SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Rehearse performance form

SAQA US ID	UNIT STANDARD TITLE
116662	Rehearse performance form
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 3	NQF Level 03	8
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
2024-06-30		2027-06-30

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 prepare learners for performance in one performance form, by allowing them the opportunity to practice it. This unit standard is at NQF level 3, indicating that this would serve as a bridging unit standard, in order to ensure that the learners are prepared for the rigours of performance in front of an audience, in either a formal or informal setting.

The performance form can come from any of the performing arts' disciplines. Performance disciplines are broadly speaking dance, drama and music. Performance forms within the dance discipline include Ballet, Contemporary, African, Spanish, Modern, Tap, Hip hop etc, while performance forms within the drama discipline include theatre, television, film, stand-up comedy, puppetry, musicals, cabaret, street theatre, opera, circus, mime, storytelling and poetry performance. Performance forms within the music discipline include Classical, Jazz, Contemporary, Popular, Rock etc, and could also include the use of different instruments.

Since the Performing Arts rely on the human being as the instrument of artistic expression and creativity, learners must develop a range of personal resources and techniques to utilise when practising performance forms. They use their bodies, voices and/or instruments for interpretation, expression and communication of ideas.

The unit standard prepares learners to become performers and face an audience with the requisite technique inherent in performance skills.

The competencies attained for credit against this unit standard focuses specifically on the competencies needed to practice the performance form.

Learners credited with this unit standard are capable of:

Using elements of performance craft and physical technique in a performance form.

Developing a character, role or message.

Working in a group in rehearsals and classes.

Displaying effective presentation skills.

Using a variety of performance techniques and terminology.

Interpreting performance texts with some basic understanding of context.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A learner taking this unit standard will have the GET competencies relating to arts and culture, as well as the basic communication competencies at a Level 2.

UNIT STANDARD RANGE

The scope of this unit standard includes all the competencies required to practice a performance form within a class or rehearsal situation. The audience is not considered in this unit standard, but rather the focus is on acquiring and exploring the skills necessary for competence in the chosen form.

Credited learners should have an understanding of the personal, social and artistic disciplines required to be an effective practitioner of these performance forms, in classes and rehearsals. Attitudes of collaboration, empathy, co-operation, integrity, and self-discipline should be developed through the process of achieving the standard.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Explore a text, role or character.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The basic intention or purpose of the text, role or character is understood.

ASSESSMENT CRITERION 2

The basic contexts in which the text, role or character operates are described for use in explorations.

ASSESSMENT CRITERION 3

Verbal and/or non-verbal communication skills are used to communicate the ideas of the text, role or character.

ASSESSMENT CRITERION 4

Effective and appropriate choices are explored in rehearsals [Range of choices could 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, style and genre, mood, symbol and contrast].

ASSESSMENT CRITERION 5

Explorations and possible choices are documented in an ongoing journal of notes relating to own personal growth.

SPECIFIC OUTCOME 2

Use personal resources and skills to become competent in a performance form.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Physical and/or vocal characteristics, techniques and skills are practiced to explore aspects of the performance form.

ASSESSMENT CRITERION 2

The inner life of the character/role is explored, using basic performance skills, and choices are made over time.

ASSESSMENT CRITERION 3

Styles of performance appropriate to the performance form are explored in rehearsals over time.

ASSESSMENT CRITERION 4

Performing arts terminology is acquired and used in rehearsals.

ASSESSMENT CRITERION 5

Improvisations within the chosen performance form are explored.

SPECIFIC OUTCOME 3

Use basic elements of stagecraft in practising a performance form.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Spatial relationships are explored in order to better communicate the ideas of the performance form.

ASSESSMENT CRITERION 2

Appropriate techniques are practiced and repeated to ensure the performer becomes competent in the performance form.

ASSESSMENT CRITERION 3

The body [and voice] of the performer is used with control in practising the performance form.

ASSESSMENT CRITERION 4

Warming up and cooling down procedures are followed under the guidance of the educator.

ASSESSMENT CRITERION 5

Health and fitness as required by the performance form is developed under the guidance of the educator.

ASSESSMENT CRITERION 6

Personal development is monitored and evaluated.

ASSESSMENT CRITERION 7

Basic elements of stagecraft (including technologies) are used to assist the learner in becoming competent in the performance form.

SPECIFIC OUTCOME 4

Co-operate with others in a rehearsal process.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Concentration and focus is maintained throughout rehearsals and classes.

ASSESSMENT CRITERION 2

Co-operation with the class and educator is demonstrated through effective interactions.

ASSESSMENT CRITERION 3

Techniques relating to partner and group work are practiced [Range of suitable techniques includes support, partnering, interaction, giving and taking focus].

ASSESSMENT CRITERION 4

Commitment to the work is demonstrated through the meeting of deadlines and the level of energy in rehearsals.

ASSESSMENT CRITERION 5

Constructive criticism is accepted and acted upon for personal development within the performance form.

ASSESSMENT CRITERION 6

Rehearsal skills of repetition, memorisation, exploration and polishing are applied when practising the performance from.

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

Qualifying learners understand and can explain:

Vocal and physical techniques necessary for safe and effective communication within the performance form

Principles and stylistic qualities appropriate to the performance form such as energy, audience relationship, precision, consistency, role and character, dramatic structure, focus and dramatic tension, movement and dramatic action, sound and voice, language and text, space and time, style and genre, mood, symbol and contrast, musicality

Processes relating to the practising of a performance form, including rehearsal procedures, improvisations, explorations and basic techniques

The basic contexts inherent in selected performance texts, including historical, social, political, cultural, economic and theatrical 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 exploring aspects of a performance form and think critically and reflectively about performance texts.

UNIT STANDARD CCFO WORKING

Work effectively with all members of the class, using principles of co-operation and collaboration.

UNIT STANDARD CCFO ORGANISING

Organise and manage their time effectively and take responsibility for own participation and progress through classes and rehearsals.

UNIT STANDARD CCFO COLLECTING

Access information about performance craft, principles, terminology and conventions and use it in the practice of the performance form.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using physical, vocal and verbal and non-verbal communication skills in rehearsal.

UNIT STANDARD CCFO SCIENCE

Access scientific data about safe practise in order to responsibly apply principles while practising the performance form.

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

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.	Puo Media
2.	Sibikwa Arts Centr
3.	The Forgotten Angle Theatre Collaborative