8th Annual Meeting
of the SE European Experts Network on ICH
“Intangible cultural heritage and education: experiences, goo...
 Convention for the protection of the world
cultural and natural heritage (1972)
 Convention for the safeguarding of the...
heritage
Natural
?…?
CULTURAL
Intangible
Cultural
Heritage
World Heritage
industrial
underwater
Cult.landscape
Genetic
Div...
World Heritage
FUTURE
PAST
CONTEMPORARY
World Heritage
MONUMENTS: Built, made, EXISTS
Intangible CH
Started, formed, reshaped and
HAPPENS...
World Heritage List and
List of WH in Danger
Cultural
Heritage
Natural
Heritage
Representative
List
Urgent
Safeguard
List
...
STATE
PARTY
COMMUNITIESLOCAL
NATIONAL
GLOBAL
RECOGNITION, SYMBOLIC
CAPITAL, PRESTIGE
- Lists, resources, etc.
Intergovernm...
State Party
Communities
LOCAL
NATIONAL
GLOBAL
State Party State Party
RECOGNITION, SYMBOLIC
CAPITAL, PRESTIGE
- Lists, res...
• give teachers practical help that allows
them to integrate WH and ICH in their
classes
• engage students in an active wa...
 WHC and ICH: two conventions, different
terminology but seen as a continuum
 No new subject! School curriculum is alrea...
 A pedagogical consultant
 5 secondary school teachers (Music, Visual
Arts, Geography, History, Literature, English)
pre...
This series of music
lessons is based on
five different ICH
examples:
 Kun Qu Opera
 Gagaku
 Vedic chanting
 Georgian
...
A gagaku együttes
 The students listen to, analyze, reproduce
and improvise music and rhythm. They also
learn about musical instruments of ...
 This art project is based on learning about
different cultures’ traditions that involves
the wearing of masks. Theatrica...
 5 hours / 10-15 teachers:
 introduction to the evolution and basic
concepts of the WH and ICH Conventions
 an overview...
 Access to information, barriers (language,
technicalities)
 Involve teachers upstream
 Offer help and opportunities ra...
THANK YOU FOR YOUR ATTENTION!
gabor.soos@forsterkozpont.hu
Hungary – Education: The integrated World Heritage and ICH training programme for secondary school teachers in Hungary
Hungary – Education: The integrated World Heritage and ICH training programme for secondary school teachers in Hungary
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Hungary – Education: The integrated World Heritage and ICH training programme for secondary school teachers in Hungary

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SESSION 2
Eighth Annual Meeting of the South East European Experts Network
on Intangible Cultural Heritage
15-16 May 2014. Limassol, Cyprus
Author: Gábor Soos, Gyula Forster National Centre for Cultural Heritage Management
DISCLAIMER
The ideas and opinions expressed in the above presentations are not necessarily those of UNESCO and do not commit the Organization. The designations employed and the presentation of material throughout the documents do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city of area or of its authorities or concerning the delimitation of its frontiers or boundaries.

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Hungary – Education: The integrated World Heritage and ICH training programme for secondary school teachers in Hungary

  1. 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. 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. 3. heritage Natural ?…? CULTURAL Intangible Cultural Heritage World Heritage industrial underwater Cult.landscape Genetic Divisions of the notion of heritage (synchronic aspect)
  4. 4. World Heritage
  5. 5. FUTURE PAST CONTEMPORARY World Heritage MONUMENTS: Built, made, EXISTS Intangible CH Started, formed, reshaped and HAPPENS CULTURAL LANDSCAPES Heritage and the present
  6. 6. 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!
  7. 7. STATE PARTY COMMUNITIESLOCAL NATIONAL GLOBAL RECOGNITION, SYMBOLIC CAPITAL, PRESTIGE - Lists, resources, etc. Intergovernmental Committee, UNESCO
  8. 8. State Party Communities LOCAL NATIONAL GLOBAL State Party State Party RECOGNITION, SYMBOLIC CAPITAL, PRESTIGE - Lists, resources, etc. Intergovernmental Committee, UNESCO
  9. 9. • 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
  10. 10.  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
  11. 11.  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
  12. 12. This series of music lessons is based on five different ICH examples:  Kun Qu Opera  Gagaku  Vedic chanting  Georgian polyphonic singing  Iraqi maqam
  13. 13. A gagaku együttes
  14. 14.  The students listen to, analyze, reproduce and improvise music and rhythm. They also learn about musical instruments of different cultures.
  15. 15.  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.
  16. 16.  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
  17. 17.  Access to information, barriers (language, technicalities)  Involve teachers upstream  Offer help and opportunities rather impose new burden – Make it user-friendly
  18. 18. THANK YOU FOR YOUR ATTENTION! gabor.soos@forsterkozpont.hu

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