Safeguarding the Chopi Timbila tradition in Mozambique
erformed at social festivities and other community events in combination with the energetic Timbila dance. The objectives of the safeguarding project are to: enhance the quality and authenticity of the Timbila instruments; strengthen transmission to younger generations; ensure access to scientific documentation on the Chopi Timbila; creat...Benefitting country(ies) : Mozambique
1 November 2006 - 1 December 2009
Action Plan for the Safeguarding of El Güegüense
e,Popular throughout Nicaragua, the El Güegüense is a satirical street drama accompanied by music and dance, developed in the eighteenth century. The beautifully costumed and masked protagonist, El Güegüe, cleverly uses verbal artistry in Spanish, Basque and Nahuatl, an Amerindian language, to demonstrate subservience to the colonial authoritie...Benefitting country(ies) : Nicaragua
1 April 2007 - 1 March 2009
Action plan for the safeguarding of the Royal Ballet
raceful hand gestures, elaborate choreography and stunning costumes distinguish the Khmer classical dance. This project has been designed to ensure the safeguarding of the Khmer Royal Ballet and to support the preservation and promotion of this cultural expression. The project seeks to provide sustainable foundations for the transmission of skills...Benefitting country(ies) : Cambodia
1 November 2005 - 1 December 2008
Action Plan for the Safeguarding and Promotion of the Oral Tradition of Gelede
preparations, singers and drummers open the night-time ceremony, followed by an orchestra and masked dancers wearing splendid costumes. The project aims at safeguarding the Gelede tradition in communities across Benin, Nigeria and Togo. Following the initiatives of the government of Benin, which has constructed the International House of Gelede,...Benefitting country(ies) : Benin Nigeria Togo
1 October 2003 - 1 November 2008
Intangible Cultural Heritage, Education and Innovative Technologies in Peru
creating definitions in their own words. Initial examples identified by the students were mainly linked to dances and religious festivals, but over the course of the project, they were able to better conceptualise the importance of the role of community and identity as well as the dynamic nature of the ICH. Some examples of the ICH elements that t...Benefitting country(ies) : Peru
1 January 2019 - 31 December 2019
hreats that jeopardize indigenous livelihoods. All these topics are addressed through farming, crafts, storytelling, music, dance, martial arts and forest excursions. The Samabue Indigenous School is considered as an indigenous youth movement. Youth who care about their communities and their territories seeking to raise a future generation of Daya...Benefitting country(ies) : Indonesia
1 February 2016 - 31 December 2021
Piloting and Development of a Belizean Studies Curriculum
rriculum. For example, in Gulisi Primary School, ways and methods of drum making, drum playing, and dance are reinforced through the participation of traditional knowledge-bearers and artists in the school. Similarly, in Tumul'kin School, the recognized practices and knowledge associated with traditional agriculture are taught across different...Benefitting country(ies) : Belize
7 January 2018 - Ongoing
Engaging Youth for an Inclusive and Sustainable Europe
of one teacher and one learner (13 to 17 years old) per school, underwent initial training under the guidance of two UNESCO trained facilitators. Eventually, they developed and implemented pilot projects in their schools in close cooperation with their families, communities, local NGOs, cultural institutions, and other partners. These projects incl...Benefitting country(ies) : Germany Austria Belgium Bulgaria Cyprus Croatia Denmark Spain Estonia Finland France Greece Hungary Ireland Italy Latvia Lithuania Luxembourg Malta Netherlands (Kingdom of the) Poland Portugal Romania United Kingdom of Great Britain and Northern Ireland Slovakia Slovenia Sweden Czechia
1 January 2019 - 30 June 2021