CLICHE (2018-2021)

CAPITALIZING ON LOCAL INTANGIBLE CULTURAL HERITAGE AROUND EUROPE

Sample Lesson Plan Template

that integrates ICH-ESD (sustainable future) into the school curriculum
Teaching in a Blended Learning --Flipped Classroom Model

Subject: Greek literature , Home ecomomics, sociology.

Lesson Topic/ Title: THE INTANGIBLE CULTURAL HERITAGE IN MODERN LIVING
ICH element: The traditional Greek marriage .
Grade Level:  Junior Hight School .    
Designed by: Agrafioti Luisa , Korogiannou Sofia
Date: October 2019

Description of the lesson(s)

This lesson introduces the basic knowledge of Greek customs [ ithi and ethima] . It
is a trip to the Greek past and specifically to the traditions of Greek marriage and
the olive cultivation.

[ithi : unwritten laws , practical – ethima: practices of the unwritten laws

Learning outcomes: students

1. Encourange appreciation for local ICH and understand the meaning of
Greek customs [ e.x. marriage]
2. Learn the meaning of marriage and the symbolism
3. Connect the past with the future.
4. Discover the life of the ancestors/
5. Empower the bonds between family.
Lesso What
6. Make aware of the elements threatening the survival of the heritage and
n is the
7. Make aware of the need to connect marriage with cultural turism industry.
Overv purp
8. Learn about olive cultivation.
iew ose of
9. Learn about alternative tourism and olive oil.
the
10. Discover the connection between olive cultivation and old- new
lesso
professionals
n?

Materials:
Power Point presentations , videos , pictures , reading texts.

Technical Requirements
In class computer lab . IWB
At home tablet or computer or mobile phone with internet access.

Ratio of face-to-face and online work 50-50%

 Time Required at least 3 periods (45 minutes each)

At the end of the course, the student will:

Understand (e.g. values, principles, generalizations, rules…):

The importance of ICH in everyday life.

Know

Historical facts , traditional marriage process , the basic symbolism of the marriage
and the meaning of them , traditional songs and dances , digital preservation of
songs , the vocabulary of traditional marriage.

Do /
21st Century skills
Solve a practical problem via teamwork and give presentations , write articles .
Technology skills , do online research.

Critical thinking/Problem solving/ Communication/Collaboration/

Creativity/Innovation/ Media literacy/Technology skills
Field trips, site visit to a community/ local cultural industry / museum/ craftsperson
at work, guided walk led by a knowledge-holder, member of community or cultural
expert to experience the ICH in location;
Do online research

LESSON PROCEDURE AND SEQUENCE -ACTIVITIES AND TASKS TO ENGAGE

STUDENTS
LIST THE STEPS ON HOW TO CONDUCT THIS LESSON, GIVE ENOUGH INFORMATION SO THAT
ANOTHER INSTRUCTOR WOULD BE ABLE TO CONDUCT THE LESSON
e.g.

School Types of activities and Tasks / Resources Needed 1st

whole Ti
class 1st Time [ 45 min.] m
Flexib Lesso Teacher 1. Have o short discussion about the tradition and the e
le n led customs.
instructi 2. A brief discussion on Intangible Cultural Heritage 4
learni delive on/face 3. Reading texts [ page 61 of the school book of Home 5
ng ry & to face economies and m
types Page 68 of the school book of Greek literature] in
of 4. Asking questions about the texts and answer the related
quiz.
activit
ies: 2nd Time [45 min.]
….. 1. Power Point and video
presentation .
2. Asking questions about the
process of a traditional marriage . 2n
3. Asking questions about the basic symbolism [ make a d

list] Ti
4. Make a vocabulary m
 e
3rd Time [ 45 min.] 4
……FROM THE PAST TO NOW AND TO THE FUTURE 5
1. The marriage today : how is it done , what is different m
and why. in
2. Which of the customs can we use at now and which we
can not
3. How traditional marriage can be used for tourism
development 3r
d
in our area/
Ti
m
e
4
5
m
in
.
Home A
Online After 1st time ft
Work & er
Digital Write an article about the tradition 1st
Content Research for photos and make a poster. Ti
m
After 2nd time e
Make the puzzles
https://www.jigsawplanet.com/?
rc=play&pid=373aaef0609e
A
https://www.jigsawplanet.com/? ft
rc=play&pid=31f20e86609a er
2n
Make a word art with the main words d

https://wordart.com/edit/c4pocqroxhvz Ti
https://wordart.com/edit/57wj9eqx4f5e m
e
Make a quiz with the symbolisms
e.com/forms/d/1Ju5g8mOgWmckyRxfif3UsRHUig9hf4OJB
Oa_7YQs7O4/edithttps://docs.googl

After 3rd time

Find a traditional song of marriage
Make a list with traditional foods of marriage
Write an article for the school newspaper about the traditional
marriage and
the tourist development.

(Types of activities and Tasks)

Web 2.0 tools used

Collabo Types of activities and Tasks / Resources Needed Ti

rative m
activitie The students worked by homogenous groups for list of e
s symbolisms and for
Small the vocabulary .
Group / The groups created a logo using keywords for traditional
pair/ marriage at
1:1/ Wordart.com
 homoge
nous,
heteroge
neous/
School
project

Reflec
t/ How
Evalu will
ate/ you Assessment (e.g. Quiz, Rubric, etc):
Measu know Whole Group Closing (Quote, Video Clip, Discuss Next Lesson, etc):
re they
indivi have
dual learne
& d it?
classr
oom
progr
ess

1. The students were inderested in the lesson.

Reflec 2. The weakest students also participated.
tion & 3. The l;esson pl;an can be presented to the other teachers for their feedback.
notes 4. It is hoped that the lesson plans from the countries participating in the CLISHE progect will be a
small light of inspiration. Inspire teachers and students of other countries the meaning of local
customs . It is hoped that those lessons create o bond between teachers around Europe. The main
purpose is also to use information, skills to “feed the thirst” for more knowledge/

Resou
rces & https://www.tes.com/lessons/dGPwwrH9Lwpxgg/edit
Citati http://ebooks.edu.gr/modules/ebook/show.php/DSGL105/229/1684,5374/
ons http://ayla.culture.gr/
Example of Lesson-plan evaluation
Lesson content ICH content ESD principles Teaching-learning Impact of the
methods lesson on
learners
Good x x x

Needs x x
improvemen
t
Comments The theme of The ICH The issue of The lesson includes The students
the lesson is content is sustainability is active participation by do not see any
not included in relevant to not discussed. the students. link between
the curriculum the subject. ICH and
After the initial review sustainability.
of the lesson plan, the
teacher decided that
bringing a knowledge
holder into the
classrooms was not
an efficient use of
time. Instead, the
 teacher used video
materials displaying
the knowledge-holder
and the ICH practice.

Links between lesson content, ICH and ESD

Lesson Topic: e.g. Herbs used for medical or culinary reasons

Lesson Topic/ ICH Proposed Content(s) Form of teaching Sustainability perspectives

Subject element(s) and Learning (in class/online/at
Activities with ICH site
Is there in
school
textbooks/
curriculum
or not?
Medicinal Collection • Understanding the •Learning takes • Awareness of the threats
herbs & use of various uses of herbs place in class/at to the sustainability of
Geography- herbs; • Understanding home traditional medical
Biology- medical where they grow/are • Students do treatments (ICH) that are
Economics, treatments collected & how they research before based on these plants; loss
that are can be used at home class, or watch of knowledge of the
Absence of based on or by pharmaceutical videos by experts in practical uses of these
lesson in the these companies; the field to learn herbs;
curriculum) plants • Learning activity: about herbs, where • Awareness of the impact
Students participate they grow and their of the cultivation of these
in hands-on activity to related uses plants on local jobs and
collect herbs (under • Knowledge- development;
supervision of holders • Identification of threats
knowledge holders/ demonstrate their to local natural resources
experts/traditional work and/or offer that are related to these
practitioners and students the herbs;
community elders), opportunity to try The students may discover,
and/or students make it. for example, that
a presentation on the deforestation of areas
links between herbs’ where herbs grow could
uses, farming, local lead to the loss of those
economy, etc plants, which would
threaten the ICH
(traditional remedies,
recipes) and would also
have negative impacts on
local jobs and
development.

SOME MORE TIPS

1. We can infuse -if possible- existing school subjects with ICH.

2. We could align the lessons with both the ICH-ESD principles and the curriculum
standards and objectives.
3. We need to promote learning with and not only learning about intangible cultural
heritage, if we want to foster transmission. Some subject topics are easily linked to
ICH and sustainability principles.
4. Teaching can be conducted collaboratively by a team consisting of teachers and/or
cultural experts/ ICH knowledge-bearers specialized in practices.
5. We should also consider how traditional knowledge and practices can be applied to
contemporary situations, so as to increase the relevance of the content for students.
6. Where relevant, teachers and local cultural experts should also point out the
synergies between traditional knowledge and modern science.
7. The ICH and sustainable development learning objectives must be clearly stated in
the lesson plan, so that students do not focus only on subject learning.
8. Activities should be interactive, meet the lesson objectives and time constraints,
and be able to cover both theoretical knowledge and practical applications.
9. Various types of materials can be used, for example,
-stories, images, cultural bearers’ dialogues, performances, audio-visual recordings
(videos) and slideshows or the videos we have already made as our 1 st IO.
-materials on regional or national ICH from secondary sources (i.e. prepared by
cultural organisations and ministries).
10. Testing, evaluating and refining the lesson plan. This final step is necessary in order
to determine whether the lesson plans have met their objectives, and to gather
feedback on what aspects of the lesson plans need to be improved.
11. Evaluations should assess the content, teaching-learning methods and impact of the
lessons. In particular, evaluations should assess:
• The feasibility of the lesson plan and whether it meets curriculum
requirements.
• How accurate the information on the ICH element(s) is.
• The relevance of the ICH-ESD links to the subject.
12. The lesson plans can be presented to other teachers for their feedback, and then
trialled. Other teachers can visit the classrooms to observe the trials and gave
feedback to improve the quality of the teaching methods being used.
13. It is hoped that the lesson plans from the countries participating in the CLICHÉ
project will create an e-library of resources and inspire teachers around Europe to
create lessons that are locally relevant and which highlight important local
expressions of intangible cultural heritage. It is also hoped that these lessons
contribute to engaging students as active learners and to enabling them to gain the
knowledge and skills required to create sustainable societies.
 Blended classrooms, or flipped classrooms
https://www.youtube.com/watch?time_continue=240&v=paQCE58334M
Learning with Intangible Heritage for a Sustainable Future
http://www.unescobkk.org/fileadmin/user_upload/culture/ICH_ESD/Integ
ration_of_ICH_UNESDOC.pdf
Integrating intangible cultural heritage in education
Intersectoral meeting with Education Institutes and Programmes
17–19 May 2017, Paris, France
https://ich.unesco.org/doc/src/Meeting_report_EN.pdf

Sample Lesson Plan

Subject: ESL, History, Art, Geometry, Thinking by design

Lesson Topic: Introduction to traditional motifs
Lesson Title: Traditional motifs: investing in the future
Grade Level: 11  
Designed by: Vivi Carouzou
Date:

Lesson What is Description of the lesson(s)

Overview the This lesson introduces traditional motifs made through embroidery or loom as
purpose an essential part of the ICH in the area of Levadia especially in traditional
of the
textile crafts. It discusses the history, tools, techniques and processes and aims
lesson?
mainly at the sustainability of the knowledge society .
Learning outcomes:
-Develop cultural identity through local knowledge of one’s hometown,
community, area elders, groups and individuals concerned, context, culture,
identity, pride;
- Develop an awareness of traditional motifs as an art form with symmetry,
 rules, etc;
--Make Ss aware of the elements threatening the survival of this ICH;
-Connect this art from the past with present and future, contributing to a
more sustainable society;
-Better understand the concept of ‘safeguarding and documentation of our
local ICH practices’ and using web technologies for their digitalization;
-Make Ss aware of the need to connect motifs with cultural tourism industry,
fashion, job market, etc so as to capitalize on it.
-Discover opportunities for entrepreneurship in culture and creative
industries;
Materials:
power point presentations, videos, reading texts

Technical Requirements
In class: an IWB, a computer lab;
At home: a computer or tablet or mobile phone with internet access

Ratio of face-to-face and online work:

50-50

Time Required
at least 3 periods (50 minutes each)

At the end of the course, the student will:

Understand
The mottos:
‘The capacity to build a new future depends on our ability to see a
fundamental continuity with strengths of the past’.
F. Nietzsche
‘Nowadays people know the price of everything and the value of nothing’
Oscar Wilde

Know
historical facts, names of motifs, symmetry, antisymetry rules
digital preservation of ICH
how motifs are used in fashion, decoration, etc. -sustainability

Do
Analyze the artistic value of motifs; Think about their economic value
Creativity/Innovation
Create /Design a visual display to demonstrate different aspects of motifs
as ICH
Solve practical problems via teamwork and give presentations, write
articles

Flexible LESSON PROCEDURE AND SEQUENCE - ACTIVITIES AND TASKS TO ENGAGE

STUDENTS
learning
LIST THE STEPS ON HOW TO CONDUCT THIS LESSON, GIVE ENOUGH INFORMATION SO THAT
ANOTHER INSTRUCTOR WOULD BE ABLE TO CONDUCT THE LESSON
 School whole class Types of activities and Tasks / Time
Teacher led Resources Needed
instruction/face to e.g. Have a short discussion about..
face Asking questions…
Explain in detail the tasks that Ss will
have to accomplish
Identify
Home Online Work Types of activities and Tasks Time
lesson & Digital Content Web 2.0 tools used
delivery
& types
of
Collaborative Types of activities and Tasks / Time
activities activities (e.g. homogeneous group of Ss with
: Small Group / pair/ lowest level students who will need
1:1/ homogenous, more time with teacher during the
heterogeneous/ lesson)
School project

Reflect / How will

Evaluate/ you
Measure know Assessment Quiz
individua they
l and have
classroom learned
progress it?

Reflectio
n & notes

Resource
s&
Citations