Southeast Asia ICH Video Documentary (Philippines)\n\nThe environment surrounding intangible cultural heritage (ICH) is changing rapidly in the face of waves of rapid urbanization and globalization. In the face of such changes, documenting actual scenes of ICH in video form presents one of the most effective ways of identifying trends in ongoing developments and raising the profile of ICH. However, achieving this requires robust support and coordinated efforts due to the relative inadequacy of the conditions for producing such documentary material in the Asia-Pacific region.\n\nThe International Information and Networking Centre for Intangible Cultural Heritage in the Asia-Pacific Region under the auspices of UNESCO (ICHCAP) shines a light on the ICH of Asia-Pacific and introduces its value to the public through video projects depicting ICH. ICHCAP conducts joint projects with member states to portray real-life scenes of ICH alongside experts, communities, NGOs, and other stakeholders in various countries. As a result, it has produced fifty videos on the ICH of Central Asia through the phase-one joint project on Central Asia and an additional fifty videos through the phase-two video project on the ICH of Southeast Asia. These videos are being screened through broadcasting companies and at film festivals in each country, in addition to distribution via YouTube and other\nchannels.\n\nVideos represent the most accurate method of capturing ICH as it exists in the real world, as well as being effective tools for communicating with the public. ICHCAP will endeavor to continue vividly documenting the scenes of ICH that are hidden across the Asia-Pacific region with the aim of raising the profile of ICH elements as treasures of humanity and introducing them to the public.\n\nThis collection includes 10 ICH videos produced by the NCCA in collaboration with ICHCAP.\n\nBuklog: Thanksgiving Ritual System of the Subanen\nPiña Handloom Weaving / Hab\u0002Eon Nga Piña\nThe Feast Of Our Lady Of Peñafrancia\nIfugao Mud Dyeing: The Traditional Dyeing Process Of The Ifugao In Northern Luzon\nParul Sampernandu: The Giant Lantern Tradition Of San Fernando City, Pampanga\nIgal: The Traditional Dance Of The Sama In Tawi-Tawi\nLepa: The Traditional Boat Building Of The Sama In Tawi Tawi\nPoong Nazareno: The Feast and Traslacio of The Black Nazarene Of Quiapo, Manila\nMoryonan: Penitential Ritual Of Marinduque\nMoryon: Mask Making In Marinduque

Nepalese communities express their emotions through the rhythms of various folk dances. Folk dances, in fact, are an inseparable part of rural life. On the other hand, the religious influence can easily be observed in the songs and dances, which are often performed to please deities responsible for the well-being of humans and cattle, favorable climate, and good harvest. As the country has widely differing topographical features, so does it have vast variances in cultural aspects. Folk songs and dances depend on cultures, cas-tes, seasons, and geographical features. For example, a sherpa living in the Himalayan region sings and dances differently from a Tharu living in the Terai region. Similarly, songs and dances performed in the spring season express joyous emotions, whereas those performed in the winter season express sadness. This collection includes the most famous folk dances of the different indigenous communities of Nepal dwelling in various environments. These dances are a part of their daily life.

ICHCAP, in collaboration with UNESCO Bangkok Office, held the Intangible Cultural Heritage Webinar Series from June to August 2020 with a total of four sessions. The 23 speakers from 18 countries met with the public to grapple with alternative practices and emergent modes of delivery in various areas such as heritage education in the universities, networking amongst educational institutions for ICH safeguarding, development of ICH curricula in times of crisis, as well as inter-regional cooperation for cross-cultural instruction and learning.\n\nWhile the entire world is struggling with the impacts of the COVID-19, the ICH sector also has been hit hard by numerous public health measures such as the cancellation of major festivals and events, temporary shutdown of museums, and places of cultural activities, as well as the indefinite halting of formal and informal heritage transmission activities. How can ICH safeguarding and transmission thrive in the midst of an unprecedented pandemic, and what role can higher education institutions play to ensure the viability of living heritage in our times? ICHCAP organized this webinar series to answer these urgent questions that we all face today.\n\nThe third session on 30 July 2020 was an opportunity for the participants, both the invited speakers and the audience, to have a better understanding of networking efforts amongst universities in Europe, Latin America, Africa, and the Asia-Pacific. This session, in particular, was a clearer call for inter-regional support and cooperation to push for cross-cultural demonstration of heritage education.\n\nPresentation1 Network of Higher Education Institutions for ICH Safeguarding in Europe by Dr. Cristina Ortega Nuere, Professor, University Oberta of Catalunya\nPresentation2 Network of Higher Education Institutions for ICH Safeguarding in Southern Africa by Dr. Jacob Mapara, Acting Director, Institute of Lifelong Learning and Development\nStudies, Chinhoyi University of Technology\nPresentation3 ReCAPCILAC: A Co-Construction Experience for ICH Safeguarding by Prof. Mónica Guariglio, National University of Avellaneda – UNDAV (Argentina)\nPresentation4 Network of Higher Education Institutions for Heritage Management and ICH Safeguarding in the Asia-Pacific by Injee Kim, Culture Programme Officer, UNESCO Bangkok Office

ICHCAP, in collaboration with UNESCO Bangkok Office, held the Intangible Cultural Heritage Webinar Series from June to August 2020 with a total of four sessions. The 23 speakers from 18 countries met with the public to grapple with alternative practices and emergent modes of delivery in various areas such as heritage education in the universities, networking amongst educational institutions for ICH safeguarding, development of ICH curricula in times of crisis, as well as inter-regional cooperation for cross-cultural instruction and learning.\n\nWhile the entire world is struggling with the impacts of the COVID-19, the ICH sector also has been hit hard by numerous public health measures such as the cancellation of major festivals and events, temporary shutdown of museums, and places of cultural activities, as well as the indefinite halting of formal and informal heritage transmission activities. How can ICH safeguarding and transmission thrive in the midst of an unprecedented pandemic, and what role can higher education institutions play to ensure the viability of living heritage in our times? ICHCAP organized this webinar series to answer these urgent questions that we all face today.\n\nIn the last session of the series on 12 August 2020, education experts from Uganda, Fiji, and Belgium were invited to discuss the development of ICH-related education modules and curricula; different contexts were discussed to show a multidimensional picture of how heritage education curriculum is drafted and implemented.\n\nPresentation1 Inter-regional Field Experiences on Curriculum Development for ICH Safeguarding: Experience from Uganda by Emily Drani, Executive Director, Cross Cultural Foundation of Uganda\nPresentation2 Strengthening Heritage Management Capacity in the Pacific Islands by Dr. Frances C. Koya Vaka’uta, Director, Oceania Centre for Arts, Culture and Pacific Studies, The University of the South Pacific\nPresentation3 From the Blue Book to a Blue Ocean Strategy in Higher Education by Dr. Marc Jacobs, Professor, University of Antwerp

Southeast Asia ICH Video Documentary (Vietnam)\n\nThe environment surrounding intangible cultural heritage (ICH) is changing rapidly in the face of waves of rapid urbanization and globalization. In the face of such changes, documenting actual scenes of ICH in video form presents one of the most effective ways of identifying trends in ongoing developments and raising the profile of ICH. However, achieving this requires robust support and coordinated efforts due to the relative inadequacy of the conditions for producing such documentary material in the Asia-Pacific region.\n\nThe International Information and Networking Centre for Intangible Cultural Heritage in the Asia-Pacific Region under the auspices of UNESCO (ICHCAP) shines a light on the ICH of Asia-Pacific and introduces its value to the public through video projects depicting ICH. ICHCAP conducts joint projects with member states to portray real-life scenes of ICH alongside experts, communities, NGOs, and other stakeholders in various countries. As a result, it has produced fifty videos on the ICH of Central Asia through the phase-one joint project on Central Asia and an additional fifty videos through the phase-two video project on the ICH of Southeast Asia. These videos are being screened through broadcasting companies and at film festivals in each country, in addition to distribution via YouTube and other\nchannels.\n\nVideos represent the most accurate method of capturing ICH as it exists in the real world, as well as being effective tools for communicating with the public. ICHCAP will endeavor to continue vividly documenting the scenes of ICH that are hidden across the Asia-Pacific region with the aim of raising the profile of ICH elements as treasures of humanity and introducing them to the public.\n\nThis collection includes 10 ICH videos produced by the Vietnam National Institute of Culture and Arts Studies (VICAS) in collaboration with ICHCAP.

Monitoring Living Heritage in Education: Contributing to Heritage Safeguarding and to Achieving SDG 4\n\nUNESCO organized, in collaboration with ICHCAP an intersectoral online expert meeting on ‘Education-related indicators in the Overall results framework (ORF) for the Convention for the Safeguarding of the Intangible Cultural Heritage and their relationship with SDG 4. This online meeting held in three sessions in December 2020, generated important knowledge on the interface between living heritage and education, identified examples to illustrate the relationship, and provided advice for future monitoring and reporting in these related fields.\n\nSession1: Introduction: 'Education-related indicators for monitoring the Convention for the Safeguarding of the Intangible Cultural Heritage and their relationship with SDG 4.7 reporting' by Ms. Janet Blake, Lead Expert\nMs. Aliso Kennedy, UNESCO\nResponse from Ms. Heila Lotz-Sisitka, senior expert in education (South Africa)\n\nSession2: Illustrative examples of living heritage in education\n1. 'Teaching & Learning with living heritage' by O Madeiro in geography, music and art classes (Spain)\n Response from Ms. Maria Gulraize Khan, senior education expert\n2. 'The children's Museum in Cairo: Educational activities and partnerships with schools to strengthen the safeguarding or intangible cultural heritage' by Ms. Fatma Mostafa, museum specialist (Egypt)\n3. 'The Socio-festive and productive calendar: A pedagogical device for inter-cultural bilingual education' by Mr. Luis Enrique Lopez, senior education specialist (Peru)\n\nSession 3: Panel on Living Heritage in Education: Benefits of (Intersectoral) Monitoring by Ms. Lynette Schultz, senior specialist in Global Citizenship Education (Canada)\nMr. Nigel Encalalda, senior specialist in intangible cultural heritage (Belize)\nMr. Geon Soo Han, senior expert in cultura and education (Republic of Korea)\nMr. Sidi Traore, senior specialist in education and living heritage (Burkina Faso)\n\nSession 4: Closing Remarks\nMr. KEUM, Gi Hyung, Director General of ICHCAP\nMs. Vivebe Jensen, Director of Division for Peace and Sustainable Development, Education Sector, UNESCO\nMr. Tim Curtis, Chief, Living Heritage Entity, Culture Sector, UNESCO

As a UNESCO category 2 center, ICHCAP organized the youth ICH storytelling contest with the aim to support ICH safeguarding activities of young practitioners. Youth practitioners play an essential role, as ICH relies on direct transmission among community members. Their activities and involvement will hopefully contribute to raising awareness of ICH worth protecting.\n\nThis exhibition displays the twenty-nine winning works of the contest organized by ICHCAP. The winners came from ten countries in the Asia-Pacific region, including India, Vietnam, Nepal, China, and Bangladesh. The contest was held in two categories (Young Practitioners and General Youth) for Asia-Pacific youth aged between 18 and 35. The winners shared their own stories as young practitioners in the form of an interview or essay or told stories about ICH they met in their everyday lives or on their travels. The entries were submitted in the form of photo essays or videos, and the descriptions are available both in Korean and English. Videos are provided with English subtitles.\n\nThis online exhibition covers various ICH elements, including traditional dance, crafts, art, music, martial arts, medical practices, and native languages. And instead of simply explaining such heritage, the youth reflected their insights, voices and passion in their stories about the history and culture of the people and communities they met and the safeguarding and transmission of ICH.\n\nMoushumi Choudhury, the Grand Prize winner in the Young Practitioners category, shared her story of becoming the first female Chau dancer by breaking the glass ceiling in the predominantly male dance genre in India. Saurabh Narang, the Excellence Prize winner in the General Youth category, was fascinated by the Siddis in India, which is an ethnic group of African origin, after he first heard of their existence from a man he came across while travelling. Maya Rai (Nepal), who learned about crafts and education from her two mothers, is now working at the Nepal Knotcraft Centre. Tiancheng Xu (China), who learned acupuncture from his father who was an acupuncturist, is currently studying how to introduce robotics and digital technology to acupuncture at university. Their stories will help the viewers have bright expectations about the roles and possibilities of the future generation for ICH safeguarding and sustainable development.\n

Audio and Video Materials Collected from the Onsite Survey in the Ferghana Valley_2012 Uzbekistan-ICHCAP Joint Cooperation Project of Producing Digital Contents on ICH\n\nThe glorious intangible cultural heritage (ICH) of Ferghana Valley encompassing the state of Ferghana, Andijion, and Namangan in Uzbekistan includes oral traditional, performing arts, traditional rites and festive events, and traditional crafts. However, this heritage is largely unknown to the public in the nation and abroad, and it is fading out even more rapidly due to the young generation’s lack of interest.\n\nSince 2011, the four Central Asian countries, including Uzbekistan, have been implementing a three-year project, Facilitating ICH Inventory-Making by Using Online Tools for ICH Safeguarding in the Central Asian Region as a Central Asia–ICHCAP cooperative project. In the framework of the project, the countries have collected ICH information and tried to build an online system for managing the collected information.\n\nIn Uzbekistan, the Republican Scientific and Methodological Centre of Folk Art, under the Ministry of Culture and Sports of the Republic of Uzbekistan, in collaboration with the National Commission of the Republic of Uzbekistan for UNESCO, implemented the three-year project. They collected information on ICH elements in the Ferghana Valley (Andijan, Namangan, and Ferghana regions), Zarafshan Oasis and Southern Uzbekistan (Jizzakh, Samarkand, Kashkadarya, and Surkhandarya regions), and the Republic of Karakalpakstan (Navoi, Bukhara, and Khoresm regions) through onsite surveys from 2012 to 2014.\n\nIn 2012 when the first onsite survey was concluded, Uzbekistan and ICHCAP selected representative materials among collected videos, audios, and photos on ICH elements and ICH bearers, and compiled the materials as a ten-CD/DVD collection. Also, booklets in English, Uzbek, and Korean were made to spread related information to a wider audience.\n\nFerghana Valley is also home to Tajikistan, Uighers, and Turkistan. In the other words, different traditions co-exist in the same place. ‘Katta Ashula’, which integrates arts, songs, music, and epics, is one Uzbek cultural heritage representing the identities of the diverse people live in the valley. The collection could preserve the disappeared and disconnected ICH and encourage increased mutual understanding and communication by spreading the information widely from the experts to the people.

I remember the dancers of Asia, who flew in from far and wide each year without hesitation. Meeting these dancers, united in their passion for keeping the beauty of traditional dances alive against the impending threat of rapid urbanization and globalization, was a deeply moving and happy experience for me. Their joy, talent, earnestness and pure intent were what made "One Asia in Dance" possible.\n\nDance is a living and breathing art form. In performance, it goes beyond the preservation of the fixed original form, to connect the past, present and future, evolving and developing. 'One Asia in Dance' showed not only the transmission of traditions but also the continuing reinvention of traditions to reflect contemporary sentiments in the traditional dances of Asia. I sincerely hope that a wider audience will find an opportunity to rediscover the value of cultural heritage in the Asia Pacific through the window of dance.\n\n*This collection is donated by the Asia Dance Culture Institute in Korea

Online Seminar on Cultural Diversity and Global Citizenship Education (GCED) was organized to think about the importance of having a better grasp of how ICH and cultural diversity bring our students, teachers, and schools closer to quality education, particularly when we make our efforts toward global citizenship education.\n\nSession1: Cultural Diversity Education through Cultural Heritage\n1. Education Policy and Current Status for Cultural Diversity in the Republic of Korea\n2. 'Integrating ICH in education for the Promotion of Cultural Diversity' by Ms. Duong Bich Hanh, Program Specialist for Culture Unit, UNESCO Bangkok Office\n3. 'Education for Cultural Diversity in Museum' by Ms. Eunmi Yi, Curator, National Museum of Korea\n4. 'Cultural Diversity Education for the Integration of the Multi-ethnic Society' by Ms. Josephine Jalleh, Manager, Department of Communication and Cooperation George Town World Heritage Inc.\n\nSession2: Global Citizenship Education (GCED) in Primary Education\n1. 'GCED in the Primary Education System in the Republic of Korea' by Dr. Utak Chung, Former Director-General of APCEIU\n2. 'Building Human-being’s Creative Ability through GCED' by Ms. Sophea Bun, Primary School Principal, Cambodia\n3. 'Case study – Peace Education in the Primary School Education System' by Ms. Sophea Bun, Primary School Principal, Cambodia\n4. 'Case Study – Teachers Training Course for GCED in Worldvision' by Ms. Sang Eun Nam, Advocacy & Public Engagement Director, Worldvision Korea\n

2020 World Forum for Intangible Cultural Heritage - Human, Nature, and Intangible Cultural Heritage\n\nSession1: Re-defining the Relationship Between Humanity and Nature\n\nKeynote Presentation :'Re-defining the Relationship Between Humanity and Nature' by Ernesto Ottone Ramirez, Assistant Director-General for Culture of UNESCO\n1. 'Intangible Cultural Heritages in the Anthropocene' by Buhm Soon Park, Director, Center for Anthropocene Studies at KAIST\n2. 'Sustainable Agriculture in Nature, Micronesian Agroforestry' by Francis Reg, Head of the Yap States Historic Preservation Office (HPO)\n3. 'Intangible Cultural Heritage as Protection, Avalanche Risk Management' by Michael Bruendl, Head Research Group Avalanche Dynamics and Risk Management, WSL Institute for Snow and Avalanche Research SLF\n4. 'Pacific Islands of the Anthropocene' by Elizabeth DeLoughrey, Professor of University of California, Los Angeles\n\nSession2: Humanity's Response to the Crisis and Intangible Cultural Heritage\n\nSpecial Lecture : 'Future of Humanity, Ecological Turn, and the Role of ICH' by Jae Chun Choe, Chair Professor of Ewha Womans University, Former Chair of UN Convention of Biological Diversity\n1. 'Mitigating “Nature Deficit”: lndigeneous Language and Oral Literature' by Chidi Oguamanam Professor of Law at University of Ottawa\n2. 'India's Disaster Reduction and Management through ICH' by Rahul Goswami, UNESCO ICH Facilitator\n3. 'Sea Ethics as Intangible Cultural Heritage' by Kumi Kato, Professor of Faculty of Tourism, Wakayama University, Japan\n4. 'Building Ecosystem and Community Resilience in Asia and the Pacific Region' by Sinikinesh Beyene Jimma, Regional Coordinator, United Nations Environment Programme (UNEP)\n\nSession3: Intangible Cultural Heritage in Our Daily Lives, Towards a New Age\n\nSpecial Lecture : 'Role of Communities in Promoting Environmental Sustainability and ICH' by Micheael Mason Director, Smithsonian Center for Folklife and Cultural Heritage\n1. 'The Role of NGOs in Safeguarding ICH and Environmental Sustainability' by Greg Mitchell, President and Chairman of the Board of the Pacific Blue Foundation, Professor Emeritus of UCSD\n2. 'Nature, Intangible Cultural Heritage and Law' by Anita Vaivade, Assistant Professor of Latvian Academy of Culture\n3. 'Role of the State in ICH Safeguarding in the COVID-19 Pandemic' by Eric Babar Zerrudo, Assistant Professor of University of Santo Tomas\n4. 'Joining our Voices in ICH Youth Network' by ICH Youth Network (Korea National University of Cultural Heritage)\n

The National Commission for Culture and the Arts of the Philippines (NCCA) is the official government agency for culture in the Philippines. It is the overall policy making body, coordinating, and grants giving agency for the preservation, development and promotion of Philippine arts and culture.\n\nIn 2015, ICHCAP supported the NCCA in digitizing around five hundred hours of analogue content through the Digitization Project of ICH-related Analogue Audiovisual Materials. Some of materials representative of traditions of Philippine ethnic groups were chosen and reproduced as Pagdaloy, flow of life in eight DVDs and two CDs, so they can be enjoyed by more people.\n\nThe videos contained in the collection come from Travel Time, a weekly travelogue that aired from 1986 to 2015 in the Philippines. The TV travel show provided detailed information about minority groups in the country. The NCCA, the project operator, was not only engaged in the digitization of analogue materials but also provided support throughout the production process, contributing to giving more people the opportunity to access valuable ICH materials.\n\nICHCAP Collection IV includes stories of eight Philippine ethnic groups in the Philippines. The story collection comes in a book format, with the DVDs depicting each of the stories. The two CDs feature music used for rituals, feasts, and farming. The collection also features music played by Uwang Ahadas and his family ensemble; Ahadas was named a National Living Treasure of the Philippines. The last page of the collection features a map indicating the areas the ethnic groups inhabit, to help audiences better understand the ethnic groups.\n\nICHCAP hopes that this collection will enable not just researchers in the relevant fields but also the general public to learn more about and become familiar with Philippine ICH.