Art Council of Mongolia, Culture Naadam Project

Vietnam_Picture_Tugging Rituals and Games:Anh Keo co ngoi

Navruz is an ancient and widespread holiday in Tajikistan, and it is celebrated on the vernal equinox, the beginning of the solar year and the new year according to the Iranian calendar, as well as calendars of several other nationalities. Navruz traditionally celebrates the awakening of nature and the beginning of agricultural work.

The ICH festivals in the Kyrgyz Republic are a great way to safeguard the cultural heritage. Kyrgyzstan has a rich ICH and embraces all ICH domains including the oral traditions andexpressions, performing arts, social practices, rituals and festive event, knowledge and practices concerning nature and the universe, and traditional craftsmanship. Festivals feature various ICH domains such as arts and crafts, cuisine, folklore, felt, hunting with birds, horse games, etc. For instance, the festivals Kyrgyz Shyrdagy and the Oimo International Festival are held with the aim of safeguarding and popularizing traditional knowledge and skills of handicrafts, for safeguarding and promoting traditional games, various birds of prey festivals are held, such as Salbuurun and Kok Boru. Moreover, festivals are dedicated to safeguarding oral traditions, such as Aitysh, the art of improvisation as well as many other festivals reflecting traditional cuisine, folklore, etc.

The one and main principle for upbringing and educating children and youth is to direct them to have respect towards their elders and to follow and venerate their teachings. It is accustomed to employ the combination of variety folk upbringing and educating methods such as approving and supporting, encouraging and praising, disapproving and prohibiting, reproving and criticizing, serving as an example and causing to follow. Folk aphorisms, proverbs, folk oral literature, traditional games and toys are commonly used as well. Mongol herders have been educating and nurturing their children and youths from very young age by engaging in the labor activities which appropriate to their age, and working together with their parents and siblings; playing traditional games, engaging with nature and to make a disciple of well-educated person.

Traditional Games in Shagai (Representative List of the Intangible Cultural Heritage of Humanity, 2014)\nMongolians have traditional games in which they use shagai or sheep anklebones. There are four anklebone positions and each has its own name: horse, sheep, goat, and camel. There are about a hundred variations of anklebone games. Mostly children play these games, but sometimes adults are also involved in them. Among shagai games, the most popular is anklebone shooting.

"Navruz is one of the largest holidays celebrated by Eastern nations. The Navruz nomination for the UNESCO Representative List in 2009 included seven countries. Since then, more states that celebrate Navruz became States Party to the Convention, the nomination was re-introduced on behalf of twelve States Party.\n\nIn Uzbekistan, 21 March was the national Navruz holiday. However, Navruz is celebrated in throughout country during the whole month.\n\nNavruz celebrations in a makhalla of Tashkent, amusement parks of Fergana, and the Institute of Culture and Art are described in this film. Regardless of the celebration location, it has become a tradition to cook the royal meal of navruz-sumalak and spring meals such as kok somsa (pie with greens) and kok chuchvara (dumplings with greens).\n\nPerformances of folk teams, puppet masters, rope walkers, polvons (wrestlers), and modern music singers and different folk game competitions organized during Navruz. Navruz is not only the beginning of the New Year, but it is the power that brings people closer and spreads love and affection among people. "

On 12 and 13 November 2020, ICHCAP and the ICH NGO Forum virtually held the 2020 ICH NGO Conference entitled “ICH and Resilience in Crisis.” The fifteen participants, including eleven selected presenters from ten countries around the world, discussed various cases and activities of each country applied under the Corona-era, and proposed solidarity for the resilience of ICH for a ‘New Normal.’\n\nSession 1: In the Vortex: COVID-19 Era, Roles of NGOs to Safeguard ICH\n\nSpecial Lecture 1: 'Resilience System Analysis' by Roberto Martinez Yllescas, Organization for Economic Co-operation and Development (OECD) in Mexico\n1. 'Uncovering the veil of immaterial cultural heritage towards and autonomous management of well-being as well as cultural and territorial preservation' by Carolina Bermúdez, Fundación Etnollano\n2. 'Holistic Development Model of Community-Based Intangible Cultural Heritage of Yuen Long District in Hong Kong of China' by Kai-kwong Choi, Life Encouraging Fund \n3. 'Indigenous Knowledge System as a vector in combating COVID-19' by Allington Ndlovu, Amagugu International Heritage Centre\n4. 'Enlivening Dyeing Tradition and ICH: The initiative of ARHI in North East of India' by Dibya Jyoti Borah, President, ARHI\n\nSession 2: Homo Ludens vs. Home Ludens: Changed Features COVID-19 Brought\n\n1. 'The Popular Reaction to COVID-19 from the Intangible Cultural Heritage among Member Cities of the ICCN' by Julio Nacher, ICCN Secretariat, Algemesi, Spain\n2. 'Innovation for Arts and Cultural Education Amid a Pandemic' by Jeff M. Poulin, Creative Generation\n3. 'Promoting Heritage Education through Intangible Cultural Heritage in the Kalasha Valleys of Pakistan' by Ghiasuddin Pir & Meeza Ubaid, THAAP\n4. 'Shifting to Online Activities: Digital Divide among the NGOs and ICH Communities in Korea' by Hanhee Hahm CICS\n\nSession 3: Consilience: Prototype vs. Archetype for Educational Source\n\nSpecial Lecture 2: 'Geographical imbalance: the challenge of getting a more balanced representation of accredited non-governmental organizations under the 2003 Convention' by Matti Hakamäki, Finnish Folk Music Institute\n1. 'Crafting a Post Covid-19 World: Building Greater Resilience in the Crafts Sector through Strengthening Ties with its Community’s Cultural System' by Joseph Lo, World Crafts Council International\n2. 'Arts and Influence: Untangling Corporate Engagement in the Cultural Sector' by Nicholas Pozek, Asian Legal Programs, Columbia University\n3. 'ICH in the South-Western Alps: Empowering Communities through Youth Education on Nature and Cultural Practices' by Alessio Re & Giulia Avanza, Santagata Foundation for the Economy of Culture\n\n

ICH Video Production in the Asia-Pacific Region : Central Asia\n\nRapid urbanization and westernization are changing the environments in which intangible cultural heritage is rooted. The importance of documentation that traces the effect of social changes on intangible cultural heritage is being emphasized as a safeguarding measure. Quality video documentation is an important resource that enables the conservation and transmission of existing intangible cultural heritage and raises its visibility.\n\nVideo documentation is the best medium to record intangible cultural heritage in the most lifelike manner, using the latest technologies. It is also an effective tool for communicating with the public. However, conditions for video production in the Asia-Pacific remain poor, requiring extensive support for quality video documentation.\n\nICHCAP has been working to build the safeguarding capabilities of Member States and raise the visibility of intangible cultural heritage in the Asia-Pacific by supporting the true-to-life documentation of intangible cultural heritage as this heritage is practiced and cooperating with experts, communities, and NGOs in related fields.\n\nSince 2010, ICHCAP has hosted annual Central Asian sub-regional network meetings with Uzbekistan, Kazakhstan, Kyrgyzstan, Tajikistan, and Mongolia to support the ICH safeguarding activities of Central Asia. Through their collaboration, ICHCAP has supported projects involving collecting ICH information, producing ICH websites, and constructing ICH video archives.\n\nAt the Sixth Central Asia Sub-regional Network Meeting in Jeonju in 2015, ICHCAP, four Central Asian countries, and Mongolia adopted a second three-year cooperation project plan on producing ICH videos to enhance the visibility of ICH in Central Asia.\n\nICHCAP developed guidelines and training programs for the project and invited video and ICH experts from the participating countries, and held a workshop in November 2015. After the workshop, focal points for the project were designated in each country, and each focal point organization formed an expert meeting and a video production team to produce ICH videos.\n\nInterim reports were submitted to ICHCAP in February 2016, and the first preview screening was held in Dushanbe, Tajikistan, during the Seventh Central Asia Sub-regional Network Meeting in May 2016. Since then, each country has carried out the project according to the project plan. ICHCAP met with each country between October 2016 to February 2017 to check on the project progress.\n\nAfter the final preview screening during the Eighth Central Asia Sub-regional Network Meeting in Bishkek, Kyrgyzstan, in 2017, final editing process took place in each country, and fifty ICH videos were completed by October 2017.\n\nAll photos introduced on this page along with fifty ICH videos are from the exhibition 'Living Heritage: Wisdom of Life' held in the Republic of Kyrgyzstan and the Republic of Korea. Designed for introducing various ICH in the five countries, this exhibition shows photos on representative twenty elements in each country collected during the process of on-site survey and documentation for ICH Video Production Project in Central Asia by experts participated in the ICH video production project.\n\nICHCAP will continue its ICH documentation projects in the Asia-Pacific region for the next ten years by expanding the scope from Central Asia and Mongolia to Southeast Asia, Southwest Asia, and the Pacific.\n\n\nPartners\nMongolian National Commission for UNESCO • National Commission of the Kyrgyz Republic for UNESCO • National Commission of the Republic of Kazakhstan for UNESCO and ISESCO • National Commission of the Republic of Uzbekistan for UNESCO • National Commission of the Republic of Tajikistan for UNESCO • Foundation for the Protection of Natural and Cultural Heritage Mongolia • National Committee for the Safeguarding of the Intangible Cultural Heritage under the National Commission of the Republic of Kazakhstan for UNESCO and ISESCO • School of Fine Art and Technical Design named after Abylkhan Kasteyev • State Institute of Arts and Culture of Uzbekistan • Tajik film • Tajikistan Research Institute of Culture Information • Korea Educational Broadcasting System • Asia Culture Center\n\nSupporters\nUNESCO Almaty and Tashkent Cluster Offices • Cultural Heritage Administration • Panasonic Korea • Turkish Airlines

A song sung by children playing a clapping game in the yard. Uzbek children sing songs for a variety of games.

Sonne, daughter of Siri, and her husband Ginde or Gurumarla pray to the deity Bermeru, asking the god to grant them children. Sonne then gives birth to twin girls, Abbaga and Daraga. Caught up in the joys of family life, the couple neglects their vow to Bermeru. Bermeru appears to Sonne and Gurumarla disguised as a fortune-teller to tell them that they will suffer greatly if they continued to neglect the god. All that the god had given them would be taken back. Gurumarla, angered by the fortune-teller, tells him to leave. When the parents are out one day, Abbaga and Daraga are playing chenne – a traditional board game. They have a quarrel over the game, and Abbaga hits Daraga over the head, killing her. Overcome with sorrow at her deed, Daraga jumps into a well and dies. Another version says that after Abbaga dies, the two sisters become spirits in the other world. This story owes part of its popularity to its featuring of three generations of Siri.

Sonne, daughter of Siri, and her husband Ginde or Gurumarla pray to the deity Bermeru, asking the god to grant them children. Sonne then gives birth to twin girls, Abbaga and Daraga. Caught up in the joys of family life, the couple neglects their vow to Bermeru. Bermeru appears to Sonne and Gurumarla disguised as a fortune-teller to tell them that they will suffer greatly if they continued to neglect the god. All that the god had given them would be taken back. Gurumarla, angered by the fortune-teller, tells him to leave. When the parents are out one day, Abbaga and Daraga are playing chenne – a traditional board game. They have a quarrel over the game, and Abbaga hits Daraga over the head, killing her. Overcome with sorrow at her deed, Daraga jumps into a well and dies. Another version says that after Abbaga dies, the two sisters become spirits in the other world. This story owes part of its popularity to its featuring of three generations of Siri.

Sonne, daughter of Siri, and her husband Ginde or Gurumarla pray to the deity Bermeru, asking the god to grant them children. Sonne then gives birth to twin girls, Abbaga and Daraga. Caught up in the joys of family life, the couple neglects their vow to Bermeru. Bermeru appears to Sonne and Gurumarla disguised as a fortune-teller to tell them that they will suffer greatly if they continued to neglect the god. All that the god had given them would be taken back. Gurumarla, angered by the fortune-teller, tells him to leave. When the parents are out one day, Abbaga and Daraga are playing chenne – a traditional board game. They have a quarrel over the game, and Abbaga hits Daraga over the head, killing her. Overcome with sorrow at her deed, Daraga jumps into a well and dies. Another version says that after Abbaga dies, the two sisters become spirits in the other world. This story owes part of its popularity to its featuring of three generations of Siri.

CD4_NARRATIVE TRADITIONS – ORAL EPICS AND BALLADS VOL. I: THE TULU PADDANA\n\nOral epics, ballads, and narratives form a major part of the background of rituals, storytelling, and local mythologies – all an important part of the intangible cultural heritage of India. The vast range of oral epics in India, most often sung, also contain recitation and prose that explain the text. The meters vary greatly, and they all have different definitions and terms. For instance, the meter and singing of the Alha is called Alha Chhand. A wide variety of types of performances and expression of this genre exist. Some stories are narrated with scrolls that illustrate episodes. Sometimes, they are acted out, and sometimes sung, as in the case of the paddanas, which are performed while transplanting rice. Stuart Blackburn and Joyce Flueckiger distinguish three kinds of oral epics in India: martial, sacrificial, and romantic. Some epics tell a story with multiple episodes and characters, and some are “multi-story” oral epics. Oral epics in India are very closely tied to communities, with performers, audience, and participants all belonging to the same community. Most oral epics are associated to rituals, the performance of some being the ritual itself. Caste also plays an important role in the performance or patronage of the oral epic traditions in India. \n\nThe great epics of Ramayana and Mahabharata in some cases, enter the world of these local oral epics, where the performers are considered to be reincarnations of heroes and gods from these epics. According to Komal Kothari, an eminent folklorist of India, this phenomenon happens when the impact of the oral epic spreads beyond its initial local boundaries. Though we are not able to present full performances of all the oral epics, we believe that these recordings provide a good glimpse into the variety of meters, singing styles, and contexts that exist within these traditions. Three oral epics are presented in this volume. They are all part of larger collections, and each one is contributed by an expert on the genre who has done extensive research. The paddanas were contributed by Peter Claus, the Nanda Devi jagar by William Sax, and Alha by Karine Schomer.

Vakalutuivoce is a traditional duet chant performed by men, usually from the fisherfolk clan in the maritime islands and coastal communities of the larger islands. The chants usually tell of the successful fishing expeditions of the fisherfolk clans. \nContents may vary but usually hinge upon fishing and the coastal environment. For communities located in the islands of the larger islands, these chants are called Vakavunigasau. \nThe Vakavunigasau is a functional chant associated with tugging logs. It is constantly chanted at the construction of a house and aims to help break the monotony, boredom, and heaviness of labor. It also inculcates a sense of solidarity and unity among workers and keeps the work proceeding at a methodical and companionable rate. The singing style of Vakalutuivoce is parallel to that of Vakavunigasau. For example, a melody is added as an accompaniment to another melody.

In the iTaukei Fijian culture, raising children is everyone’s responsibility. It is therefore everyone’s business to learn, memorize and recite the chant correctly.\nEach chant, or meke, is unique to the families, clans, and communities. Chants for children often take the form of poems that proclaim the identity of the clan and their origins.\nFor example, a chant composed for children who are from inland of the two main islands in Fiji would be different from those created for children from maritime and coastal tribes.\n\nChildren’s chants are composed to suit different stages of childhood development and their activities. Vakamoce gone, or bedtime chants, are sung to put children to sleep and would therefore be recited with a soft, soothing monotone. This is an early introduction of language to the subconscious being of a child. Meanwhile, Vakawele gone are chants sung to draw full attention of a child when they are awake, and, therefore, are performed at fast tempo with a playful tone. Vakaqito gone are chants sung to engage a child in a game. They are participatory in nature and contribute to development of child’s sensory movements and social skills.

In the iTaukei Fijian culture, raising children is everyone’s responsibility. It is therefore everyone’s business to learn, memorize, and recite the chant correctly. Each chant, or make, is unique to the families, clans, and communities. Chants for children often take the form of poems that proclaim the identity of the clan and their origins. For example, a chant composed for children who are from inland of the two main islands in Fiji would be different from those created for children from maritime and coastal tribes. Children’s chants are composed to suit different stages of childhood development and their activities. Vakamoce gone, or bedtime chants, are sung to put children to sleep and would therefore be recited with a soft, soothing monotone. This is an early introduction of language to the subconscious being of a child. \n\nMeanwhile, Vakawele gone are chants sung to draw full attention of a child when they are awake, and, therefore, are performed at fast tempo with a playful tone. Vakaqito gone are chants sung to engage a child in a game. They are participatory in nature and contribute to development of a child’s sensory movements and social skills.

ICH Courier is the quarterly magazine on ICH in the Asia-Pacific region issued by ICHCAP since 2009. Every issue has its own theme under the title of the Windows to ICH, and the theme of the 1st Vol is 'GODDESSES FROM ASIA & THE PACIFIC'.

ICH Courier is the quarterly magazine on ICH in the Asia-Pacific region issued by ICHCAP since 2009. Every issue has its own theme under the title of the Windows to ICH, and the theme of the Vol 31 is 'Traditional Gardening and Landscapes.'

ICH Courier is the quarterly magazine on ICH in the Asia-Pacific region issued by ICHCAP since 2009. Every issue has its own theme under the title of the Windows to ICH, and the theme of the Vol 42 is 'ICH FESTIVALS ON THE SILK ROAD.'