The Chầu văn rituals of the Việt people are a form of complex ritual and cultural expression that is closely connected to the worshipping of the mother goddesses of the four realms and the Mẫu Tứ phủ Saint worshiping cult. The rituals include receiving incarnations of the deities and văn singing (chầu văn singing). They and are conducted by an incense holder, practitioners, musicians, and assistants to the practitioners in front of altars at temples, castles, palaces, and shrines.

Tiên Chỉ (the First Notable off the village) drumming to give a signal of start for a tugging match

This graceful dance of worship is the most popular in Terengganu. Ulek Mayang was performed as a healing ritual for fishermen who fall ill at sea or while carrying out their daily activities. Some illnesses were believed to be caused by sea spirits and could only be cured by calling upon the spirits of the sea and sending them back to the dark watery depths. In a ritual performance, some of the performers will fall into deep trance. The performance tells the tale of a sea princess who falls in love with a fisherman while he is at sea. The princess steals the fisherman’s soul, causing him to fall into a trance-like state of semi-consciousness. Once they are back on land, the fisherman’s friends ask a bomoh (traditional healer) to restore his semangat (spirit) and bring him back to health. The bomoh conducts a healing ritual for the fisherman using a mayang (coconut palm blossom), kemenyan (benzoin resin) and offerings of coloured rice. He summons the spirit of the sea-princess, who calls upon her five sisters to help seize the object of her desire. A tug-of-war ensues between the bomoh and the six princesses for the soul of the fishermen. Finally, the seventh and eldest princess arrives and sends her sisters back to sea with these words: “I know your origins, let those from the sea return to the sea, let those from the land return to the land.” She thus releases the soul of the fisherman and restores his health. Ulek Mayang is traditionally performed by seven female dancers, each dressed in an elaborate costume with a regal headdress and flowing yellow sash. Three to four male dancers perform the role of the fishermen and bomoh. The graceful gestures of the female dancers are reminiscent of the undulating movements of the sea. The dance is accompanied by a small music ensemble comprising a rebana (frame drum), accordion, and seruling (flute) or serunai (double-reed oboe). The contemporary version of the Ulek Mayang is performed in almost every formal state function and event.

This graceful dance of worship is the most popular in Terengganu. Ulek Mayang was performed as a healing ritual for fishermen who fall ill at sea or while carrying out their daily activities. Some illnesses were believed to be caused by sea spirits and could only be cured by calling upon the spirits of the sea and sending them back to the dark watery depths. In a ritual performance, some of the performers will fall into deep trance. The performance tells the tale of a sea princess who falls in love with a fisherman while he is at sea. The princess steals the fisherman’s soul, causing him to fall into a trance-like state of semi-consciousness. Once they are back on land, the fisherman’s friends ask a bomoh (traditional healer) to restore his semangat (spirit) and bring him back to health. The bomoh conducts a healing ritual for the fisherman using a mayang (coconut palm blossom), kemenyan (benzoin resin) and offerings of coloured rice. He summons the spirit of the sea-princess, who calls upon her five sisters to help seize the object of her desire. A tug-of-war ensues between the bomoh and the six princesses for the soul of the fishermen. Finally, the seventh and eldest princess arrives and sends her sisters back to sea with these words: “I know your origins, let those from the sea return to the sea, let those from the land return to the land.” She thus releases the soul of the fisherman and restores his health. Ulek Mayang is traditionally performed by seven female dancers, each dressed in an elaborate costume with a regal headdress and flowing yellow sash. Three to four male dancers perform the role of the fishermen and bomoh. The graceful gestures of the female dancers are reminiscent of the undulating movements of the sea. The dance is accompanied by a small music ensemble comprising a rebana (frame drum), accordion, and seruling (flute) or serunai (double-reed oboe). The contemporary version of the Ulek Mayang is performed in almost every formal state function and event.

Having originated in bhani, a type of drama, mentioned in at least 10th century inscriptions of Cambodia, Lkhon Khol today is performed by males, wearing masks with the accompaniment of pin peat, a traditional orchestra, and melodious recitation. It performs only episodes from Reamker, a Cambodian version of the Indian Ramayana.\nLkhon Khol Wat Svay Andet is distinct from the generic form because its specific aim is to propitiate Neak Ta (guardian spirits of a place and its people; in this case the community of Wat Svay Andet), and in so doing, protect and make prosperous the community, its lands and harvest. When Lkhon Khol is performed especially during a fixed date after the New Year, spirit mediums are presented to facilitate interaction between the Neak Ta, performers and villagers. Spirit mediums, who predict the situation for the upcoming year, attend the performance and become possessed by the Neak Ta and then might get on the stage. When the spirits are satisfied by the performance, villagers are blessed by them, and if not, dancers will stop; the music continues; and the audience will fall silent and carefully listen to the spirits. Then the episode must be performed again. nIn Wat Svay Andet, Lkhon Khol has such spiritual significance in the community that some Reamker characters have become local deities in themselves. For example, on the campus of the monastery, a shrine for Hanuman (Monkey General) locally called Lok Ta Kamheng is built and venerated. The mask for Tos Mok (Ravana, King of the Demons) also lives and is venerated in a spirit house at the home of the family that has danced that role for several generations. In addition to the intrinsic specificity of the Wat Svay Andet form, some external differences are noted, such as the fact that three of the key roles are not masked. In fact their faces are painted white, indicating that they are neither mortals nor gods. The costumes, which are very refined with magnificent embroidery, are also different especially from those of the Battambang Troupe. Melodies for recitations are also different and richer. nLkhon Khol Wat Svay Andet is not performed by professional artists, but by the villagers themselves, and they do not perform for money but for merits and their community’s well-being. Everyone in the community is obliged to contribute, either by direct participation in the performance or by sharing support, e.g. financial or labor. Even villagers, who have migrated for work, tend to come back for the ritual and believe that if they don’t come, they could be struck by illness or bad luck.

The Kaiui—also known as fui or be’u in different regions—is a traditional bamboo flute of Timor-Leste, cherished for its gentle, evocative sound that once echoed across rice fields, hilltops, and quiet village evenings. Long associated with solitude, emotional expression, and storytelling, the Kaiui is more than just a musical instrument—it is a vessel of memory and connection.\n\nTraditionally crafted from au-fafulu, a specific type of bamboo, the Kaiui features seven tone holes and is often about the length of a forearm. A key part of its design is the use of a corn cob or similar material to block part of the internal chamber, modifying the flow of air and shaping the distinctive tone. The player blows across the top opening while controlling the pitch with their fingers, producing melodies that are haunting, meditative, and subtly expressive.\n\nFor generations, the Kaiui was used by boys tending livestock in the fields, especially in the early mornings or during midday rest. It was played to pass the time, soothe animals, or simply to ease loneliness. Others used it to express feelings of longing—especially in matters of love, separation, or remembrance. In many communities, the flute is considered a deeply personal instrument, capable of giving voice to emotions that are otherwise difficult to speak.\n\nThe art of playing Kaiui is learned informally, typically by observing and mimicking older siblings, parents, or elders. There is no standard notation; the music lives through imitation, memory, and improvisation. Songs vary from region to region and even from player to player, with some tunes tied to seasonal rhythms or traditional events like sau-batar (harvest ceremonies) or rites of passage.\n\nThe Kaiui also plays a role in certain rituals and ceremonies, where its sound is believed to create a space of calm, welcome ancestral spirits, or accompany reflective moments. Its simple construction and natural materials reflect a worldview grounded in harmony with the environment—a flute made entirely from what the land provides, played under the open sky.\n\nToday, however, the practice of making and playing the Kaiui is increasingly rare. As younger generations turn to electronic music and imported instruments, the quiet music of the bamboo flute is fading from everyday life. In some communities, it survives primarily as a cultural demonstration during festivals or heritage programs.\n\nEfforts to preserve the Kaiui are now underway through workshops, school projects, and intergenerational exchanges. In these spaces, the flute is not only played but celebrated—as a living symbol of Timor-Leste’s musical heritage and a gentle reminder of how sound, memory, and identity are woven together in the simplest of forms.

Performed with grace, dignity, and deep cultural symbolism, Tebe-Lilin is a traditional dance that brings together members of a community in shared celebration, remembrance, and expression. It is practiced in several regions of Timor-Leste and is especially known for its emphasis on unity and peaceful co-existence.\n\nThe word “tebe” refers to a communal line or circle dance, while “lilin” translates as candle or light. Together, the name evokes the image of people dancing around a source of light—both literal and symbolic—illuminating shared values such as harmony, hope, and continuity. Historically, dancers would carry actual candles or use candlenuts wrapped in cotton, creating a flickering trail of light as they moved through the night.\n\nTebe-Lilin* is performed by groups of men and women—young and old—who link arms or shoulders and form lines or circles. They move rhythmically in unison, stepping to the beat of babadok drums and chanting in call-and-response style. The songs are often poetic and metaphorical, expressing themes of love, sorrow, longing, and reconciliation. Each verse is rich with meaning, serving not just as entertainment but as oral literature passed from generation to generation.\n\nThe dance is deeply woven into ceremonial life. It features prominently during sau-batar (corn harvest celebrations), barlake (marriage exchanges), community healing rituals, and memorial events. In each setting, Tebe-Lilin helps strengthen the spiritual and emotional ties among participants. Its circular form is believed to create balance and connection, while the singing creates a space for open emotional expression—an opportunity to share joys and wounds alike.\n\nIn some versions of the dance, the use of light is entirely symbolic. The “candle” represents the enduring spirit of the ancestors, the resilience of the community, or the moral light that guides people through challenges. The act of dancing around it becomes a ritual of reaffirmation—a moment when the community collectively reflects on its path forward while honoring its roots.\n\nThough Tebe-Lilin remains alive in certain communities, it faces challenges. Younger generations are increasingly detached from these communal traditions, and the ritual contexts in which the dance once thrived are becoming less frequent. Elders and cultural leaders continue to play a vital role in teaching the songs, movements, and meanings behind the dance, often through village gatherings, church events, and cultural festivals.\n\nIn its form and spirit, Tebe-Lilin exemplifies intangible cultural heritage at its finest: it is an art form, a social practice, and a vehicle for transmitting identity. Every time the dance is performed, it brings light—not just to the night, but to the hearts and memories of those who dance and watch.

Deep in the remote taiga forests of northern Mongolia, the Tsaatan people—known as the reindeer herders—live a nomadic life deeply intertwined with nature and tradition. Residing in Tsagaan Nuur Sum of Khuvsgul Province, over 1,000 kilometers from Ulaanbaatar, the Tsaatans are among the last remaining communities in the world who herd and ride reindeer as part of their daily life.\n\nNumbering around 40 families and herding over 2,000 reindeer, the Tsaatans live in urts—portable teepees made for life on the move. Constantly in search of favorable weather and rich moss pastures for their reindeer, they migrate frequently, far more than other Mongolian herders. Their connection to the reindeer is both spiritual and practical: the animals are used for transport, milk, meat, and even as hunting companions.\n\nThis video explores the fascinating world of the Tsaatan people—their traditions, reindeer-herding practices, and harmonious relationship with the environment. From milking reindeer in the summer to celebrating milestones like the “1000” and “2000 Reindeer Festivals,” the Tsaatans continue to preserve their way of life while attracting visitors interested in their unique culture.\n\nWith reindeer numbers soon reaching 3,000, the Tsaatans plan to hold another major celebration, honoring their heritage and the growing recognition of their role in preserving one of Mongolia’s most remarkable nomadic traditions.

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

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 second session on 2 July 2020, the focus was to have a more detailed grasp of cultural heritage education in universities and how relevant academic programs can be conducted with respect to the “new” normal or a set of behaviors we now have to practice to maintain public health safety. \n\nPRESENTATION1 Pedagogy for ICH and the COVID-19 Pandemic by Neel Kamal Chapagain, Professor, Ahmedabad University, India\nPRESENTATION2 Challenges and Opportunities for Teaching ICH as a Core Knowledge Requirement and Practice within Heritage Education by Kristal Buckley, Lecturer, Deakin University, Australia \nPRESENTATION3 Documentary Film and Narrative Techniques for Architecture Students’ Understanding of Local Cultural Heritage by Nikhil Joshi, Senior Lecturer, National University of Singapore\nPRESENTATION4 Cultural Heritage and COVID-19: Digital Technologies to Support New Forms of Resilience by Danilo Pesce, Postdoctoral Fellow, Polytechnic of Turin, Italy\nPRESENTATION5 Inheritance and Innovation of the Intangible Cultural Heritage during the COVID-19\nPandemic by Jin Jiangbo, Professor, Shanghai University, People’s Republic of China

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 first session of the ICH Webinar Series on 18 June 2020, we looked into the state of ICH safeguarding in the region, attending to how it has been conditioned by the pandemic and how various activities have been reshaped in order for them to maintain their purpose while also considering the protocols observed to curb coronavirus transmission.\n\nPresentation1 UNESCO Online Survey Results on Living Heritage Experience and the COVID-19 Pandemic by Juliette Hopkins, Living Heritage Entity, UNESCO\nPresentation2 Reviving the Living Landscape System of Lai Chi Wo for Urban Sustainability by Anna Yau, Project Manager, The University of Hong Kong\nPresentation3 Living Heritage Experiences in the Context of the COVID-19 Pandemic in Singapore by Yeo Kirk Siang, Director, Heritage Research and Assessment, National Heritage Board of Singapore\nPresentation4 Disaster as Opportunity by Christopher Ballard, Professor, The Australian National University, Australia\nPresentation5 Te-er/Tengao: The Significance of the Compulsory ‘Rest’ Day of the Bontoks in Mt. Province in the Context of COVID-19 Pandemic by Eric Zerrudo, Professor, University of Santo Tomas University, Philippines

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

According to statistics data of 2009, Phù lá ethnic minority had over ten thousand people, mostly living in Lào Cai. Phù lá ethnic minority lives in different small hamlets, each of which usually has between ten and fifteen roofs. The Phù lá lives in a region with many other ethnic minorities, such as Hmông, Dao, and Tày. The village elders or chiefs and family heads have a significant role in managing most affairs in the hamlets. The Phù Lá still preserves their traditional culture with the important annual rituals, such as the Lunar New Year (Tết Nguyên Đán), Holly Forest Worship Ceremony (Cúng thần rừng), the July Festival (Tết tháng bảy), the new rice festival at the beginning of October (tết cơm mới đầu tháng 10), Naming ceremony for baby (đặt tên con), funerals (tang ma), etc. Forms of folk music in the lives of Phù Lá people has not been much collected so far. The musical piece “A happy tune” is a solo for a string instrument meant to entertain Phù lá people. This is one of the few Phù lá recordings. It was recorded by the Vietnamese Institute for Musicology in 1959.

This is a story about traditional Yapese currencies and how they were used on different occasions. Although Yap has many types of traditional money, each plays a different role depending on occasions and purposes. There are several types of money in Yap, ranging from stone money to shell money and beads.

This is a special melody of Chèo art only for the singer, playing the role of the character Xúy Vân, who pretended to be crazy, in the play “Kim Nham”. The role of Xúy Vân is called nữ pha; she deserved to be both complained about and pittied. Kim Nham, her husband, abandoned her when he passed an examination. When she felt lonely, she was seduced by Trần Phương. She pretended to be mad so she could divorce her husband and live with Trần Phương. Nevertheless, she was abandoned again. Falling into despair, she did became crazy. “Xúy Vân giả dại” is a famous excerpt of Chèo art, which is more popular than the whole play.

CD7_CA HUẾ (THE HUẾ SINGING) IN CENTRAL VIETNAM\n\nCa Huế (the Huế singing) was a special traditional chamber music in Huế, a central city of Vietnam. Ca Huế originated from royal music. “There was the chamber music, serving the Nguyễn Kings and their mothers”. At first, Ca Huế was the chamber music performed in the palaces of royal families, mandarins, and wealthy people. After that, it spread to common communities. Ca Huế has been gradually influenced by many Huế folk musical types. During its development, Ca Huế affected royal music; for example, ten bản Tàu musical pieces (or it can be called ten bản Ngự or Thập thủ liên hoàn) were played in sacrifice ceremonies or some occasions in the court by royal instrumentalists. Ca Huế is the essence mixture of folk music and royal music, which creates the special nuance satisfying the artistic demand of the elite intellectual class and the common class. As a result, in the past, during happy occasions such as New Year ceremonies, parties for celebrating promotions, or parties for opening new businesses, Ca Huế was organised at the private houses of mandarins, the elite class, and Huế common people.\n\nIn the past, participants of Ca Huế included only the elite class, mandarins, and the people with erudite literary knowledge and with the ability to compose beautiful and profound lyrics. They played instruments together and shared their thoughts through instrumental music and singing. The singing and the instrumental music of one person was the inspiration for the singing and the musical composition of another. Group members were also the audiences. They enjoyed their mutual talents respectfully. In recent years, Ca Huế has been performed on stage to also serve the common people. In this musical type, there is a clear classification between composers, performers, and audiences like professional music. The interactive relation among group members of Ca Huế chamber music can be presently only found in Ca Huế in private houses.

The northern mountainous regions are the residential land of the Kinh people and twenty-eight out of fifty-four ethnic minorities in Vietnam. This land has diverse forms of folk culture in general and folk music in particular. The CD, Folk Music of Some Ethnic Minorities in the Northern Mountainous Regions of Vietnam introduces some repertoires of folk music that were recorded in 1959 (tracks 1, 2, 5, and 7), in 1964 (tracks 10 and 15) and in 1970 (tracks 3, 4, 6, 8, 9, 11, 12, 13, 14, and 16) and performed by folk artists from minority ethnic groups, such as Thái, Tày, Nùng, Cao lan, Phù lá, Hmông, of the northern mountainous regions. Although the sound quality of the recordings isn’t that good, the materials will be valuable to history and art researchers and those who love folk music. The recordings allow listeners to compare folk art of a time that was almost isolated with the outside world with folk art of our time—the time of Internet.

This selection mainly features Yapese currencies and their history. It also shows the types and usages of local currencies that can be used in local gatherings, ceremonies, or events.

In 2015, ICHCAP with the National Commission of the Republic of Uzbekistan for UNESCO and the Fine Arts Institute of the Academy of Sciences of the Republic of Uzbekistan released the CD collection Melodies from Uzbekistan as part of its cooperation project to restore and digitize analogue resources on ICH.\n\nThis selection of audio resources are aged audio recordings stored at the Fine Arts Institute of the Academy of Sciences that have been restored and converted into a format suitable for storage and playback in media used today. The audio tracks in the collection consist of folk music recorded from field research conducted in Uzbekistan and border regions from the 1950s to the 1980s as well as studio recordings made from the 1930s to the 1970s. The eight CDs contain Uzbek songs related to work, animal rearing, rituals, and other important parts of day-to-day life in the region; instrumental music featuring various traditional Uzbek musical instruments, such as the dutor and g'ajir nay; and important Islamic oral traditions, such as maqoms and dostons.\n\nAlthough the traditional music of Central Asia may be unfamiliar to listeners from other parts of the world, the CDs come with information booklets in Uzbek, English, and Korean to provide an engaging experience for people from outside the region.\nThe selection represents the diverse and rich musical traditions of Uzbekistan and will be invaluable resources in the field of ICH education and promotion.

In 2015, ICHCAP with the National Commission of the Republic of Uzbekistan for UNESCO and the Fine Arts Institute of the Academy of Sciences of the Republic of Uzbekistan released the CD collection Melodies from Uzbekistan as part of its cooperation project to restore and digitize analogue resources on ICH.\n\nThis selection of audio resources are aged audio recordings stored at the Fine Arts Institute of the Academy of Sciences that have been restored and converted into a format suitable for storage and playback in media used today. The audio tracks in the collection consist of folk music recorded from field research conducted in Uzbekistan and border regions from the 1950s to the 1980s as well as studio recordings made from the 1930s to the 1970s. The eight CDs contain Uzbek songs related to work, animal rearing, rituals, and other important parts of day-to-day life in the region; instrumental music featuring various traditional Uzbek musical instruments, such as the dutor and g'ajir nay; and important Islamic oral traditions, such as maqoms and dostons.\n\nAlthough the traditional music of Central Asia may be unfamiliar to listeners from other parts of the world, the CDs come with information booklets in Uzbek, English, and Korean to provide an engaging experience for people from outside the region.\nThe selection represents the diverse and rich musical traditions of Uzbekistan and will be invaluable resources in the field of ICH education and promotion.

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\n\nThe 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.

Universities are essential vectors to build a skilled workforce to implement and support ICH safeguarding activities in a sustainable and locally-appropriate manner. Whilst there has been an increase in post-graduate heritage education in the Asia-Pacific Region in the past decade, few programmes focus on ICH.\n\nThis survey generates an understanding of current activities and needs of tertiary education actors in the Asia-Pacific Region. It also explores the feasibility of establishing a network of universities to deepen reflection on ICH in the academic world.

Since the beginning of 1950s, the Institute of Language and Literature at the Academy of Sciences in Mongolia has initiated sending the survey teams, 1-3 times a year, for researching and gathering data on oral literature and local dialectics. The initiation of above activities has set the groundwork for official establishment of a new archive with written documents and magnetic audio tapes, utilization for research purposes and the maintenance. Along with sending the survey teams, individuals/bearers were invited to the Institute from the local areas and their repertoire were recorded on magnetic tapes.\n\nAs a result, a rich repertoire of the epics, folk tales, folk songs, benedictions, odes, riddles, proverbs and other main elements of Mongolian oral heritage in their local dialectics and characteristics were succeeded to be recorded and collected at once as never before. The language and dialects that have already lost their distinctiveness or absorbed into the central one, now already the extinct forms of oral literary expressions and heritage are remained and preserved on magnetic tapes. This fact is raising the historic and academic values more for those original forms which were preserved on the magnetic tapes.\n\nDue to the fact that the most of the magnetic tapes being kept at the Institute are more than 60 years old, the storage period of some of the tapes has already been expired. Also, the un-proper storage conditions have caused some tapes to get dried, clung to one another or fractured. Due to above reasons, the inevitable need has risen for restoration and digitization of these magnetic tapes as well as improvement of the storage conditions and environment. Accordingly, since 2008, some efforts have been made towards restoration and digitization of these superannuated magnetic tapes within the internal capability and capacity of the Institute. Although, due to the lack of capable human resources, finance and proper tools and technical equipment, these efforts to restore and digitalize faced several obstacles and have shown un-successive results.\n\nIn 2009, the authorities of the Institute have introduced to the Foundation for the Protection of Natural and Cultural Heritage their request to cooperate. Since, the organizations have started to collaborate on the possibilities to restore and digitalize the superannuated magnetic tapes. Accordingly, the Foundation for the Protection of Natural and Cultural Heritage proposed to ICHCAP to continue the Joint Project and take measures for restoration, digitization of the superannuated magnetic tapes, and distribution and dissemination among general public.

Together with the UNESCO National Commissions in the Central Asia, the Seventh Central Asi Sub-regional Meeting on the Safeguarding of Intangible Cultural Heritage was held between 16 and 18 May at Dushanbe, Tajikistan.\n\nThe report includes papers of the thematic symposium on Sacred Cultural Spaces, Safeguarding ICH and Enhancing Identity and country reports.

Kathakali (lit. story- play) is a highly sophisticated and stylized semi-classical dance drama prevalent all over Kerala. It evolved amalgamating features from all folk and classical performing art forms of Kerala. \nKathakali as a performing art evolved from Ramanattam. The King of Kottarakkara adapted eight episodes from the Ramayana as Ramanattam. However, in the 17th century, the King of Vettathu Nadu modified Ramanattam to develop a classical dance-drama, the Kathakali.\nKathakali derives its themes from the Indian epics, the Ramayana, the Mahabharata and the Bhagavata Purana. The language used for the songs in Kathakali is a mixture of Malayalam and Sanskrit (manipravalam). For theatric communication, the actor uses dance movements, a codified language of gestures and facial expressions. Kathakali displays great dexterity and potential for the actor to show his histrionic and interpretative skills through resorting to an elaborate method of acting.\nThe performance of Kathakali follows a particular sequence. At dusk, the percussionists play their instruments to announce the event (keli). The traditional lamp is lit in front of the performing area (vilakku veppu). The horizontal drum is played to signal the commencement (arangu keli or suddha manddalam), and singers recite the invocation (sloka). \nTwo performers dance a ritual invocation behind the curtain, salute the deities. \nAnother prayer dance is performed in front of the curtain, followed by the ensemble of the drums (chenda, maddalam, chengila, elathalam). The actual story (katha) begins only after these preliminaries. \nIn Kathakali, the make-up and costume represent different traits of character. The colours are symbolic; green represents satwik (pious and virtuous characters); red patch on a green face to represent rajasi’(valorous characters); and a thadi (beard) is added to represents tamasic (evil traits of a character). Elaborate costumes and intricate face make-up In Kathakali is done to mask the human face and invest it with super-human characteristics. \nKathakali has transformed over the recent years from all-night performances in temples and other sites, to three-hour presentations in contemporary settings. The plays have become abridged to suit the tastes of a new audience.