Higher Certificate in Digital Media Arts

Purpose

The purpose of this qualification is to provide learners with the basic knowledge, general principles and practical procedural skills to access the fields of digital design and animation at job entry level. It provides education and training in the fundamental application of techniques in digital design and animation.

In addition, the qualification provides an articulation option for further study in Digital Media by ensuring learner preparedness, equipping them with the skills required to succeed in higher levels of study.

Rationale

The development of a Higher Certificate in Digital Media Arts has been influenced by the following factors

• The increase in number of Grade 12 learners without bachelor's entry and the lack of accredited certificates focusing on media arts providing access to further study in this field.
• Multimedia Developers being noted as scarce skills by the 2017 National Scarce Skills listing.
• The changing nature of digital media, relying heavily on the incorporation of various media literacies including animation, motion graphics and digital design.

South Africa's creative economy has contributed R90.5 billion to the Gross Domestic Product (GDP) in the 2013/2014 financial year. According to the Department of Labour's Creative Sectors Report, multi-skilling is becoming a feature of the arts sector, while new qualifications are required in the sector to provide new skills avenues. This indicates Media arts is an ever evolving field of study. It is constantly expanding with new avenues and technologies being developed. Media arts now operate within an interdisciplinary production context. The theories and practices that underpin media are essential tools into further understanding and advancement of the field.

Digital media arts cover a variety of formats and software disciplines. Communication with various industry leaders has led to the understanding that the field requires learners who are grounded in the basic principles of design and animation, and through this understanding are able to utilise standard software packages and adapt their skills to this fluid field.

The qualification is developed to allow learners with an interest in digital design and animation who have qualified with a National Qualifications Framework (NQF) Level 4 qualification, access into higher education in this field of study and fundamental knowledge and skills in these areas.

Recognition of Prior Learning (RPL)

The institution has the RPL policy which must be followed. The fundamental underlying principle of the Recognition of Prior Learning is the granting exemption for modules for which it is determined a potential learner meets the exit criteria. In this regard, the institution recognises all forms of informal and non-formal learning to admission into its qualifications.

Recognition of Prior Learning for admission will only be applied in the institutional academic framework to learners seeking entrance into the Higher Certificate qualification. For admissions into further levels of study the Credit Accumulation and Transfer (CAT) system will apply.

Entry Requirements

The minimum entry requirement for this qualification is

• A pass of the National Senior Certificate (NSC)

Or

• A pass of the National Certificate (Vocational) NC(V)) at Level 4.

This qualification consists of the following compulsory modules at Level 5 totalling 120 Credits.

Compulsory Modules,120 Credits

• Drawing, 20 Credits.
• Digital Design (Photoshop/Illustrator), 20 Credits.
• Web Design, 15 Credits.
• Video editing (Aftereffects), 15 Credits.
• Animation and Design History, 10 Credits.
• Animation skills, 20 Credits.
• Work Integrated Learning, 10 Credits.
• Cultural Studies, 10 Credits.

1. Demonstrate an informed understanding of the core areas, key terms, concepts, facts, general principles and theories of digital design and animation as well as an awareness of how the fields of digital design and animation have developed and evolved.
2. Select and apply standard digital design and animation principles, procedures or techniques within a well-defined, familiar and supported environment in the field of digital media arts, as well as manage and implement a digital media and animation project.
3. Act responsibly in accordance with prescribed digital design and animation professional ethical codes of conduct, values and practices and seek guidance on ethical and professional issues where necessary.
4. Evaluate and take account for personal and peer actions/performance, take appropriate action and be responsible for learning and resource use in a defined structured learning process as well as take supervisory responsibility for peers.

Associated Assessment Criteria for Exit Level Outcome 1

• Select, explain and use correct reference material and techniques for specific animation and design productions such as scripts, campaigns and storyboards.
• Define, describe and identify core themes and concepts in the field of animation, web development and design through theoretical assessment practices and presentations.
• Apply concepts, principles and rules in different media productions making use of a variety of methods (animation, web development and design).
• Distinguish between the phases of progression in the fields of animation and multimedia and identify relevant eras and movements.
• Identify a variety of styles, terms, principles and industry concepts.

Associated Assessment Criteria for Exit Level Outcome 2

• Adhere to principles of design and animation.
• Select appropriate tools and procedures and follow design principles in development of works determined by defined production briefs.
• Use various design and animation techniques in but not limited to walk cycles, storyboards, animatic, logo design and animation.
• Produce works such as storyboards, layouts, motion graphics, renders and design portfolios in a consistent and well-prepared manner.
• Construct a portfolio work showing consideration of colour theory, typography, traditional art skills and motion design principles.

Associated Assessment Criteria for Exit Level Outcome 3

• Understand the impact of arts and media content on society and create content in a culturally aware and ethically sensitive manner.
• Adhere to principles such a copyright, referencing and acknowledgement of sources in production of artworks.
• Develop artworks to deadline and deliver quality projects within defined time periods.

Associated Assessment Criteria for Exit Level Outcome 4

• Work and communicate effectively as a member of a team or group in projects or production simulations.
• Show evidence of planning in development of work though consultants and self-evaluation reports.
• Successfully produce a variety of works in team and individual settings (production line and solo projects).
• Display an understanding of the professional requirements and relationships of industry and imitate these in a structured environment.
• Evaluate the work of self and others in peer evaluation exercises in a respectful and productive manner.

Integrated Assessment

Integrated assessment provides learners with an opportunity to display the ability to integrate practical performance, concepts and theory across subjects to achieve competence in relation to this qualification. Where possible, assessments take the form of work-directed theoretical learning, problem-based learning or project-based learning.

All Associated Assessment Criteria (AAC) are applied in an integrated way, throughout the duration of the qualification, to modules and areas of learning in a manner that ensures equitable evidence of theoretical understanding and practical application. To achieve this, a broad range of Formative and Summative Assessment methods are used to assess mastery of knowledge, including, but not limited to, oral presentations, production of digital and paper based works, assessment of skills in a simulated production context, individual and group presentations, sit down exams, practical simulations and consultations with academic staff.

Modules are annualised, to create the opportunity for integrated assessment of a combination of learning outcomes from various modules simultaneously at a given point. Continuous formative assessment creates the opportunity for learners to get feedback on their progress towards the achievement of specific learning outcomes; summative assessment is used to determine actual achievement of learning outcomes.