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4 articles

Article

Open AccessPublished: 21 April 2025

Enhancing E-Learning in the Educational Space in Grade 10 Dramatic Arts: A Trilingual Teacher’s Perspective

Limkani Sincuba

Cultural Arts Research and Development · 35-46 · 10.55121/card.v4i1.177

South Africa takes pride in its rainbow nationality, which is spoken in twelve languages. Technology integration in arts education becomes paramount as educational settings evolve, particularly in diverse linguistic environments. English, isiXhosa and isiZulu may be one of the trilingual used by grade 10 in learning dramatic art

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Article

Open AccessPublished: 15 January 2022

"Facing the Challenge" -- Drama and Citizenship Education in China

Jun Xu, Tao Yang

Cultural Arts Research and Development · 33-37 · 10.55121/card.v1i1.11

This essay will describe and discuss key ideas, trends and practices of citizenship and drama education in China. It will begin with a broad and brief reference to globalization as a means of explaining societal and education changes in China. The significance of citizenship education and drama education will be discussed in rel

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Article

Open AccessPublished: 20 June 2026

Representation of the European Woman as an Intercultural Agent in the Western Film Genre: Archetypal and Genre Analysis

Olga Kosachova

Cultural Arts Research and Development · 71-104 · 10.55121/card.v6i2.101915

The Western film genre has long functioned as a marker of American identity, and recent cinematic trends increasingly foreground female protagonists, particularly European women as intercultural agents within frontier narratives. This study investigates the intersection of mythology, archetypes, and Westerns, focusing on the way

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Article

Open AccessPublished: 22 December 2024

Mastering Performance-Based Tools for University Classrooms: How Forum Theatre Transforms Teachers

Irina Malinina

Cultural Arts Research and Development · 1-9 · 10.55121/card.v4i2.218

Teaching as a social practice involves a holistic approach, including continuous interaction with all the social actors of the educational process as well as feelings, emotions, body movements, and voice. Few higher education institutions provide teacher preparation programs that integrate and prioritize corporeality alongside s

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