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Intangible Cultural Heritage Education in Vietnamese Schools Towards Susta Inable Development Goals

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Intangible Cultural Heritage Education in Vietnamese Schools Towards Susta Inable Development Goals 束 =8mm GUIDELINES for Vietnam Museum of Ethnology Interna�onal Research Centre Viet Nam Na�onal Ins�tute (VME) for Intangible Cultural Heritage of Educa�onal Sciences in the Asia-Pacific Region (VNIES) (IRCI) INTANGIBLE GUIDELINES CULTURAL HERITAGE EDUCATION IN VIETNAMESE SCHOOLS TOWARDS SUSTA for INTANGIBLE CULTURAL HERITAGE EDUCATION IN VIETNAMESE SCHOOLS TOWARDS SUSTAINABLE DEVELOPMENT GOALS Research team from VNIES and VME INABLE DEVELOPMENT GOALS IRCI Ha Noi, 2020 Vietnam Museum of Ethnology Interna�onal Research Centre Viet Nam Na�onal Ins�tute (VME) for Intangible Cultural Heritage of Educa�onal Sciences in the Asia-Pacific Region (VNIES) (IRCI) GUIDELINES for INTANGIBLE CULTURAL HERITAGE EDUCATION IN VIETNAMESE SCHOOLS TOWARDS SUSTAINABLE DEVELOPMENT GOALS Research team from VNIES and VME Ha Noi, 2020 Copyright 2020 The International Research Centre for Intangible Cultural Heritage in the Asia-Pacific Region (IRCI) under the auspices of UNESCO, the Vietnam Museum of Ethnology (VME), and the Vietnam Institute of Educational Sciences (VNIES) Research team: Pham Thi Thuy Chung, M.A., Vietnam Museum of Ethnology Bach Ngoc Diep, M.A., Viet Nam National Institute of Educational Sciences Nguyen Trong Duc, M.A., Viet Nam National Institute of Educational Sciences Dr. Vu Phuong Nga, Vietnam Museum of Ethnology Dr. Vu Hong Nhi, Vietnam Museum of Ethnology Dr. Luong Viet Thai, Viet Nam National Institute of Educational Sciences Assoc.Prof. Nguyen Thi Hong Van, Viet Nam National Institute of Educational Sciences Bui Thanh Xuan, M.A, Viet Nam National Institute of Educational Sciences 3 CONTENTS Acknowledgement 67 Abbreviations 78 Introduction 89 PART ONE - GENERAL ISSUES ON INTANGIBLE CULTURAL HERITAGE AND EDUCATION FOR SUSTAINABLE DEVELOPMENT 1011 1. Intangible cultural heritage 1011 1.1. Definition of intangible cultural heritage 1110 1.1.1. What is an intangible cultural heritage? 1011 1.1.2. Forms of ICH expression 1011 1.1.3. Common features of ICHs 1112 1.2. Brief introduction of Viet Nam’s ICHs inscribed by UNESCO in the Representative List of the ICH of Humanity or in the List of ICH in Need of Urgent Safeguarding 1112 1.2.1. Vietnamese court music (Nha nhac) 1213 1.2.2. Space of gong culture in the Central Highlands 1213 1.2.3. Quan ho Bac Ninh folk songs 1314 1.2.4. Giong festival of Phu Dong and Soc temples 1314 1.2.5. Worship of Hung Kings in Phu Tho 1415 1.2.6. The art of Don ca tai tu music and songs in Southern Viet Nam 1415 1.2.7. Vi and Giam folk songs of Nghe Tinh 1516 1.2.8. Tugging rituals and games (multinational profile) 1516 1.2.9. Practices related to the Viet beliefs in the Mother Goddesses of Three Realms 1617 1.2.10. Xoan singing in Phu Tho 1617 1.2.11. The art of Bai choi in Central Viet Nam 1718 1.2.12. practices of Then by Tay, Nung, and Thai ethnic groups in Viet nam 1718 1.2.13. Ca tru singing 1819 2. Education for sustainable development 1920 2.1. Sustainable development and the UN’s Sustainable Development Goals 1920 2.1.1. Sustainable development 1920 2.1.2. The UN’s Sustainable Development Goals 2021 2.1.3. Cultural aspect of sustainable development 2122 2.2. Education for sustainable development 2223 2.3. Overview of ESD in Viet Nam 2223 2.3.1. Context 2223 2.3.2. Some basic policies on ESD of Viet Nam 2324 2.3.3. Some main results of ESD in Viet Nam 2425 4 3. The relationship between ICH education and ESD in the context of education reform in Viet Nam 2526 3.1. Background of Viet Nam’s current education reform 2526 3.2. Importance and requirement of ICH education for sustainable development in general education of Viet Nam 2627 3.3. The relationship between ICH education and ESD 2827 PART II - GUIDELINES FOR IMPLEMENTING ICH EDUCATION IN SCHOOLS TOWARDS SUSTAINABLE DEVELOPMENT GOALS 3029 1. Involved resources 3029 1.1. Students 3029 1.2. Teachers 3029 1.3. Community of cultural bearers 3029 1.4. Scientists, ICH experts and educational experts 3130 1.5. Cultural managers 3130 1.6. Educational managers 3231 1.7. Communication 3231 2. Approach 3231 2.1. Student-centred approach 3231 2.2. Interest of teachers in ICH and education for sustainable develpment 3332 2.3. Diversifying learning methods 3332 2.4. Combining elements of ICH and principles of ESD for learning 3332 2.5. Whole-school approach 3433 3. Methods of implementation 3534 3.1. Methods for material research 3534 3.2. Document resources 3534 3.3. Procedures of implementation 3635 4. Integration of ICH into school lessons towards sustainable development goals 4241 4.1. Integration framework 4241 4.2. Some illustrative examples of lesson plans with ICH education integrated 63 62 Literature (1) – Thanh Giong Legend (Grade 6) 63 62 Literature (2) – Speaking practice: Telling story (Grade 6) 74 73 Arts – Drawing on festival theme (Grade 6) 79 78 Natural Science (1) – Pitch and loudness of sound (Grade 7) 87 86 Natural Science (2) – Respiratory activity (Grade 8) 97 96 Geography – The Central Highlands (Grade 9) 105 104 Experiential and Vocational Guidance Activitity - Building community Activity (Grade 6) 113 112 Appendix – List of national intangible cultural heritages 125 124 Reference 153 152 5 ACKNOWLEDGEMENT The Guideline for Intangible Cultural Heritage Education in Vietnamese Schools towards Sustainable Development Goals is the result of cooperation between the International Research Center for Intangible Cultural Heritage in the Asia – Pacific region (IRCI), the Vietnam Museum of Ethnology (VME) and the Viet Nam National Institute of Educational Sciences (VNIES) under the project "Multidisciplinary study on the contribution of intangible cultural heritage’s contribution to sustainable development: Focus on education ”. This is a research project within the scopes of UNESCO activities sponsored by the Ministry of Education, Culture, Sports, Science and Technology of Japan. In addition to research team’s efforts, IRCI plays an important role in selecting two relevant and reliable agencies, namely the Vietnam Museum of Ethnology and the Viet Nam National Institute of Educational Sciences, providing detailed guidance, financial and technical support for the development of the guideline. We are extremely grateful for the advice and enthusiastic support of the UNESCO Hanoi Office and the UNESCO Bangkok Office in the process of document development. Many experts and researchers have taken their time to contribute their expertise, participate in meetings and provide important feedbacks to the drafts of the guideline. Special thanks go to Prof. Wataru Iwamoto (IRCI) and Prof. Masahisa Sato (Tokyo City University, Japan) for their insightful and enthusiastic suggestions so that we can complete the document. We also acknowledge the valuable support and comments of our colleagues in the Department of Cultural Heritage, VME and VNIES. Sincere thanks go to the administrators and teachers of these secondary schools: Yen Hoa, Thuc Nghiem, Ngo Si Lien, Le Ngoc Han, Nghia Tan, Luong Yen, and Tay Son for their sharing experiences on the content and method of ICH education in schools. In particular, we would like to cordially thank the Board of Managers, teachers and students of Yen Hoa and Thuc Nghiem schools - where the piloted activities of ICH education have been conducted to assess and verify the relevance and feasibility of the document. The participation of Ca tru artisans (Thai Ha Ward), sitting tug of war artisans (Thach Ban Commune, Long Bien District, Hanoi) and staff of Ngoc Son Temple relic area (Hoan Kiem District, Hanoi) have added useful information for designing the lesson plans and creating a lively atmosphere for ICH integrated classes in this project. Thank you very much for all those valuable contributions. Sincerely thank all friends, colleagues who have worked industriously and carefully in the process editing, publishing, and translating the guideline. To complete this guideline, the research team also received the support and advice from several individuals and organizations. We would like to express our appreciation to all those who contributed to this effort. We hope that the guideline will contribute to providing knowledge, skills, developing attitudes and necessary competencies for teachers and students in the process of ICH education in schools towards sustainable development goals in the new school curriculum. This Guideline was initially edited in Vietnamese. Responding to various requests, the English translation was provided by Research team with the financial aid of IRCI. The original remains in the Vietnamese version. 726 ABBREVIATIONS ESD Education for Sustainable Development ICH Intangible Cultural Heritage IRCI International Research Centre for Intangible Cultural Heritage in the Asia Pacific region MoCST Ministry of Culture, Sports & Tourism MOET Ministry of Education and Training of Viet Nam SD Sustainable Development SDG Sustainable Development Goal UN United Nations UNESCO United Nations Educational, Scientific, and Cultural Organization VME Vietnam Museum of Ethnology VNIES Viet Nam National Institute of Educational Sciences 7 82 Introduction 1. Objective The Guideline for Intangible Cultural Heritage Education in Vietnamese Schools towards Sustainable Development Goals was developed to provide researchers, educators, administrators and teachers a theoretical and practical tool in the education of Viet Nam's intangible cultural heritages for students, contributing to the achievement of UN’ Sustainable Development Goals that Viet Nam has committed to implement. 2. Structure The document is divided into two main parts: Part I. Some general issues on ICH and ESD This section introduces general theoretical issues on ICH and ESD, and the relationship between these two areas, in order to help researchers, education managers and teachers gain the most basic understanding that underpins the practice of ICH education in schools. In this section, the document also provides basic information of 13 ICHs of Viet Nam, which are recognized by UNESCO as the representative ICHs of humanity and the ICHs in needs of urgent safeguarding.
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