Higher Certificate in Performing Arts

Purpose

The Higher Certificate in Performing Arts will enable learners to

• Identify movements, genres, styles and trends in Performing Arts and to describe Performing Arts in the South African context.
• Develop and apply a range of acting skills, exercises and understanding through the use of the disciplines of creativity and improvisation.
• Develop an approach to creating theatre performances through storytelling and workshop processes.
• Understand the composition and working of the voice.
• Use the voice as an efficient and effective instrument for performance.
• Understand and apply the essential elements of movement and apply these to developing the body as an effective instrument of communication.
• Express and communicate ideas, thoughts and feelings using techniques, elements, principles and the vocabulary of their chosen performance forms.
• Prepare the body as an instrument of expression taking into account principles of safe practice.
• Use instruments, objects or technologies specific to the chosen performance form for communication and expression.
• Identify, describe and compare the different jobs and functions of all human resources involved in the planning and executing of a stage performance.
• Identify and describe different types of props and costumes and appropriate Health and Safety requirements.
• Describe and demonstrate the skills of Stage Lighting and Sound.
• Explain and describe the development of character, role and message.
• Describe the role of directing of a character to perform a specific role.
• Identify, structure and present written stories for the stage.
• Analyse and interpret the themes and intentions of a dramatic script.
• Organise, co-coordinate and manage performance to the level of a performed event.
• Develop and apply critical thinking and writing skills.
• Enable effective and professional communication on and off stage, in written and verbal format.
• Effectively demonstrate office computer skills, as well as deeper insight on how to generate knowledge using computers.
• Identify, acquire and manage the resources required to effectively create, plan, manage and execute a performance.
• Demonstrate the ability to develop a marketing plan for a performance and a personal branding strategy for yourself in the Performing Arts.

Rationale

The institution intends to contribute toward the growth of the performing arts industries. The institution believes that the qualification will achieve the following:

• Provide much needed technical vocational training at NQF Level 5.
• Prepare learners for a Degree qualification.

The institution has a strong commitment to redressing the inequalities of apartheid by offering support to previously disadvantaged learners' learning challenges; nurturing broad-based black learners; and encouraging equal opportunities. The institution is sensitive to barriers for epistemological access among black learners and encourages stories from learners' own cultures as well as multicultural respect. The institution provides academic support to overcome epistemological constraints on learning.

Entrepreneurial spirit is fostered by aspects of the qualification which inculcate responsibility, by learning content on consumer and target market studies, by the focus on reliability to complete and deliver a production, by responsiveness to change, and by access to skills training beyond discipline boundaries, e.g. business planning, quality control and personal management.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning is governed by the institution's policy for RPL which is compliant to national regulations for RPL.

Learners who are eligible for RPL need to comply with the following

• Must at least have Grade 10 in Secondary Education.
• Must be older than 17. This criterion is benchmarked against the regulation of Higher Education South Africa (HESA) for mature matric exemption, OR
• Must have at least three years of vocational experience in the entertainment or media communication industries.
• Must pass an interview where it will be established that not completing secondary education was due to external circumstance and not due to the lack of commitment.
• Must present a portfolio of evidence demonstrating the required entry-level skills for NQF Level 5 as per the Level Descriptors for the National Qualifications Framework of the South African Qualifications Authority (SAQA).

The RPL process starts with an interview with the learner to ascertain the most appropriate RPL pathway. There are two pathways available for this qualification, namely RPL for Access, and RPL for Credits. Both of these pathways require an initial measurement of previous learning governed by the below.

Measurement of non-formal, informal and experiential learning

• Appropriate staff members will assess a portfolio of practical and/or academic evidence with relevant assessment instruments, against the entry requirements appropriate for NQF level 5.
• Additional customised tests, based on the findings above, can be used and evaluated in cases where portfolios lack the required evidence for entry level skills. Where required, appropriate remedial action during the course of study may be recommended.

Certification for RPL for Access

• If learners demonstrate the required academic competencies they will be granted RPL for Access.

Certification for RPL for Credit

• If learners have additional craft skills in either theatre management, technical operations, or performance, they can be awarded credits for the appropriate area provided that they pass the associated assessments as scheduled on an individual basis.
• The assessment instruments to be used for the above are standard to the programme, and not specifically devised for Individual RPL cases.

Candidate guidance and support

The following mechanisms to support RPL students are in place

• Profiling and monitoring of the student through the Registry.
• Additional opportunities for formative assessment & feedback.
• Additional staff support where additional tasks or consultations can be arranged to support remedial requirements.
• Peer-mentorship programmes.
• Extended academic development is already engineered into the course, additional academic support can be offered as required by the individual.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

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

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

• Introduction: Genres, perspectives and trends in the SA context (Theory), 1 Credit.
• Creativity and Improvisation (Theory & Practical), 5 Credits.
• Storytelling (Theory & Practical), 5 Credits.
• Voice (Theory & Practical), 20 Credits.
• Movement (Theory & Practical), 20 Credits.
• Directing & Production: Jobs & Functions (Theory & Practical), 2 Credits.
• Stage props & costumes (Theory & Practical), 2 Credits.
• Sound & Lighting (Theory & Practical), 2 Credits.
• Role Development & Directing (Theory & Practical), 4 Credits.
• Script Development & Workshop (Theory & Practical), 5 Credits.
• Live Performance (Practical), 26 Credits.
• Critical Thinking & Writing (Theory & Practical), 2 Credits.
• Communication & Presentations (Practical), 2 Credits.
• Computer & Internet (Practical), 4 Credits.
• Administration, Financials & Funding (Theory & Practical), 14 Credits.
• Marketing & Personal Branding (Theory & Practical), 6 Credits.

1. Identify movements, genres, styles and trends in Performing Arts in the South African context.
2. Develop and apply a range of acting skills, exercises and understanding through the use of the disciplines of creativity and improvisation.
3. Create theatre performances through storytelling and workshop processes.
4. Use the voice as an efficient and effective instrument for performance.
5. Understand the essential elements of movement and apply these by developing the body as an effective instrument of communication.
6. Identify, describe and compare the different jobs and functions of all human resources involved in the planning and executing of a stage performance.
7. Identify and describe different types of props and costumes and appropriate Health and Safety requirements.
8. Describe and demonstrate the basic skills of Stage Lighting and Sound.
9. Explain and describe the development of character, role and message and the role of directing of a character to perform a specific role.
10. Organise, co-ordinate and manage a performed event.
11. Develop and apply critical thinking and writing skills.
12. Communicate effectively and professionally on and off stage, in written and verbal format.
13. Demonstrate office computer skills, as well as deeper insight on how to generate knowledge using computers.
14. Manage the resources required to effectively create, plan, manage and execute a performance.
15. Develop a marketing plan for a performance and a personal branding strategy for yourself in the Performing arts.

Associated Assessment Criteria for Exit Level Outcome 1

• Describe and summarise key aspects of Performing Arts in the South African context.
• List seminal texts, it's authors and describe its key characteristics in identified genres.
• Explain key aspects of the socio- political and artistic relevance of the identified genres.
• Discuss performance styles and techniques associated with the identified genres.
• Discuss staging conventions and design elements of the identified genres.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify key concepts and methods of creativity and improvisation.
• Explain the benefits of creativity and improvisation.
• Recognise and identify where to use creativity and improvisation in the spaces of the stage.
• Demonstrate practical improvisation skills on stage.

Associated Assessment Criteria for Exit Level Outcome 3

• Describe essential social elements that will support the identification of themes for development.
• Identify and define the origins, functions and dynamic nature of storytelling.
• Demonstrate a wide variety of skills for effective storytelling.
• Demonstrate key elements of workshopped drama.
• Apply the techniques of workshop theatre to create social- themed theatre.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify the muscles and organs used for voice for production.
• Explain how the voice is produced.
• Identify the body's main resonators.
• Explain the theory of voice production.
• Demonstrate use of breath in voice production.
• Demonstrate the use of sound in voice production.
• Demonstrate articulation and resonance in voice production.
• Demonstrate vocal interpretation and improvisation in specified context.

Associated Assessment Criteria for Exit Level Outcome 5

• Define and demonstrate the principles and elements of movement.
• Demonstrate physical performance skills.
• Identify and express the essential elements of theatre movement.
• Demonstrate movement skills to create and enhance a performance.
• Show physical [and vocal] characteristics for communication and expression.
• Show and rehearse physical techniques necessary for identified performance genres and styles.

Associated Assessment Criteria for Exit Level Outcome 6

• Name and explain the duties and importance of all jobs and functions relating to stage performances.
• List a variety of stage types.
• Explain the areas of a stage.
• List the terminology used in stagecraft and explain its meaning.
• Measure and explain the dimensions of a stage, auditorium and backstage and create a scale plan of these.
• Show how to prompt actors effectively during rehearsals.

Associated Assessment Criteria for Exit Level Outcome 7

• List and find props for a production and lay out a props table.
• Show how to place set-pieces, according to design, for an actual production.
• Describe and compare the different types of props and costumes.
• Describe the basic making of different types of props and costumes.
• List and explain basic health and safety requirements.
• Identify contingency plans and basic risk management techniques.

Associated Assessment Criteria for Exit Level Outcome 8

• Name the elements of Lighting and Sound equipment and explain their uses.
• Show how to assist in creating a lighting rig.
• Explain a lighting plan and assist in hanging and patching light accordingly.
• Show how to operate a dimmer board to effect the lighting design during a performance.
• Explain the sound design and assist in implementing it.
• Show how to operate the Sound equipment during a performance.

Associated Assessment Criteria for Exit Level Outcome 9

• Identify status in the context of a role and illustrate status variations in performance.
• Explain and demonstrate the use of intention in performing a role.
• Show listening and responding skills in performance.
• Describe and show the concept of dramatic focus.
• Describe and show the concepts of status, intention, physical representation and dramatic focus to build a role.

Associated Assessment Criteria for Exit Level Outcome 10

• Stage a performance that engages the audience using appropriate elements of performance craft and physical technique.
• Use elements of performance that shows all appropriate knowledge of performance methods and performance craft.
• Describe your reflection and evaluation of your performance.
• Working in a group, accepting constructive criticism, using knowledge of group dynamics and communication techniques within the performance context.
• Show effective presentation skills including the use of technologies and performance.
• Explain performance texts within the appropriate context.

Associated Assessment Criteria for Exit Level Outcome 11

• Describe opinions and ideas.
• Explain and compare the multiple senses of a text (literal and beyond the literal).
• Identify and understand assumptions, theses, and arguments that exist in the work of authors.
• List meaningful questions.
• Identify the authority of texts.
• Show reflective listening the context of respectful conversation.
• Describe and show referencing.
• Explain the importance of copyright.

Associated Assessment Criteria for Exit Level Outcome 12

• Write text characterized by clear and careful organization, coherent paragraphs and well-constructed sentences.
• Identify and show effective written and oral communication, giving appropriate consideration to audience, context, format, and textual evidence.
• Show oral communication skills expected of a future professional in the field.

Associated Assessment Criteria for Exit Level Outcome 13

- Demonstrate basic competency in

> Web browsing.

> Office utility suites, including e-mail.

> Social media platforms.

Associated Assessment Criteria for Exit Level Outcome 14

• Show an ability to assist in the planning, budgeting & funding for a production.
• Show knowledge of entrepreneurial skills and the business environment.
• Identify and list the needs and resources for a performance, including financial, management, material and human resources.
• Assist in the implementation of marketing and publicity plans for the performance.
• Show working effectively within an administrative team.

Associated Assessment Criteria for Exit Level Outcome 15

• Identifying the key role-players in the performing art`s industry.
• Show knowledge of marketing concepts applicable to a new venture.
• Assist in the development of a marketing plan for a new performance.
• Show an understanding of the market research process.
• Describe how marketing plans are brainstormed and suitable options selected.
• Assist in the distribution of marketing material.
• Identify and list career opportunities in the performing arts, media, advertising, marketing, and related arts fields.
• Identify the key role-players in the performing art`s industry for own career-path planning.
• Identify potential employers for own career-path planning.
• Plan own career path in the performing arts.
• Identify self-employment opportunities.
• Describe the roles of agents, personal managers and producers are investigated, ensuring that the learner knows what can be expected of these role-players.

Integrated Assessment

Assessment is incremental in that diagnostic, formative and summative assessments take place throughout the academic year. Evidence of assessment instruments such as examinations, orals, written assignments and practical projects, research and observations are collected in the learner portfolios. To ensure that assessment is integrated, the following principles are adhered to:

• Reliability.
• Validity.
• Fairness.