A wide range of festivals are held in Uzbekistan to generate public interest in intangible cultural heritage. This includes the recent International Bakhshi Art Festival, which was held for a week from 5 April in the ancient city of Termez. Bakhshi is a multi-genre art form that brings together singers, musicians, and performers of Doston, a Central Asian oral epic. Teams from seventy-five countries took part in this festival, which featured not only a wide range of performances but also an enlightening international conference.

Bodu beru (literally “big drum”) is the most popular and one of the oldest surviving forms of music and dance in the Maldives. The tradition is thought to have been brought to the Maldives by African slaves in the nineteenth century. Some people also believe that it evolved as an alternative to eleventh-century court music.\n\nBodu beru is usually performed by a group of fifteen to twenty people—composed of at least a lead singer and three drummers. Goat skin is commonly used as the drum’s membrane and the wood of coconut palm as the drum’s barrel; stingray skin is also used as a substitute for goat skin. The beat is hammered out with bare hands in a slow tempo, building up into a crescendo. This intensity continues before reaching an abrupt end. The song accompanying this drumming is called baburu lava or negro song. In the olden days, the lyrics were a meaningless combination of local and African words usually sung after a hard day’s work.\n\nNowadays, songs sung with bodu beru accompaniment are written in Dhivehi, the local Maldivian language. During musical shows, performers render a dance called baburu neshun or negro dance while wearing a sarong and white short-sleeved shirt. Bodu beru is popular at weddings, Eid occasions, and events held in relation to the circumcision of young boys. Also, with many tourist resorts realizing the commercial benefit of a relatively inexpensive cultural activity for their tourists, many bodu beru groups have been formed to perform in resorts. A current and more commercial revival has been led through an annual reality show/competition known as Boduberu Challenge. Some videos of the program are available here.\n\nPhoto : Bodu beru performance by young practitioners CCBY2.0 Shafiu Hussain

Normally, the summer season is a busy time for the Korean Cultural Centre (KCC) in Canada’s capital city of Ottawa. KCCs are a global initiative that were started in 2009 by the Korean Culture and Information Service, a subdivision of South Korea’s Ministry of Culture, Sports and Tourism. As of this moment, there are 32 KCCs in 27 countries. The KCC in Canada was created in 2016 under the jurisdiction of the Embassy of the Republic of Korea to Canada and its mandate is “to enhance Korea-Canada relations by promoting mutual understanding between Koreans and Canadians through the sharing of Korean culture, and facilitating bilateral cooperation between arts and cultural institutions.” The KCC does this through a number of engaging and interactive cultural activities which include exhibitions, performances, film screenings, festivals, cultural/language classes and outreach programs. This all had to be put on hold due to the ongoing COVID-19 pandemic, which has resulted in the temporary closure of a number of cultural institutions around the world, including the KCC in Canada.\n\nHowever, the KCC has managed to find a way to continue to deliver their programming. According to Mr. Jung Joon Rhee, Public Relations Coordinator to the KCC and the Embassy of the Republic of Korea, the KCC shifted its activities online and created “Virtual K-Culture”.\n\n“We launched the ‘Virtual K-Culture’ initiative to bring light to the variety of digital cultural content produced by our partner institutions in Korea, and provide Canadians an opportunity to experience Korean culture from the comfort of their homes,” says Mr Jung Joon Rhee.\n\nVirtual K-Culture includes a combination of their longstanding initiatives such as the promotion of K-Cinema as well as new content. There are three components to the Virtual K-Culture series: audio-visual, participatory and educational.\n\nThe audio-visual content is focused on videos that showcase Korean culture such as art exhibitions and performances as well as film screenings.\n\nThe participatory content requires the contribution of the audience, for example, in the form of K-pop cover dances, which are then used by the KCC to produce compilation videos. Another example of the participatory content are food “webtoons” (a digital comic format that originated in South Korea) that teach the audience how to cook different Korean food while talking about the cultural history of the dish.\n\nThe educational content is aimed at enhancing people’s knowledge about Korea and Korean culture through such means as Korean language learning resources and hosting online Korean culture workshops.\n\nThe shift to virtual content was quite natural for the KCC.\n\n“We already had those digital channels to complement our offline activities prior to COVID-19, so it was just a matter of searching for content and items and executing them with our audiences in mind,” says Mr. Jung Joon Rhee.\n\nAs a global leader in the field of ICT (information and communication technology), South Korea is one of the most digitally connected nations in the world with nearly every household having high-speed Internet access. South Korea’s success with ICT is due to their government’s policies aimed at promoting the use of digital technologies as well as Koreans’ enthusiastic response to them. South Koreans have a “balli balli” (meaning hurry up/faster in Korean) approach to life which also transcends to their use of technology as the majority of people are known to be early adopters of new digital technologies and services.\n\nTherefore, it is no surprise that along with the KCC, other cultural institutions in South Korea have transferred their programming online. One notable example is the National Gugak Center (located in Seoul). The National Gugak Center is focused on promoting traditional Korean music and dance by offering classes and showcasing performances. With the Center being closed due to COVID-19 and all performances currently cancelled, the organization has started to host concerts on their YouTube channel.\n\nAs the future surrounding COVID-19 remains uncertain, the KCC in Canada is planning on prioritizing their digital outreach as they look for new ways to allow people to experience Korean culture while adhering to the regulations concerning COVID-19.\n\nPhoto : VKC Logo © VKZ

The Awa Dance Festival, also known as the Awa Odori Dance Festival, is the largest traditional festival in Tokushima Prefecture, Japan, and has over four hundred years of history. It is held in mid-August every year. Awa is the old administration name for Tokushima, and odori means dance. As a folk dance in the region, Awa odori originated from a Buddhist practice. It is generally believed that a collective dance style was added to a priestly dance to honor the spirits of ancestors, leading to today’s Awa odori.\n\nThe Awa Dance Festival is held as part of the Obon Festival, a major Japanese holiday. This year, festival will be held for four days, from 12 to 15 August. The main celebration starts around 6:00 p.m. in city centers and continues until 10:30 p.m. People dance in parks and stage areas and parade through the streets. Large crowds come from around the country to see and enjoy Awa Odori, which is also called “dance of fools” after old Tokushima saying:\n\nThe dancing fool and the watching fool are both fools, so why not dance?\n\nAt this time of year, over a thousand groups of choreographed dancers (ren) from around Japan register for the festival. Other non-ren dancers also gather to present voluntary performances. Spectators are also free to join the festivities. As such, Awa Odori can be better enjoyed through collective dance steps. Typically, men dance in a powerful style while women dance in a more graceful fashion.\n\nTo spur the excitement, ren dancers play hayashi, an essential part of the festival, with traditional musical instruments, such as with flutes, drums, kane gongs, and three-stringed shamisen lutes. This combination of flute and percussion instruments is called norimono. The kane player leads the group; flutes produce melody; drums provide a rhythmic base, signaling the start of the festival.\n\nDuring the festival, visitors can enjoy Awa Odori performances on stages in city centers. The Awa Odori Kaikan is one of the main indoor stages, where outstanding groups present Awa Odori demonstrations. The most notable feature of the festival is that it encourages all people, not just ren dancers, to participate in the festival; people voluntarily establish and join related associations and promote the festival themselves, which have led to the festival’s success. To take part in the festival and have a chance to dance on stage, one can join the Niwaka Ren to learn choreography.\n\nPhoto : Group of female dancers at the Awa Odori Matsuri in Tokushima. CCBY3.0 Stemu2000 (Wikimedia Commons)

Nestled in the cultural heartland of Singapore’s Chinatown, the Kreta Ayer Heritage Gallery is Singapore’s first community gallery that showcases different aspects of the intangible cultural heritage (ICH) of the Chinese community as well as ICH elements practiced by the arts and cultural groups located in Kreta Ayer.\n\nCovering a gallery space of 1,076 square feet (100 square meters), the Kreta Ayer Heritage Gallery was co-curated by the National Heritage Board in partnership with the Kreta Ayer Community Centre and officially launched on 14 July 2019. The gallery features a total of 123 artifacts, of which 68 are on loan from the community and/or arts and cultural groups operating in Chinatown.\n\nThe gallery is made up of five sections covering five ICH elements comprising Chinese opera, Chinese puppetry, Nanyin music, Chinese calligraphy, and tea appreciation. It introduces visitors to the history of the precinct and showcases the aforementioned ICH elements while tracing their evolution from the days of old Chinatown to contemporary times.\n\nThe first section on Chinese opera traces its popularity as a form of local live entertainment between the late 1800s and the 1930s and showcases the different elements of the form including costumes, music, and characters. It also covers opera houses that used to operate in Chinatown and the characteristics of different types of opera according to dialects.\n\nThe second section on Chinese puppetry explores the roots of the art form and focuses on the common types of puppetry practiced in Singapore, including hokkien glove puppetry, teochew iron-stick puppetry, hainanese rod puppetry, and henghua string puppetry. The section also features a mock-up stage where puppetry performances are given, and visitors can try their hand at operating stringed puppets.\n\nThe third section on nanyin music, meaning “music of the south,” traces the origins of the art form and features nanyin performances, instruments, and musical scores on loan from Siong Leng Musical Association. It also showcases different genres of nanyin music such as Fujian nanyin and Cantonese naam-yam.\n\nThe fourth section on Chinese calligraphy focuses on the roots of Chinese calligraphy and the Chinese calligraphy scene in Singapore. It also features the first generation of calligraphers in Singapore and explores how the cultural art form is still practiced in schools, community centers, and cultural institutions today.\n\nThe final section on tea appreciation explores the long history of Chinese tea, the establishment of tea houses and the act of brewing and drinking tea as a cultural art form. It also looks at the different types of Chinese tea and how they are typically paired with different types of cuisine.\n\nThe gallery also features interactive components that allows visitors to experience the different ICH elements on show. These components include a puppetry stage where visitors can test their skills as puppeteers, multimedia stations that allow visitors to experience playing nanyin instruments, and a Chinese calligraphy station that allows visitors to practice their calligraphy using “invisible ink.”\n\nFollowing its official opening, NHB and Kreta Ayer Community Centre is partnering with various arts and cultural groups in Chinatown to present regular programs, including Chinese opera, Chinese puppetry, and Nanyin music performances and workshops as well as calligraphy and tea appreciation classes for students and members of the public to promote greater awareness of these ICH elements and, where possible, facilitate the transmission of skills.\n\nWith the opening of the Kreta Ayer Heritage Gallery, NHB hopes to showcase the richness and diversity of the Chinese community’s “living” ICH, provide a platform for ICH practitioners and groups to showcase their skills, and create more opportunities to collaborate with community partners to showcase the heritage of specific precincts or estates as well as the history and heritage of different ethnic communities.\n\nPhoto : An interior shot of the new Kreta Ayer Heritage Gallery ⓒ National Heritage Board, Singapore

Malaysia is a developing nation of Southeast Asia. A few of their famous slogans reflect the diversity of its present ethnic groups in terms of language, customs and traditions inherited from past generations, ‘One Malaysia‘ and ‘Malaysia Truly Asia‘. Malaysia’s cultural fusion is the result of immigration, trade and cultural exchanges over many centuries with Arab nations, China, and India, where the arrival of the first foreigners brought along with them their wealth as well as their cultural heritage and religion. Presently, these ethnic groups still maintain their cultural traditions, but managed to come together to develop Malaysia’s unique and contemporary diverse heritage.

After the Angkor was inscribed on the World Cultural Heritage List, it was necessary to establish working mechanisms to promote national and international collaboration.

If development is an aspiration, then culture is the historical sediment underlying this aspiration. Culture conveys humanity’s intersecting bonds and the kinds of rituals, practices, and representations that make up its ways of life. Development—conceived narrowly as income growth or broadly as ways in which people participate to achieve well-being—is heavily influenced by this sense of bonding and group-ness. Culture is literally the way humanity recognizes itself and reveals its aspirations.

Indigenously developed shamanism varies according to geographic location and anthropological characteristics. But all these variations share the belief that nature commands all life. So it can be said that shamanism of Myanmar originates from nature worship in which the spirits within nature govern life. Appeasing these spirits brings good to all living creatures; however, evil is cast upon those who disobey the laws of the spirits. Within the context of these beliefs, humans must soothe the spirits through rituals. However, since direct contact with deities and spirits is not possible for everyone, shamans emerged to act as agents who can communicate with the spiritual world through various rituals.

Last year Croatia joined the world community in celebration of the tenth anniversary of the UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage by holding an ICH conference and festival in Dubrovnik. In the last decade, numerous activities have taken place, but the basic question of how to continue promoting and protecting sensitive intangible assets remains.

The gender diversity expressed in intangible cultural heritage (ICH) should be seen as a part of the cultural diversity now celebrated as a human rights value and should therefore be protected as such. However, this is not a simple matter since, as we know, some traditional cultural practices are incompatible with the fundamental human rights principles of equality and non-discrimination. Indeed, the question of how the requirements of gender equality can be met within the framework of UNESCO’s 2003 Convention for the Safeguarding of the Intangible Cultural Heritage raises some important and extremely complex issues. At the core of these rests an apparent contradiction between the human rights concept of gender equality and the multiple ways in which gender is expressed in ICH and understood by bearer communities. Since, as stated in its preamble, the 2003 Convention is explicitly placed within the broader context of human rights, this is not simply a theoretical question; any heritage recognized and safeguarded under that treaty should be compatible with human rights requirements, of which equality on the basis of sex (among other bases) is a central one. This presents important challenges to governments, the international community, and other actors interested in identifying ICH for the purposes of safeguarding; although more leeway may be possible for national safeguarding of ICH, a relatively strict test of gender equality and non-discrimination needs to be applied for the international aspects of the Convention (international inscriptions and assistance, in particular).

The parent organization of CEE Himalaya is the Centre for Environment Education (CEE), which was established in August 1984. CEE is a national institution with its headquarters in Ahmedabad and has been given the responsibility by the central government of promoting environmental awareness nationwide. It undertakes demonstration projects in education, communication, and development that endorse attitudes, strategies, and technologies that are environmentally sustainable. Based in the city of Lucknow in the state of Uttar Pradesh, CEE Himalaya has been working in the states of the Indian Himalayan Region (IHR) for over two decades. The mission of CEE Himalaya is to enhance understanding of sustainable development in formal, non-formal, and informal education through its work with schools, higher educational institutions, local and Indigenous communities, policy makers and administration, youth, and the general commu-nity. The primary objective of CEE Himalaya is to improve public awareness and understanding of environmental issues with a view to promote the conservation of nature and natural resources by integrating education with traditional streams of knowledge and cultural expressions. This approach demonstrates and grounds sustainable practices in rural and urban communities and facilitates the involvement of the business and public sectors to respond to the effects of climate change and variability.