Kyrgyzstan, a landlocked country the territory of which is more than 94 percent mountainous, is among the most attractive lands located at the heart of Asia on the ancient Silk Road trade routes. The cultural heritage of the Kyrgyz people has been greatly influenced by their nomadic history. Kyrgyz people occupy a unique cultural environment and have a rich ICH. The vitality of this cultural heritage is safeguarded and transmitted from generation to generation as collective memory, orally or through practice and expression.

The oral tradition of the Kyrgyz people is the basis of a unique intangible cultural heritage that reflects Kyrgyz cultural identity. Oral heritage, developed over centuries, depicts the history and culture of the Kyrgyz people. Their creativity has been proven to survive exclusively in an oral form for many generations. This oral tradition represents a unique layer of traditional knowledge, making it a valuable source of cultural and traditional values and evidence of the development of the sociopolitical history of the Kyrgyz people. Kyrgyz oral heritage takes a wide variety of forms, including songs, fairy tales, proverbs, and riddles. These can all be different in terms of content and structure. Depending on the genre, oral tradition can reflect history, legends, fairy tales, or lore, which can be important in educating younger generations about the value of peace, attitudes toward nature and people, and love for the motherland. Many traditional oral works portray the main characters as defenders of their native land, arousing a sense of pride, and also depict the rich nature of the Kyrgyz land, nourishing love for their home. Some elements of oral tradition such as songs and folktales tell the stories or the specificities and peculiarities of the everyday life of Kyrgyz people. Folktales also reflect the esthetic views of the Kyrgyz people and teach us to recognize beauty, rhythm, and skillful use of language.\n

Central Asia stands at the crossroads of ancient civilisations. Its territory, crossed by the northern part of the great Silk Road, constitutes an ensemble of cultural heritage sites and monuments that express common historical experiences as well as reflect an extraordinary cultural diversity dating from prehistoric times to the Islamic period and beyond. For centuries, the phenomenon of intangible cultural heritage was a key factor for the transmission of indigenous cultural traditions for future generations as well as a matching point for intercultural dialogue in Central Asia—a region with unique oral and music traditions.

Telugu language is the mother tongue for carriers and transmitters in safeguarding the Intangible Heritage of the Telugu people. We have come up with an interdisciplinary and innovative educational programming that safeguards our intangible heritage of over 53.6 million people in Andhra Pradesh (AP). Our higher educational programming cuts across the five domains delineated in the 2003 ICH Convention of UNESCO. It is an integral part of a systematic safeguarding plan that is unique. I will introduce the framework that enables us to bring together the teaching of intangible heritage in a linguistic environment through six tertiary educational institutions for the Telugu speaking people. I am responsible for the curricula, pedagogy, employment of carriers and transmitters as teachers and performance education in all the six colleges. \n\nWe also address the interface between intangible heritage and language through higher education. Moreover, I will also reflect on my own engagement as a carrier and transmitter of theatre traditions of the Telugu people. My conclusion would advocate that we need to think in new and innovative ways for safeguarding the rich diversity of the intangible heritage of humanity. Our innovative tertiary education programming provides a feasible role model.

The Central Asian region is a unique area where centuries-old civilisations, religions, and cultures have intersected. The region’s ICH provides the basis for historical self-identification of the people that inhabit the region, and this ICH has influence on their future spiritual development. The ancestral heritage is intertwined in a vast cultural material, which reveals itself in folklore, legends, festivals, and games; in the rules and norms of social behaviour; in music, songs, and dances; and in national costumes as well as in decorative and applied arts and crafts.

Gandharba, also written Gandharva or Gaine is one of the musician communities of Nepal. This community has their own unique culture, musical instruments, music, traditions, festivals, language, rituals and social practices perpetuated from their forefathers. Long before the postal networks and the use of electronic communications in Nepal, the musicians of this unique community would roam all over the nation to spray the news in the form of songs and music. The Gandharba were the sole entertainer and the information disseminator of the numerous isolated communities across the mountains of Nepal. Thus they are also wknown as the messenger of the nation. But due to the Modernization, Urbanization, Socio-economic challenges, limited Education and other changes seen in the society; the present status of the Gandharba community’s identity and the intangible cultural heritage is at risk. The outcome of this research have identified the major challenges of the survival of the community’s identity and possible solution and suggestion for building effective networking system among the Gandharba communities of Nepal to confront the challenges and to support, revitalize, reconstruct and safeguard their intangible cultural heritage and their identity in a long run.

The artistic world of traditional culture of Central Asian peoples is determined by contents that lie in certain historical periods and, at the same time, remain outside history. Contemporary science allows us to study the originality of the art of people in Central Asia, which is important for an objective reconstruction of the general picture of the art’s evolution. Historical and social changes cannot be studied without a clear understanding of cultural integrity and the perception of the artistic laws of culture and its context in this or that socio-historical period.

The epic Manas occupies a central place in the spiritual culture of the Kyrgyz people as a consolidating factor of the ethnos and basis for self-identity. The significance of the epic in the treasury of human heritage was recognised by the world community in 1995. The resolution ‘On celebration of the 1000th anniversary of the Kyrgyz National Epos Manas was adopted at the 49th session of the UN General Assembly carried out by UNESCO and UNDP. The 1000th anniversary of the epic ‘Manas’ was celebrated on the international level with the participation of more than 60 countries. A number of exhibitions, festivals, and conferences dedicated to the epic ‘Manas’ were held in Turkey, China, USA, Russia, Kazakhstan, Uzbekistan, Belarus and other countries. The inclusion of Manas on the Representative List of the Intangible Cultural Heritage of Humanity in 2013 was the next important step in the recognition of the Epos as World Heritage.

In Turkmenistan, the national inventory of intangible cultural property comprises five domains: oral expression, beliefs, performing arts, craftsmanship, and traditional knowledge. Epics belong in the division of oral expression. More than ten elements have been identified in this field, including epics such as Gorogly, Shasenem and Garip, Zokhre and Takhir, Khuyrlukga and Khemra, Sayatly Khemra, Asly Kerem, Arzy-Gambar, Khatamnama, Warka-Gulsha, Kasym oglan Melike-Dilaram, Nejep oglan, and Tulum Hoja. The epic Gorogly holds an especially important position among Turkmen epics.

Throughout their history, the Kyrgyz people have lived nomadically, which then determined the direction of their cultural and spiritual life. This idea comes to life quite easily when examining the intricacies of Kyrgyz folk art and epic poetry, in particular. The main core of Kyrgyz epic poetry is Manas.

The Turkmenistan intangible cultural property comprises five domains that are summarised below:\n\n1. Oral expressions - oral folklore\n2. Traditions, customs and people’s beliefs\n3. Traditional performing arts\n4. Traditional craftsmanship\n5. Traditional knowledge\n\nEpics are included in the ‘oral traditions’ section. By now more than 10 elements have been identified in this field, including such epics as Gorogly, Shasenem and Garip, Zokhre and Takhir, Khuyrlukga and Khemra, Sayatly Khemra, Asly Kerem, Arzy-Gambar, hatamnama, Warka-Gulsha, Kasym oglan, Melike-Dilaram, Nejep oglan and Tulum Hoja. Gorogly occupies a special position among the abovementioned range of epics.

Introduction\nThrough the rich history of Persia, few cultural elements have remained intact, one of which is the art of narration. Ever since Aryans entered the plateau of Iran, they brought this way of performance art with themselves through which they would tell the stories of their ancestors and later the epics of their gods.\n\nThis play, which is a combination of narrating, solo-acting, singing, and an improvisation performance, is done in two ways: Open-Space (at squares, passages, farmlands, etc.) through which the stories were drawn on a scroll curtain that would be opened slowly in front of the audience, and Closed-Space (in coffee houses or mansions) in which the curtain was hung or mounted on a wall before the performance and covered by a contrast curtain to be removed from the main curtain when the narration starts.\n\nThe influence of this art was so great that it was used to motivate and encourage the army, and in the Safavid era, it was highly valued.\n\nThe Elements of Scene Reading\nThe main parts of this way of performance are:\n\nPreface or Pre-event (A lament to gather people)\nHymn (A song in which they ask God for help)\nMonaghab Khani (Merit Reading—Praise the family of the Prophet Mohammad)\nSpeech in the sanctity of the curtain\nOpening the contract curtain or the scroll curtain\nSermon Reading or the beginning of the speech\nStorytelling (Dealing with side stories)\nDescription of the main event\nEscaping (This will be improvised, based on how people are feeling, and the recent events)\nMonody and Requiem\nGiving the promise to tell a more joyful story on the next event\nPray for the audience\nTo fold the curtain\nThe Curtain\n\nThis curtain is a piece of fabric on which scenes of mythological stories, historical narratives, and even stories of the great prophet’s lives are drawn. There’s a believe that says seventy-two stories are drawn on the curtain but in reality, it does not include exactly that many. This belief is created in terms of the multiple stories and the large number of the images. It is on connection with this belief that a famous conversation happens in between the narrator and the audience; The narrator may ask, “how many stories and faces are drawn on the curtain?” and the audience replies “366 faces and 72 stories.”\n\nThe characters are drawn on a background of natural colors, the components together and the composition of the images are arranged in such a way that it conveys concepts through the role of the narrator and the story itself. The illustration of the good characters and the bad characters are painted differently; you may see the bad characters with elongated faces and the good characters with kind, round faces.\n\nBesides all these, the positioning of the characters is determined by their rank. If it’s the narration of a war, the soldiers are drawn smaller, without the usage of perspective or anti-perspective. The commander, the prince or, the king is drawn slightly bigger to show the distinction, which also includes their horses and ammunition. This illustration of the characters must be included and drawn stereotypically, and to give emotion to the characters, their body language is also drawn in such spectacularly, showing the feeling of pain or death. The characters are mostly painted with Qajar-style clothes. Even the emotion that lies within their eyes is uniquely painted; like if they show power or their weakness, if it’s comforting or terrifying, it is drawn in a realistically.\n\nIranian dramatic story-telling: Morshed Ahadi Photograph: Sa’id Azadi © 2005 by the Department of Traditional Arts at the Research Center of ICHHTO\nThe Scene Reader\nIt is not just the role of the curtain that will fascinate the audience but how the narrator tells the stories and leads the eyes on the curtain to drown the audience in the depth of the narrations on the background of the scene.\n\nHe is the person who tells the stories drawn on the scene. A singer and actor—someone with high physical ability and excellent creativity in improvisation who, with the usage of the stories, can play the role of all the characters.\n\nNow that’s the time when the magic happens—the narrator walks between the curtain and the audience, acting out each character, singing the poems and epic songs and telling the painted stories. As his voice tonnage changes and plays out the narrations with his hands and using his stick, and the moves he makes with his body, takes the audience deep into the scene, where the events are happening. All of a sudden, the audience feel no border between them and the scene, finding themselves in depth of the story, playing the role of one of the characters.\n\nPhoto 1 : Narration of Persia--2005 Department of Traditional Arts ICHHTO Research Center, Morshed Ahadi points to the part of the screen he is reciting its story\nPhoto 2 : Iranian dramatic story-telling: Morshed Ahadi Photograph: Sa’id Azadi © 2005 by the Department of Traditional Arts at the Research Center of ICHHTO