|All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.|
|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|Further Education and Training Certificate: Music|
|SAQA QUAL ID||QUALIFICATION TITLE|
|65029||Further Education and Training Certificate: Music|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|Further Ed and Training Cert||Field 02 - Culture and Arts||Music|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||154||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.|
This qualification does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
This qualification offers core knowledge, skills, and competence in such areas as performance, composition, theory, analysis and the music industry. It enables the development of competencies in music and other performing arts sub-fields.
Learners who have completed this qualification will have the necessary competencies to enter the Music Industry at an intermediate level. The qualification is intended for learners who aspire to gain further insight in music. The cumulative knowledge, skills and attitudes obtained from this qualification will enable the learner to gain access to more advanced training and practice in the Music Industry.
The learner assessed as competent against this Qualification will be able to:
Music is both an industry and an art form, meeting cultural and recreational needs while also offering major employment opportunities across many sectors of economic activity. The music industry has grown into a major employer, particularly of young people, in most countries around the world. The rise to success from local to provincial, national and even to international level, either as a performer or in many different work situations associated with the industry, can be rapid, with the necessary training to equip musicians with the capacity to complement and sustain their skills.
Young musicians have to be equipped with knowledge, skills and attitudes to ensure sustained success and to form the basis for change in career focus. This qualification is the third in the learning pathway for music. It will build on the intermediate knowledge of the second qualification at NQF Level 3 and will provide learners with more advanced knowledge and ability to strengthen the competencies necessary to sustain a career in the Music Industry. The targeted learners should have musical potential and can be drawn from the ranks of:
Furthermore, it will serve all learners who want to broaden their knowledge of the music industry, wishing to gain formal or recognised industry related training. Social and economic rationales for this qualification include encouragement of redress, facilitation of access to credit bearing training and life-long learning. Although the qualification contains industry specific generic components, learners will also be equipped to perform other activities at intermediary levels within the industry.
Possible occupations for learners include:
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It would be desirable for learners wishing to access this Qualification to be competent at:
Recognition of Prior Learning:
This Qualification with all the Fundamental, Core and Elective Unit Standards associated with it, can be achieved by any learner through the recognition of prior learning, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. The related Unit Standards may also be achieved through the Recognition of Prior Learning.
Access to the Qualification:
|RECOGNISE PREVIOUS LEARNING?|
|The qualification consists of fundamental, core and elective unit standards. A minimum of 154 credits is required to achieve the qualification. The credits are allocated as follows:
Fundamental Component (56 credits) is compulsory for all learners:
The Fundamental Component consists of the following learning:
It is therefore compulsory for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.
Core Component (84 credits) Compulsory for all learners.
Learners are to choose unit standards totalling a minimum of 14 credits from those listed as electives.
|EXIT LEVEL OUTCOMES|
|1. Communicate in a variety of ways to achieve personal and music organisational objectives in two languages.
2. Use mathematics and mathematical thinking to solve every day problems for oneself, music organisation and the sector.
3. Apply music knowledge.
4. Demonstrate knowledge of the music industry.
5. Perform on a chosen music instrument.
Critical Cross-Field Outcomes:
All the Critical Cross-Field Outcomes are realized in this qualification as follows:
Identify and solve problems in a responsible manner using critical and creative thinking in making decisions:
Work effectively with others as member of the team through group presentation:
Organise and manage oneself and one's activities responsibly while learning:
Communicate effectively by using language skills in the modes of oral and/or written communication:
Use science and technology effectively and critically, showing responsibility towards the environment and health of others by demonstrating an understanding of health and safety aspects during the handling and usage of musical instruments:
Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Oral communication is maintained and adapted to meet personal and organisational needs and expectations.
1.2 Texts are interpreted and responded to in writing using a range of contexts in the music organisation.
1.3 Language and communication is used to interpret and respond to texts in occupational learning programmes.
Associated Assessment Criteria for Exit Level Outcome 2:
2.1 Statistics, probability and probability models are used to solve a range of contextual problems.
2.2 Mathematical number systems, shape, and motion analysis are used to solve a range of life related problems.
2.3 Mathematics is used to investigate and monitor the financial aspects of personal and community life.
Associated Assessment Criteria for Exit Level Outcome 3:
3.1 Chords, intervals and progressions are identified and applied.
Range of intervals includes:
Range of chords:
3.2 Melodic and rhythmic dictation is demonstrated.
Melodic: Range of note values includes, but is not limited to:
Rhythmic: Range of note values includes, but is not limited to:
3.3 Various musical styles are interpreted and a simple song is composed according to standard music industry practice.
3.4 Music notation is used to construct scales and write chords and chord progressions according to theory and practice of music.
Range statement for scales includes, but is not limited to:
Associated Assessment Criteria for Exit Level Outcome 4:
4.1 Basic staging is planned and performance developed according to given scenarios according to standard music industry practice.
4.2 A selected repertoire is rehearsed and performed according to standard music industry practice.
Range including but not limited to:
4.3 The elements and cultural contexts of music are described according to standard music industry practice.
Range of styles and genres include, but are not limited to Europe, North America, South America, West Indies, India, Arabia, Australasia etc.
4.4 Marketing, contracts and copyright are described according to marketing theory.
Associated Assessment Criteria for Exit Level Outcome 5:
5.2 Time signature is observed according to "timing requirements".
Range of time signatures includes, but not limited to:
5.3 Key signature is observed according to "key requirements".
Range of key signatures includes, but not limited to:
5.4 Demonstrate technical performance skills on a chosen instrument according to standard music industry practice.
Integrated Assessment at the level of the qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across Unit Standards to achieve competence that is grounded and coherent in relation to the purpose of the Qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the exit level outcomes.
Integrated assessment must judge the quality of the observable performance, and also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will demand practical evidence while others may be more theoretical, depending on the type of outcomes to be assessed. The ratio between action and interpretation is not fixed, but varies according to the demands of the particular exit level outcome of the Qualification.
Both formative and summative assessment interventions should be employed to judge learner's competence against this qualification and parts thereof.
While the generic component (communication and mathematical literacy) of this Qualification at NQF Level 4 can be assessed through occupational contexts and activities relating to the music industry, care must be taken in both the learning programme and the assessment to ensure that these skills are portable. The primary aim of this Qualification is to ensure that learners have a sound base of Further Education to prepare them for Higher Learning, whatever career path they may choose. Learners must be able to transfer generic skills across a number of different contexts, and apply them within a number of learning areas.
A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place.
|Research indicates that music skills and knowledge may be transferred to the learner from a range of sources. These may include communal, informal, incidental, religious and formal sources of learning. Private providers worldwide offer short courses in music making on a chosen instrument, including voice. These learning programmes may include e-learning, part-time study and distance learning. Such short courses focus on the application of playing skills on a chosen instrument and often lack an all round musical development, which this qualification intends to achieve.
Best practice in music training is in the UK. The Level 4 Licentiate in Music Practice (Reference 100/2747/6) is registered by the Qualifications and Curriculum Authority in the United Kingdom and the awarding body is Trinity College London. It is similar to the FET Certificate in Music at NQF Level 4 in that they both are of 1 year study duration and these are unit standards (elements) based qualifications. The competencies in both qualifications are similar.
The competencies of the UK qualification include:
Courses cover the following learning:
France, Denmark, Spain, USA:
The following institutions are examples of some institutions that offer full-time academic courses. The same competencies as above are covered but these are covered as part of qualifications rather than short courses:
In most states of America and countries of Europe the study of contemporary music is offered as a short course or learning programme by private institutions. There appears to be limited nationally recognised training and education qualifications or competencies that can compare with this Further Education and Training Certificate: Music.
The South African qualification has been designed to develop the whole individual while the examples located develop a range of job related skills only. These courses and programmes are focussed only on vocational knowledge and skills. In this sense there is a differing emphasis in the qualification for the learners. This FET Certificate: Music, although for a South African context, compares well with Qualifications from these countries:
The Certificate in contemporary music (EQL4) is registered by the New Zealand Qualifications Authority and is also unit standards based and reflects a similar level of complexity and duration of study (1 year).
This qualification recognises demonstrated core knowledge, skills, and competence in music areas of performance, composition, theory, analysis, literature, and music industry. It enables the development of competencies and other related skills in music, and other performing arts sub-fields. The qualification is the second of several levels in the sub-field Music, and leads to higher level music qualifications. It focuses on:
The Certificate IV in Music (CUS 40101) is registered on the Australian Qualifications Authority and is a unit standards based qualification of one year duration. This qualification with the competencies below, best compares with the South African FETC Certificate in Music.
Collecting, organising and analysing information:
Africa & SADC:
No qualification at the equivalent of this qualification could be found in Africa or in the SADC countries. All the training in Music is at tertiary level which is NQF Level 5 and above.
The comparability indicates a close similarity between qualifications offered internationally and this qualification. These similarities are apparent at the level of the competency units, elements or the performance criteria, that is, at the level of the unit standards, specific outcomes or the assessment criteria. While the chunk size of the learning element may vary, the common competencies reflect the same trend across most countries.
|The possibility exists for vertical articulation with this Qualification. Examples of vertical articulation:
Horizontal articulation with this Qualification:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||13915||Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace||Level 3||NQF Level 03||4|
|Core||261317||Apply music theory||Level 4||NQF Level 04||7|
|Core||261318||Compose and arrange music||Level 4||NQF Level 04||10|
|Core||120366||Demonstrate understanding of the implementation of occupational health, safety and environmental legislation in the work place||Level 4||NQF Level 04||9|
|Core||261340||Describe the music business||Level 4||NQF Level 04||7|
|Core||261337||Develop and practice improvisation||Level 4||NQF Level 04||7|
|Core||261242||Develop music ability (ensemble)||Level 4||NQF Level 04||7|
|Core||261243||Identify and apply aural skills||Level 4||NQF Level 04||5|
|Core||261257||Identify and describe music in various cultural contexts||Level 4||NQF Level 04||7|
|Core||242819||Motivate and Build a Team||Level 4||NQF Level 04||10|
|Core||261258||Perform on keyboard||Level 4||NQF Level 04||8|
|Core||253337||Demonstrate an awareness of ethics and professionalism in the music industry in South Africa||Level 5||Level TBA: Pre-2009 was L5||3|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|Fundamental||119457||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||119467||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||119465||Write/present/sign texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||119462||Engage in sustained oral/signed communication and evaluate spoken/signed texts||Level 4||NQF Level 04||5|
|Fundamental||119469||Read/view, analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||119471||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||114595||Demonstrate an understanding of the function of the market mechanisms in a new venture||Level 4||NQF Level 04||5|
|Elective||13952||Demonstrate basic understanding of the Primary labour legislation that impacts on a business unit||Level 4||NQF Level 04||8|
|Elective||114587||Determine and manage the human resource needs of a new venture||Level 4||NQF Level 04||4|
|Elective||110003||Develop administrative procedures in a selected organisation||Level 4||NQF Level 04||8|
|Elective||114589||Manage time productively||Level 4||NQF Level 04||4|
|Elective||114590||Mobilise resources for a new venture||Level 4||NQF Level 04||4|
|Elective||261338||Play a musical instrument||Level 4||NQF Level 04||15|
|Elective||114592||Produce business plans for a new venture||Level 4||NQF Level 04||8|
|Elective||114596||Research the viability of new venture ideas/opportunities||Level 4||NQF Level 04||5|
|Elective||114511||Set-up and strike equipment, material and tools||Level 4||NQF Level 04||15|
|Elective||114593||Tender to secure business for a new venture||Level 4||NQF Level 04||5|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:|
|This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.