The art of lacquer painting of Uzbekistan has deep traditional roots. Lacquer had been used in Samarkand since the Temurids epoch (fourteenth to fifteenth centuries). These facts can be testified by miraculously preserved original ornamental medallions from papier-mâché in the interiors of Mosque Bibi-Khanim. Particular interest represents carved doors and completely restored golden-blue dome, at the interior of the main building of Gur-Emir, consisting of 998 papier-mâché elements (tosh qog’oz in Uzbek).

The Giáy ethnic group belongs to the Kradai (Tai – Kadai) language family and the Tày - Tai group residing mainly in Lào Cai, Hà Giang and Lai Châu provinces, in Văn Chấn, Văn Yên districts of Yên Bái province and in Bảo Lạc district of Cao Bằng province.\nThe Giáy are occasionally called as the Nhắng, Dẳng, Pâu Thìn, Cùi Chu, Xạ, especially the Giáy in Tát Ngà commune, Mèo Vạc district, Hà Giang province are identified with such names as the Giấy, Giáy Nắm, Pu Nắm.\n

This publication contains papers from the 2021 World Intangible Cultural Heritage Forum held online for three days, from September 29 to October 1, 2021. The event was hosted by the National Intangible Heritage Center and organized by ICHCAP.\n\nThe forum was held under the theme of “Rediscovering Intangible Cultural Heritage in the Era of Convergence and Creativity” to re-examine the creative value of intangible cultural heritage and present the possibilities by examining examples of innovation and value creation through intangible cultural heritage.

Human has made great progress beyond the speed of biological evolution by using tools. First, human used stones and wood as tools for hunting and gathering, and then invented earth-baked earthenware such as bowls for food, appropriate to farming life. The defects of woodenware and earthenware, however, were obvious. It was not able to contain liquid due to their moisture absorbency, and easily damaged. Earthenware has evolved into glazed ceramic but it required a high-tech kiln with high temperature, accompanied by a technology for metal refining as a key prerequisite. In East Asia, moisture proof and insect proof techniques to coat objects were invented much earlier. That is lacquer technique.\nProduction process of lacquer is delicate and complicated such as handling lacquer sap at the risk of skin disease, creating hot and humid environment for hardening process, etc. Nevertheless, in East Asia, people have used lacquer technique in many regions from the Neolithic Age, knowing its merits earlier on. Lacquer was used for adhesive and surface protection of leather, earthenware, ceramics and metalware. In particular, it has been inextricably linked to wooden objects. Whereas in West Asia and Europe various varnishes mixed with dry oil and resin has been used, in East Asia lacquer was used as a basic varnish in common. That shows that lacquer is great material and technique to represent the commonality of Asian culture.1) This article aims to briefly look into the origin of lacquer technique in Northeast Asia and share the information on it and its current status of transmission.

Chak-ka-yer or tug-of-war is one of the oldest traditional team games of Thailand. It is believed that chak-ka-yer derived from imitating the work of humans pulling a trolley with a heavy load, the behaviors of bulls, buffaloes, or elephants in pulling heavy things, and a Buddhist ceremony called Chak-Phra, in which a Buddha image is placed on a beautifully decorated cart and pulled in a procession so that people pay respect to the Buddha image as it rolled by.

Telugu language is the mother tongue for carriers and transmitters in safeguarding the Intangible Heritage of the Telugu people. We have come up with an interdisciplinary and innovative educational programming that safeguards our intangible heritage of over 53.6 million people in Andhra Pradesh (AP). Our higher educational programming cuts across the five domains delineated in the 2003 ICH Convention of UNESCO. It is an integral part of a systematic safeguarding plan that is unique. I will introduce the framework that enables us to bring together the teaching of intangible heritage in a linguistic environment through six tertiary educational institutions for the Telugu speaking people. I am responsible for the curricula, pedagogy, employment of carriers and transmitters as teachers and performance education in all the six colleges. \n\nWe also address the interface between intangible heritage and language through higher education. Moreover, I will also reflect on my own engagement as a carrier and transmitter of theatre traditions of the Telugu people. My conclusion would advocate that we need to think in new and innovative ways for safeguarding the rich diversity of the intangible heritage of humanity. Our innovative tertiary education programming provides a feasible role model.

Boysun district, in southern Uzbekistan, has a beautiful natural landscape and is surrounded by a mountain range. The local environment and geographic isolation created favorable conditions for unique local intangible cultural heritage forms and expressions to form and be preserved over time. The same conditions also led to the existence of various types of labor activities, such as agriculture, cattle breeding, and handicrafts.

The culture in the East Coast of Malay Peninsula are rich in visual and performing arts inherited over time immemorial. The art is also found to have similarities in three different states, despite their geographical gap. The similarities are shared in dialects, languages, presentations, builds, and past legacy artifacts. The Malay craftsmanship is also dominated by the Malay community in the East Coast and it is also produced in the form of art and fashion. Artifacts such as boats, houses, and furniture are still visible until now and they have high artistic value. This paper is aimed at displaying the various type of Malay traditional boats and symbols produced by the Malay community on the craft of the boat. There are several name of the boats produced by local craftsmen based on their function and usability. For example, a small line boat is used in river and coastal areas, the payang boat used by deep-sea fishermen, and the jokong boat is used to transport heavy goods. The art can be seen in the carvings and paintings produced on traditional Malay boats craftsmen in the East Coast. This art does not only serve as an ornament and for its aesthetics, but also has its own symbolism. The decorative art produced shows that the three main aspects necessary in Malay art are function, aesthetics, and ethics. The belief in the existence of supernatural powers – which preserve and safeguard their safety at sea and their ability to get income from marine products – underpins the craft of this decoration art.

The lacquer craft is one of the traditional crafts with tangible manifestation of intangible cultural heritage (ICH). Hence, it can play an important role in representing the culture and traditions of any country and considered an effective way to preserve of rich traditional arts, cultural heritage, traditional skills and talents which are associated with people’s lifestyle as well as history. As a typical ICH in Asia, traditional lacquer craft contains a system of knowledge, perspectives, emotions, creativities, and a great way to document historical periods around the world and throughout the times. Over time, the lacquer craft is not only an ICH with an admirable historical length, but it has also been pushed up into a creative art form based on wisdom of stakeholder communities.

Folkland, International Centre for Folklore and Culture is a nonprofit NGO devoted to promoting folklore and culture. Headquartered in Kerala in south-western India, Folkland has three main centers and several chapters in India and associations with other organizations abroad through MOUs and collab-orative partnerships. Folkland has been affiliated with the UNESCO ICH sector since 2010. Folkland envisions a society that respects cultural heritage by conserving arts and cultural traditions and transmitting them to future generations. As such, Folkland is proudly dedicated to promoting Indian culture and values with a focus on intangible cultural heritage. The center provides access to knowledge and information about intangible cultural heritage and is known for promoting indigenous culture that inspires audiences to explore the cultural and artistic heritage of Kerala. The main domains covered by Folkland are performing arts; oral traditions and expressions; social practices, rituals, and festivals; and traditional crafts. Folkland documents oral traditions and practices and extends training to younger genera-tions to revitalize old and near-extinct traditional art forms. One ICH element of particular interest to Folkland is tolpavakoothu (shadow puppetry).

Harmony, social cohesion, integrity, peace and tranquility and unity are; all outcome of good social networking system with core human value. And negative impacts are also inevitable if it is the organization’s aim and objective. But, information-sharing is the fundamental prerequisite for the aforementioned subject as it is a key ingredient for organizations seeking to remain competitive and dynamic. Ever since the human beings had entered the threshold of civilization, the tradition of networking had evolved simultaneously. The historical records explicitly exhibit unbelievable information of both tangible and intangible records. For example; tangible cultural heritage– the figures of the Seven Wonders of the World and the intangible accounts- the imperial figures, legends and myths living even today are the outcome of social networking system. Had there been no networking system, there may not be anything recorded at present but, unless someone has extraordinary capabilities or god-like strength and power.

Khan-Uul Complex School is located in Kherlen Soum (district) of Dornod Province, which has four ethnic groups: the Khalkh, the Buryat, the Barga and the Uzemchin. For years, the school has been very active in promoting the intangible cultural heritage of the region and beyond, both through curricular and extra-curricular activities. It has developed several policies to support this process, such as incorporating ICH activities into the school annual work plan, adjusting teachers’ workloads to provide time for such activities, and creating suitable environments to foster student learning