Fine arts alumni reflections on curriculum and coursework in relation to global arts education: a social realist case study

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dc.contributor.advisorBehari-Leak, Kasturi
dc.contributor.authorPather, Melvin
dc.date.accessioned2025-09-18T09:20:10Z
dc.date.available2025-09-18T09:20:10Z
dc.date.issued2025
dc.date.updated2025-09-18T09:11:15Z
dc.description.abstractThis dissertation aims to provide a legitimate investigation into whether the Fine Arts Degree effectively prepares students for successful integration into creative careers and the globalised arts industry. This research develops a case study by utilising alumni feedback data and curriculum information that is analysed to reflect on the student experiences in relation to the curriculum and coursework offered by the Michaelis School of Fine Art at the University of Cape Town. The data is examined within a social realist paradigm with reference to global arts educational practices and trends. Archer's Morphogenetic theory and Maton's Legitimation Code Theory is used as theoretical frameworks to elaborate on the curriculum experiences, the coursework changes and progression of the Fine Art department over a timeline of the last decade (2012 – 2022). The Fine Arts industry is a local and international hub of creative output and positions itself as a network of opportunities, gallery support, exhibitions, and art residencies. However, this research dissertation establishes that students completing Fine Art qualifications feel inadequate or misinformed by their studies in order to pursue sustainable creative careers in this industry. The analysis of alumni responses indicates the missing gaps in the Fine Arts curriculum and establishes the need for recommendations to the curriculum. Important aspects for consideration are the introduction of business in arts subjects as well as educating students on creative technologies, cross-disciplinary collaboration, and networking opportunities in the arts industry in line with other tertiary arts educational institutions.
dc.identifier.apacitationPather, M. (2025). <i>Fine arts alumni reflections on curriculum and coursework in relation to global arts education: a social realist case study</i>. (). Universiy of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/41840en_ZA
dc.identifier.chicagocitationPather, Melvin. <i>"Fine arts alumni reflections on curriculum and coursework in relation to global arts education: a social realist case study."</i> ., Universiy of Cape Town ,Faculty of Humanities ,School of Education, 2025. http://hdl.handle.net/11427/41840en_ZA
dc.identifier.citationPather, M. 2025. Fine arts alumni reflections on curriculum and coursework in relation to global arts education: a social realist case study. . Universiy of Cape Town ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/41840en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Pather, Melvin AB - This dissertation aims to provide a legitimate investigation into whether the Fine Arts Degree effectively prepares students for successful integration into creative careers and the globalised arts industry. This research develops a case study by utilising alumni feedback data and curriculum information that is analysed to reflect on the student experiences in relation to the curriculum and coursework offered by the Michaelis School of Fine Art at the University of Cape Town. The data is examined within a social realist paradigm with reference to global arts educational practices and trends. Archer's Morphogenetic theory and Maton's Legitimation Code Theory is used as theoretical frameworks to elaborate on the curriculum experiences, the coursework changes and progression of the Fine Art department over a timeline of the last decade (2012 – 2022). The Fine Arts industry is a local and international hub of creative output and positions itself as a network of opportunities, gallery support, exhibitions, and art residencies. However, this research dissertation establishes that students completing Fine Art qualifications feel inadequate or misinformed by their studies in order to pursue sustainable creative careers in this industry. The analysis of alumni responses indicates the missing gaps in the Fine Arts curriculum and establishes the need for recommendations to the curriculum. Important aspects for consideration are the introduction of business in arts subjects as well as educating students on creative technologies, cross-disciplinary collaboration, and networking opportunities in the arts industry in line with other tertiary arts educational institutions. DA - 2025 DB - OpenUCT DP - University of Cape Town KW - curriculum KW - coursework KW - global arts education LK - https://open.uct.ac.za PB - Universiy of Cape Town PY - 2025 T1 - Fine arts alumni reflections on curriculum and coursework in relation to global arts education: a social realist case study TI - Fine arts alumni reflections on curriculum and coursework in relation to global arts education: a social realist case study UR - http://hdl.handle.net/11427/41840 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/41840
dc.identifier.vancouvercitationPather M. Fine arts alumni reflections on curriculum and coursework in relation to global arts education: a social realist case study. []. Universiy of Cape Town ,Faculty of Humanities ,School of Education, 2025 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/41840en_ZA
dc.language.isoen
dc.language.rfc3066eng
dc.publisher.departmentSchool of Education
dc.publisher.facultyFaculty of Humanities
dc.publisher.institutionUniversiy of Cape Town
dc.subjectcurriculum
dc.subjectcoursework
dc.subjectglobal arts education
dc.titleFine arts alumni reflections on curriculum and coursework in relation to global arts education: a social realist case study
dc.typeThesis / Dissertation
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMEd
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