skills to understand intangible cultural - unesco · pdf file0 to equip educators with...
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0 To equip educators with knowledge and skills to understand intangible cultural heritage and integrate it into the formal education system
0 To raise awareness about the value and importance of ICH as a tool for education that can promote sustainability of local traditions and knowledge.
Target groups:
• Teacher trainers
• Pre- and in-service teachers
• Local ICH practitioners
• Policy makers
Timeframe: 27 months
Jan. 2013 – Mar 2015
Project Objectives
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What is Intangible
Cultural Heritage ?
© UNESCO
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Intangible Cultural Heritage (ICH)
The practices, representations,
expressions, knowledge,
skills …
Dragon Boat festival, China © Fiona Reilly, http://www.lifeonnanchanglu.com
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Intangible Cultural Heritage ….
… the associated instruments, objects, artefacts,
cultural spaces …
Art of Đờn ca tài tử music and song
in southern Viet Nam
© 2011 Vietnamese Institute for musicology
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Intangible Cultural Heritage ….
… that communities recognize as part of their cultural heritage.
Kyrgyz epic trilogy: Manas, Semetey, Seytek© Kyrgyzstan Ministry of Culture and Tourism
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ICH is transmitted from generation to generation …
Strategy for training coming generations
of Fujian puppetry practitioners, China
© Fujian Provincial Intangible Cultural
Heritage Safeguarding center
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… and provides communities with a sense of identity and continuity.
Arirang, lyrical folk song, Republic of Korea© Jeongseon Arirang
Research Institute
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The 2003 Convention for the
Safeguarding of the Intangible
Cultural Heritage encourages
States to preserve their ICH.
Royal ballet of Cambodia© Ministere de la Culture et des Beaux Arts, Cambodge
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Convention for the Safeguarding of the
Intangible Cultural Heritage (2003)
10
Objectives• To safeguard the intangible heritage of humanity• To ensure respect for it• To raise awareness of the importance of the ICH
and ensure mutual appreciation thereof• To provide for international cooperation and
assistance
Mak Yong theatre
Malaysia
© National Culture and Arts Deepartment, Malaysia
• 161 States Parties• 32 in Asia-Pacificinc. 8 SEA countries (Brunei, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Viet Nam)
• 327 ICH elements already listed
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11
ICH 5 Domains
Royal Ballet
Cambodia
Worship of Hùng kings in Phú
Thọ, Viet Nam
Sand Drawings
Vanuatu
Oral traditions
Performing Arts
Social Practices, Rituals,
Festive Events
Knowledge about Nature
and the Universe
Traditional Craftsmanship
Noken knotted or woven bag,
Papua, Indonesia
Buddhist chanting of Ladakh
India
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Sustainable development
is development that meets
the needs of the present
without compromising the
ability of future generations
to meet their own needs.
Brundtland Commission
(1987)
”
“
A Scroll around the World at
UNESCO Headquarters© UNESCO - A. Otte
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Education for Sustainable Development (ESD)
Education for social transformation with the goal of creating more sustainable societies.
Source: Shaping the Education of Tomorrow. 2012 Report on the UN Decade of Education for Sustainable Development
ESD
PlanningPolicy
Development
Programmeimplementation
Finance
CurriculaTeaching
Learning
Assessment
Administration
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ENVIRONMENTALSPHERE
SOCIAL SPHERE
ECONOMICSPHERE
Equitable
Livable
SD
Responsible
Culture:
a Creative Force
in striving for
sustainable
development
(Adapted from Runnalls 2007)
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Over generations, communities have developed practices and knowledge
to cope, often in a sustainable manner, with recurrent issues:
food security, health, environmental disasters, social cohesion)….
© http://alchemi-of-falmouth.blogspot.com/
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Education for Sustainable Development helps learners
make the connections between past, present and future. © Pacific Blue Foundation
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Through education, ICH can be safeguarded
and contribute to sustainable development.
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4 pilot
countries
Pakistan Palau
Uzbekistan
Viet Nam
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4
countries
17
schools
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4
countries
17
schools
4 sets of
guidelines for
teachers
© UNESCO Bangkok
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4
countries
17
schools
4 sets of
guidelines for
teachers
114
sample
lesson plans
© UNESCO, THAAP
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3 main implementation steps
Preparation
Engaging multi-sectorial
stakeholders
Information gathering / research on ICH
Building teachers’ capacity
Design
Curricular mapping and analysis
Developing ICH-ESD infused lesson plans
Implementation
Testing evaluating, implementing lesson
plans
Creating visibility and sensitizing
stakeholders to ICH in education
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Multi sectorial partnerships
Institutional partnersMinistries (Education, Culture)
Policy makers
Curriculum developers
Teachers’ training Institutes
Schools
Professional / academic institutions
Community partners
Knowledge holders
Elders
Parents
Community leaders
Heads of schools, teachers
NGOs, cultural associations
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The project helped document some meaningful ICH
Scores and lyrics on traditionalUzbek folk music
© UNESCO, Viet Nam Museum of Ethnology; State Institute of Art and Culture of Uzbekistan, Palau Ministry of Education
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also by collecting information
directly from community knowledge holders© UNESCO Hanoi, Viet Nam Museum of Ethnology
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Curricular mapping and analysis to develop lesson plans
• Not teaching cultural content
• Method that enrich learning in existing curriculum
• Curricular analysis to identify opportunities for ICH-ESD infusion find the most appropriate entry point
ICH
PRACTICE
SUBJECT
TOPIC
ESD
PRINCIPLES
Integration through
Lesson Plan
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SUBJECTDISCIPLINES(GRADE 1-6)
ICH ELEMENTS ESD ELEMENTS
SKILLS THAT CAN BE TRANSMITTED KNOWLEDGE THAT CAN BE TRANSMITTED
PRINCIPLES THAT CAN BE INTEGRATED
COGNITIVE (Mental/Thinking)Mathematics skills in counting, sequencing, estimating,
quantifying, matching, sorting, discerning patterns and rhythmsSkills in process thinking, lateral thinking and problem solving
Culture-specific mathematical concepts and models Culture-specific systems and tools
for calculating, measuring and recording
Understanding the need for strategic, proactive and critical thinking
AFFECTIVE (Emotional/Feeling for oneself and others)Social Studies& History
Skills in examining records
Skills recording, archiving and transmitting of historical events, memories etc.
Skills in situational or contextual analysis
Knowledge of local social, political and economic systems and structures Knowledge of social/historical roles, relationships and networksKnowledge of facts that shape history and society, time and order of events
Understanding ethnocentrism, racism and gender inequality; recognizing how these are expressed in the surrounding community and countries worldwideUnderstanding cause and effect, historical
circumstances, concept of global change and its impact on civilization
PSYCHOMOTOR (Physical/Doing)Physical and Health Sciences
Gross motor skills such as agility, flexibility, control, balanceTeam building and notions of leadershipUnderstanding of the bodySkills to select foods and assess state of
health
Knowledge of local sports, games, physical activityEating and health related behavior
propagated by elders Knowledge of local plants and food
and their nutritional and medicinal value
Promoting self-respect and self-disciplinePromoting responsible consumption
Source: Adapted from UNESCO, Teacher’s Guide for Incorporating Traditional Children’s Games in the Classroom
Guide to thematic integration of ICH and ESD into curriculum
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Pilot classes: testing engaging pedagogies and activities
Active learning methods
Contemporizing traditional values
Using a variety of teaching / learning resources
Student-centered learning
Field trips Community
participation in lessons
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The project introduced new ways to teach,
and raise awareness about sustainability,
rooted in community knowledge
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In Mathematics, students
explored basic geometrical
concepts through tribal
embroidery.
https://sites.google.com/site/pashtunembroidery/
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In Palauan studies, students
transposed the traditional
notion of respect towards
community members to
understand respect and
security on the road.
© Palau Ministry of Education
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In Physical Education,
students practiced
traditional folk games to
improve their dexterity and
develop a sense of
teamwork and community
belonging.
© UNESCO,, State Institute of Art and Culture of Uzbekistan
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In Physics, students
discovered
oscillation through
traditional Muong
gongs.
© UNESCO,
Viet Nam Museum of Ethnology
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The project produced numerous teaching resources
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Locally-customized guidelines
for teachers
0 step-by-step guides
0 tools
0 sample materials
© UNESCO
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Model class on YouTube
© UNESCO Hanoi, Viet Nam Museum of Ethnology
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Textbooks and materials for students
© UNESCO, Palau Ministry of Education, State Institute of Art and Culture of Uzbekistan
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Resource kits for teachers
© UNESCO, THAAP
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Children enjoy re-connecting with their local practices,
knowledge systems and environment
© Kyrgyzstan Ministry of Culture and Tourism
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Students learn better when they are actively engaged© UNESCO, THAAP
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Knowledge and teaching
can also be shared by
parents and community members © UNESCO,
Viet Nam Museum of Ethnology
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In some pilots, the outcomes will be used to scale up activities into the formal
education system with the involvement and support from the ministries.
© Uzbekistan, Ministry of Education
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A synthesis of
experiences and
practices for adaptation
in other countries is in
preparation.
Palau
Viet Nam
Pakistan
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We wish to thank
all our partners
and the
Government of Japan
for its generous
contribution
PakistanMinistry of Information, Broadcasting & National HeritageTHAAP (Trust for History Art & Architecture, Pakistan)
PalauPalau Ministry of EducationPalau Ministry of Community and Cultural Affairs
UzbekistanMinistry of Public Education of the Republic of UzbekistanState Institute of Art and Culture of Uzbekistan
Viet NamViet Nam Museum of EthnologyDepartment of Secondary Education, Ministry of Education and Training
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Thank you