Intangible Cultural Heritage Education Research Articles

Application of Intangible Cultural Heritage Art Resources in Art Education of Primary and Secondary Schools

The Intangible Cultural Heritage Law of the People's Republic of China explicitly states that educational institutions shall implement relevant intangible cultural heritage education by the provisions set forth by the competent education department under The State Council. Integrating intangible cultural heritage into art education is a crucial approach to safeguarding and preserving intangible cultural heritage. Schools serve as an optimal platform for inheriting and protecting the abundant intangible cultural heritage, with the compulsory education stage in primary and secondary schools offering unparalleled opportunities. Integrating local intangible cultural heritage into primary and secondary school art education and compiling art textbooks with local characteristics will help form a theoretical framework of curriculum design suitable for this purpose. As a result, they attained significant accomplishments regarding cultural transmission and spiritual heritage. However, there are still some things that could be improved with teaching staff, teaching material content, family and school social environment. It is imperative to conduct further research on optimizing the integration of resources into art education in primary and secondary schools. The investigation into effectively incorporating intangible cultural heritage art resources into art instruction in primary and secondary schools necessitates additional exploration.

Study on Factors Influencing University Students' Awareness of Intangible Cultural Heritage Transmission

In the context of contemporary globalization, the preservation and safeguarding of intangible cultural heritage has assumed heightened significance. Serving as a pivotal cultural asset, intangible cultural heritage plays an essential role in upholding cultural diversity and fostering societal progress. This study combines micro and macro-level management practices, student engagement theory, and cultural-historical activity theory to conduct quantitative research on 500 art and design students from 16 universities in Shaanxi Province, China. The primary research findings reveal a positive correlation between students' sense of responsibility and cultural heritage awareness, indicating deepening responsibility with heightened awareness. However, general knowledge and student-teacher interactions, though positively correlated, lack statistical significance. The study underscores the crucial role of institutional support and pragmatic education in enhancing students' intangible cultural heritage transmission awareness. Practical, hands-on learning experiences and strong institutional backing drive a deeper understanding and appreciation of cultural heritage among students. These insights have implications for educational policy and curriculum design, emphasizing the need for a multi-faceted approach to intangible cultural heritage education that incorporates both theoretical knowledge and practical experiences, and underscores the importance of institutional support in this endeavor.

Intangible Cultural Heritage Education and Ideological and Political Integration: Research on Party Building Assisting Rural Talent Revitalization

Intangible Cultural Heritage Education and Ideological and Political Integration: Research on Party Building Assisting Rural Talent Revitalization

Research on Primary and Secondary School Intangible Cultural Heritage Education and Student Cultural Identity

Research on Primary and Secondary School Intangible Cultural Heritage Education and Student Cultural Identity

Research on Primary and Secondary School Intangible Cultural Heritage Education and Student Cultural Identity

Research on Primary and Secondary School Intangible Cultural Heritage Education and Student Cultural Identity

Research on the Application of Intangible Cultural Heritage Education in Music Teaching in Local Middle Schools: Taking "Hequ Folk Songs" as an Example

Research on the Application of Intangible Cultural Heritage Education in Music Teaching in Local Middle Schools: Taking "Hequ Folk Songs" as an Example

Research on countermeasures and suggestions of Intangible Cultural Heritage Inheritance "entering campus"

Aiming at the problems that the current education practice of intangible cultural heritage is not fully implemented, and the campus curriculum system of intangible cultural heritage is not perfect, this paper puts forward some relevant policy suggestions, such as the construction of intangible cultural heritage education inheritance system, modular curriculum design, building resource collaboration platform and so on. It strengthens the important role of campus in the inheritance and protection of intangible cultural heritage, and provides a good scientific development system for the inheritance and protection of intangible cultural heritage in the campus channel

Research on Intangible Cultural Heritage Education and Inheritance in Universities

This paper first analyzes the advantages and problems of intangible cultural heritage education and inheritance in Chinese universities, and then points out the key points of local universities in constructing the education system of intangible cultural heritage in terms of curriculum setting, textbook preparation and pedagogical reform, and perfecting teacher deployment and teaching conditions.

Innovative technologies for intangible cultural heritage education and preservation: the case of i-Treasures

The recent technological development has opened up innovative scenarios in the field of intangible cultural heritage (ICH) education and preservation. Main aim of this paper is to present a study, whose objective was to investigate whether and to what extent technologies can play a role in the ICH preservation and education. The study was conducted in the context of i-Treasures, a project funded by the European Community. During the project, a platform has been created, which provides different types of services that can meet the demands of different types of users in the ICH education domain. In the paper, the process followed for the implementation of such platform is described, starting from the analysis of the user needs, down to the development of the various innovative features. These encompass not only informative functionalities but--even more importantly--features allowing sensorimotor learning experiences for the user, who--by wearing innovative sensors--can practice rare forms of dancing or singing and get feedback about the correctness of the performance. The paper presents the methodology and findings of the user evaluation and then points out the main strong points and weaknesses of using innovative technologies in the ICH preservation and education.

Addressing Key Challenges in Intangible Cultural Heritage Education

The paper draws on the i-Treasures EU project which adopts cutting-edge sensors and ICT technologies to sustain Intangible Cultural Heritage (ICH) learning and transmission. It highlights how some of the main educational challenges that are characteristic of this peculiar field have been addressed in the project by relying on consolidated Technology Enhanced Learning (TEL) practices and related tools. In particular, it focuses on pedagogical planning as a means to sustain the design, deployment and sharing of educational interventions, which are suitable and effective from the viewpoint of contents, structure and learning /teaching methodologies.