Postgraduate Diploma in Fine Arts

The purpose of the qualification is to produce a diplomate who is proficient in a chosen area of visual arts professional practice.

The purpose of the qualification is also to enhance the career of the diplomate by enabling him/her to use specialist knowledge in a particular discipline, profession or field of enquiry, within the visual arts.

Further, the purpose of the qualification is to produce diplomates who can contribute to the economy of South Africa through Arts and Culture.

Formally Accredited Learning and Other Qualities

The typical applicant has a qualification equivalent to a Bachelor of Arts Fine Arts Degree, a three-year Diploma in Fine Arts, or satisfies the University that he/she has acquired professional skills and expertise which is equivalent to the skills and expertise required for the purpose of admission to the Diploma - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning (RPL)

Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

The qualifying learner is able to

1. The qualifying learner is able to access and process information using a range of technologies

1.1 Use full range of terminology and key concepts in different disciplines in South African and international literature and professional practice.

1.2 Use specialist primary and secondary research resources, materials, methodologies.

1.3 Understanding modes of professional practice.

2. The qualifying learner is able to communicate and produce

2.1 Understand current debates, research findings and professional practices necessary for research essay.

2.2 Demonstrate an understanding of generic, academic, oral, written, visual and graphic conventions for discipline and media specific content.

3. The qualifying learner demonstrates critical analytic competence and problem solving

3.1 Apply knowledge to professional and other real-life situations.

3.2 Structure knowledge creatively in response to specific, creative scholarly demands and the demands of professional and studio practice.

3.3 Integrate conceptual and technical knowledge.

4. The qualifying learner demonstrates research competence

4.1 Apply knowledge of research methods and their applications.

4.2 Apply knowledge from relevant literature and to modes of professional practice.

4.3 Contribute to the advancement of knowledge and creative development of professional practice.

4.4 Explain the nature and purpose of the research both theoretically and practically.

4.5 Articulate the relationship between theory and practice.

5. The qualifying learner shows competence to manage her/himself

5.1 Apply knowledge of the importance of individual responsibility and creative independence in generating research projects.

5.2 Develop creative and intellectual self-awareness and reflexivity.

5.3 Identify and rank tasks according to priority and take responsibility for successful completion.

6. The qualifying learner demonstrates social competence

6.1 Understand individual and social dynamics and processes required to achieve a successful outcome.

6.2 Apply knowledge to the individual's role and be able to alter that role creatively in response to prevailing convention.

6.3 Understand and demonstrate an awareness of diversity as academically and creatively productive.

6.4 Understand the construction of diversity in terms of race, class, gender, sexual preference culture, religion, language ethnicity, and nationality.

6.5 Understand different modes of knowledge and styles of knowledge acquisition.

7. The qualifying learner shows ecosystemic competence

7.1 Understand the world as a set of interrelated systems, and be able to act in a manner consistent with this understanding.

7.2 Work independently in a complex environment.

7.3 Understand the nature of social relationships in complex and changing cultural environments.

7.4 Understand the social context of research and creative work.

7.5 Recognise and be able to act on the economic implications and potential of possessing creative and intellectual skills in culture.

1. The qualifying learner shows disciplinary and/or professional competence (can substitute field of enquiry for discipline):

8.1 Understand and use the concepts, methods, theories, analytical and creative processes currently and prospectively significant in the discipline.

8.2 Be familiar with related fields of enquiry (interdisciplinary facility.

8.3 Demonstrate competence and originality in a focused area of research and practice.

Critical Cross-field Outcomes

a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made" - see Exit Level Outcomes (ELO) 3 & 4.

b) "Working with others as a member of a team, group, organisation, community" - see ELO 6.

c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO 5.

d) "Collecting, analysing, organising and critically evaluating information" - see ELO 1.

e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO 2 and 4.

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO 1, 2, 4 and 7.

g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts does not exist in isolation" - see ELO 7.

h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

(i) "Reflecting on and exploring a variety of strategies to learn more effectively" - see ELO 5.

(ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 7; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.

(iii) "Being culturally and aesthetically sensitive across a range of social contexts" - see ELO 6.

(iv) "Exploring education and career opportunities" - see ELO 5.

(v) "Developing entrepreneurial opportunities" - see ELO 7 and 8.

The qualifying learner is able to

1.1. Develop a selection of search strategies for appropriate databases and information resources.

1.2. Find information and current forms of professional practice in order to articulate own position with debates and practices.

1.3. Critically evaluate different kinds of data and texts, specifically in visual culture.

1.4. Process and present an extensive, in-depth range of texts, data, images and artistic practices.

1.5. Produce and understand visual knowledge.

1.6. Produce a body of practical work.

2.1. Use and develop appropriate written and visual conventions to sustain a clear coherent argument and presentation of creative work.

2.2. Present effectively in oral and visual form, ideas, theories, and discipline-specific information.

3.1. Develop and critically examine innovative approaches in the scholarly and professional field.

3.2. Integrate information, creative practices, theory and context to produce relevant visual culture.

4.1. Evaluate the outcome of the research process.

4.3. Produce a written research essay and body of creative work in a satisfactory way.

5.1. Become a mentor/tutor/role model in imparting skills and knowledge to others.

5.2. Have established time management and creative habits.

5.3. Show confidence in balancing and managing a range of creative and intellectual life-tasks.

5.4. Be a resourceful learner and a creative producer of culture.

5.5. Be confident in initiating and conducting research and creative work and have an intrinsic motivation to follow through on all aspects of an intellectual and creative project.

5.6. Demonstrate a developed critical and creative approach to handling and integrating feedback from peers/supervisors.

6.1. Show an ongoing ability to assess the effectiveness of individual and group processes and act on this new knowledge appropriately.

6.2. Work through challenges creatively and solve problems effectively.

6.3. Demonstrate initiative and leadership where appropriate.

6.4. Work creatively and productively with diversity within a dynamic situation using all the aforementioned skills.

7.1. Draw on one's own abilities to manage oneself in order to network and communicate effectively.

7.2. Analyse the world in which you operate.

7.3. Propose sustainable solutions to problems.

7.4. Have a capacity to recognise and work with change.

7.5. Build up and use a repertoire of professional and creative skills.

8.1. Apply concepts, methods, creative theories and to new information and knowledge professional practice.

8.2. Apply disciplinary knowledge to self motivated enquiry.

8.3. Apply the breadth of information pertaining to creative and professional practice.

Integrated Assessment

A battery of assessment instruments, including a written research paper, ongoing critique of work during studio practice, portfolios and exhibitions.

Associated Values

The qualifying learner is aware of the importance of the need to

1. Commit him/herself to evaluate published research.
2. Produce a research essay and body of practical work which respects and acknowledges the ownership of intellectual and creative property.

3.1 Critically examine, recommend and show commitment to responsible decision-making.

3.2 Demonstrate sensitivity to different ways of constructing knowledge in the field of culture.

3.3 Recognise the importance of applying knowledge and creating works in an ethically sensitive manner.

3.4 Show sensitivity to context.

4.1 Show ethical responsibility to research subjects.

4.2 Do socially responsible creative research.

4.3 Evaluate the ethical and creative implications of research within the field.

1. Pursue excellence, creativity, accountability and relevance.

6.1 Show a commitment to the collaborative process.

6.2 Value diversity.

6.3 Value culture, imagination and creativity.

6.4 Understand that group interaction through group process leads to a holistic outcome.

7.1 Appreciate and deal with the multiple perspectives of people.

7.2 Value the ability to adapt and live with change.

8.1 Adhere to the ethical standards of the discipline.

8.2 Be sensitive to the ethical implications of his/her own practices.

Integrated Assessment

A battery of assessment instruments, including a written research paper, ongoing critique of work during studio practice, portfolios and exhibitions.