Kulturas-Mantojuma-Daudzveidiba - en-GB

Exposing the topic to the Cultural foundations. Basic course. 3.
Diversity of cultural heritage

student
Diversity of cultural heritage

Cultural transmission reveals both the links between generations in different societies, countries,
communities and the interaction between traditional and contemporary values.
Cultural heritage is an essential characteristic of a particular culture - it vividly illustrates a society's

values, traditions and knowledge, as well as the environment that has developed through the interaction of
people and places.
It can be very diverse - tangible, intangible, sacred, documentary, digital, etc.
Heritage preservation is as much about protecting historical artefacts as it is about documenting and
communicating them to the public.
Participation in the preservation of cultural heritage develops identity and strengthens the sense of place of the
individual and the community.
Cultural heritage also has practical significance as it can contribute to the economic well-being of the
individual/community and provide social benefits.
At the end of the topic

you will have learned about the tangible and intangible cultural values/traditions of your home
area and be able to express informed opinions about the importance and necessity of traditions
and cultural heritage
In the 21st century
Achievable results To achieve this, in lessons you ...
You will understand how You will research the traditions/events that are important to
traditional and contemporary you/your community: celebratory attributes, visible signs, symbols,
values can interact in a cultural articulating the symbolic meaning of the event/process/celebration
event or process. (KV.2.2.) and the most important values that are maintained, strengthened and
passed on to future generations through this communal celebration.
Discuss with your classmates the importance of national traditions
and values - the cultural heritage of a people/nation - for society
and how they change and develop over time.
You will have explored the Using a wide variety of sources, you will learn to distinguish
diverse tangible and intangible between types of heritage and the specificities of intangible cultural
cultural values and traditions of heritage.
your home area and understood Look for explanations and illustrative examples of the terms
why they are and/or could "authenticity", "restoration", "reconstruction", "re-creation" for sites
become cultural heritage. in your neighbourhood, to understand the ways of preserving heritage
(KV.2.4.) and to be able to see them in your own neighbourhood.
You will look for and critically analyse positive developments in
Latvia
and negative examples of state/society/individual responsibility for
cultural heritage preservation in order to form an informed opinion
on the situation of cultural heritage preservation in Latvia.
© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 1
Cultural foundations. Basic course. 3. Diversity of cultural heritage
Achievable results To achieve this, in lessons you ...
Understand the importance of On the website of the Latvian Culture Canon, you will get
the Latvian cultural canon and acquainted with 99 values that characterise Latvian
the values it contains, and why culture by searching for values that relate to your immediate
the cultural canon can form the neighbourhood or to the people of your region, arguing why
basis of everyone's cultural one of them would be important in the future.
experience 100 years and why tradition and cultural heritage
and a sense of belonging to There is something inspiring and valuable about the 21st
Latvia. (KV.2.5.) century.
You will be able to discern You will analyse ambiguous traditions of different
the expression of aesthetic, communities in order to form an opinion on whether
ethical and ideological ambiguously valued festivals/traditions of individual
principles in works of art, communities are part of Latvia's intangible cultural
cultural processes/events of heritage and whether they should become part of the
different cultural and cultural heritage of the entire Latvian population.
historical periods. (K.V.2.6.) Discuss with your classmates whether traditions and values in
a community or a country can be influenced by different
factors: the system of government, changes in political power,
the economic situation, social tensions, etc. How heritage
experiences shape and strengthen self-understanding,
community identity.
You will have a reasoned You will have explored and used a wide range of thematic
opinion on the importance of digital sources (digital archives, databases, museums,
cultural heritage and libraries) to learn about the topic.
personal experience of Participate in an opportunity offered by a digital participation
participation. (K.V.2.8) platform to digitise a cultural heritage object, building the
necessary skills and personal views on the possibilities and
importance of preserving cultural heritage and how preserving
heritage can improve quality of life.
Key concepts Tangible cultural heritage, intangible cultural heritage,

tradition, cultural value, cultural environment, cultural
landscape, cultural canon, national/regional/local cultural
monument, UNESCO World Heritage Site,
contraversial/controversial heritage, cultural community,
authenticity, restoration, reconstruction, continuity of
tradition, change of tradition.
Criteria Cultural foundations. Basic course. 3. Diversity of cultural heritage
sheet
Diversity of cultural heritage. Criteria for learning the topic

Criterion I started to I continue to learn I have mastered I learned in depth
learn
Cultural I know, I recognise I can reproduce information I can evaluate information and I can develop ideas, create
heritage in
and understand the concepts that includes these and other statements that include these new information, and make
personal and
everyday of "tradition", "heritage", concepts related to the topic. and other concepts related to sense of these concepts in the
experience "cultural community", I know how to use this the topic. context of my own experience
"cultural canon". information and concepts to and understanding.
I can name the most important
complete a task, but I often
I recognise the signs and symbols values that are strengthened I can analyse and justify my
lack the skills to link these
of festivals and traditions. and passed on to future views on cultural
concepts into new
generations through traditions values/traditions, cultural
information.
and festivals, and I understand phenomena and processes of
I can discuss a cultural the symbolic meaning of these importance or ambiguity to
value/tradition that is important to festivals. the community, using these
the community, or a celebration I understand the festivals and and other sources of
and tradition that is nowadays traditions that are information relevant to the
viewed with ambivalence. ambiguously evaluated today; topic.
I argue whether the
I get to know the most important I am able to assess my own, my
ambiguously evaluated
cultural and historical sites of my family's, my school's and
festivals should become part
place of residence and the society's potential and
of the cultural heritage of the
surrounding area. responsibility in the transmission
Latvian people.
of traditions and cultural heritage.
I recognise and know how to
I make a reasoned case for
use the most outstanding
which cultural values are
values of Latvia's tangible and
personally important to me.
intangible cultural heritage.
I can justify why they can form
the basis of the cultural
experience and sense of
belonging of every Latvian
resident.

learn
Cultural I get to know and describe a I have got to know and I know how to get information I describe the values of the
heritage in
value of the Latvian cultural describe a value of the about artefacts included in the Latvian cultural canon in
personal and
everyday canon that is important to Latvian cultural canon that Latvian cultural canon. I different contexts.
experience me. is important to me, I have understand which cultural
found an values are personally
expression/application of meaningful to me.
this value in contemporary I can describe the relationship
culture. between the values of the
Latvian cultural canon and
contemporary cultural
expressions.
The I recognise and understand the I learn about and describe the I can use a variety of I learn about, compare and
formation
terms: "tangible and intangible tangible and intangible cultural information sources to learn critically evaluate the tangible
and
meaning of cultural heritage", "cultural values and traditions of my place cultural content. I can and intangible cultural values
an heritage", "cultural of residence. critically evaluate and use and traditions of my place of
inheritance
environment", "cultural additional information on residence
Understand the formation,
landscape", "residential attitudes towards cultural and justify why they are, or
diversity and responsibility
landscape", "industrial heritage. could become, cultural
of cultural heritage in terms
landscape", "degraded heritage.
of material and I know how to explore the
landscape".
intangible cultural heritage. tangible and intangible cultural
I know the difference between
values and traditions of my place
tangible and intangible cultural
of residence
heritage.
and justify why they are or
I have familiarised myself with
could become cultural
the sources of information offered
heritage.
by my teacher.
I can describe the chosen
cultural value, tradition.

learn
Preserving, I introduced the topic. Learn about the basic Learn about the tangible and I can make a reasoned case
practising and
I know, recognise and understand principles of protecting intangible cultural values and for maintaining and
passing on
different forms of the concepts: cultural monuments. traditions of my home protecting the tangible and
heritage "cultural and historical and justify why they are, or intangible cultural heritage
Improve my understanding
monument of national could become, cultural that is part of our lives.
of tangible and intangible
importance", "UNESCO World heritage.
cultural heritage values and I make proposals and
Heritage Site",
the importance and I critically analyse positive suggest ways to preserve
"authenticity",
possibilities of preserving and negative examples of cultural traditions and
"restoration",
them today. state/societal/individual heritage.
"reconstruction",
responsibility for preserving
"contraversal heritage".
cultural heritage in Latvia,
I understand how to
preserve heritage.
Experience of I learnt about the possibilities of I know what the potential of I can describe and evaluate I use one of the digital
culture and the
memory institutions in memory institutions is in a wide range of digital participation opportunities
creative process
preserving tangible and preserving tangible and sources for specific digital and then share my
intangible cultural heritage. intangible cultural heritage, and participation and choose the experience
I know how to use it. most appropriate material with classmates.
and
preserving, developing and
transmitting the intangible
cultural heritage
Tasks/exercises Cultural foundations. Basic course. 3. Diversity of cultural heritage
Personal experience of practising traditions.

Analysis of the celebrations/traditions
1. Explore the festivals and traditions practiced in your family, community
and region! Choose a tradition or celebration practiced in your family,
community and region:
●
a festival celebrated with family;
●
a celebration that brings the whole family together, with a wider circle of relatives;
●
Latvian and national holidays;
●
international festivals, including adapted festivals;
●
school holidays!
Look for similar features and elements (e.g. symbols, attributes, events, activities) and formulate the
symbolic meaning of the celebration/tradition!
Name the most important values that are maintained, strengthened and passed on to future generations
through this common celebration!
Compare, discuss, add to! Work together to define the symbolic meaning of the celebration!
Discuss and exchange views with the group!
2. Choose, name and describe a tradition in your family, school or community that you think deserves to
be brought to life on a larger scale!
3. Analyse your school's most important celebrations! Come up with ideas for creating new festivals or
school traditions or for improving existing ones in a meaningful way! Collect ideas in a small group
and prepare proposals for submission to the school council!
Symbolic basis,
School tradition Proposals for improvement values to be upheld Resources required
4. Discuss in class and write down the main messages! Based on these, plan/organise a celebration in
your classroom or other nearby community!
Questions for discussion.
●
Using the information from Theme 1 on the content of different generations' cultural consumption baskets
and
1. fill in the table, compare the lifestyles and values of several generations (grandparents, parents and
young people)! Predict which are the most important festivals for each generation and why! Justify
your answer!
●
Why is it important to celebrate together in the family, at school, in the city, in the country and in the
world?
Personal experience of practising the tradition.

Tradition analysis
1. When you use or hear the word "tradition", what do you mean?
2. What traditions are important for your friends and young people your age? Which traditions do you want to
inherit?
3. Check out the explanations! In Year 12, you will celebrate badge night at school. It's a tradition that
originated
20. gs. In the second half of the 1950s. The badge is a token of remembrance and belonging that you have
studied and graduated from school. How does the badge evening relate to these concepts?
3.1.
●
Search the web for pictures of different school badge rings or pins! Compare the symbolism! Is it
only associated with that particular school, or are there symbols that everyone is familiar with?
Has the design of the badge changed over time? What, if any, has caused these changes?
●
Find school mottos on the web! What are the most recurring figurative words or symbols?
●
Find school flags on the web! What colours and symbols are used most often?
3.2. Analyse and compare school anthems!
●
Are composers and lyricists mentioned? Who are they?
●
Can the text be used to determine when the anthem was written?
●
Under what circumstances and how are school anthems formed, created and adopted?
●
Do you know the history of your school anthem?
3.3. How do you celebrate badge night at your school? Which activities/rituals should be the same?
Can you relate these actions/rituals to your knowledge of history (e.g. feasting, consecration of the
Zealots as masters, etc.)?
3.4. Do you feel that the badge evening and the last bell day are a tradition for your generation of pupils?
Give your reasons! Look for like-minded and different-minded people in your class!
3.5. Summarise the views of your classmates and outline the main idea and rationale behind your last
bell and badge night!
4. Give examples of factors influencing the transmission of cultural traditions!
A the system of government - B

changes in political power - C the economic situation -
D scientific discoveries -
E
attitudes to nature -
5. Suggestions for discussion or essay.

●
How are traditions created and maintained in the family?
●
Why do traditions develop in every culture?
●
What conditions contribute to the variability of traditions?
●
What is common and different for the different peoples living in Latvia in celebrating festivals such as
Christmas, etc.?

The importance of national traditions and values as a
people's/nation's cultural heritage and how they have changed
over time
Read an excerpt from K. Ulmanis' speech and information online! Analyse the information in both
sources and find answers to the questions! Agree among yourselves which of the given questions
you will discuss in class or research in depth, including your own memories of the celebration!
K. Ulmanis "Let's gather for a family reunion on the National Day" (1938.11.10 "Kurzemes
Vārds") http://periodika.lv/#searchResults;simpleQuery=pulc%C4%93simies
%20%C4%A3imenes%20 kopbr%C4%ABd%C4%AB
When Latvians celebrate their holidays, they celebrate them in a room decorated with flowers and
greenery, at a white-rubbed table, by a festive fire. Can a Latvian celebrate Pentecost without the greenery of
meadows, or Midsummer without the flowers and the bright currant fire! And at Christmas, does the
Latvian's home smell of needles and the green Christmas tree not breathe its incense? Doesn't the memory of
the bright Christmas mornings in the farmhouse, when the whole family gathered together for a feast at a
table covered with a white or linen tablecloth, on which candles were always burning, like a distant white
fairy tale? And in spring and summer, when the meadows and gardens of our land were adorned with
flowers, were not these flowers then also decorating the table? They were even in the hands of many of the
celebrants.
Today we stand on the eve of the 20th anniversary of the independence of our homeland and our country.
Cities and countryside, all the regions and settlements of our land have risen up to celebrate this bright
festival, this great and beautiful day in the history of the Latvian people and our beloved country Latvia, with
heartfelt gratitude, drawing new strength for the future of our work, the well-being of our lives, the beauty
and greatness of our country. We will have all the more strength and faith in ourselves and in the future of
our country if, on this bright celebration of our country, we are all united together, together with our
thoughts, together with the ardour of our hearts, if we are all united in our joy for our country and in our faith
in the sunshine of our country, Latvia. "Let not the number of floors of your house be your pride, but the
spirit that dwells in it!" - our great Leader says to everyone. The spirit of the Latvian people has found its
strength in the people's unanimity and sense of community. When the sun shines equally bright in the
Latvian sky, when we celebrate the 20th anniversary of our country's independence and sovereignty, may the
fervour of our hearts unite us all! The Organising Committee of the 20th Anniversary of Independence
invites you this year, for the first time, to start the morning of 18 November with a gathering of every family
in their apartment or home. Does not this beautiful proposal revive and strengthen one of the beautiful virtues
of the Latvian people, the virtues of a living spirit? - When, in the early morning of a national holiday, the
sound of bells in the white church towers of our country heralds the great and bright festive morning, in
rooms decorated with late autumn flowers and greenery, at white-covered tables, the father of the family or
the head of the household will gather all the members of the family and the household together, that at this
solemn moment the thoughts and hearts of all may be united in gratitude and joy for the 20 years lived in
their fatherland and in their free country, that in deep reverence they may remember those who have fought
in the struggle for freedom, laying their heads on the urn to declare their allegiance [..]. In the farmsteads and
urban dwellings of the Latvian land, the Latvian spirit must dwell, the spirit that has preserved the Latvian
people for thousands of years, the spirit that has been strong to sacrifice on the altar of the freedom of the
fatherland. The spirit of the Latvian people has also grown and strengthened in those communal devotions,
when the whole family and household gathered around a white-rubbed table, with a fire burning on it, with
flowers in their hands. The spirit of the Latvian people has grown and strengthened in the songs that have
brought down the forest to its ends, has hardened and become alive in the fires that have blazed from hill to
hill, and has praised those who have led the people towards a sunny future, who have protected the freedom
won by the people, who have given their thoughts and their hearts and their whole lives to
have given to their people and to the State of Latvia, in this beautiful moment of communion, everyone will
see more clearly and feel more deeply the great gains and successes that the Latvian people can weave into a
common shield on the occasion of the 20th anniversary of the existence of their State. When, on the day of
the national holiday, flags will fly over town houses and farmsteads, when flowers and garlands of greenery
will adorn houses and rooms, let the hearts of all people speak and the spirit rustle in all dwellings. On the
morning of 18 November, may the whole nation feel a bright common moment, a moment of gratitude and
joy as it enters the third decade of independence, a moment of solemn communal assembly, a moment when
the spirit of the united people is alive and strong.
When the festive lights shine brightly, may the hearts of Latvian sons and daughters shine brightly for
their fatherland, their country Latvia! May the light shine brightly in the family gathering on the morning of
the national holiday!
White Tablecloth Festival, 4 May (http://lv100.lv/programma/kalendars/baltagaldautasvetki4

maijasvinibas/)
Today and for the future of Latvia; highlighting and honouring the most important people of 1990 in their
neighbourhood
On 4 May, the Constitution of the Republic of Latvia, adopted by the Constituent Assembly on 15 February
1922, was restored by the Declaration of the Supreme Council of the Latvian SSR on the Restoration of
Independence of the Republic of Latvia. This Declaration declared the military aggression of the USSR on
17 June 1940 an international crime and restored the sovereignty of the Republic of Latvia.
The Latvian Centenary Office of the Ministry of Culture invites you to continue the tradition of the White
Tablecloth Festival on 4 May to celebrate the restoration of Latvia's independence - one of the most
important milestones in Latvia's centenary year. The White Tablecloth Festival aims to inspire people to
gather around a table on 4 May with family, friends, neighbours or the community, to consciously celebrate
the existence of their country and honour those who have helped to create and protect it. People create their
own White Tablecloth Day, each bringing their own treats, each adding their own contribution to the table
and to the conversations, creating a sense of celebration together. The White Tablecloth Festival will remind
us that the restoration of the independence of the Republic of Latvia - the second birthday of the Latvian
state - was the result of the perseverance, courage and daring of specific people.
The format of the White Tablecloth Festival is up to the organisers, but we recommend paying attention to
the following highlights: setting the table together and celebrating Latvia with family, neighbours, local and
foreign friends, colleagues, new acquaintances, in the courtyard, in a community public space or anywhere
else;
white tablecloth as a symbol of self-confidence, pride and a unifying element;
being together and having table talks, for example, sharing memories and ideas about 4 May 1990, the
meaning of the freedoms gained and their use today and for the future of Latvia; highlighting and celebrating
the most important events and personalities in your neighbourhood;
cheering, singing and dancing, etc;
Identifying and celebrating ancient traditions, intangible heritage, including culinary heritage, finding new
expressions of shared values;
Documenting the events, both by creating our own photo, audio and video stories and by reaching out to
the media to preserve the evidence of May 4, the memories of May 4, 1990; sharing them on social networks.
1. What is the occasion of K. Ulmanis' speech?
2. In your opinion, are there keywords or common ideas that unite the two texts about festivities and the
idea of festivities? Explain your choice! You can also use a table, diagram, etc. to make your answer!
3. Answer the questions and make comparisons between 4 May and other holidays! You can present your
answers in a table!
3.1. What is the tablecloth as a symbol?
3.2. The colour of the tablecloth on festive days matters...
3.3. What is the symbolic meaning of the festive table and the festive meal?
3.4. Summary/conclusions/comparison.
4. Is the White Tablecloth Festival a new tradition, or is it a renewal of a tradition that already existed during
the First Free State?
5. Does the concept of "white tablecloth" have a deeper meaning for other nations?
6. Search the internet for photos of festive feasts from different countries and nations! Look for similarities
and differences!
7. Search the internet and compare information about centenary celebrations in other Baltic States:
●
Commemorating Freedom Memorials;
●
honouring national heroes
●
centenary events
●
the symbolism of the festival, its interpretation;
●
History of national flags;
●
comparing hymn lyrics: can you feel the mentality of the nation in the lyrics, the story of how the country
was founded?
●
Comparing the Constitution;
●
or similar to the White Tablecloth Festival;
●
Do you have pupils in your school with family roots in these countries who will be celebrating this
holiday?
8. What is your opinion on whether the tradition of the White Tablecloth Day obscures the true meaning and
idea of the day: The anniversary of the proclamation of the Declaration of Independence of the Republic
of Latvia? Search the internet for statements supporting or denying your opinion! Compare the arguments!
9. May and November are our national holiday months, with several days to celebrate. Which month of
celebration do you feel more? Why?
Cultural values shaping cultural heritage.

Types of cultural heritage
Explore the materials on the concept of "cultural heritage" and find out what types of heritage
there are!
1. What does the word "heritage" mean to you? What is the root of this word? Use an excerpt from Anita
Vaivade's book "Intangible Cultural Heritage in International and Latvian Law" to give your opinion! To
make it easier to understand the information you have read, transform it graphically!
The word "succession" has had its own evolutionary path in the history of legal language. Its
etymology reveals layers of meaning that continue to persist in its use and interpretation today. The term
"cultural heritage" in international law reveals the Latin origin of "heritage", which is characterised by
two terms: patrimonium and hereditas (heredium). The word patrimonium means "inheritance from the
father". It comes from the word pater, "father", and refers to the collection of things belonging to the
pater familias, "father" or "master". In Latin, a patrimony belonging to the father of the family is also
called res familiaris and res patria, thus confirming the close relationship between the meanings of res
('thing', 'property') and patrimonium. The Latin word hereditas also means "inheritance" and is derived
from heres, "heir" or "owner". The Latin word heredium also means both "inheritance" and "property".
The use of the word "inheritance" continues to be understood primarily as a collection of things.
Moreover, in the Latvian language there is a verbal link between "inheritance" and "property" or "a
collection of property", which thus resolves certain associations.
The use of the term "cultural heritage", on the other hand, derives from a verbal generalisation about
cultural continuity, a generalisation found in the analogy with heritage. The phrase 'cultural heritage' is
based on the word 'heritage', but there is no logical connection between them and their meanings do not
overlap. In other words, 'heritage' does not include the meaning of 'cultural heritage' in the legal sense.
"Cultural heritage" is a metaphor that attributes the original meaning of "heritage" to culture. It refers to
processes of historical continuity and change in culture.
In the case of cultural heritage, there is no clear answer as to what the possible analogy with heritage in
its general sense might be. In particular, culture can be given two kinds of roles in relation to cultural
heritage: culture in the metaphorical sense is the transmitter of heritage, or culture is the heritage left and
received.
(In)materiality is a criterion used in the Convention (UNESCO Convention for the Safeguarding of
the Intangible Cultural Heritage) to designate a part of cultural heritage. However, the relationship
between the terms "cultural heritage" and "intangible cultural heritage" is not straightforward. 'Intangible
cultural heritage' is built on 'cultural heritage', depicting a verbal link - according to this, the intangible is
part of cultural heritage.
The adjective "intangible" implies a denial of or a lack of materiality, but the text of the Convention
itself recognises the role of material cultural evidence in the existence of intangible cultural heritage.
"Intangible cultural heritage" semantically answers not the question "what is it?" but "what is it?"
(excerpts from pages 157-161)
2. Based on the given information and the class discussion about the types of heritage, for a deeper
understanding of the concepts, fill in the table by dividing the given examples into types of heritage!
Find tangible and intangible cultural heritage! Add your own examples!
In the Republic of Latvia, based on the 1992 Law on the Protection of Cultural Monuments and more
than ten different international documents, the concept of cultural heritage refers to "evidence of human
spiritual activity in tangible or intangible form". Thus, for the purposes of the national programme
"Culture", Latvia's cultural heritage consists of:
1. architecture;
2. archaeology;
3. monumental, sacred and applied arts;
4. industrial;
5. underwater heritage.
At the same time, Latvian legislation also uses other related concepts, for example, the terms "cultural
and historical value" and "cultural and historical environment" are used in the Law on the Preservation and
Protection of the Historical Centre of Riga adopted in 2003. (Problems of preservation of the tangible
cultural heritage of Latvia. Collection of scientific articles. Comp. Gavriļins, A., R : Academic Publishing
House of the University of Latvia, 2008, p. 7)
The cultural and historical environment is a concept that is increasingly used when thinking about the
changes that are taking place in Latvia's cultural space. The Law on the Conservation and Protection of the
Historical Centre of Riga explains the terminology as follows: 'cultural and historical environment' means
a place created as a result of deliberate action in the course of human development, if it or its individual
elements have historical, scientific, artistic, scenic or other cultural value that can be preserved. ( Problems
of preservation of the tangible cultural heritage of Latvia. Collection of scientific articles. Comp.
Gavriļins, A., R : Academic Publishing House of the University of Latvia, 2008, p. 40)
One branch of the conceptualisation of culture is "intangible cultural heritage". It is rooted in the
experiences of different cultures, has grown in importance in international debates, and has been enshrined
in international law and taken up in the development of national laws through the 2003 UNESCO
Convention for the Safeguarding of the Intangible Cultural Heritage. (Vaivade, A., Intangible Cultural
Heritage in International and Latvian Law. R: Institute of Literature, Folklore and Art, University of
Latvia, 2016, p. 13)
The Convention provides the following explanation of "intangible cultural heritage": "For the purposes
of this Convention, 'intangible cultural heritage' means customs, games and oral expressions, knowledge
and skills, as well as related instruments, objects, artefacts and cultural spaces", and goes on to define the
criteria for identifying this heritage as "what communities, groups and in some cases individuals recognise
as part of their cultural heritage". (Vaivade, A. Intangible Cultural Heritage in International and Latvian
Law. R: Institute of Literature, Folklore and Art, University of Latvia, 2016, p. 15)
The Convention for the Safeguarding of the Intangible Cultural Heritage entered into force on 20 April
2006, with 171 countries having acceded by 1 November 2016, and Latvia was the eighth country to
accede to the Convention. (Vaivade, A. Intangible Cultural Heritage in International and Latvian Law. R:
Institute of Literature, Folklore and Art, University of Latvia, 2016, p. 16)
1 - folk costume; 2 - Dobele Castle ruins; 3 - Gustav Ērenpreis factory bicycle; 4 - pastalas; 5 - old
tools; 6 - relatives' memories of the Song Festival; 7 - Song and Dance Festival; 8 - renovated Riga Castle;
9 - Freedom Monument; 10 - Old Riga; 11 - K. 12 - Riga skyline from Pārdaugava, 13 - Mark Rothko
paintings, 14 - stone bridge over the Venta in Kuldīga, 15 - Baroque carvings of Lestene Church, 16 -
Brothers' Cemetery complex, 17 - VEF factory complex, 18 - ripscroll found in Jaunzemju burial mound,
19 - 2018. 20 - bourdon singing in Alsunga, Nīca, Barta, Northern Latgale; 21 - white butter making in
© National Centre for Education | ESF project No.8.3.1.1/16/I/002 Competence Approach in Cur riculum 16
Rucava.
Type of inheritance Tangible cultural heritage
Architecture
Monumental art
Sacred art
Applied Arts
Industrial
Underwater
Archaeology
Intangible cultural heritage
3. After completing these tasks, find the term 'heritage' in a cultural dictionary and write a free-form
summary of what you have learnt: what are the different types of heritage?
4. Reflect and write a reflection on intangible cultural heritage on the following points!
●
Are Latvian craftsmen's skills also a cultural asset to be preserved? Justify your answer!
●
Do you already have any craft skills? Where did you learn them? Can any of them be
defined as a cultural-historical craft skill?
●
What skill would you like to learn, because it seems to you to be culturally and historically important?
●
What does need for an artisanal skill to be culturally important?
Researching Latvia's cultural heritage.

Tangible and intangible cultural heritage
1. Look at the picture and answer the questions!

●
What does it show?
●
Has there ever been a time in Latvian history
when possession of this image was
punishable? Why?
Rīdzenieks, V. Proclamation of the Republic of

Latvia on 18 November 1918.
http://m.lvportals.lv/visi/
legislation/266742vardslatvijasrepublika
dzimsanaslaks1918gada18novembris/
2. Is photography an important heritage or not? What are the causes (conditions) that make a photograph go
from being a simple image to a heritage asset?
3. In your family archive
●
is there a photo that is very important in your family history? Is there a story behind it that your
family is proud of?
●
is there a photo that your family could have been punished for possessing under the
German or Soviet regime?
1918.
Complete the timeline with the time of creation of cultural heritage objects important to you and your
family! Justify your choice! Does the moment of the foundation of the Latvian state have any
connection with the objects you have chosen?
4. Imagine a situation where you are happily talking about your participation in national birthday events and
your acquaintance says: "18 November is not an important day for me. It was so long ago; what's in it for
me today?" Discuss in class what is a public holiday - a public holiday celebrated in the family? Which
public holidays are important for young people today? Justify your opinion!

Exploring the cultural canon
Learn about the values of the Latvian Cultural Canon in a group or individually on the Latvian
Cultural Canon website http://kulturaskanons.lv/!
Find all the values mentioned in the cultural canon that are associated with your place for different
reasons! What conclusions can you draw?
Choose one of 99 values! Write an argumentative essay on why the chosen value/artefact would
still be relevant 100 years from now! You can use an excerpt from the website of the canon as an
inspiration:
"This choice of values is a testimony of its time, which we develop further, filling it with the content of our
time, with reflection, with the contribution of new values. Through our eyes, these received values become a
heritage that we will pass on by highlighting, describing, exploring, getting to know, adding to. By seeing and
analysing these values, we will know how to call new ones and, if necessary, one day add to the cultural
canon."
What artefacts would you add to the cultural canon?

Positive and negative examples of
state/society/individual responsibility for preserving
cultural heritage in Latvia
1. Read information about three manors! With your classmates, research whether the information about the
manors is outdated! Which of the examples best fits the terms 'authenticity', 'restoration', 'reconstruction',
're-creation'? Use a dictionary to support your opinion!
Blankenfelde Manor is located in Zemgale, in
Vilce municipality, Jelga vas district. The manor
is a cultural monument of national importance
with a centuries-long history. In 2007, the manor
passed into the hands of its current owner, Valdis
Jākobsons. He bought the manor from Adina von
Bernevitz, the granddaughter of the last lord of the
manor. The beautiful estate park has been
restored, with a modern children's playground, a
bell museum on the ground floor of the
reconstructed stable/carriage house and modern
hotel rooms on the first floor. The manor has a
production plant for organic
organic juices, syrups and other natural treats. Blankenfelde Manor/
www.facebook.com/blankenfeldemanor
(http://www.celotajs.lv/lv/e/blankenfeldes_muiza)
The manor house of Bērvircava manor

was built in 1509. After architectural and
artistic research, it has been established that it is
the oldest wooden manor house in Latvia,
possibly also in the Baltics. Unique painted
ceiling beams from the late 17th - first half of the
18th century have been preserved, although the
house is heavily moulded. The manor park (8 ha)
with ponds dating from the 19th century has been
preserved. The manor house and the park are a
local architectural monument.
Today, it is not clear who owns the manor
house, although there are documents stating that it
Bērvircava Manor/Ainars Brūvelis, Wikimedia Commons
belongs to the municipality, which is doing
nothing to protect the building from destruction.
The manor house of Bramberge

(Brandenburg) manor was built in the first half
of the 17th century, rebuilt
18th century. The gate tower was built in the
middle of the 17th century and was converted into
a barn in 1764. The manor house and the gate
tower are now abandoned. Bramberģe Manor
In the middle of the 17th century it belonged to
Louise Charlotte, the wife of Duke Jacob of
Courland, and thus it existed as the property of the
Crown until the beginning of the 20th century.
The manor was originally the property of the
Duchy, but after its dissolution it became the
manor of the Russian Crown. The manor house is
a masterpiece of the late Renaissance: the
residential building with graffito window
decorations, 18th century staircase, fragments of
wall paintings of the same period, ceiling beams
and vaulted ceilings, gate tower with ornate
polychrome facade decoration. What is left of the
manor is now privately owned.
Bramberģe Manor/
VISC methodological materials and
registers
2. List at least two examples of cultural heritage in Latvia that has been damaged or lost due to human
activities, and find the restored sites and the initiators and financiers of their restoration! Find similar
stories about ancient buildings in your neighbourhood!
3. Answer the questions with facts and arguments to develop your understanding of responsible conservation
of cultural heritage! You can also form debate teams!
3.1. Is it better to have a national monument in private or public ownership? Find more examples of both
types of ownership! Which laws and regulations mention the obligations and rights of owners?
3.2. Is it acceptable to have an active economic
activity in a monument of national
importance, or should it be a museum?
Support your opinion with concrete
examples from your neighbourhood!
3.3. If the currently crumbling buildings are
restored, can they still be considered of
heritage value? For example, does Dobele
Castle need to be restored? Support your
opinion with examples from other
Latvian
castles or other architectural monuments! Dobele Castle/Latvia Travel

Development and interpretation of the idea of
tradition
International Women's Day has been celebrated on 8 March in many countries and societies for more than
a century. The day is dedicated to all women, regardless of their social or biological status. On 8 March,
women in Western countries celebrate their achievements in society, politics and the economy, and highlight
the challenges they still face. In most post-Soviet countries, it is a day on which women are presented with
flowers, with hardly any reference to equality issues.
1. Compare and describe the images - what is common and what is different? What time period does each
image represent? Name three associations that emerge from looking at each image!
Figure 1. Lubāna Figure 2. International Figure 3. International Women's

Municipality's greeting to the Women's Day greeting in the Day in Sydney, 8 March 1977.
women of Lubāna Municipality on newspaper of 8 March 1948 http://fortune.com/2016/03/08/
the International "Free Venta. internationalwomensdaytrivia/
Women's Day 2019. https://8marts.wordpress. International Women's Day
http://www.lubana.lv/index. com/2010/02/23/celebrations- https://en.wikipedia.org/wiki/
php/en/20150407170245/ international-eviencesday/ International_Women%27s_Day
new year/14848mar
internationalJuly Day
2. Do you notice this day as a day of celebration in your neighbourhood? What does the 8th of March mean to
your generation?
3. Do you personally find International Women's Day an important and welcome celebration?
4. Describe the group of people who you think think like you by writing the characteristics of this community
in the table below!
A community that shares a A community that shares a A community that is neutral in

common positive attitude common negative attitude its attitude towards
towards International towards International International Women's Day as
Women's Day as a day to Women's Day as a day to a day of celebration
celebrate celebrate
What do you think is the attitude of these communities towards Valentine's Day and Mother's Day?
© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence Approach in Cur riculum 24
Which communities could consider International Women's Day as part of the cultural heritage of the Latvian
people ? Which are the most important ideas, symbols and rituals that should be preserved? How could this
be improved?
© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence Approach in Cur riculum 25

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Exposing the topic to the Cultural foundations. Basic course. 3.

Diversity of cultural heritage

Diversity of cultural heritage

Cultural heritage is an essential characteristic of a particular culture - it vividly illustrates a society's

At the end of the topic

Achievable results To achieve this, in lessons you ...

Key concepts Tangible cultural heritage, intangible cultural heritage,

Diversity of cultural heritage. Criteria for learning the topic

Criterion I started to I continue to learn I have mastered I learned in depth

Criterion I started to I continue to learn I have mastered I learned in depth

Personal experience of practising traditions.

Personal experience of practising the tradition.

4. Give examples of factors influencing the transmission of cultural traditions!

A the system of government - B

5. Suggestions for discussion or essay.

Personal experience of practising the tradition.

White Tablecloth Festival, 4 May (http://lv100.lv/programma/kalendars/baltagaldautasvetki4

1. What is the occasion of K. Ulmanis' speech?

Cultural values shaping cultural heritage.

Type of inheritance Tangible cultural heritage

Intangible cultural heritage

Researching Latvia's cultural heritage.

1. Look at the picture and answer the questions!

Rīdzenieks, V. Proclamation of the Republic of

Researching Latvia's cultural heritage.

Researching Latvia's cultural heritage.

The manor house of Bērvircava manor

The manor house of Bramberge

Personal experience of practising the tradition.

Figure 1. Lubāna Figure 2. International Figure 3. International Women's

A community that shares a A community that shares a A community that is neutral in

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