Higher Certificate in Music

Purpose

The purpose of the programme is multi-faceted and aims to

• Provide students wishing to proceed to Diploma/Degree (Music) studies with a theoretical competency adequate to fulfil the basic requirements for admission.
• Develop the practical performance levels of students to the standard required for entrance into the above-mentioned qualifications.
• Introduce all students to the practice of ensemble performance. Students will have the opportunity to perform in the University ensembles such as the symphony orchestra, symphonic wind ensemble and big band. This experience will be invaluable to both community musicians who will in turn transfer these acquired skills directly to the community organisations with which they are involved (See 1.2 for community organisations).
• Introduce all students to the basic principles of critical and reflective thinking practices as well as the basic management and financial tools to better administer the community projects with which they are affiliated in the case of community musicians.
• Expose all students to introductory aspects of music technology which will enable them to enhance their input into community organisations or further music studies.

Rationale

The latest HEQF policy document states that the new qualifications framework gives HEI's the freedom to design educational offerings to realise their different visions, missions and plans to meet the varying needs of the communities they serve (Government Gazette, 2007).

Prospective music students at tertiary level should be exposed to musical training for at least 8-10 years prior to tertiary studies. The high cost of music lessons and instruments, particularly in the current economic climate, means that those from economically disadvantaged communities are excluded and are further disadvantaged when applying for music studies at tertiary level. In the Western Cape, there are 10 Arts and Culture Focus schools, where the learners initiate specialised music studies in Grade 10. The Grade 12 OBE curriculum, which had its first graduates in 2008, has the minimum practical exit level set at Grade 5, although higher practical levels are generally attained in the more affluent schools where music has been available in both the General Education and Training and Further Education and Training phases. Learners who matriculated from these Focus Schools in 2008, had little time to reach practical standards higher than the minimum Grade 5 requirement and find themselves at a playing level two grades lower than that required for University entrance. The proposed Higher Certificate is designed to bridge the gap between those matriculating with the minimum music requirement, and the University's entrance requirement for tertiary level studies.

The Music Department at Stellenbosch University has a Music Outreach Programme called the Music Certificate Programmes, which has been operational at the Conservatorium for the past 10 years. Enrolment figures have increased from 13 to 200 in this period. Students have come from areas as diverse as Polokwane, Pretoria, Port Elizabeth, Bloemfontein, as well as Rwanda and Namibia, in search of music tuition. 85% of the students currently in the Music Certificate Programmes attended schools where Music as a subject was not offered. These students acquired their skills by playing in their local community organisations and churches. 90% of these students are from disadvantaged communities. The BMus Foundation Programme, which is the most advanced of the certificates, forms part of the Music Department's outreach activities and does not lead to a formal qualification. The proposed Higher Certificate, however, would provide approximately 200 students in the next decade with a formal qualification. This would enable them to apply for work in community organisations and other institutions such as the South African National Defense Force (SANDF), which is currently the largest provider of employment for musicians in South Africa.

Currently, this qualification is not offered at any other University in the country. The only other institution which offers music education at tertiary level in the Western Cape is the University of Cape Town, which does not offer a qualification equivalent to the Higher Certificate. The Music Department of Stellenbosch University has staff who have experience in the type of teaching required at this level as well as the infrastructure and facilities to present this qualification. The Outreach Programme of this department has 20 enrolled students preparing for entrance into the Diploma/Degree course in the next two years. In the interim, they would require a qualification such as the Higher Certificate, which would provide greater access to the facilities offered by the University, such as academic support structures, accommodation in residence and bursaries et al.

Many communities are burdened by violence, and within these communities, music projects are the main tools for social upliftment. The leaders and teachers of these projects require qualifications in order to upgrade the standard of playing. The Music Department has formed partnerships with organisations throughout Africa as well as nationally such as:

• Military musicians from SADC countries: Rwanda, Namibia, Botswana, Zambia, Swaziland and Tanzania.
• SANDF military band musicians.
• Field Band Foundation: A national organisation with international affiliation.
• Cape Philharmonic Youth Orchestra (CPYO) and Symphonic Wind Ensemble (CPYWE).
• Churches.
• Community organisations.

Fieldwork in the community has revealed a need for such a qualification, which would serve to empower individuals both economically and socially in the present day South Africa.

It is assumed that learners have achieved the equivalent of NQF Level 4 in a formal education environment.

Access to the Qualification

National Senior Certificate (NSC) as certified by Umalusi.

Grade IV/V/VI practical examination (UNISA, Trinity College, ABRSM) pass in the major instrument (voice) and Grade III/IV theoretical examination (UNISA, Trinity College and ABRSM) pass.

Or

Demonstrate knowledge of above-mentioned theory and practical music levels.

Or

Successful completion of the Foundation Programme in music offered as a short course at the Music Department and Stellenbosch University.

Note: Admission is subject to an internal audition and theoretical test in accordance with the Music Department's screening policy (See Addendum A). This will take place either during the prospective student's Grade 12 year, or in the year preceding the first registration.

Module name; NQF Level of the module; Credits per module; Compulsory/ optional

• Music Theory 181, HEQF 5, 12 Credits, Compulsory.
• Aural 181, HEQF 5, 8 Credits, Compulsory.
• Practical Music Study A 111, HEQF 5, 24 Credits, Optional.
• Practical Music Study A 121, HEQF 5, 24 Credits, Optional.
• Practical Music Study A 131, HEQF 5, 24 Credits, Optional.
• General Music Studies 171, HEQF 5, 8 Credits, Compulsory.
• Music Theory 171, HEQF 5, 8 Credits, Compulsory.
• Repertoire studies 181, HEQF 5, 8 Credits, Compulsory.
• Music Technology 112, HEQF 5, 12 Credits, Compulsory.
• Business Management (Music) 171, HEQF 5, 8 Credits, Compulsory.
• Orchestra Practice 191, HEQF 5, 8 Credits, Optional.
• Creative Skills 191, HEQF 5, 8 Credits, Optional.
• Texts in Humanities 172, HEQF 5, 24 Credits, Compulsory.

Students do 8 compulsory modules with a total of 88 Credits and choose between the 5 optional modules a total of 32 Credits.

1.

Students will be able to

• Identify and notate scales (major, minor, modal), key signatures, intervals and triads.
• Rhythmic notation.
• Apply the knowledge of harmony to compose a piece of music.
• Use chord progressions to harmonise melodies.
• Identify visually and aurally chordal progressions up to and including the dominant 7th.
• Analyse music according to the elements studied above.

2.

The student should be able to

• Identify, play, read and write rhythms in simple, compound and irregular time signatures.
• Play, sing, read and write intervals as found in scales.
• Transcription of melodies as they are played.
• Identify basic chord progressions aurally.
• Sing the lower part of a two-part melodic phrase after it has been played.
• Sing a short passage at sight (Sight-singing).

3.

The student will develop control over the instrument by

- Expansion of technical competences

> Develop Sight reading skills.

> Scales and arpeggios/vocalisations.

- Using above competences to perform a variety of solo pieces which demonstrate the ability to

> Apply technical competencies and musical and stylistic knowledge to the repertoire that is studied.

> Be able to perform pieces in various style periods.

> Play/sing with an awareness of tone quality, phrasing and articulation.

> Convey emotion non-verbally, through the performance.

4.

The student will develop technical competences in order to

> Develop Sight reading and sight singingskills.

> Scales and arpeggios.

> Practical score reading.

> Basic conducting techniques.

> Introduction to choral /instrumental repertoire.

- Use above competences to conduct small ensembles in a variety of contexts, and demonstrate the ability to

> Apply technical competencies and musical and stylistic knowledge to the repertoire that is studied.

> Be able to conduct works in various style periods.

> Have ensembles perform with an awareness of tone quality, phrasing and articulation.

> Convey emotion non-verbally, through the performance.

5.

The student will develop control over the voice by

- Expansion of technical competences

> Develop Sight Singing skills.

> Scales and arpeggios.

> Vocalisations.

- Using above-mentioned competences to perform a variety of solo pieces which demonstrate the ability to

> Apply technical competencies and musical and stylistic knowledge to the repertoire that is studied.

> Be able to perform pieces in various style periods.

> Sing with an awareness of tone quality, phrasing and articulation.

> Convey emotion non-verbally, through the performance.

6.

Students will be learn to

• Describe different genres of music.
• Recognise and describe form in music.
• Identify and describe compositional techniques (e.g. imitation and sequence).
• Analyse music according to form and structure, harmony, melodic shape, timbre and texture.
• Identify and display knowledge of characteristics of style in music in different periods (e.g. Baroque, Classical, Romantic, Modern and African Music).

7.

• To learn basic keyboard skills.
• To use keyboard skills in order to understand the basic principles of theory and harmony (i.e. formation of semitones, tones, scales, intervals and triads).

8.

The student should be aurally familiar with

• Representative music from various genres.
• Performing styles.
• Recording artists on sound and visual recordings on works representing the four style periods, as well as music from Africa.

9.

• Basic computer literacy.
• Software based notation programmes and sequencing.
• knowledge of Multi-media and video/sound editing.

10.

The student should acquire a basic knowledge of

• Business practice.
• Business ethics.
• Philosophies of various business and music educators and leaders.

11.

The student will be able to

• Apply musical knowledge, skills and technology to compose and arrange music.
• Have a basic knowledge of all instruments and the voice.
• Learn simple arrangement and improvision techniques.

12.

Students gain experience in ensemble playing in one of the ensembles of the Conservatorium

• Stellenbosch University Symphony Orchestra.
• Stellenbosch University Symphonic Winds.
• Stellenbosch University Big Band.

Critical Cross-Field Outcomes

• Industry-related in that students acquire a basis introductory knowledge and cognitive and conceptual tools with which they can upgrade their workplace skills (in the case of military musicians) or proceed to further studies at higher education level (for prospective Diploma/Degree students). The upgrading of practical and theoretical competences will improve the performance level of the military musician and the concurrent theoretical knowledge acquired will provide them with a greater understanding of the musical concepts with which they are exposed to on a daily basis. Prospective Diploma/Degree students will have an opportunity to improve their practical and theoretical competences in order to align them with the requisite entrance requirement s for the chosen tertiary qualification.
• The practical experience (application) gained in a simulated work environment provides introductory experience of conducting, accompaniment, ensemble performance and music technology.
• Knowledge applied in the abovementioned examples reinforce the general principles governing these activities.

Associated Assessment Criteria for Exit Level Outcome 1

Continuous assessment with 4 assessment opportunities per semester, using

• Assignments.
• Attendance.
• Verbal Presentations.
• Tests.
• One exam at the end of the year.

Associated Assessment Criteria for Exit Level Outcome 2

Continuous assessment with 4 assessments per semester comprising

• Tests.
• Attendance.
• One examination at the end of the year.

Associated Assessment Criteria for Exit Level Outcome 3

Continuous assessment as follows

• Weekly assessment at lessons.
• Technical test in first semester.
• Examination at the end of second semester.

Associated Assessment Criteria for Exit Level Outcome 4

Continuous assessment as follows

Four assessment opportunities per semester

• Attendance in class and concerts.
• Assignments.
• 1 x mid-year test.
• Final public practical examination.

Associated Assessment Criteria for Exit Level Outcome 5

Continuous assessment as follows

• Weekly assessment at lessons.
• Attendance and performance at Performers' classes.
• Technical test in first semester.
• Examination at the end of second semester.

Associated Assessment Criteria for Exit Level Outcome 6

Continuous Assessment

Four Assessment opportunities per semester

• Attendance.
• Oral presentation.
• Assignments.
• Final examination.

Associated Assessment Criteria for Exit Level Outcome 7

Continuous Assessment

• Weekly assessment in class.
• Test in first semester.
• Attendance.
• Final examination.

Associated Assessment Criteria for Exit Level Outcome 8

Continuous assessment

• Weekly assessment in class.
• Early assessment test.
• Assignments.
• Final examination.

Associated Assessment Criteria for Exit Level Outcome 9

Continuous evaluation

• Attendance.
• Assignments.
• Project.
• Test.

Associated Assessment Criteria for Exit Level Outcome 10

Continuous assessment

• Attendance.
• Assignments.
• Project.
• Compilation of a portfolio for each student.

Associated Assessment Criteria for Exit Level Outcome 11

Continuous assessment

• Set no. of attendances at concerts and/or jazz jams at relevant venues in and around Stellenbosch.
• Portfolio of arrangements/improvisations.
• Attendance in class.
• Final public performance for improvisation students; assignment for arrangement students.

Associated Assessment Criteria for Exit Level Outcome 12

Continuous Assessment which includes

• Weekly attendance at rehearsals.
• Orchestral Practice test once per semester, prior to a concer.

Integrated Assessment

This programme makes use of both formative and summative assessment. The assessment is in line with the detailed guidelines contained in the University's assessment and internal/external moderation policies.