The Nang is a shadow play, which uses figures perforated and cut from animal hide or leather (hence the word nang). The figures are manipulated from behind the screen; while the light(coming from a torch or a bonfire)beyond the backstage area throws the shadow of the figures onto a screen. The manipulation of the Nang is accompanied by narration, dialogue, and music.

The Nang is a shadow play, which uses figures perforated and cut from animal hide or leather (hence the word nang). The figures are manipulated from behind the screen; while the light(coming from a torch or a bonfire)beyond the backstage area throws the shadow of the figures onto a screen. The manipulation of the Nang is accompanied by narration, dialogue, and music.\n

Teaching and Learning with Intangible Cultural Heritage in Asia and the Pacific\n\nLiving heritage is all around us. Bringing living heritage to school teaching will enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. Whoever you are — teacher, school director, student, parent, heritage practitioner — you have a vital role to play in this process. Check out this animation series to learn more!\n\nCredit: Produced in UNESCO-ICHCAP-APCEIU partnership, with additional support from Chengdu Culture and Tourism Development Group L.L.C.\nContent development : Vanessa Achilles, Duong Bich Hanh\nCoordination : Hangying Li\nProduction : GotU Agency https://gotu.agency/ produced by Nathalie Barbé\nContributors : Kyungah Bang, Khyam Bahadur Bishwokarma, Ritu Dikshit, Sheleg Geva, Alexander Golub, Makara Hong, Aigul Khalafova, Min Jung Kim, Montakarn Suvanatap Kittipaisalsilp, Mark Manns, Majer Massanov, Ichiro Miyazawa, Weonmo Park, Neerana Shakya, Nilesh Sharma, Milin Singthalamake, Nipuna Shrestha, Pavin Unakul, Viktoriya Zakharova.

Teaching and Learning with Intangible Cultural Heritage in Asia and the Pacific\n\nLiving heritage is all around us. Bringing living heritage to school teaching will enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. Whoever you are — teacher, school director, student, parent, heritage practitioner — you have a vital role to play in this process. Check out this animation series to learn more!\n\nCredit: Produced in UNESCO-ICHCAP-APCEIU partnership, with additional support from Chengdu Culture and Tourism Development Group L.L.C.\nContent development : Vanessa Achilles, Duong Bich Hanh\nCoordination : Hangying Li\nProduction : GotU Agency https://gotu.agency/ produced by Nathalie Barbé\nContributors : Kyungah Bang, Khyam Bahadur Bishwokarma, Ritu Dikshit, Sheleg Geva, Alexander Golub, Makara Hong, Aigul Khalafova, Min Jung Kim, Montakarn Suvanatap Kittipaisalsilp, Mark Manns, Majer Massanov, Ichiro Miyazawa, Weonmo Park, Neerana Shakya, Nilesh Sharma, Milin Singthalamake, Nipuna Shrestha, Pavin Unakul, Viktoriya Zakharova.

ICHCAP has been implementing the project called teaching with ICH in schools in cooperation with the UNESCO Bangkok Office and APCEIU to help future generations grow as participants in the safeguarding of living heritage.\n\nAs part of the project, the UNESCO Bangkok Office has produced an animation series to see how various stakeholders such as teachers, students, parents, and communities, can integrate ICH into school subjects.\n\nThere are six animations in the series, and each episode presents a variety of approaches to teaching with ICH in schools.\n\nEpisode 1. What is teaching with living heritage in schools?\nEpisode 2. Why is it important to teach with intangible cultural heritage?\nEpisode 3. I’m a teacher. How can I integrate living heritage elements in my lessons?\nEpisode 4. I’m a parent/community member. How can I help our school organize teaching with living heritage?\nEpisode 5. I’m a school manager. How can I help teachers organize teaching with living heritage?\nEpisode 6. I’m a student. What can I do to keep my heritage alive?\n\nEach episode provides clear and easy-to-understand answers to the questions above. In addition, it can be seen that education presents ICH as a key medium for connecting knowledge and life beyond functioning as knowledge transfer.\n\nEducation in our society aims to help students grow as active and independent agents of future society. And we should be aware that it will be difficult not only to achieve the essential educational goals but also to achieve the quality education requested by the international community if the public education content is not connected to the students’ lives.\n\nAn ICH that exists as a way of life will be able to propose new content in the education field. Teachers may be more interested in class content with new teaching methods, and students may find what they have learned in their lives. As future generations become interested in their community, the community will naturally become sustainable. At the same time, students also can naturally become the main agents of ICH safeguarding.\n\nThe animation series emphasizes that teaching with ICH in schools is the link between education and life so that the education can be led to a part of students’ lives, not to remain a memory of the one-day experience.\nThe animation series services now in English and is available on UNESCO’s YouTube channel. It will also be serviced in five other languages, including Korean, Thai, Nepalese, Cambodian and Russian soon.

ICH Webinar Series on Maritime ICH: Maritime Living Heritage-Building Sustainable Livelihood and Ecosystems in the Asia-Pacific Region\n\nSession1: Traditional Maritime Skills and Knowledge for Inclusive Social and Economic Development\n\n1. 'Maritime Living Heritage and the Decade of Ocean Science for Sustainable Development' by Athena Trakadas, National Museum of Denmark / Ocean Decade Heritage Network\n2. 'The ties and tides of knowledge: Living as a community, living as the sea people' by Narumon Arunotai, Social Research Institute, Chulalongkorn University, Thailand\n3. 'Strengthening Women Fisherfolk Empowerment toward Social Inclusion in Coastal Environment of Malolos, Bulacan, Philippines' by Elmira Thrina C. Pelayo, Bulacan State University, Philippine\n4. 'Traditional Maritime Skills and Knowledge of Social and Economic Development in Inle Lake' by Thu Thu Aung, Department of Archaeology and National Museum, Myanmar\n5. 'Preserving Maritime Cultural Values and Promoting Community Cohesion: From the Viewpoint of Cau Ngu (Whale Worship) Festival in Thanh Hoa Province' by Thao Phuong Le, Vietnam Museum of Ethnology, Vietnam Academy of Social Sciences, Vietnam\n6. 'Fisherwomen across Bay of Bengal region and the extension of their profession in ICH- Understanding the contributions of a vital part of the community and their symbolisms of sustainability, survival, and continuity' by Lopamudra Maitra Bajpai, Symbiosis International University, India\n\nSession2: Traditional Maritime Skills and Knowledge for Environmental Sustainablity and Resilience\n\n1. 'Evidence from the Social Economic Impact Acessment of COVID-19 in the Pacific: The Contribution of ICH in human-centered development' by Ellen Lekka, Cultural Officer, UNESCO Apia Office\n2. 'The Coastal Cultural Landscape of Yap and Marine Ecological Conservation' by William Jeffery, University of Guam, Guam\n3. 'Korean National Important Fisheries Heritage System for Strengthening Sustainability:' by Hyunjong Jong, Ministry of Ocean and Fisheries, Republic of Korea\n4. 'Voicing Culture after Nature : Traditional Knowledge and Marine Resource Management in the Sulawesi Islands' by Dedi Supriadi Adhuri, Indonesian Institute of Sciences (LIPI), Indonesia\n5. 'O le Va‘a Tā Palolo – The Palolo Fishing Canoe' by Galumalemana Steve Percival, Tiapapata Art Centre inc., Samoa\n6. 'Maritime Cultural Heritage of Matsushima Bay Japan:' by Alyne Delaney, Center for Northeast Asian Studies, Tohoku University, Japan\n\n\n\n

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 28 is 'ICH and Sacred Cultural Spaces.'

Communities in the Asia-Pacific region greet the New Year at different times depending on region and religion. Communities celebrate a new beginning with traditional songs and dances. This volume introduces traditional performing arts to celebrate the beginning of the New Year in Japan, Nepal, Micronesia, and Myanmar.