Higher Certificate in Music

Purpose

The qualification fills the hiatus that exists between formal music tuition at the secondary level and the necessary skills to audition successfully.

The curriculum and course content is constructed in such a way that the Exit Level Outcomes capture the desired levels of competency in theoretical knowledge, practical skill, aural training, collaborative ensemble participation and communication skills, facilitating the student's progression to the next level of expertise in Music. An appropriate balance of theoretical and practical knowledge and skill is maintained throughout the qualification through the incorporation of various teaching and learning activities in the respective modules involved. Learner will have the opportunity to acquire new knowledge and skill through both cognitive and experiential processes.

This qualification is envisaged as a useful benchmark in the often ill-define hiatus between post-secondary and initial secondary levels. The course is designed to prepare young music performers (whether it is a career in Vocal Art or Instrumental performance) for the rapidly changing landscape of music and other functional performance opportunities in South Africa and abroad. Entrepreneurship skills and creative thinking are also developed. Practical work is incorporated in the lectures, tutorials and self-study components of the modules and therefore not displayed as a separate learning activity. The Higher Certificate in Music has no Work Integrated Learning (WIL) component.

Rationale

This qualification is responsive to the needs of the potential learner, in that it offers an entrance level qualification particularly for learners from historically disadvantaged backgrounds, where basic education music training remains inaccessible for the majority of learners. Also it serves to address the need to accommodate learners who have demonstrated musical ability and aptitude, but who have deficiencies in the areas of music theory and music literacy, these aspects are addressed in this curriculum. These factors have created huge access bottlenecks for learners wanting to pursue studies towards the Diploma in Performing Arts.

This qualification will attract those learners who wish to access higher education and offer them the opportunity to improve on the necessary theoretical and practical competencies required to pursue formal studies in the field. This qualification has a vocational orientation which includes industry-specific knowledge, and aims to equip the learners with a solid base (fundamental level) of understanding in order to be employed within the music industry, state sectors such as the military and police, have continuously expressed a need for a music certificate course to enable their service band personnel to acquire the necessary music skills and competencies his qualification will not only meet the demands of these state sectors, but also cater for many other practicing musicians from different communities who have expressed a similar need to upskill their formal music education. Partnering with communities in this manner contributes to sustainable development and stimulates socio-economic growth.

At the completion of qualification, the learner will be able to demonstrate the fundamental knowledge and skill in the field of music in order to either enter the industry at fundamental level or articulate horizontally to either a Diploma of Bachelor's Degree in Music.

Recognition of Prior Learning (RPL)

The structure of this qualification makes the recognition of prior learning (RPL) possible. This qualification may therefore be achieved in part through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The learner will be thoroughly briefed on the mechanism to be used and support and guidance will be provided. The Head of the department together with the RPL Officer uses the structured process for the assessment of individual learners against the Exit Level Outcomes of the qualification on a case-by-case basis. Assessment is done by means of Integrated Assessment strategies as mentioned above. Such procedures, and the assessment of individual cases, are subject to moderation by internal and external moderators.

The learners are required to provide evidence of meeting the Exit Level Outcomes through the submission of a portfolio deemed to be sufficient, valid and authentic. Through RPL, learners will therefore be granted exemption from the relevant modules should they be able to demonstrate competence in the knowledge, skills, values and attitudes implicit in the qualification. Learners who request RPL need to complete the RPL Application Form.

Entry Requirements

The minimum entry requirement for this qualification is

• A Senior Certificate without endorsement.

Or

• A National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.

Or

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

This qualification consists of the following compulsory and/or elective modules at National Qualifications Framework (NQF) Level 5 totalling 120 Credits.

Compulsory Modules, 110 Credits

• Basic Academic English, 10 Credits.
• Elementary Theory of Instrument, 10 Credits.
• Practical Music, 40 Credits.
• Foundational Theory and Music Notation, 20 Credits.
• Aural Training, 10 Credits.
• Group Laboratory Work, 20 Credits.

Elective Modules, 10 Credits (Choose/Select two)

• Jazz Improvisation, 5 Credits.
• Elementary Development of Music through the Ages, 5 Credits.
• Practical Music - Alternative Practical Study, 5 Credits.

1. Demonstrate thorough control of tone production and technical abilities and/or competencies on the instrument of choice, as well as elementary mastery of technical prowess: and the performance of intermediary prescribed repertoire as well as elementary skill to improvise and/or harmonise over a given melody or harmonic sequence.
2. Demonstrate appropriate knowledge and understanding of the nature of music as a human expression; its styles and genres in context of the development of western civilisation; and the convincing application thereof in the effective performance of prescribed repertoire.
3. Demonstrate knowledge at the relevant level of competency in order to be able to usefully participate in a musical ensemble.
4. Clearly demonstrate knowledge and skill related to the theoretical elements of music. Aurally identify and practically demonstrate the musical elements studied in Theory. Practically apply theoretical knowledge on the instrument of choice.
5. Demonstrate appropriate communication skills in order to interact with terminology and within context and the practice of the music industry in general.
6. To demonstrate the ability to recognise musical pitches, intervals, scales, modes and time values in staff notation.
7. Demonstrate knowledge and application of the most commonly used Italian, French and German terms in Music.

Associated Assessment Criteria for Exit Level Outcome 1

To demonstrate

• Detailed knowledge and understanding of tone production.
• A knowledge of the maintenance of the instrument, whether instrumental or vocal.
• Perform prescribed repertoire at the required level.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate an insight into and understanding of the context of prescribed repertoire through processes of appropriate stylistic interaction.
• Perform the rhythm and melody (and text in case of vocal art) of prescribed repertoire accurately and with uninterrupted flow.
• Assess musical Interpretation with regards to terms and indications relevant to style, idiomatic and practical music making; tempo, dynamics, articulation and phrasing during performance using appropriate rubric and criteria.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate a clear understanding of the rhythmic and harmonic structure of ensemble. Demonstrate ability for a relative pitch.
• Execute proper phrasing in music.
• Follow the indications of the leader or conductor.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify and apply key and time signatures, will be identified and applied.
• Demonstrate proper notation, will be demonstrated.
• Recognise and confirm diatonic interval construction, will be recognised and confirmed.
• Demonstrate diatonic chord construction on major scales, will be demonstrated.
• Identify and apply diatonic scale construction, will be identified and applied.
• Identify and define music terms, will be identified and clarified.
• Demonstrate functional instrumental application of theoretical concepts, will be demonstrated.
• Identify functional pitch will be identified.
• Intervals will be identified and demonstrated.
• Recognise and identify chords will be recognised and identified.
• Recognise and transcribe rhythms, will be recognised, transcribed and demonstrated.
• Perform sight-reading.

Associated Assessment Criteria for Exit Level Outcome 5

• Basic applicable music terminology and the correct usage within context of technical and practical components will be assessed.
• To assess that the student competently demonstrates his or her basic language and grammar skills that is appropriate to the field of study.
• Written communication with appropriate punctuation and source identification.

Associated Assessment Criteria for Exit Level Outcome 6

• Written and practical aural testing within appropriate parameters will be conducted.

Associated Assessment Criteria for Exit Level Outcome 7

• To demonstrate detailed knowledge and understanding of the musical terms apropos to the interpretation of the music.

Integrated Assessment

Assessments are structured in order to determine whether the aims/envisaged Exit Level Outcomes of the qualification are being achieved. Various types of formative, ipsative and summative integrated assessments are used in every module of the programme, against accepted criteria appropriate to the subject and level. These include:

• Written assignments.
• Written tests.
• Written examinations.
• Practical performance assessments.
• Practical performance examinations.
• Peer-group practical collaboration.
• Peer-group and individual discussions.

Assessment practices must be transparent and valid. This process is ensured by the use of highly qualified examiners - internal as well as external; peer-collaboration; panel assessments and moderators. Assessment should ensure that all the outcomes are evaluated in an integrated manner.

Assessment is both formative, summative and ipsative. Feedback is given to students on the technical quality and originality of the theoretical and/or performance products that they produce. Continuous assessment is applied in face-to-face contact with learners (i.e. ipsative assessment), written assignments, case presentations, and competency evaluations of music making skills. The assessments address the range of practical, applied, and reflective competencies.

Tests, theoretical and practical assignments and summative evaluations are planned and equally distributed over the academic year. At least four main tests are conducted per year in theory subjects, and in addition panel evaluations of practical performance assessments take place at least twice a year. Smaller class tests, assignments, tutorials, practical tests and reports are implemented at the discretion of individual lecturers.

Assessment is based on assessment criteria relevant to the learning outcomes for every module. These are communicated to students in the study guide for every module. Every assessment method has an assessment tool, such as a memorandum, clearly formulated criteria, a rubric, etc. Marks are strictly allocated according to the assessment tool, to ensure the accuracy, consistency and credibility of results regardless of the assessor. Examples of assessment tools are accessible to students. Some may be included in the study guide.

Lecturers keep records of assessment and monitoring in the individual module files, and assessment data on the University's Information Tracking System (ITS). The Departmental Administrator is the custodian of all examination results in the Department of Performing Arts. Student performance data is analysed regularly to identify areas for improvement and intervention.