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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Analyse performance texts in context 
SAQA US ID UNIT STANDARD TITLE
114551  Analyse performance texts in context 
ORIGINATOR
SGB Performing Arts 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Performing Arts 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The purpose of this unit standard is to provide learners with the skills basic to the appreciation and understanding of performance in order to become competent performers and practitioners. Analysis of performance texts in context, allows learners to comprehend the complexities of performance and how it relates to culture, society, history, economics and other contexts. If one is to be creative within the performing arts, rather than simply a puppet of others, one needs to possess skills of analysis, which include researching, identifying, describing, comparing, evaluating and presenting the analysis reliably and accurately. All potential directors, choreographers, writers, composers, performers, arts critics and researchers require these skills of analysis. The
performing arts are particularly complex, arising out of a number of interacting contexts, and containing many layers of meaning. It is important that learners are able to decode this complexity and use their analysis effectively within their performances.

Learners are not expected to analyse texts using a high level of academic discourse, but they are expected to be able to describe, explain, compare and discuss texts using appropriate language. This unit standard prepares them for further study at Level 5, where they will "Critically evaluate performance texts in context."

The unit standard prepares learners for becoming economically active, in a variety of careers in the performing arts or in an associated field. Through analysing a variety of performing texts in a range of contexts, awareness of the field is broadened and deepened. As a result, employability is increased. As learners begin to see the world as a set of inter-related systems, so they are better able to deal with the demands of creativity and problem-solving within the performing arts. Increased awareness of the commonalities and the differences amongst performance forms and the cultures from which they are derived exposes learners to different cultures, building a broadened intercultural perspective and understanding.

The competencies attained for credit against this unit standard focus specifically on the
competencies needed to analyse texts in context. [Range of texts include: all performance texts, whether written, notated (formally or informally) or performed, in all performance media]

Learners credited with this unit standard are capable of:
  • Analysing existing performance texts in the context of their conception (original intention and worldview) and reception (in the past and present)
  • Describing the relationships between performances and their historical, social, political, cultural, economic and theatrical contexts
  • Identifying generic principles underlying performance forms [Range of generic principles include: human interaction, physical interaction, role and character, dramatic structure, focus and dramatic tension, movement and dramatic action, sound, music and voice, language and text, space and time, theme and intention, genre, mood, symbol and contrast.]
  • Identifying culture-specific elements of performance forms in texts and performances. [Range of culture specific elements include: specific performance conventions, specific use of language or music, specific styles of performance arising from cultural influences etc.]
  • Reflecting on and evaluating performance using all embedded knowledge
  • Decoding symbolic levels of meaning
  • Applying analysis to performance in order to better communicate meaning and express ideas
  • Using research skills within a supervised environment 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learners should be able to read, write and communicate in TWO official languages at the level of NQF Level 3. Furthermore, learners should have developed the competencies associated with the GET certificate, in regard to arts and culture and "reading" performance. This unit standard would best be taken simultaneously with "Conceptualise performance texts and performances" 

    UNIT STANDARD RANGE 
    The scope of this unit standard includes all the competencies required to analyse a performance text and its contexts in order to perform the text competently. Learners should be able to analyse performance texts alone and in groups. Performance texts include all performance texts, whether written, notated or performed, in all performance media, which includes live performance, television, film, radio, and new media. The choice of performance texts should reflect an emphasis on Southern African and African texts, but should not omit international performance texts. Texts should be chosen in order to elucidate basic principles, forms, conventions and contexts and to ensure that learners have a variety of learning experiences from which to draw.

    Learners are not expected to evaluate texts at a high level of academic research, and the focus in research will be largely secondary sources of material, although at times, within the South African context, primary sources are in fact easier to access. It is not expected for learners to do independent research, but all learning processes should be supervised and monitored, while allowing room for the learner to problem-solve and take initiative.

    Credited learners should develop discipline in taking responsibility for their learning within this structured environment. Attitudes of collaboration, critical thinking, as well as cultural and aesthetic sensitivity, should have been developed by the time they are credited against the unit standard. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify elements of performance texts and their contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Particular performing arts` skills are identified in performance texts [Range: this includes what has been used, why it has been used, how it has been used and where it have been used] and evaluated. 

    ASSESSMENT CRITERION 2 
    A specialised vocabulary is used in analysis to ensure appropriate contextualisation. 

    ASSESSMENT CRITERION 3 
    Culture-fair aesthetic values are applied in describing performances. 

    ASSESSMENT CRITERION 4 
    The relationships between texts, performances and their historical, social, political, cultural, economic contexts and purposes are reflected on and described. 

    ASSESSMENT CRITERION 5 
    The relationship between the performance text and the learner`s own personal experiences, human commonality, and to specific aspects of human experience, are reflected on and described. 

    SPECIFIC OUTCOME 2 
    Compare performance texts and their contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different purposes of the performing arts in society are compared. 

    ASSESSMENT CRITERION 2 
    Generic principles and specific elements of performance texts are compared across performances, contexts and cultural practices. 

    ASSESSMENT CRITERION 3 
    Points of view other than the learner`s own are identified and compared, including a wide range of perspectives and interpretations of performance texts. 

    ASSESSMENT CRITERION 4 
    Performance venues are compared in terms of the impact they will have on the actor- audience relationship, staging techniques and financial resources. 

    SPECIFIC OUTCOME 3 
    Research performance texts and their contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Information on performance texts and their contexts is collected. 

    ASSESSMENT CRITERION 2 
    Several different sources of material, both secondary and primary resource material, are utilised for research purposes. 
    ASSESSMENT CRITERION RANGE 
    Books, journals, programmes, newspaper articles, biographies, interviews, Internet, oral traditions, archives, photographs, posters, research projects, reviews, visits to companies and communal ceremonies, viewing live and filmed performances
     

    ASSESSMENT CRITERION 3 
    The values and needs of a community or culture and its socio-political and economic contexts are investigated in order to ascertain why certain performance forms arise. 

    ASSESSMENT CRITERION 4 
    Information on performance texts is organised and presented effectively and accurately. 

    ASSESSMENT CRITERION 5 
    Information on performance texts is contextualised within a framework which recognises the world as a set of related systems. 

    SPECIFIC OUTCOME 4 
    Evaluate choices in own performance work and in that of others. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Choices in own practices, processes and products are explained and critiqued. 

    ASSESSMENT CRITERION 2 
    Forms, styles, conventions and processes used in own and others` performance texts are evaluated for effectiveness. 

    ASSESSMENT CRITERION 3 
    Personal opinions are expressed about the nature, effectiveness and value of dramatic experiences with motivation being given. 

    ASSESSMENT CRITERION 4 
    Empathy, cultural understanding and aesthetic awareness are demonstrated when responding to choices in own and others performances. 

    ASSESSMENT CRITERION 5 
    The meaning of a performance is evaluated. 

    ASSESSMENT CRITERION 6 
    Own performances demonstrate an understanding of the performance contexts. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • The various contexts which influenced the creation of specific performance texts, including historical, social, political, cultural, economic and theatrical contexts
  • The immediate performance context including audience, space and intention of performance
  • The principles and elements contained in a performance text
  • The key terms and concepts used to describe performance texts and their contexts
  • Various interpretations of the same text, based on informed and considered arguments and perspectives
  • Selected South African performance texts and their contexts 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems pertaining to describing, comparing and analysing performance texts and think critically and reflectively about their own and others` performances. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with all members of the class while researching and debating ideas 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage their time effectively and take responsibility for own participation and progress in research projects 

    UNIT STANDARD CCFO COLLECTING 
    Access information about performance texts and their contexts and analyse it for use in performance 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate their ideas effectively using physical, vocal and verbal and non-verbal communication skills in class and ultimately in performance 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively to access and organise data relating to performance texts and their contexts 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by understanding how the various contexts of a performance form interact to create conventions and genres 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48808   Further Education and Training Certificate: Performing Arts  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  57611   National Certificate: 2D Animation  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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.
     
    1. QUARPHIX (PTY) LTD 
    2. Sibikwa Arts Centr 
    3. VUTHLARI MARKETING CONSULTING 


    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.