ALL
walnut
ICH Elements 24
-
Haapi Hoen-tey (Dumpling)
Hoen-tey is a special Haa Valley dish that is usually prepared during Lomba celebrations, the indigenous New Year, which are held on the 29th day of the 10th lunar month. Normally, the ingredients for Hoen-tey are prepared and cooked on the evening of the 28th day. When Hoen-tey needs to be made in large quantities, it is prepared either on the 26th, 27th or 28th day, and then on the 29th day it is cooked. Long ago, Hoen-tey was only made during Lomba celebration. Nowadays it is prepared all year round. To prepare Hoen-tey, you need the following basic ingredients. -\tBuckwheat flour -\tBunches of beet leaves -\tTurnips -\tLocal butter -\tFermented local cheese -\tGinger -\tClove of garlic -\tWild black pepper -\tChili powder -\tWalnut (optional) -\tA few stalks of green onion -\tSalt to taste
Bhutan -
Lomba: Indigenous New Year Celebration
Lomba is a popular local New Year celebration observed in the villages of Paro and Haa districts. Lomba is a celebration for the beginning of a New Year, which takes place from the 29th day of the 10th month of the lunar calendar. It is one of the most special annual occasions for the Parops and Haaps, residents of the valleys. The name “Lomba” expresses carrying good luck from one year to another. Ba literally means receiving wealth in one’s hand or to carry something forward, leaving the past behind. Lomba is celebrated by Haaps and Parops as a New Year festival from the 29th day of the 10th month of the lunar calendar. In Haa, Lomba often lasts until the 15th day of the 11th month, while Parops have a shorter celebration until the 2nd day of the 11th month. Although Lomba has been part of the culture of the two valleys for many generations, making it difficult to trace the origin. No specific written text has been found for early observances so far. According to folk understandings, some believe that Lomba began with the arrival of Phajo Drugom Zhigpo in the 13th century, while some believe that it began much earlier when men started working for food. According to Dasho Sangay Dorji (2011), Lomba observed in Paro and Haa districts may be the legacy of the Lhapas, but in some religious texts, the Lomba celebration dates to an influence from Zhabdrung Ngawang Namgyel (1594-1651) who consolidated the Bhutanese region into a state in 1649. Himself hailing from Tibet to the north, he first introduced Bhutanese to the celebration of Nyi-lo winter solstice. The day marked the end of the year and welcomed another year of prosperity with bountiful harvest. With adequate food reserve stored on the rooftop, Haaps and Parops began to recognize the day as Lomba and ushered in the beginning of the dry season of winter. Temples and monasteries in the country would have also received the annual provisions of butter, meat, rice and wheat grains on Lomba. Since then, Lomba is celebrated every year, which would make it the earliest New Year festival celebrated in any district of Bhutan.
Bhutan -
SHURBO
Skills of cooking a kind of soup with oil, vegetables, meat and walnuts. There are different kinds of soup, like khomshurbo, karamshurbo, nakhudshurbo, naskshurbo and so on.
Tajikistan -
Traditional skills of carpet weaving in Kashan
The carpets woven in the city of Kashan can be defined as follows. Spreadable hand-woven materials consisting of a basic structure of strings made of cotton or silk interwoven in millimeter scales known as warp (Tar or Toon) on an erected framework known as ‘Dar’, while by means of wool or silk strings, and based on a colored design, appropriate knotting in harmony with the delicacy of the carpet are created on the surface. In the weaving style of Kashan, after each row of knots, cotton strings are extended two times from within the warps in horizontal direction known as ‘woofs’. Woofs are divided in two categories in terms of thickness: thick woof or under-woof is almost of the same thickness of warps, while thin woof or top-woof is as thick as reel strings. These woofs are pressed on woven knots by means of combs and make the carpet more strong and delicate. This style, known as Farsi weaving has a background of four hundred years in Kashan which is the pioneer of this style. The skills and elements involved in the process of production of these hand-woven carpets can be divided in certain categories: Carpeting Tools: 1- Weaving frame: is a wooden or metal framework consisting of two vertical columns and two horizontal beams. In addition, certain wooden accessories are used to reinforce the frame (wedges), while in metal frames, knots and jacks are also used. In order to control and move the strings in the course of weaving, two thin layers of woods are used. 2- Comb: is used for pressing the woofs after each row of weaving to make the carpet stronger and more delicate. 3- Stick: it is a metal belt with the width of 2 centimeters and length of 60 centimeters used to lead the woofs from among the warps. 4- Scissors: for cutting the tips of the woven strings after a number of rows as well as for leveling the surface of the carpet. 5- Bench: as a seat for the weaver, made of wood or metal. Carpeting Materials: 1- Warp: prepared multi-layered cotton or silk strings in proportion to delicacy of the carpet and required by the design will establish the basic structure of the carpet. In Kashan style, the warps are drawn on the ground and mantles on the frame. 2- Khameh: woolen two-layered colored strings in various sizes for knotting to warps in 90 degrees angle which serve as the thickness of carpet in appropriate sizes. 3- Woofs: cotton strings in two thicknesses: thick woofs equal in thickness with the warps, and thin woofs as thick as ordinary reel strings which are led through the warps after each row of weaving and is pressed with comb which strengthens the carpet. In full-silk carpets, silk woofs are applied. Design: in order to prepare the design of the carpet, which is the most artistic activity involved in carpeting, certain rules are followed, the most significant of which can be summarized as follows: A) Drawing is the general form and the first impression of the carpet which makes the basic design of the carpet in the first glance. The procedure that is followed in Kashan is as follows: 1- Lachak-Toranj design: is this design limited by a background cadre and consists of a central oval shape known as Toranj and rectangular surrounding shapes known as Lachak. Each Toranj has four surrounding Lachaks. Sometimes, the Toranj is in circular form, known as Shemeh. Lachaks are normally in harmony with Toranj. 2- Toranjafshan Design: the design consists merely of a Toranj in the middle covered with symmetrical flower and leaf designs, without Lachak. If the surface is without flowers and leaves and other forms, the design is known as simple Lachak-Toranj. 3- Lachakafshan: There is no Toranj in the design, only four Lachaks around. The remaining portion of the design is covered with flowers, leaves, and other symmetrical shapes. 4- Mehrabi Design: The surface is normally without Toranj. Only to Lachaks are located on the top corner, with ornamental religious designs. The surface is simple with an urn or columns around. 5- Overall design: a basic design theme is repeated all over the surface. Single forms such as Botteh-Jegheh, scattered bouquets, frames, flowers, etc are repeated over the surface. 6- Koomeh Design: short scattered trees together with birds and animals. B) Design is the combination of drawings, paintings, flowers, leaves, branches, animals and other forms which enliven the basic drawings by applying colors, each with its respective artistic identity inspired by nature, buildings, historical events, movements of living animals, and background mentalities of the designer and painter. Dyeing: Colors and dyeing materials: natural colors are more popular in Kashan, such as Ronas, walnut skin, pomegranate skin, vine leaves, etc. except for Ronas, other materials are among the waste natural materials. The masters of dyeing create very stable and beautiful color mixtures by using various types of natural pigments. Farsi weaving style also known as asymmetrical knotting is applied with exemplary delicacy in Kashan so that the back side of the carpet is made with equal longitudinal and latitudinal knots.
Iran 2010
ICH Materials 51
-
Bukhara Shashmaqom
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.
Uzbekistan 2015 -
Dostons from Karakalpakstan
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.
Uzbekistan 2015
-
2017 Research Reports of CPI Participants
As part of the Cultural Partnership Initiative of 2017, ICHCAP invited ICH professionals from Bangladesh, Bhutan, Maldives, and Nepal. This publication is a collection of the research reports of 2017 CPI participants. The participants selected their own topic and conducted researches based on their various activities during their five-month stay in Korea.\n\n
South Korea 2017 -
2012 Field Survey Report: Intangible Cultural Heritage Safeguarding Efforts in Turkey
Based on the ICHCAP Field Survey on Intangible Cultural Heritage Safeguarding Efforts in some South Asian countries (2010–2013), this summary provides a brief overview on the ICH situation in Nepal, Bhutan, Bangladesh, Pakistan, and Sri Lanka . The summary focuses mainly on ICH safeguarding systems, safeguarding policies, and ICH inventories as well as on pending issues and the urgent safeguarding needs of these countries. Moreover, information on the main entities in charge of ICH safeguarding and opinions of each country on the issue of community involvement are provided. To give a quick overview these countries’ participation in ICH safeguarding at the international level, some additional information related to UNESCO is specified as well. Some information on the ICH safeguarding status of Pakistan is updated, based on Periodic Report No.00794/Pakistan on the implementation of the Convention and on the status of elements inscribed on the RL submitted to UNESCO on December 2012. This survey report offers a large sample of the diverse ICH situations in South Asian countries. Each country has a different background on the issue of intangible heritage. Although all the participating countries are concerned about the threats facing ICH, most of the countries participating in the survey haven’t defined the ICH and haven’t established national ICH lists and/or ICH inventories.However, each country expresses a high degree of motivation and encouragement for safeguarding o ICH, sharing experiences, and cooperating internationally. A common point noticed among them is that they tend to pay more attention to traditional performing arts in comparison to other ICH domains. Apart from the main subject, information on the situation of intellectual property related to ICH safeguarding in each country is included. However, this issue is very briefly reflected, so it is necessary to go through the ICHCAP Field Survey on Intellectual Property Issues in the Process of ICH Information Building and Information Sharing (2011–2012) to obtain more comprehensive and concrete information on this topic.\n\n- Ratified the ICH Convention in 2006; conducted survey in 2013.\n- As of December 2014, has twelve ICH elements on the RL and ten accredited NGOs.
Turkey 2013
-
Challenges and Future Efforts of Government Institutions in Involving Communities to Safeguard Intangible Cultural Heritage of the MaldivesThis research explores the challenges faced by the government institutions in intangible cultural heritage (ICH) safeguarding and the future efforts government institutions can facilitate in involving communities in this process. The study addresses the lack of research done on ICH of the Maldives. Building on current debates regarding government and community roles, this research explores the partnership governments and communities can have in ICH safeguarding. The research is done in the context of the Maldives. \nThe study is conducted from a constructivist ontological stance coupled with an interpretivist epistemology. A set of three semi-structured interviews to senior officials were conducted in three institutions working on ICH safeguarding. Three additional interviews were conducted to gain feedback on the study’s topic from individuals who have expertise in the field of ICH. Data were analyzed using a priori and data driven coding following King’s (2004) template analysis methodYear2017NationMaldives
-
Learning Context in Museums: An Analysis of the Exhibition of Traditional Crafts at Ho Chi Minh City MuseumIntangible cultural heritage is one of training contents at university level for students who are majored in Cultural Heritage Management, led by Cultural Heritage Management Faculty, Ho Chi Minh University of Culture. Besides conspectus knowledge, basic knowledge of the major, students also access to specialized modules such as: Identifying the values of intangible cultural heritage, research methodology in investigating intangible cultural heritage, Inventory of intangible cultural heritage, forms of intangible cultural heritage… \n\nOne important learning method of these major modules is experiment, field work and access to public through activities: \n\n+ Observational thinking: learning through observation of activities executed by the others or self - experienced, thinking and concluding the understanding from experiences; \n+ Conceptualization: learning through establishing concepts, synthesize, justify, and analyze what we have observed; \n+ Practical experience: learning through activities, behaviors, specific and hand-on acts, \n+ Experiment: learning through experiments, propose solutions for issues and make decision. \n\nLearning - through - experiment methodology is put on specific learning contexts. In this paper, we want to mention to the role of the Museum – as an effective learning context, a buffering step from theory to practice to access the public. This learning context is analyzised based on the exhibition of traditional crafts at Ho Chi Minh city Museum, and based on contextual models of learning proposed by two proffesssors of Oregon University: John Howard Falk and Lynn Diane Dierking.Year2018NationViet Nam