Asia-Pacific Regional Guide for Educators
The guide provides teacher educators and teachers with an understanding of the concept of intangible cultural heritage (ICH) and explains why ICH should be integrated into the curriculum in tandem with the principles and perspectives of Education for Sustainable Development (ESD). This guide explains how the strategic incorporation of ICH elements and ESD principles into the curriculum can enable learners to gain the knowledge and skills that are necessary for ensuring sustainable development in the future.
Within the framework of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage, this guide is intended to raise the capacity of teachers to incorporate local elements of ICH, and principles of ESD, into teaching and learning practices. The guide provides examples of how the teaching and learning of ICH for sustainable development has been creatively incorporated into several disciplines – such as mathematics, science, music and social studies – in various cultural settings. It also suggests steps for preparing and assessing lesson plans.
UNESCO developed this guide based on the results of pilot projects conducted in four countries in the Asia-Pacific region, where participants developed locally-customized guidelines and materials for the incorporation of ICH elements and ESD principles into teaching and learning in schools. The examples of ICH given in this guide are not more significant expressions than others and are not necessarily those that should be prioritized, they are just illustrative samples.
National Guidelines for Writing Lesson Plans
These guidelines were developed by the pilot countries to facilitate the replication and expansion of the programme within their respective countries. Each country based their own set of guidelines on their context and needs.
These can be used as sources of inspiration for similar activities in other countries.
Sample Lesson Plans
Pilot countries developed lesson plans addressing a variety of curricular subjects, ICH elements and ESD principles.
These sample lesson plans demonstrate how several ICH can be incorporated into school subjects. They also show the innovative and creative pedagogical approaches teachers can use to enhance the quality of the lessons and improve learning outcomes. Furthermore, these lessons show that textbook knowledge takes on meaning for students when they are able to relate to it through a cultural practices and familiar contexts.
Each team participating in the pilot projects developed their own lesson plans, based on their requirements, so the formats of the lessons vary.
The table below displays a short selection of these lesson plans.
Social Studies and Humanities
Art techniques of the Sultans of Dehli
Curricular subject: History
Grade: 8
ICH element: Calligraphy
ESD principle*: Respect for collective memory and experience
Country: Pakistan
A Poem – Sahar Ho Gayi Hai
Curricular subject: Urdu
Grade: 8
ICH element: Poetry
ESD principle*: Respect for environment
Country: Pakistan
Mughal Architecture
Curricular subject: Social Studies
Grade: 7
ICH element: Traditional Craftsmanship/Social Practices
ESD principle*: Appreciation of cultural creativity and diversity
Country: Pakistan
Understanding the notion of respect within the community, via the study of road rules
Curricular subject: Palauan Studies
Grade: 6
ICH element: Code for social interactions
ESD principle*: Transformative change in awareness, attitudes and behaviors
Country: Palau
Science
Periodic Table with Tappas
Curricular subject: Chemistry
Grade: 8
ICH element: Folk Music and Rhythm
ESD principle*: Respect for collective memory and experience
Country: Pakistan
The source of sounds
Curricular subject: Physics
Grade: 7
ICH element: Muong traditional music
ESD principle*: Respect for collective memory and experience
Country: Viet Nam
Chemical composition of paint
Curricular subject: Chemistry
Grade: 9
ICH element: Truck Art/Painting
ESD principle*: Respect for environment
Country: Pakistan
General features and roles of mollusks
Curricular subject: Biology
Grade: 7
ICH element: Shell inlay craftsmanship
ESD principle*: Respect for environment
Country: Viet Nam
Arts and Local Life Sciences
The “Qayoqqa ketding, Mahliyo” folk song
Curricular subject: Music education
Grade: 6
ICH element: Traditional folk songs
ESD principle*: Respect for collective memory and experience
Country: Uzbekistan
Physical and Health Sciences
“Besh tosh” and “Lanka” Uzbek Folk Games
Curricular subject: Physical education
Grade: 6
ICH element: Traditional folk game
ESD principle*: Respect for collective memory and experience
Country: Uzbekistan
* The ESD principles are provided for indicative reasons only. Several principles could apply to a lesson.