community-based contexts.
• Display basic entrepreneurial skills within a creative context.
• Show a basic understanding of local and global political/cultural forces on the professional production of photographic related products.

Associated Assessment Criteria for Exit Level Outcome 2

• Adhere to technical requirements for the studio work research output.
• Relate solutions/conclusions to the questions posed in the proposal that are founded on the evidence resulting from the studio work research.
• Display a professional approach to the production and presentation of a body of photographic related products.
• Apply awareness of the functions and origins of culture.
• Demonstrate an understanding of individual, group and cultural identities.
• Display critical and independent thinking.
• Use of investigator techniques to generate personal ideas in the production of a body of photographic related products.
• Apply relevant methodology.
• Apply technical skills.

Integrated Assessment

• Both formative and summative assessments are integral components of all modules within the programme and have application to both traditional summative and continuous assessment, ensuring overall applied competence. All teaching and learning activities in the programme are aligned to the assessment approach of the individual modules indicating a constructive alignment approach in the design of the programme.
• The assessment activities form an integral part of the teaching and learning process and are systematically and purposefully used to generate data for grading.
• Timely feedback to learner forms part of the assessment strategy of the institution and is used to inform teaching and learning and to improve the curriculum. Learning outcomes in all modules give an indication as to what will be assessed in the module and thus ensures constructive alignment of the modules within the programme.