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Localising cultural heritage: The "Cultural Wall"


Keywords: cultural identity; introduction to ICH; localising heritage.

Aims and Rationale

As students may not be familiar with the concepts of ICH, it is useful for them to recognize instances of it around them that they may previously have not seen as such. This activity enables students to start reflecting about “real” ICH and providing their own representations. Possibly, it could reveal something about cultural values and identity of the cohort of students.

Learning Outcomes and Associated Areas of Knowledge

Identify manifestations of ICH and CH from an internal (personal) and external perspective (others)

Describe manifestations of ICH and CH on a spectrum from tangible to intangible and the blurring of boundaries between them

21st Century skills

  • Collaboration and Communication
  • Global and Local Connections
  • Artistry and Personal Expression

Materials

Post-it notes.

A large enough wall space to display post-it notes for multiple teams.

Pens/pencils.

Voting dots/tools to mark preferred category names.

How to

Each of the four proposed stages should approximately last for about 10 minutes.

Organize this as a group activity. Then, each student must write on a post-it the name of a thing “from the past” which is important for her/him today. It is important that they feel free to use as many post-it notes as they like and let the creativity flow.

Each group will have provided a set of post-it notes. Now, each group must cluster together the post-it notes into categories (i.e., “traditions” or “festivals”).

Once this phase is finished, a representative for each group will contribute into grouping all the post-it notes (made by the whole class) that have something in common with each other.

Finally, students use voting dots or markers to rate the individual post-its that they like the most.  Each student should use no more than three dots/mark no more than three post-its. This phase should approximately last for 10 minutes.

Challenges

At the start, students may struggle to get the creativity flowing. Educators may help by suggesting traditions and social practices that are widely adopted within their culture.

Assessment for Learning

The students can demonstrate their learning to you and each other through appraising and evaluating their own and each other’s different forms of ICH/CH.

Assessment 'How to'

In observing the created post-it walls, the instructors could ask the following questions, the answers of which will reveal the quality of the representations provided:

  • Did the clustering activity separate tangible from intangible or not?
  • Why did the vote how they did? What does this say about heritage?
  • Is there something that is immediately considered more valuable? Is it because it generates money?
  • Is there any category that prevailed over the others? Why did this happen?
  • Is there any value in the intergenerational transmission of the ICH instances identified?

Please rate this activity:

Download Word File of activity in English
Download Word File of activity in Arabic
Student Assignment Editable Word File

Tips

  • Help the students get started by suggesting “obvious” traditions that may have not thought about.
  • Challenge some inclusion at the end to develop their critical thinking.