ALL
puppets
ICH Elements 17
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Orteke, traditional performing art in Kazakhstan: dance, puppet and music
It is an indigenous Kazakh performing art that combines theater, music, and puppetry. Some people say orteke is a street theatre, others might claim it is a musical instrument, some would see it as a decorative art, and children perceive it as a toy and use for entertainment. Orteke represents a simultaneous ensemble of music performance on Kazakh traditional two-stringed instrument dombyra and a hopping dance of a wooden puppet. Fixed on a surface of a traditional drum (daulpaz) by a metal rod a flexible wooden figure of teke (a mountain goat) is connected to the fingers of a musician by one or several threads. Flexible head and joints of a puppet are connected to the pulling string. As the musician strikes his/her fingers playing dombyra, the puppet starts hopping in sync with the beat set by an artist. The figure turns alive making amusing dancing movements and tapping a rhythmic beat on a firm skin surface of a drum.Some masters of genre can play with 3 and more puppets at the same time. Sound of dombra, audience public in anticipation, leather surface as flat as the steppe itself, and a small wooden figure of a mountain goat, tied to the puppeteer musician by a single thread, began to beat out the rhythm with its tiny hooves. This action, fascinating with its magical simplicity, is known among the Kazakh people as "Orteke", which is fancied by both children and adults.
Kazakhstan 2022 -
Orteke - Kazakh traditional art of music puppetry
Orteke (mountain goat) is the name of an indigenous Kazakh performing art in which flexible wooden figure of a mountain goat is placed on a traditional drum called dauylpaz. Orteke’s originality comes from it being a combination of theater, music, and puppet dance. The figure begins to move from the movement of the filaments attached to the fingers of a musician playing the dombra (Kazakh musical instrument). The expressive puppet figure, called teke (goat), seems to come to life when the master starts playing the drum. The figure makes funny dance movements in time with the rhythm of the music being played. It is also said that the orteke figure once came different shapes and sizes that were created individually, each with a different number of moving limbs, depending on which kyu was performed. Some masters of this genre can be played with two or three or more puppets simultaneously.
Kazakhstan -
“Hun Lakorn Lek” Thai traditional puppetry performance
Among the various types of Thai traditional puppet performances, “Hun Lakorn Lek” is one that stands out. This type of puppet is distinct from other typical Thai forms 0f puppetry, as normally the marionettes will only have moving heads and hands on an otherwise static body. In contrast, Hun Lakorn Lek is performed with figures that are completely moveable, allowing head, body, arms and legs to act independently. This results in a puppet that, if operated with masterly skill, can move like a real human. This impression is further strengthened by the well-measured proportions of the puppet, which also match those of real humans, albeit at a smaller scale. The puppets are used to perform a wide repertoire of stories that mostly draw on traditional Thai literature with some exceptions that instead depict contemporary tales. Since the ancient civilizations of Southeast Asia have long been influenced by Indian cultures there is a clear impact of Indic mythology in traditional Thai art and literature, which is also evident in the traditional puppet shows. One of the most well-known myths with Indian origins in Thai culture is the Ramayana. This epic follows the life of Rama, from the time when he was a prince of Ayodhya city in the kingdom of Kosala and got exiled in the forest for fourteen years by his father. The tale picks up in intensity when Rama’s wife Sita got kidnapped by Ravana, king of Lanka, one of Rama’s enemies over whom he manages to triumph in the end. After returning back to Ayodhya with his wife, the successful Rama is crowned as king. However, when Thai poets learned about this story they also adapted and rewrote it into a new version known in Thai as “Ramakien" in order to make the story fit better with the local background.
Thailand -
Wido Ttibaennori (Ttibae Boat Festival of Wido Island)
National Intangible Cultural Heritage, Republic of Korea Wido Ttibaennori is held in early January every year in Daeri Village, Wido-myeon, Buan-gun, Jeollabuk-do to pray for the peace of the village and for a bountiful catch. The name Ttibaennori stems from the practice of letting a boat made of tti (Imperata cylindrica) sail out to sea as part of the ritual. The event is also called Wondangje, as it is performed at Wondang, a shrine set up for the ritual. The boat is made of tti, straw, and bush clover spliced together. It is usually sized 3m (L) by 2m (W). People put sacrificial offerings and seven puppets into the boat. The event is a local festival in which people sing, dance, and drink together, praying for a bountiful catch and for the safety of fishermen.
South Korea
ICH Stakeholders 1
ICH Materials 101
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Orteke—Traditional Kazakh Puppet-Musical Performing Art
Orteke (mountain goat) is the name of an indigenous Kazakh performing art in which flexible wooden figure of a mountain goat is placed on a traditional drum called dauylpaz. Orteke’s originality comes from it being a combination of theater, music, and puppet dance. The expressive puppet figure, called teke (goat), seems to come to life when the master starts playing the drum. The figure makes funny dance movements in time with the rhythm of the music being played. It is also said that the orteke figure once came different shapes and sizes that were created individually, each with a different number of moving limbs, depending on which kyu was performed.
Kazakhstan 2017 -
Kazakhstan Orteke(Dance of the Wooden Goat) (Highlight)
Orteke(mountain goat) is the name of an indigenous Kazakh performing art in which flexible wooden figure of a mountain goat is placed on a traditional drum called dauylpaz. Orteke’s originality comes from it being a combination of theater, music, and puppet dance. The expressive puppet figure, called teke (goat), seems to come to life when the master starts playing the drum.\n The figure makes funny dance movements in time with the rhythm of the music being played. It is also said that the orteke figure once came different shapes and sizes that were created individually, each with a different number of moving limbs, depending on which kyu was performed.
Kazakhstan 2017
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WATER PUPPETRY: A GLANCE FROM VILLAGE TO CITYPerformed in villages and closely attached to water rice agriculture, water puppetry is a unique performing art and is the intangible cultural heritage of the Viet people in the Northern Delta region of Vietnam. Created in the tenth century, the first historical record on water puppetry was inscribed in an ancient stele in 1121 called the Sung Dien Dien Linh in the Long Dọi Buddhist Temple of Ha Nam Province. The inscription reads that water puppetry was performed to entertain the king on the occasion of his longevity ceremony.Year2011NationSouth Korea
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Interview with Charis Loke about Arts-ED and Integrating ICH into Non-Formal EducationOn 8 November 2018, ICHCAP’s Associate Expert B.B.P. Hosmillo interviewed Charis Loke, a teacher and artist from Malaysia, after the 2018 NGO Conference in Hue, Vietnam. Charis Loke is an artist programmer and junior trainer at Arts-ED Penang, where she designs and implements community-based arts and culture education for the youth. She also trains schoolteachers in incorporating cultural heritage into their teaching. The following is an excerpt from a two-hour interview with Charis Loke about integrating ICH into non-formal education in Penang, Malaysia.\n\nB.B.P.H.: How does your work relate to ICH?\n\nC.L.: At Arts-ED, we have facilitators, freelance cultural workers, and volunteers. We may not be able to articulate ICH in terms of how it is delineated by the UNESCO 2003 Convention as people working at Arts-ED are regular people, we have day jobs, but we know that where we are has a lot of tangible and cultural heritage. Our goal is to get the younger people to appreciate the values that ICH has. As you can see from our programs, we have some focused on transmitting art forms, where primary school children learn with master teachers. To a great extent, our master teachers reinterpret such art forms though they are still deeply connected to their roots. We are not really about continuing such forms in their original sense because our organization is founded on creative education in which reinterpretation is a viable method of teaching and learning.\n\nIf you ask what specific ICH element we are focusing on, we may perhaps refuse to pinpoint anything but rather suggest that our location, Georgetown, a multicultural place in Penang, is composed of many groups living together. When we do cultural heritage, we have to consider that these groups’ ways of life have evolved, and so the values present in Georgetown cannot be attributed to one ethnic group. We cannot say that this element or that is a Chinese cultural heritage or maybe it is Malay, so it is really hard to define and maybe locating the specificity or source of cultural heritage cannot really enrich that cultural heritage. What we do is integrate the values we know ICH has into subject contents and global issues. For example, a teacher may be asked to use shadow puppets as a tool to teach creativity and collaboration.\n\nB.B.P.H.: Your programs and activities are for free?\n\nC.L.: Yes, our students don’t have to pay.\n\nB.B.P.H.: And your students are mainly children?\n\nC.L.: Yes, but ICH practitioners in Penang are also involved. Actually, there are more people involved than we expected. For instance, some of our programs are done in a market community that’s been around for more than 120 years, so the market sellers and the market administrators can be involved, too.\n\nB.B.P.H.: Earlier this year, ICHCAP hosted an international symposium and network meeting with academics based in Asia-Pacific universities that have or will have degree programs and research initiatives concerning ICH. There has been wider efforts to integrate ICH into formal education, even the UNESCO ICH Chairs are basically entrenched within the system of universities mainly across the world. I think this is a reflection of how more visible and more pronounced the connection between ICH and formal education is. As somebody like you who is involved with integrating ICH into non-formal education, what do you want people to know about the work that you do as an agent of ICH safeguarding in the non-formal education sector?\n\nCL: Being in the non-formal education sector gives you a lot of creative freedom with how you approach the work of ICH Education. When it is not formalized, facilitators have more creativity to come up with teaching resources, and students can also have more creativity in response. This implies, of course, that even the larger community we are a part of gets to have a bigger room in our programs. Because of the freedom we get from the framework of non-formal education, we get to enjoy genuine interaction among those participating in our activities. More importantly, because there is deficiency in Malaysia’s education system, our work can also address the problems of content relevance or fill in the gaps between our culture and the present time that formalized training and schools tend to not be concerned about.\n\nphoto : Charis Loke speaking at the ICH NGO Conference ⓒ ICHCAPYear2018NationMalaysia