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

Diploma in Dance and Theatre Practice 
SAQA QUAL ID QUALIFICATION TITLE
91673  Diploma in Dance and Theatre Practice 
ORIGINATOR
La Rosa Spanish Dance Theatre 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Diploma (Min 360)  Field 02 - Culture and Arts  Performing Arts 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 EXCO 0415/23  2021-07-01  2023-04-18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-04-18   2029-04-18  

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 
Purpose:
The purpose of Diploma: Dance and Theatre Practice is:
  • To provide students that wish to pursue a career in the performing and creative arts and/or arts education, focussing on flamenco dance, with the opportunity of attaining a recognised qualification that offers a diverse set of exit strategy options within these sectors.
  • To offer students practical and theoretical experience in a number of aspects of the performing arts and dance education sectors, emphasising the creation of opportunities for skills learnt to be applied in a variety of contexts.
  • To develop the student's broad understanding of the role that the creative and performing arts have within society, culture and education, and how the arts may be used as an advocate of change.
  • To ensure depth and specialisation of knowledge, particularly within dance performance and ability, adding gravitas to flamenco as an art form in South Africa.

    Learning components are grouped under the headings:
  • Spanish Dance Studies.
  • Dance Studies.
  • Performance Studies.
  • Pedagogics.
  • Theatre Practice.

    All components contribute to the breadth of knowledge required for students to be employable and allow for a variety of entry points into the relevant industries.

    Students may choose to take up entry-level positions within the performing and creative arts sector.

    These positions can be as diverse as:
  • Dance Performers - both independent artists or within a company.
  • Choreographers - both independent artists or within a company.
  • Dance Teachers - flamenco and contemporary dance - privately or at a community level.
  • Arts Administrators.
  • Dance and Performance Critics.
  • Stage Managers.
  • Lighting and Sound Technicians.
  • Company Managers.
  • Production Managers.
  • Arts Funding and Fundraisers.

    Rationale:
    To address the needs within the creative and performing arts sectors for dance teachers qualified to handle the demands of the current education system and arts administrators that have theoretical as well as practical experience and knowledge. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Students applying for a place on this programme must:
  • Communication at NQF Level 4.
  • Ability to dance and a natural response to music is recommended.

    Recognition of Prior Learning (RPL):

    Learners can achieve this qualification in part through recognition of prior learning.

    RPL for formal learning (Credit recognition):
    Learners may apply for credits or exemptions for subjects already passed in-house or at other recognised institutions.

    RPL for informal and non-formal learning (Access):
    Skills, knowledge and experience in respect of competencies acquired through informal and non-formal learning are also assessed in the RPL process for access into the programme.

    Access to the Qualification:
  • National Senior Certificate granting access to Diploma studies.
  • National Certificate (Vocational), at NQF Level 4 granting access to Diploma studies.
  • Senior Certificate or South African Qualifications Authority verified equivalent. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification comprises the following:
  • Flamenco 1, NQF Level 5, 27 Credits.
  • Spanish Regional Dance, NQF Level 5, 2 Credits.
  • Spanish Dance Music Studies 1, NQF Level 5, 2 Credits.
  • Basic Spanish Language, NQF Level 5, 2 Credits.
  • Contemporary Dance 1, NQF Level 5, 9 Credits.
  • Classical Ballet/Pilates 1, NQF Level 5, 14 Credits.
  • African Dance, NQF Level 5, 2 Credits.
  • Indian Dance, NQF Level 5, 2 Credits.
  • Choreography 1, NQF Level 5, 9 Credits.
  • Voice and Performance Development 1, NQF Level 5, 4 Credits.
  • Flamenco Dance Teaching Practice 1, NQF Level 5, 14 Credits.
  • Contemporary Dance Teaching Practice 1, NQF Level 5, 14 Credits.
  • Anatomy 1, NQF Level 5, 3 Credits.
  • Spanish Dance History 1, NQF Level 5, 3 Credits.
  • Staging Concepts 1, NQF Level 5, 9 Credits.
  • Arts Management 1, NQF Level 5, 4 Credits.
  • Flamenco 2, NQF Level 6, 27 Credits.
  • Escuela Bolera, NQF Level 6, 2 Credits.
  • Spanish Dance Music Studies 2, NQF Level 6, 2 Credits.
  • Contemporary Dance 2, NQF Level 6, 18 Credits.
  • Classical Ballet/Pilates 2, NQF Level 6, 6 Credits.
  • Choreography 2, NQF Level 6, 9 Credits.
  • Voice and Performance Development 2, NQF Level 6, 2 Credits.
  • Flamenco Dance Teaching Practice 2, NQF Level 6, 14 Credits.
  • Contemporary Dance Teaching Practice 2, NQF Level 6, 14 Credits.
  • Anatomy 2, NQF Level 6, 3 Credits.
  • Spanish Dance History 2, NQF Level 6, 3 Credits.
  • Dance Teaching Methodology Theory 1, NQF Level 6, 2 Credits.
  • Staging Concepts 2, NQF Level 6, 16 Credits.
  • Arts Management 2, NQF Level 6, 2 Credits.
  • Classical Ballet/Pilates 3, NQF Level 6, 7 Credits.
  • Flamenco 3, NQF Level 7, 27 Credits.
  • Danza Estilizada, NQF Level 7, 2 Credits.
  • Spanish Dance Music Studies 3, NQF Level 7, 2 Credits.
  • Contemporary Dance 3, NQF Level 7, 27 Credits.
  • Choreography 3, NQF Level 7, 9 Credits.
  • Flamenco Dance Teaching Practice 3, NQF Level 7, 14 Credits.
  • Contemporary Dance Teaching Practice 3, NQF Level 7, 13 Credits.
  • Spanish Dance History 3, NQF Level 7, 2 Credits.
  • Dance Teaching Methodology Theory 2, NQF Level 7, 3 Credits.
  • Staging Concepts 3, NQF Level 7, 7 Credits.
  • Arts Management 3, NQF Level 7, 7 Credits.

    NQF Level 5 - 120 Credits.
    NQF Level 6 - 127 Credits.
    NQF Level 7 - 113 Credits.
    Total: 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate knowledge of techniques and performance skills in flamenco dance, contemporary dance and dance forms performed in South Africa.
    2. Demonstrate a solid understanding of the relationship between dancer, singer and musician in flamenco.
    3. Interpret the various flamenco palos and their songs theoretically and through movement.
    4. Demonstrated knowledge of the three other predominant Spanish dance styles.
  • Range: Spanish regional dance, Escuela Bolera and Danza Estilizada.
    5. Apply the principles of classical ballet to Escuela Bolera and Danza Estilizada.
    6. Explain acquired knowledge of techniques, rhythms and cultural norms of other dance forms performed in South Africa in terms of how they relate to the origins of flamenco.
  • Range: Indian dance and African dance.
    7. Apply the principles of Pilates technique to all dance forms studied.
    8. Present innovative choreographic works for solos and groups of different sizes in flamenco and contemporary dance styles.
    9. Apply a range of teaching methodologies to flamenco, contemporary dance and improvisation in both genres.
    10. Demonstrate the knowledge and understanding of the functioning of the entire theatre environment, including staging concepts and arts administration.
    11. Evaluate and apply the principles of and tools for, fundraising and marketing.
    12. Conduct research on a broad spectrum of arts-related subject using a range of methods of enquiry.
  • Range: History of dance, dance teaching methodology and anatomy studies. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The following assessment criteria apply to one or all the Exit Level Outcomes:
  • The knowledge of the key terms, concepts, facts and principles of the various flamenco palos and their songs is explained and demonstrated.
    > Range: Spanish regional dance, Escuela Bolera and Danza Estilizada and Pilates technique.
  • The appropriate procedures, principles, concepts and techniques of classical ballet are selected, evaluated, analysed and applied to Escuela Bolera and Danza Estilizada and Pilates technique.
  • An understanding of the relationship between the principles of Pilates technique to the principles of all other dance forms' technique studied is demonstrated.
  • Knowledge and understanding of key terms, techniques, rhythms and cultural norms of other dance forms performed in South Africa is explained.
    > Range: Indian dance and African dance.
  • The relationship between other dance forms and the origins of flamenco is explained and analysed, commenting on techniques, rhythms and cultural norms.
  • Detailed knowledge of techniques and performance skills required is demonstrated in tern of flamenco dance and contemporary dance.
    > Range: Performance skills dancer, singer and musician.
  • The roles of the dancer, singer and musician analysed and commented on in flamenco.
  • An understanding of how actions, ideas or developments within one component affects and impacts on the other components of the relationship between dancer, singer and musician is exploited.
  • Appropriate methods and techniques for interpretation of the various flamenco palos and their songs are evaluated and applied.
  • The principles and processes of choreography are applied to the choreography of solo and group works in studied dance styles and choreographic works are produced in flamenco and contemporary dance styles.
    > Range: Escuela Bolera and Danza Estilizada and Pilates technique.
  • A working knowledge of the range of teaching methodologies is demonstrated in terms of flamenco, contemporary dance and improvisation in both genres.
  • Knowledge of the South African education system is applied to the development of appropriate learning activities, tasks, opportunities and assessment of students.
  • Research is conducted using different methods.
    > Range: Comparative, historical and empirical and research in a social context.
  • An understanding of the different roles and responsibilities is demonstrated within the theatre environment including staging concepts and arts administration.
  • Knowledge and understanding of the key terms, principles, concepts and facts regarding the technical elements of theatre is demonstrated, including stage management, production management, first aid, sound, lighting and set, costume and make-up design.
  • An ability to evaluate, select and apply appropriate methods, procedures or techniques is demonstrated to develop fundraising and marketing opportunities.

    Integrated Assessment:

    Formative Assessment:
    Formative assessment provides ongoing feedback to students by way of description of their performance, and focuses on the details of the content and performance of the students' achievement in the assessment.

    As the major subject area of the Diploma Programme is dance, formative assessment procedures are essential to raising student competence in the performance of dance and associated tasks. This guides the student on how to improve their practical performance and demonstration of skills, techniques and practices, and gives specific methods for further development and attainment within the assessment criteria.

    Formative assessment occurs informally during lectures, practical classes, and in projects, where the lecturer(s) guides and describes to the student how to raise their performance of the skills, techniques and practices. Formally, this occurs during assessments, where feedback is given on the students' ability to perform according to assessment requirements. Formative feedback is essential for further student development and is encouraged to be given in most assessment opportunities.

    Summative Assessment:
    Summative assessment allows the summary of progress and achievement of a students' ability to date. This involves the comparison of the students' achievement against set criteria, with progress being able to be charted over a period of time through the sitting of multiple similar assessment tasks.

    Summative assessment opportunities are important in evaluating student progress and progression throughout their studies and allows students to observe their abilities against criteria, so the student can see where they 'sit' in terms of their ability. This allows students to acknowledge their present abilities and provides a goal for further development.

    Summative assessment occurs both formally and informally. Informally it is often used to create progression markers through a module, while it is used formally as a summary of achievement at the end of a module. Summative feedback is essential for further student development and is encouraged to be given in most assessment opportunities. 
    		•

    INTERNATIONAL COMPARABILITY 
    UK, Trinity College- Level 6 Diploma in Professional Dance:
    The course aims to develop the artistic, creative, technical and professional skills that a dancer needs in order to fully prepare for a varied and high-level career in the Dance. The course will include a minimum of three dance disciplines and /or choreography plus supporting professional studies that aim to enable the student to sustain a long-term career. The student will have opportunities to perform and most colleges bring in a range of working professionals, dancers and choreographers for students to work with.

    The uniqueness of the qualification stems from the way it was developed following advice from members of the theatrical profession and the participating professional training schools.

    With this qualification a student will be able to demonstrate that they have:
  • Imaginative, expressive and technical skills as a creative artist.
  • Professional employment skills and a relevant knowledge of the industry.
  • Personal skills and qualities which will enhance their professional and personal lives.
  • Adequate preparation for a varied career in the professional performing arts and entertainment industry.

    Students will need to audition successfully for a place at one of the validated course providers before they can register for our Professional Performing Arts Qualifications.

    UK, City of Bristol, Dance Theatre Performance Programme:
    This is a unique performance-based programme which aims to provide students with the skills required to create, perform and engage in contemporary dance theatre practice. Run in collaboration with the Bristol Dance Centre, with the majority of course taught there, the programme reflects developments in contemporary dance theatre practice, integrating contemporary dance techniques with choreography, performance, film and physical theatre.

    This Foundation Degree (FdA) is suitable for applicants with AS/A2, AVCE or a BTEC National Certificate or Diploma in a related subject and for mature students with relevant experience. The course is designed for students who are passionate about expressing ideas through dance and physical theatre.

    Year 1:
    The Foundation Degree features training for the dancer and performer in creating experimental work. This distinctive programme is based in the Bristol Community Dance Centre and allows students to engage in free evening classes and to access workshops, intensives and work experience placements with visiting artists, arts practitioners and organisations. The modules focus on core principles of movement necessary for contemporary performance.

    Modules may include:
  • Contemporary Dance Technique.
  • Choreography.
  • Understanding the Body.
  • The Performing Arts Professional.
  • Dance Theatre in Context.
  • Community Dance.

    Year 2:
  • Dance Theatre Repertory.
  • Physical Theatre.
  • Dance Film.
  • Contact Improvisation.
  • Independent Choreographic Project.

    Students usually need one or more of the following:
  • 140 UCAS Points.
  • Access to Higher Education Diploma.
  • Related employment and qualifications welcomed.
  • Overseas students must have IELTS 6.0 or equivalent.
  • Students will be required to have a current CRB (Criminal Records Bureau) clearance.
  • All eligible applicants are asked to come to an interview/audition.
  • 4 GCSEs grade A*-C or equivalent to include English.

    Conclusion:
    These qualifications compare favourably with Diploma in Dance and Theatre Practice on the component of dance and choreography however; Level 6 Diploma in Professional Dance does not include element/components of Arts Management and Staging Concepts. 
    		•

    ARTICULATION OPTIONS 
    This qualification articulates horizontally with:
  • National Diploma: Performing Arts Technology, NQF Level 6, 360 Credits.

    This qualification articulates vertically with:
  • Bachelor of Technology: Performing Arts Technology, NQF Level 7, 480 Credits. 
    		•

    MODERATION OPTIONS 
    To ensure the explicitness, validity and reliability of assessment practices, La Rosa Institute employs two forms of moderation for assessment tasks. For all assessment tasks, internal moderation occurs both before and after the assessment. For major assessments and examinations that assess the Exit Level Outcomes and exit competencies of the qualification, external moderation occurs by an external examiner.

    Internal moderation is a form of in-house quality assurance, which comments on the explicitness, validity and reliability of assessment practices. Before an assessment takes place, the assessment task(s), information delivered to students regarding the assessment, and assessment schedule are reviewed by an appropriate member of the academic staff. This type of internal moderation occurs to ensure that the assessment task is clearly and concisely explained, students know what is expected of them in the assessment, the assessment assesses what it says it does, the level of competence is clearly described, marks are awarded where appropriate, and students have the opportunity to achieve the whole range of marks described.

    For assessments that assess Exit Level Outcomes and exit competencies, internal moderation occurs before the assessment and external moderation occurs once the assessment has been delivered to the students. External moderation entails the same procedures as internal moderation, but is conducted by a suitably qualified external examiner. The external examiner is to comment on the assessment material, assessment tasks and marking schedule, to ensure the assessment is clear, and is appropriate for assessing the Exit Level Outcome and exit competency. The external examiner will also mark a selection of the students' work, to ensure that marks have been fairly awarded, are appropriately awarded to reflect the students' achievement and are a fair judgement of the students' work. As with internal moderation, external moderation is systematically checked for improvement, and adjustments to be made to students' marks and grades awarded must be approved by the external moderator. Only once external moderation has been concluded may marks and grades be recorded and then communicated to students.

    Moderation is regarded as essential for ensuring that the assessment of students is fair, reliable, accurate, and is of a high standard. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors and moderators hold a qualification at least one level higher than the qualification being assessed or moderated. Moderators are also required to have more than two years teaching experience. Assessors with less than two years' experience have their assessment work moderated by a peer. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    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.
     
    1. La Rosa Spanish Dance Theatre 


    All qualifications and part qualifications submitted for public comment, or 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.