Dr. Aijarkyn Kojobekova has been participating in a series of Training of Trainers on different aspects of ICH organized by the UNESCO in Central Asian region since 2016 which helped her to step forward in this field. Since then, she has been conducting a series of workshops on safeguarding ICH and implementing of the 2003 UNESCO Convention in Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan). \n\nIn 2018 she was actively involved in a regional research project on ICH in the TVET system and also coordinated the research project on ICH in TVET in Central Asia. In 2020 Dr. Aijarkyn Kojobekova worked on the national manual on safeguarding sacred sites, rituals and practices related to sacred sites in Kyrgyzstan. During the work, she has explored the challenges and opportunities local communities and individuals face in practicing worship on sacred sites and what safeguarding measures need to be taken by the communities themselves, local authorities and state bodies. \n\nShe has facilitated an online meeting and conducted face-to-face training on intangible cultural heritage (ICH) community-based inventorying along the Tian Shan Corridor of the Silk Roads in Kyrgyzstan. She has been also involved in research on the Inventory of ICH elements in Kyrgyzstan in the framework of the community-based inventorying along the Tian Shan Corridor of the Silk Roads in Kyrgyzstan within the framework of the EU/UNESCO Project: “Silk Road Heritage Corridors in Afghanistan, Central Asia, and Iran – International Dimension of the European Year of Cultural Heritage”. In 2022 she developed a manual for school teachers on ICH in Kyrgyzstan. \n\nDr. Aijarkyn Kojobekova has: \n- 10-year collaboration experience with different local and international organizations: Open Society Institute, UNDP, UNESCO, IFES, SaferWorld, IWPR, Soros-Kyrgyzstan Foundation, Aigine Cultural Research Center and others.\n- 15-year expertise in revealing the content of different types of reading materials by the means of critical discourse analysis, narrative analysis, in expert interviewing, working with massive of literature, processing collected data by MAXQDA programme, conceptualizing complicated processes and sociocultural phenomena.\n- 19-year teaching of social sciences (sociology, political science). Courses: Qualitative Social Research Methodology, Past in Present: Memory, Culture and Politics, Nation-building in Central Asia, Social Stratification.\n\nPublications: 5 manuals, 1 monograph in co-authorship, more than 70 articles (Kazakhstan, Kyrgyzstan, Singapore, Russia, Turkey, USA)

Art Council of Mongolia/ beating fleece, students from school

Worshiping the Mother Goddesses of the three realms-heaven, water, and mountains (or forests)-has been a cultural activity since the sixteenth century, significantly influencing the lives of Vietnamese people. In worshiping Mother Goddess Lieu Hanh (the "Mother of the World") and other spirits of legendary heroes, followers practice spirit possession rituals and traditional festivals.\n\nThese cultural expressions combine traditional costumes, music, and dance to help maintain the community's cultural heritage. Through interviews with spirit mediums, this video shows how belief in the Mother Goddesses have united and healed the community.

Tholpavakoothu is a form of shadow puppetry unique to central Kerala, in southern India . It is performed in permanent temple theatres as a form of ritual primarily honouring the Goddess of Bhadrakali. It enacts the hindu epic Ramayana in a version based on the Tamil Ramayana of Kambar. A highly flexible narrative allows a typical cycle of Tholpavakoothu to extend between seven and twenty one nights, depending on the performance commissioned and sponsored locally. After remaining largely unknown to the West, until the twentieth century, recent scholarship has established its ancient beginnings, while also highlighting the absence of a detailed account of the Art in performance over centuries of its existence. Long ago the creator Bhrahma blessed a demons and as a result of his blessing she gave birth to a son named Darika. When this Demon boy grew up, he became so strong that he turned out to be a threat and a constant source of harassment to the gods. sages and hermits .They approached Lord Shiva for help .In order to kill Darika shiva created the goddess Bhadrakali from the kaalakooda poison lodged in his throat . A fierce fight ensued between Darika and Bhadrakali ,lasting several days. Finally Bhadrakali killed Darika. While Bhadrakali was engaged in fighting Darika,Rama was fighting Ravana.So Bhadrakali was not able to see Rama and Ravana fight. That is why the Ramayana story is enacted in her presence through Tholpavakoothu. Theme and LyricsnThe theme of tholpavakoothu is Ramayana story extending from birth of Rama to his coronation, presented in 21 parts over 21 days. The story of Ramayana is written in 21 parts especially for pavakoothu . This composition which is a mixture of prose and verse is called adalpattu. Adal is acting and pattu is relating to . Since the composition is related to the enactment of Ramayana story it is called adalpattu.\nn The verse of this composition is collectively called koothukavikal; kavikal means verse or poems. Many of this verses are from Kamba Ramayana ,the Ramayana in Tamil by the poet Kambar .But tholpavakoothu performers have changed many of Kambar’s verses and in some places had added their own to meet the purpose of ritual. Scholars differ about the date. Kambar wrote Ramayana in Tamil because Valmilki Ramayana was not accepted among common people .He lived in 9th century A.D. Some say it is 13th century AD. But common opinion is that he lived at Tanjavur during the period of Chola dynasty in the 12th c AD.\n Kambar’s Ramayana is based on Valmiki’s epic, but his presentation and style of narration are most dramatic. This long epic poem containing 20,000 verses is divided into six sections: Balakanda, Ayodhyakanda, Aryakanda, krishkindhakanda, and Yuddhakanda. In addition to verse borrowed from the Kamba Ramayana the performers have added their own verses. A few verses are in Sanskrit and some area mixture of Tamil and Sankrit. Tholpavakoothu, performed every year in the temples of Bhadhrakali ,is regarded as the part of ritualistic worship of goddess. The Arayankavu Temple near Shornur is famous for its Tholpavakoothu because of the attendant ceremonies. The administration of this temple was completely under the control of Kavalapara Muppil Nair . The family attached much importance to pavakoothu and regarded the annual performance at the temple as solemn religious duty. There was a reason for this. At a point of time there were no children in Kavalappara family, and there was a danger that the danger that the family would die out for want to heirs. The family they conducted Tholpavakoothu in the temple as an offering to the goddess and children were born. Since then the family has conducted pavakoothu in the temple every on a grand scale showing the whole of Ramayana from Rama’s birth to his coronation. Ganapathi Iravi Maharajan, who was then the head of the Kavalappara family ,firmly established this tradition of presenting every year at Aryankavu Temple. nTholpavakoothu puppets are made of deer skin. The figures are drawn on the skin by cut out and embellished with dots, lines and holes. The skin is first stretched taut on a smooth board, nailed at the corners to keep it stretched and in position. It is then smeared and rubbed with ash, a process which leaves a thin layer of ash on the skin, and exposed to the sun till dry. When the skin is completely dehumidified all the hair on it is removed by scraping with a sharp edged piece of bamboo. nThen the puppet figure is drawn clearly on it and cut with a fine chisel. The eyes, nose and lips are also drawn on the puppet and cut out. Ornaments and dress are drawn by drilling different kinds of holes in the skin for which special pointed chisel are used. When the puppet is ready it has the same thickness as the original piece of leather.\n The puppets are painted in different colours. The original method of making red dye was by boiling the bark of chappanga tree, black by mixing gum from neem and soot from a coconut oil lamp and blue from boiling neeli leaves in water. The shadows of the puppet on the screen are black, but these become very attractive when shades of other colours merge in them. To prevent the puppet from bending, a thin strip of smoothened bamboo is fastened vertically along the middle on either side. The arms of the puppet are provided with movable joints. There are usually three joints on an arm.\n Puppets are usually made showing them in sitting, walking and fighting postures. In puppets in sitting and moving postures only one arm is movable; both arms are movable in puppets in fighting posture. There are puppets of birds, animals, trees and even for the sea, The puppets of deer and snake are provided with joints that enable them to bend and move their bodies. nThe expression on faces of the puppets indicates their characters. When the shadows of puppets are seen on the screen in the light of oil lamps, they resemble the sculptures in the temples.\nThe puppets have to make gestures and movement in conformity with the narration or dialogue. The puppeteers manipulate their puppets in this way: with one hand they hold the puppet by the lower end of the bamboo strip fastened to the puppet and with a stick in the other hand they make the puppet perform the required movements. The stick they use is usually a thin strip of bamboo some 50 cm long. At the end of the stick, tied to it with a string, is a very thin strip of wood not more than 3cm long. nThis thin end piece is inserted in a hole in the puppets hand when a hand movement is required. The movable arms and fingers are uniform in shape in almost all puppets. The most common hand gesture is the chidmudra- which represents peace, by joining the tips of thumb and first finger, keeping other fingers stretched.\nAfter the ritualistic ceremonies the nandi-shlokha, a hymn in praise of Ganapati is sung. At this the puppet of Ganapati is shown on the screen. The Brahmin characters called pattar pavas are shown on the next. These Brahmin are known by such names as-Moothapattar holding an umbrella, Malleesapattar holding a veeshari, Gangayaadipattar holding a theerthakudam, and Somayajipattar holding a kaavadi. They come from the four regions- north, south, east and westnAs they appear on the screen, the Brahmin’s sung the glories of mahavishnu and explains the greatness and importance of their yagas for the welfare of the mankind. They also praise the other gods and afterwards are supposed to praise the gurus of Tholpavakoothu; but as these guru’s are shudras, the Brahmins cannot praise them. So they leave the stage saying that the function of praising the gurus must be performed by the puppeteers themselves. This is done by the puppeteers. After this the pattar pavas appear again on the screen and sing hymns in praise of Ganapati, Saraswathi, Mahavishnu and Parameshwara.\nThis is followed by a ceremony called sadyavazhthkal- which is the praise of families which have played host to members of puppet troupe that day and offered them hospitality. While praising these families, the puppeteers give a detailed description of the feast offered by them. When the sadyavazhthal is over, a performer summarizes the part of the story to be shown that day. This is followed by paramparamala, where the puppeteers sing hymns in praise of Subrahmanya, Ganapati, Shiva and Krishna, touching the lamps behind the screen as a sign of devotion. Then they begin the koothu. These ritualistic observances such as kalarichintu and paramparamala are performed every day before the koothu commences. It is performed in 7,14,21,41, or 71 days depending upon the custom practiced in the templenIn the course of performance, the performers give explanations and interpretations of the verses, depending on the context. Often they have to bring out the depth and range of the meaning of the words. Where a verse contains allusions or some inner significance, the explanation may continue for as much as an hour.

On 12 and 13 November 2020, ICHCAP and the ICH NGO Forum virtually held the 2020 ICH NGO Conference entitled “ICH and Resilience in Crisis.” The fifteen participants, including eleven selected presenters from ten countries around the world, discussed various cases and activities of each country applied under the Corona-era, and proposed solidarity for the resilience of ICH for a ‘New Normal.’\n\nSession 1: In the Vortex: COVID-19 Era, Roles of NGOs to Safeguard ICH\n\nSpecial Lecture 1: 'Resilience System Analysis' by Roberto Martinez Yllescas, Organization for Economic Co-operation and Development (OECD) in Mexico\n1. 'Uncovering the veil of immaterial cultural heritage towards and autonomous management of well-being as well as cultural and territorial preservation' by Carolina Bermúdez, Fundación Etnollano\n2. 'Holistic Development Model of Community-Based Intangible Cultural Heritage of Yuen Long District in Hong Kong of China' by Kai-kwong Choi, Life Encouraging Fund \n3. 'Indigenous Knowledge System as a vector in combating COVID-19' by Allington Ndlovu, Amagugu International Heritage Centre\n4. 'Enlivening Dyeing Tradition and ICH: The initiative of ARHI in North East of India' by Dibya Jyoti Borah, President, ARHI\n\nSession 2: Homo Ludens vs. Home Ludens: Changed Features COVID-19 Brought\n\n1. 'The Popular Reaction to COVID-19 from the Intangible Cultural Heritage among Member Cities of the ICCN' by Julio Nacher, ICCN Secretariat, Algemesi, Spain\n2. 'Innovation for Arts and Cultural Education Amid a Pandemic' by Jeff M. Poulin, Creative Generation\n3. 'Promoting Heritage Education through Intangible Cultural Heritage in the Kalasha Valleys of Pakistan' by Ghiasuddin Pir & Meeza Ubaid, THAAP\n4. 'Shifting to Online Activities: Digital Divide among the NGOs and ICH Communities in Korea' by Hanhee Hahm CICS\n\nSession 3: Consilience: Prototype vs. Archetype for Educational Source\n\nSpecial Lecture 2: 'Geographical imbalance: the challenge of getting a more balanced representation of accredited non-governmental organizations under the 2003 Convention' by Matti Hakamäki, Finnish Folk Music Institute\n1. 'Crafting a Post Covid-19 World: Building Greater Resilience in the Crafts Sector through Strengthening Ties with its Community’s Cultural System' by Joseph Lo, World Crafts Council International\n2. 'Arts and Influence: Untangling Corporate Engagement in the Cultural Sector' by Nicholas Pozek, Asian Legal Programs, Columbia University\n3. 'ICH in the South-Western Alps: Empowering Communities through Youth Education on Nature and Cultural Practices' by Alessio Re & Giulia Avanza, Santagata Foundation for the Economy of Culture\n\n

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

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.

Balambu is an ancient settlement in the western part of the Kathmandu Valley that dates back to the Lichhchavi period of Nepal's history. The village has many ancient historic stone inscriptions, and its musical culture is very rich. The day-long jaatraa of goddess Mahalakshmi takes place in November and starts at her temple in Balambu. The chariot carrying the image of the goddess is supported on the shoulders of her followers in a procession that crosses the whole settlement so that all villagers have an opportunity to worship her and join in the celebrations. The procession includes traditional musicians playing music for the goddess.

Katta Ashula (a song performed with a plate) is specific to the Ferghana Valley of Uzbekistan. Usually, it is performed a cappella by two to five singers of the same vocal range who use a plate or tray to project their voices in different ways. In most cases, Katta Ashula is performed by singers with a high-pitched, wide-ranging voice, and these are some of the distinguishing features of the complex performance style. Katta Ashula developed from basic traditional events in history, from labour songs, and from different styles of ghazal verses. Usually, Katta Ashula is performed in big gatherings, festivities, and party celebrations.\n\nKatta Ashula songs were performed professionally and further developed by famous Khofizes such as Erkaqori Karimov, Turdiali Ergashev, Matbuva Sattorov, Jo'rakhon Sultonov, Mamurjon Uzoqov, Boltaboy Rajabov, Orif Alimakhsumov, Fattohkhon Mamadaliev, Jo' rakhon Yusupov, and Khamroqulqory To'raqulov. Today, Katta Ashula is masterfully performed by experienced singers with the highest skill, such as Khalima Nosirova, Munojot Yo'lchieva, Ismoil and Isroil Vakhobovs, and Mahmud Tojiboev.

CD4_NARRATIVE TRADITIONS – ORAL EPICS AND BALLADS VOL. I: THE TULU PADDANA\n\nOral epics, ballads, and narratives form a major part of the background of rituals, storytelling, and local mythologies – all an important part of the intangible cultural heritage of India. The vast range of oral epics in India, most often sung, also contain recitation and prose that explain the text. The meters vary greatly, and they all have different definitions and terms. For instance, the meter and singing of the Alha is called Alha Chhand. A wide variety of types of performances and expression of this genre exist. Some stories are narrated with scrolls that illustrate episodes. Sometimes, they are acted out, and sometimes sung, as in the case of the paddanas, which are performed while transplanting rice. Stuart Blackburn and Joyce Flueckiger distinguish three kinds of oral epics in India: martial, sacrificial, and romantic. Some epics tell a story with multiple episodes and characters, and some are “multi-story” oral epics. Oral epics in India are very closely tied to communities, with performers, audience, and participants all belonging to the same community. Most oral epics are associated to rituals, the performance of some being the ritual itself. Caste also plays an important role in the performance or patronage of the oral epic traditions in India. \n\nThe great epics of Ramayana and Mahabharata in some cases, enter the world of these local oral epics, where the performers are considered to be reincarnations of heroes and gods from these epics. According to Komal Kothari, an eminent folklorist of India, this phenomenon happens when the impact of the oral epic spreads beyond its initial local boundaries. Though we are not able to present full performances of all the oral epics, we believe that these recordings provide a good glimpse into the variety of meters, singing styles, and contexts that exist within these traditions. Three oral epics are presented in this volume. They are all part of larger collections, and each one is contributed by an expert on the genre who has done extensive research. The paddanas were contributed by Peter Claus, the Nanda Devi jagar by William Sax, and Alha by Karine Schomer.

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.

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 6 is 'ICH AND MUSICAL INSTRUMENTS'.

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 11 is 'ICH AND WEAVING WITH BARK AND PLANTS'.