This document discusses education initiatives related to intangible cultural heritage. It provides examples of lesson plans developed by teachers integrating intangible cultural heritage into music, art, and other classes. A video was produced documenting these lessons being taught. The document also describes a teacher training workshop covering concepts of cultural heritage conventions, methodology approaches, and providing a toolkit of lesson plans and study tour suggestions. It notes that initiatives should make resources accessible, involve teachers early, and offer help rather than impose new burdens to best integrate heritage education.

1. 8th Annual Meeting
of the SE European Experts Network on ICH
“Intangible cultural heritage and education: experiences, good
practices, lessons learned”
Limassol, Cyprus, 15-16 May 2014

2.  Convention for the protection of the world
cultural and natural heritage (1972)
 Convention for the safeguarding of the
intangible cultural heritage (2003)
 Similar objectives, different means
 5 more cultural heritage related conventions
of UNESCO…

3. heritage
Natural
?…?
CULTURAL
Intangible
Cultural
Heritage
World Heritage
industrial
underwater
Cult.landscape
Genetic
Divisions of the notion of heritage
(synchronic aspect)

4. World Heritage

6. FUTURE
PAST
CONTEMPORARY
World Heritage
MONUMENTS: Built, made, EXISTS
Intangible CH
Started, formed, reshaped and
HAPPENS
CULTURAL
LANDSCAPES
Heritage and the present

7. World Heritage List and
List of WH in Danger
Cultural
Heritage
Natural
Heritage
Representative
List
Urgent
Safeguard
List
ICH
World Heritage Convention
1972
Intangible Cultural Heritage
Convention
2003
NO OUV!
The logic of valorisation for protection/ safeguarding
Based on OUV!

8. STATE
PARTY
COMMUNITIESLOCAL
NATIONAL
GLOBAL
RECOGNITION, SYMBOLIC
CAPITAL, PRESTIGE
- Lists, resources, etc.
Intergovernmental Committee,
UNESCO

9. State Party
Communities
LOCAL
NATIONAL
GLOBAL
State Party State Party
RECOGNITION, SYMBOLIC
CAPITAL, PRESTIGE
- Lists, resources, etc.
Intergovernmental Committee,
UNESCO

10. • give teachers practical help that allows
them to integrate WH and ICH in their
classes
• engage students in an active way with
the heritage items rather than with the
abstract concern for their protection /
safeguarding

11.  WHC and ICH: two conventions, different
terminology but seen as a continuum
 No new subject! School curriculum is already
overloaded. Rather: integrate heritage in
school curriculum with a topic-based
approach encouraging cross-curricular
planning and activities (Music, Visual arts,
Geography, History, Literature, English)
 Learn about culture: both local – national
and foreign

12.  A pedagogical consultant
 5 secondary school teachers (Music, Visual
Arts, Geography, History, Literature, English)
prepared lessons-plans (Powerpoint) and
taught it in their classes
 It was filmed and edited and a 40-minute
video was produced
 An overall budget of cca €5000

13. This series of music
lessons is based on
five different ICH
examples:
 Kun Qu Opera
 Gagaku
 Vedic chanting
 Georgian
polyphonic singing
 Iraqi maqam

14. A gagaku együttes

15.  The students listen to, analyze, reproduce
and improvise music and rhythm. They also
learn about musical instruments of different
cultures.

17.  This art project is based on learning about
different cultures’ traditions that involves
the wearing of masks. Theatrical expression,
folklore and different meanings of masks are
discussed before the students make their
own masks.

18.  5 hours / 10-15 teachers:
 introduction to the evolution and basic
concepts of the WH and ICH Conventions
 an overview of different methodological
approaches with concrete examples of
lesson plans
 peer testimony of a teacher about her
experience
 familiarization with the toolkit (lesson
plans in Powerpoint or other format,
suggestions for study tours)
 satisfaction survey for feedback

19.  Access to information, barriers (language,
technicalities)
 Involve teachers upstream
 Offer help and opportunities rather impose
new burden – Make it user-friendly

20. THANK YOU FOR YOUR ATTENTION!
gabor.soos@forsterkozpont.hu