PART I: DETAILS OF OUR SCHOOL

Transcription

1 PART I: DETAILS OF OUR SCHOOL 1. Name: No. (1) Basic Education High School, Dagon 2. Full Address: No. (57) Alan Pya Pagoda Road, Dagon Township, Yangon, Myanmar 3. Post Code: Country: Myanmar 5. Telephone: Fax: of School: 8. Name of Director: Aung Ko Ko (Mr.) 9. Name of Coordinator: Dr. Khin Thida Toe 10. of Coordinator: 11. School Website: Education Level: from Kindergarten to Grade Total Number of Teachers: Approximate Number of Teachers participated in the Programme: Total number of students: 6867 ( Academic Year) 16. Approximate Number of students participated in the Programme: 50 PART II: INFORMATION ABOUT THE PROGRAMME 1. Title of the Programme "Preserving Our Culture, Safeguarding Our Future Programme" 2. Summary of the Programme With the objectives of fulfilling of the students of Basic Education Schools in Myanmar to perpetuate protect and preserve their national culture and traditional customs and manners, the subjects have been included as additional subjects in the curriculum. In addition to treating them as curricular subjects, "Preserving Our Culture, Safeguarding Our Future" programme has been launched in our school since 2007 as an annual summer course to help students appreciate and value on Myanmar culture traditions. Under this programme, cultural traditions have been grouped into five sectors or five subjects such as Religious Cultures, Myanmar Traditional Handicrafts, Food and Medicine, Traditional Music and Traditional Dance, Knowledge and Practices concerning Nature and the Universe. In each subject, teachings, discussions, exchange of knowledge and engagement in practices are implemented. The time allocated for each subject in 50 minutes, beginning daily from 8 am to 1:20 pm. Each subject possesses its own Lesson Plan and Action Plan for effective teaching and learning. At the end of the programme, there will be competitions on Oral Traditions in Customs, Superstitious Beliefs, Proverbs and Adages, Pros and Literatures, Legends and Songs. Students are preparing their own performances such as Traditional Singing, Reciting Poems, Story Telling, Traditional Dances and Role Plays. Page 1

2 3. Background information or reasons why the school created this programme Culture is the identity or recognition of a nation and it is a distinguished factor for everyone in the world. The loss of cultural knowledge and traditions of minor population can lead to a homogeneous society lacking of flexibility, communication, and growth. Today young people think that culture and traditions are outdated. So our youths are gradually losing their sense of identity and belonging because of the impact of globalization, internet, mass media and other cultural influences. Our culture is slowly fading and facing the high possibilities of the loss if they are forgotten and not passed on. It is about time we have to preserve our rich traditions and cultures of Myanmar. In our society, schools are the bridges that correct the past and the future. Education is the medium in which cultures, traditions and religious values of the past are passed on to the next generation. Therefore, it is an ultimate responsibility for all of us, including the parents in Myanmar, to educate our children to safeguard, preserve and promote our culture. 4. Objectives / goals of the programme To give knowledge to the children about the Myanmar Cultures and Traditions and let them act upon them. To develop the abilities of the students and cultivate their creativities about national handicraft ideas. To disseminate knowledge about traditional food and plant derived medicines. To enable the students to understand the nature and the universe. To foster the sense of separately preserving and safeguarding the music and performing arts of every national race in terms of Myanmar customs, traditions and cultures. 5. Brief details about the cultural traditions the school aims for within the programme and its values 5.1 Brief details about the cultural traditions the school aims for within the programme Religious Cultures The Life of Buddha Prayer and Observance of Precepts and the Five Precepts. Seasonal Festivals The Triple Gems 38 Kinds of Blessings Traditional handicraft, food and medicine Traditional handicraft- Lacquerware, Myanmar gold embroidery and Myanmar Game Making of Myanmar national flower 'Padauk' with crepe paper Preparing Traditional Thingyan Water Festival Food 'Mote-Lone-Yay- Paw' and 'Laphet-thoke' (Pickled tea-leaves salad) Ten species of medicinal plants and simple and quick remedies of traditional medicine Page 2

3 5.1.3 Traditional Music Classical music called ''Maha Gita'' song tunes and lyrics Seven classical tunes of Myanmar Harp (Traditional musical instrument) Traditional Dance Basic steps of Gabyarlut (Myanmar Traditional Dance) Performances and Role Plays created by Students Knowledge and practices concerning nature and the universe Learning the knowledge of the traditional ecological knowledge, indigenous knowledge, cultural heritage, traditional craftsmanship, oral traditions, social practices and traditional healing system in the universe 5.2 Please identify values that students have learned/gained from the cultural traditions as in 5.1 Knowing about the history of shrines, pagodas by visiting there and having the spirit of preserving national heritages. Cooperating with others and learning about religious festivals by taking parts in them. Gaining the ability to communicate information and ideas in speaking to other and make them understand. Gaining values through a twofold evolution from conception to reality by creating handmade, from practice to idea, that thought is formed and that experience becomes knowledge. Aesthetic values of coloured crepe paper crafts. Improving food preparation skills and traditional food processing. 6. Period of the time when the programme was/has been started The traditional culture course has been opened for a month in the summer starting from 2007 up to now. 7. Activities (Actions and Strategies of Implementation) The objectives of the courses will be approached with the use of the effective teaching and learning strategies such as Activity- Based Strategies, Arts Based Strategies, Cooperatives Strategies, Direct-Instruction Strategies, ICT-Based Strategies, Independent Learning Strategies, Inquiry-Based Strategies, Multiple Intelligences and Thinking-Skill Strategies. Activity Based Strategies improve student achievement by engaging students in individual, in group and in pair experiential learning opportunities. Class Activities such as discussion among groups, presentation ones ideas to the class, reciting poems in individual, in group and in pair, brainstorming games and quiz, practical works in the class are implemented to achieve the strategy. Moreover the outdoor activities such Page 3

4 as visiting National Museums, Cultural Village and Pagodas will also be implemented occasionally. Arts- Based Strategies mean to engage the students in visual forms and experiences such as making handicrafts in the class, demonstrating the stories in groups, creating their own music and dance performances and role plays in school activities, participating in the national level competitions and celebrating the seasonal festivals at school. The Cooperative Strategies will also be implemented throughout the group discussions, games, performances and competitions by letting the students explore the ides, articulate thoughts and listen and respond to the thoughts of others and develop new ideas among groups. Direct - Instruction Strategies are implemented throughout the effective teaching that both guide and modern the effective learning. These strategies are often viewed as the quickest ways to improve knowledge especially in more traditional classrooms. The class activities led by the teachers such as transmitting information during the lectures and demonstration of making tapestry, food and medicine, showing video lessons and power point slides and distributing handouts and spreadsheets in the class. ICT - Based strategies are becoming popular nowadays and the commonly used ones are blogs, social networks, and media presentations and so on. These strategies are implemented mainly based on Information and Communication Technologies (ICT). In the program, videos and power point slides are used to achieve these strategies. Independent Learning Strategies will be achieved in the note taking during lectures, doing homework, reading handouts and preparing for the individual class activities. These strategies help to develop the students abilities to take responsibility for their learning and understand how one learns effectively and efficiently. Inquiry - Based Strategies are achieved by engaging students in individual and group investigation or brainstorming of a topic, an idea or games. There is Question and Answer section in every lecture. These strategies can also be achieved while creating a presentation of their ideas and during the writing process such as discussion, brainstorming, selecting a topic, planning, and writing drafts, revising, reviewing, editing and finalizing their works in their class activities. There are roughly eight kinds of intelligences in Multiple Intelligences Strategies and among them; Body- Kinesthetic Intelligence is implemented by using the whole body or parts of the body in the dance activities, role plays and making handicrafts in the class. Interpersonal Intelligences and Intrapersonal Intelligences is achieved by communication and collaboration, expression one s thoughts and feelings during group or pair works. Thinking Skills Strategies can be achieved in all teaching instructions. The commonly used thinking skills are brain storming and oral explanation. Each strategy is implemented with the uses of actions in an effective and efficient manner during the programme. By achieving these actions and strategies, Students Motivations, Attentions, and Retention will be developed and that is how the objectives of the programme is approached. Each strategy is implemented with the use of appropriate actions in effective and efficient manners during the programme. By achieving these actions and strategies, Page 4

5 students motivation, attention and retention will be developed and that is how the objectives of the programme is approached. 8. Teaching and learning approaches that the school applies for safeguarding cultural traditions as identified in point 5. Topic Religious Cultures The Life of Buddha Prayer and Observance of precepts and the five precepts Seasonal Festivals The Triple Gems Thirty- Eight kinds of Blessing Traditional Handicraft, Food and Medicine Traditional Handicraft Traditional Food Traditional Medicine Teaching and learning approaches 1. A teaching centric approach to a learning centric approach 2. Questions and Answers techniques 3. Eliciting students' prior knowledge by questioning 4. Class Involvement such as Debates, Round-Table Talk, Impromptu Talk 1. Student-centered Approach 2. Concept Taught, Self-Assessment, Aesthetics, Stimulate Creative Process 3. Demonstrating student how to access and comprehend information 4. Providing guidance and support for students through the learning process 5. Cooperative Learning (Think-Pare- Share) Traditional Music Singing (Classical Music) Instrumental (Classical Music) Traditional Dance Myanmar Traditional Dance (Gabyarlut) Dance Performances created by the students Knowledge and Practices concerning Nature and the Universe Knowledge of conservation of natural environment Traditional ecological knowledge and indigenous knowledge, cultural heritage, traditional handicraft, oral traditions, and social practices. 1. Teacher-centered approach 2. Student centered approach 3. Subject based skill and knowledge (Rehearsal/Repetition/Practice) 4. Demonstration 5. Activity / learning centre 6. Arts-Based Strategies (Physically and mentally all aspects of learning) 7. Cooperative strategies: Collaborative teaching, discussion 8. Ceremony/ Role Playing 1. Using lecture is a direct instruction to the students. 2. Cooperative teaching and learning are that strive to improve student achievement 3. Questions and answers, Discussion among the students. Page 5

6 9. Participation with the Community Novitiation Ceremony: The Ceremony is one of the unique characteristic in Myanmar Culture. It is usually celebrated mostly in March and April before the water festivals. The fund is raised with the contribution of the Parents and the Community. The teachers, the parents and students take parts in the ceremony and over 100 of boys enter the Buddhist Order for a week or more as a novice. The Novitiation Ceremony involves a parade around the pagodas with the boys (soon- to-be monks) dressed up as princes, the line of a dozen cars driving orderly with musical troop and funny dancers to amuse people and the parents and teachers carrying the Alms Bowl, Fan and the basket containing robes. The Htamane (Glutinous Rice) Cooking Ceremony: The ceremony is the traditional event in Myanmar and during the festival the students and the community together crush and knead the glutinous in huge iron vats using big paddle. Sometime the competition is occurred among groups of students based of the taste and the softness of the rice. There is also the traditional drum music called Dobat performing to encourage the Htamane makers. Then the students and the teachers all together offer the first portion of this delicacy to the Buddha and the monks and share the left over among the participants and the onlookers. Waso and Kathina Robe Offering Ceremony: Waso and Kathina Robe Offering Ceremony is also a common religious event that occurs twice in a year on Waso Full Moon Day and Thazaungmon Full Moon Day. During the ceremony, monks are offered robes. The students, the teachers and the parents together contribute for the donations, pay homage to the Buddha and the monks, and follow the five precepts more conscientiously. Charity Bazaar Event at the House of the elders: The Thingyan (Water Festival) is the most popular festival in a year. During the festival, students and teachers visit the House of Elders and the charity Bazaar is held. The Traditional and Seasonal Foods such as Coconut Milk Noodle and Mote-Lone-Yay-Paw are prepared. And the students do the good deeds by helping the elders washing their hair and cutting their nails according to our tradition. 10. Engagement of partners (Please Provide the name of your partners in this programme and their roles/ contribution) Name of Partners Dhama School Foundation Dhama Strategic Community Ministry of Religious Affair Yankin Education College National University of Art and Culture Roles and Contribution Providing course books and lectures Teaching and evaluation of the students Practicing of the correct pronunciation of Parli (a Middle Indo-Aryan Language mainly used in Buddhism) in prayers Training of Traditional Game Chin Lone and monitoring of progress Distributing Handouts and Explaining of Plants and Herbals and the effectiveness of its parts Page 6

7 Domestic School Yangon Myanmar Traditional Medicine Hospital, Yangon Ministry of Environmental conservation Forestry (National Commission for Environmental Affairs) Giving Feedbacks on Handicraft Creations of the Students such as the Patterned Wallet Practical of making Traditional Food and Monitoring of the Progress Evaluation of the Worksheets and Lectures concerned with Environmental Protection 11. Monitoring and evaluation mechanism and summary of results Monitoring evaluation mechanisms: Appearance Personality Stance and Posture Behavior Willingness and Commitment Level of Confidence Language and Oral Skill Politeness Formality Fluency and Pronunciation Accuracy Flowery Speech Content Relevancy Clarity Summary of Results The total of 50 marks is given in every test and worksheet. 50 Marks Grade A+ Over 40 Grade A Over 20 Grade B Below 20 Grade C 12. Resources used for programme implementation Five teachers from Basic Education High School No 1, Dagon One Teacher from the Domestic School Yangon Two Lecturers from Dhama School Foundation Two Teachers from Yankin Education College Handouts and Worksheets Overhead Slides Videos and Pictures Page 7

8 13. Benefits/impacts/ positive outcomes of the programme to the students, school and the wider community The students will be able to develop a mind of being devout to the five gems of Buddhism. The students will be able to have a good practice of encouraging their family and community to be interested in Buddhism. The students will be able to be more knowledgeable in their religion and culture. The students will be able to be more humble and courteous and have manners. The students will be able to have a sense loving traditional things. The students will be able to have a habit of using traditional technique in creating items that are practical and aesthetic in real life The students will be able to develop more creativity by learning handicrafts. The students will be able to develop teamwork and unity throughout the group works and contribution and cooperation in social activities. The students will be able to be more confident and outgoing. The students will be able to possess positive and healthy minds. 14. Plan for sustainability and plan for the future Plan for sustainability With the aims for the sustainable success of the programme ''Preserving Our Culture, Safeguarding Our Future", the related tasks such as wearing traditional school uniforms, saying prayers every day before class, having school holidays on Sabbath Days, visiting occasionally to the cultural and religious places, adding traditional dance and music performances in every school festivals are being implemented throughout the year with the support of the Committee of the Patrons of the School. Moreover the students are encouraged to be more interested in their culture and religion by participating in the religious and cultural events every year and winning prizes in reciting Buddha prayers, traditional Gabyarlut dance and performing at the opening and closing ceremony of SEA Games in Myanmar in Our school also takes parts in Myanmar Traditional Cultural Performing Art Competition every year and has been winning best prizes in each year. Plan for the future The programme was started in 2007 in Four-year Plan. We are now in the third phase of the Four-year Plan from and we will continue going with sustainable success. Endeavours will be continued in accordance with the guidance of the Ministry of Culture with the aims of taking parts and winning prizes in National Level Competitions. Page 8

9 15. List of supporting documents such as a copy of the school operational plan or achool management plan, action plan, learning/teaching materials, lesson plans, samples of student worksheet, If the supporting documents are in the local language, please provide a brief description in English Language. Document 1) Document 2) Document 3) Document 4) Document 5) Document 6) Action Plan Religious Cultures Traditional Handicraft, Food and Medicine Performing Arts Knowledge and Practices Concerning Nature and the Universe Oral Tradition 16. Photos related to the activity/programme (Maximum of 5 photos with captions in English) Kathina Robe Offering Ceremony Page 9

10 Participating in the competition of reciting prayers organized by Ministry of Religious Affairs Creating Myanmar Gold Embroidery Page 10

11 The first prize winner at Myanmar Traditional Performing Art Competition performing at School Awarding Ceremony Performing National Dance at the school festival Page 11

12 Basic Education High School No. (1) Dagon Yangon Region, Myanmar Preserving Our Culture, Safeguarding Our Future Programme (One Month Course) Action Plan

13 ACTION PLAN Preserving Our Culture, Safeguarding Our Future Programme (One Month Course) Objectives Activities Involved Action/ Activities 1. To develop the hearts of the students from Myanmar to be well balanced and to possess good moralities and characters. 1. To develop the abilities of the students and cultivate their creative national handicraft ideas 2. To enable the students prepare traditional foods 3. To disseminate the knowledge on plantderived medicine 1. To enable the students understand the nature and the universe 1. To foster the sense of preserving and safeguarding cultures and musical heritages and national characters 1. Cooperative Strategies 2. Direct Instruction Strategies 3. Peer Practice 1. Creative thinking 2. Practically Perfect Practicing 3. Think-Pare-Share 1. Creative thinking 2. Perfect making by ICT 1. Ceremony 2. Chanting 3. Choral Reading 4. Role Paying 1. Saying Prayers before starting the class 2. Giving and Explaining lecture with handout sheets 3. Presentation of the Individual, Groups and Pairs. 1. Showing sample tapestry to create ladies patterned wallets in various designs 2. Letting the students practice by seeing the teacher s demonstration carefully 3. Giving a topic to Think, Pair with partner, Share in a whole-class discussion 1. Letting the students discuss freely 1. The teacher explains the tunes of classical music 2. To get the knowledge about Myanmar Harp 3. The teacher shows the ways of Myanmar Traditional Dance (Gabyarlut) Match the festival and month correctly and the group answer faster and better Page 1 of 1

14 Basic Education High School No. (1) Dagon Yangon Region, Myanmar Preserving Our Culture, Safeguarding Our Future Programme (One Month Course) Religious Cultures

15 CONTENTS 1. Introduction 1 2. Objectives 1 3. Yearly Plans 1 4. Future Plan 1 5. Contents of Religious Cultures Curriculum 2 6. Time Allotments 3 7. Lesson Plans (a) The Life of Buddha 5 (b) Prayer and Observance of Precepts and The Five Precepts 5 (c) Seasonal Festivals 6 (d) The Triple Gems 7 (e) Thirty-Eight Kinds of Blessings 8 8. Sample of Teaching Materials (Reference Books) 9 9. Brief Sample of Curriculum (a) The Life of Buddha 10 (b) Prayer and Observance of Precepts and The Five Precepts 11 (c) Seasonal Festivals 11 (d) The Triple Gems 11 (e) Thirty-Eight Kinds of Blessings 12 (f) Summative Assessment 14

16 1 Buddhist Society 1. Introduction Under the leadership of the Principal U Aung Ko Ko and Buddhist Society, the school holds seasonal festivals according to Myanmar Cultures and Traditions, competitions for reciting Buddha s teachings from the school level up to the state and national one. Moreover, the school opens training classes for the students to value Myanmar Cultures and Traditions as well as to preserve them. When it comes to teaching about Myanmar Subject in the middle school classes, the contexts include about Zartaka stories, which are the foundation of Myanmar Cultures and also stories from 550 episodes from the Past Life of Buddha. In these ways, we are trying to develop the hearts of the students from Myanmar to be well-behaved and to possess good morality and characters. 2. Objectives 1. To make the children know about the Myanmar Cultures and Traditions and act upon them. 2. To understand and behave the concepts of giving, morality, meditation according to Buddha s teachings. 3. To make the students perform the seasonal events and festivals according to the academic calendar. 4. To preserve, protect Myanmar s heritages and gain the regional knowledge by giving an occasional excursion. 5. To train and cultivate the team work between groups. 3. Yearly Plans 1. Festival of Reciting of Holy Ceremony Patthana in the beginning of School Year 2. Waso Robe Offering Festival 3. Festival of Reciting of Holy Ceremony Dhammacakka 4. Festival of Reciting of Holy Ceremony AnattaLakkhana Sutta 5. Kathina Robe Offering Festival 6. Discourse on Non-Existence of Soul 7. Pilgrim Tours 8. Festival of Offering provisions for monks 9. Festival of Hta-ma-nae(Glutinous Rice) 10. Festival of Nuns Writing Competition 11. Reciting Paritta suttas for the pre-exam season 12. Offering for the Festivals held on Shwedagon Pagoda and Kabar Aye Pagoda in the month of Tabaung full moon day 13. Offering in the Ceremony of Novitiation in the Summer 14. Attending Summber Basic Buddism and Cultural Training Classes 15. Participiting occasionally in Donation Events held in Township, District, State and Region. 4.Future plan As of Basic Education High School (1) Dagon s Buddhist Society, it is committed to continue to preserve and love Myanmar Cultures and Traditions. It is also committed to perform continually on its work with the purpose of achieving the union spirit among teachers and students, valuing our school, performing the tasks together hands in hands, wearing traditional uniforms every day, reciting Buddha s teaching when the school bell rings in the morning, and giving the children basic knowledge of Buddhism to become young people of good morality and dignity.

17 5. Contents of Religious Cultures Curriculum 1. The Life of Buddha (a) Conception and Life of Budhisatta (b) Early Life of Bodhisatta (c) Boshisatta s Retirement to The Solitude of the Forest (d) Attaining Enlightenment 2. Prayer and Observance of Precepts and The Five Precepts (a) The Benefits of Observing The Five Precepts 3. Seasonal Festivals (a) Twelve Myanmar Monthly Seasons (Poem) (b) Monthly Myanmar Traditional Festivals 4. The Triple Gems (a) Explanation of Triple Gems (b) Outcomes of Worshipping/ Wrongdoing to benefactors 5. Thirty-Eight Kinds of Blessings (a) Three Blessings for Dealings (b) Three Blessings for Accommodations (c) Four Blessings for Learning (d) Three Blessings for Taking Care (e) Four Blessings for Courtesy and Social (f) Four Blessings for Total Abstinence (g) Five Blessings for Noble Purification (h) Four Blessings for the Patience (i) Four Blessings for Asceticism (j) Four Blessings for Noble Strength 2

18 3 6. Time Allotments for Subject: Religious Cultures No Subject Topic No. of periods Total mins/ hours I. The Life of 1 The birth of Bodhisatta 1 25 mins Buddha The birth of Bodhisatta (Poem) 25 mins 2 Childhood of Bodhisatta 1 25 mins Childhood of Bodhisatta (Poem) 3 Bodhisatta s retirement to the solitude of forest Becoming of Buddha 25 mins 1 25 mins 25 mins II. Prayer and Observance of Precepts Formative Assessment 1 50 mins Total 4 3 hours and 20 mins 1 Let s say prayers 1 30 mins Poem about submission of grant 20 mins of exculpation prefacing a prayer 2 Five Precepts 1 30 mins The benefits of Five Precepts 20 mins Formative Assessment 1 50 mins III. The Seasonal Festivals in Myanmar IV. The Triple Gems Total 3 2 hours and 30 mins 1 12 Myanmar Months and the 1 50 mins festivals (poem) 2 Details of Festivals and relative 1 50 mins photos Total 2 1 hour and 40 mins 1 The Three Gems 1 50 mins (1) Ten Results of Worshipping (2) Ten Results of Wrongdoing Formative Assessment 1 50 mins Total 2 1 hour and 40 mins

19 V. Thirty-Eight Kinds of Blessings 4 1 Three Blessings for Dealings The Wise & Foolish dealers (Story) 1 25 mins 2 Three Blessings for Accommodations Pyitsawooda (Story) 25 mins 3 Four Blessings for Learning The Wise Daughter (Story) 1 25 mins 4 Three Blessings for Taking Care The Little Elephant who Takes Care of her Parents (Story) 25 mins Formative Assessment 1 50 mins 5 Four Blessings for Courtesy and Social The Heroic Horse(Story) 1 25 mins 6 Four Blessings for Total Abstinence Let s Avoid Doing Evils(Story) 25 mins 7 Five Blessings for Noble Purification; The Prince Who Ate Sesame without Knowing the Owner(Story) 8 Four Blessings for the Patience Thanwaya Prince(Story) 1 25 mins 25 mins Formative Assessment 1 50 mins 9 Four Blessings for Asceticism Thilawati Queen(Story) 10 Four Blessings for Noble Strength. The Wise Man with Mattock(Story) 1 25 mins 25 mins Total 7 5 hours and 50 mins

20 VI. Checking for understanding 5 1 Random Talk(Debate) 1 50 mins 2 Round Table Talk 3 Impromptu Talk Formative Assessment Summative Assessment - Test 1 20 mins 30 mins Total 2 1 hour and 40 mins 7. Lesson Plans (a) Topic: The life of Buddha Contents: The birth of Bodhisatta Childhood of Bodhisatta Retirement to the solitude of forest Teaching period: 50 minutes each (3 periods) Objectives: To make the students know the birth of Bodhisatta To make the students know the early life of Buddha To let the students know how Buddha pratised meditation to attain the fully enlightenment Goals: To make the students know the birth of Buddha To make students understand his love on the mankind deeply Teaching-learning The book of Dhamma School Foundation materials: Poems / photos/ handout sheets/ Power Point slides Introduction: Teacher tells students about her parents and where she was born and asks the students about their places of birth Who is Bodhisatta? Do you know where was Bodhisatta born? Who were Bodhisatta s parents? Development: Asking the parents about the birth place of young Buddha Describing the life of Buddha by using pictures handout sheets, and charts Teaching Buddha conception poem Practice: Students discuss about the life of Buddha with each other Students asking questions to each other and reading the poem in group Assessment: A. formative assessment Answer the questions (individual/pair/group) Examine while teaching students in classroom Study the notes made from students (b) Topic : Prayer and observance of precepts and the five precepts Contents: The method of observance Common Prayer The five precepts Teaching period: 50 minutes each (2 periods)

21 6 Objectives : To make the children know the exact ways of saying prayers To make the children memorize easily about saying prayers with poem charts. To teach the five precepts, the foundation of Buddhism religion To explain the meaning of five precepts Goals: Students will be able to identify the method of obeisance. They will also be able to understand obeisance by five major touches or contracts. To make the students know about five precepts and act upon them in daily life Teaching-learning The book of Seven Day Buddha Dhamma Sunday Class materials : The picture chart and The Poem chart of obeisance by five major touches The Poem chart of five precepts Pictures and stories about five precepts/ handout sheets Introduction : Do the children say prayers daily? Can the children say prayers? If so, raise hands. Select two children from those raising hands and ask them to do as example. What are the polite manners when saying prayers? As a Buddhist, what are five precepts to observe? What are the benefits of observing five precepts? Who practices five precepts? What are the meanings of them? (etc. by asking such questions, we can explore background knowledge) Development : Explaining step by step about paying homage by acting out Explaining each meaning of five precepts and how to practice them Teaching saying prayers and poems reciting Practice : Improving step by step by practicing and learning. Making 5 students into one group and asking them to show as an example in front of the class Asking the students if they can memorize five major touches or contracts. Reciting saying prayers poem four or five times all together Asking the students to do step by step about morality observing Assessment: A. Formative assessment Asking all students together to pay homage and say prayers using five major touches or contracts Performing from groups into one by one Asking the students to explain about the meaning of five precepts by one by one or with group. Asking to tell stories Congratulating to the winner group (c) Topic : Seasonal festivals Contents: Myanmar seasonal festivals and seasonal poem Teaching period : 50 minutes each (2 periods) Objectives : To know more about seasonal festivals in Myanmar

22 7 Holding these festivals are not just for fun but for the nation development Goals : To value the cultural festivals which are held in each season To preserve the cultural festival by taking part according to culture Teaching-learning materials : The charts and pictures described the Myanmar seasonal festival Celebrating photos The poem charts/ Power Point slides Introduction : Asking 12 monthly festivals Asking if they have been taken part or not Tell us how many months in Myanmar How many months in Myanmar according to Myanmar calendar? Do you know the poem relate to respective festival? Development : Explain by showing traditional Myanmar calendar Explaining festival respective to the months Explaining how the festivals are held Reading to festival related poem Practice : Discussing and explaining between students Repeating the poem Asking about favourite festival Assessment A. Formative assessment Children grouping into two. Shuffle the cards with the names of twelve seasons Let the students from each group come out to match the festival and month by shouting correctly. Let the group answer faster and better be the winner Continuing the poem reading contest. The group which reads out loud correctly and harmonically will be winner. Congratulating the winner (d) Topic : The Triple Gems Contents: Meaning of Buddha, the Dhamma ( the teaching), and the Sangha ( the community) (10) Outcomes of Worshipping to Benefactors (10) Outcomes of Wrongdoing to Benefactors Teaching period : 50 minutes (1 period) Objectives : To recite correctly the three refuges To know how to worship and recite them To understand the good result of offering and bad result of refusing the triple jewels Goals : Teaching-learning material: Students understand the result of offering the three refuges and wish to worship daily. Be aware of the good result of offering and bad result of refusing the triple jewels and become good Buddhism The books of seven day Buddha Dhamma Sunday classes The chart of offering Buddha, the dharma ( the teaching), and the Sangha ( the community) 10 good result and 10 bad result of refusing

23 8 Introduction : Have you ever seen gems and why they are called jewels? Have you ever heard the triple gems and tell them what they are? How do you feel when you say prayers? How do you feel when you hear preaching? How do you feel when you see Sangha who are meditating? Do you think everyone can meditate like that? Development : Explaining the meaning of gems and triple gems Explaining about the good results of offering, worshiping the triple gems and benefactors Explaining about bad outcomes of sinning against the triple gems and benefactors Practice Practicing until they remember the three points written in Pali and Myanmar when reciting the triple jewel Practicing until they remember the three points written in Pali and Myanmar when reciting the triple jewel Let the children sit in group and are given pieces of paper written Assessment: Formative assessment Asking these questions by grouping into five. As a person who worships to triple gems, what does he do? Let each group present question. Teachers should accept the children respond and their works Discuss and confirm by the whole class if the tasks are really not able to do for children. (e) Topic: Thirty-Eight Kinds of Blessings Contents: Three Blessings for Dealings Three Blessings for Accommodations, Four Blessings for Learning, Three Blessings for Taking Care, Four Blessings for Courtesy and Social, Four Blessings for Total Abstinence, Five Blessings for Noble Purification, Four Blessings for the Patience, Four Blessings for Asceticism, Four Blessings for Noble Strength Teaching period: 50 minutes each (5 periods) Objectives: To enable the students to know the Thirty-Eight Kinds of Blessings To enable students know the meaning of the Thirty-Eight Kinds of Blessings Goals: To enable the students to understand and follow the Thirty- Eight Kinds of Blessings in their lives To know the benefits of following the Thirty-Eight Kinds of Blessings Teaching-learning Mingalar stories from Dhamma School Foundation books materials: The poems from Seven Day Buddha Dhamma Sunday Classes Handout sheets

24 9 Introduction: The teacher explains the meaning of the word Mingalar Do you know the 38 kinds of blessings? What are they? How many kinds of blessings do you know among 38 kinds of blessings? Development: To explain the meaning of the word Mingalar, referring stories, poems and illustrated books To explain how to follow the Thirty-Eight Kinds of Blessings in practice To explain the benefits of following the 38 Kinds of Blessings Practice: To do a group activity to demonstrate the story that has been learnt To recite related poems To get the students into groups to question each other Assessment: A. formative assessment To get each group to review the learnt story To get a representative from each group to retell the group review To get each group to present how they plan to follow the blessings in life 8. Samples of Teaching Materials (Reference Books) (a) The Life of Buddha 9. Brief Sample of Curriculum Conception and Birth of Bodhisatta Once upon a time, there were a king and a queen. His mother s name was Queen Mayadewi and his father s name was King Suddhodana. One night, Queen had a wonderful dream. In that dream, four great good spirits appeared and brought the bed, where Queen was sleeping, to a magical and magnificent hill. Afterward the angels appeared and shower the Queen with fragrant flowers. Then they made the queen slept in the soft magical bed. When the Queen was sleeping, a white elephant approached to her. The elephant walked around the queen in clockwise and entered her womb. On the next day, when she explained about the

25 10 dream to the seers in the palace, they predicted, your dream indicated that you will have a baby who is honorable and great. Ten months later the Queen wished to visit to her parents and she requested permission from the King. The King provided a number of servants to make her convenient on the way back home. Travelling with the servants, they arrived to a Sal garden. Inside the garden, there were different kinds of bees, insects and colorful birds singing the songs sweetly and happily. The fragrant Sal flowers blossomed with the great smell spreading over the whole garden. When the Queen saw the beautiful scenario and environment, she wanted to walk around the garden. Once the Queen entered the garden, the angels raised their voices and said to each other, the prince is about to be delivered. and then they brought the beautiful flowers and gathered around. On that very moment, she stood holding the branch of a tree with her right hand and delivered the prince Siddhartha. As soon as he was delivered, he started walking for seven steps. The Birth of Bodhisatta (Poem) Suddhodana, the father Mayadewi, the mother With strange elephant dream That Mayadewi had. Born in the Ingyin forest Is our Lord Bodhisatta. With thousands of angels Worshipping around. (b) Prayer and Observance of Precepts and The Five Precepts Sample of Handout Sheets

26 11 (c) Seasonal Festivals 12 Monthly Seasons (Poem) Tagu, Kason, Nayon All shapes of Flower Buds. Waso, Wagaung, Tawthalin Fine texture in the river. Thadingyut, Tazaungmon, Nadaw Glutin rice flacks from all crops. Pyatho, Tabodwe, Tabaung New leaves with new strength Entering into New Year. 12 Monthly Myanmar Festivals Tagu - Thingyan (Water Festival) Kason - The Bo Tree Watering Festival Nayon - The Tipitaka Festival Waso - Waso Robe Offering Festival Wagaung - Taungbyon Nat Festival Tawthalin - Regatta (Boat Racing Festival) Thadintyut - Festival of Lights Tazaungmon - Tazaungtaing Lights Festival Kathina Robe Offering Festival Nadaw - Karen New Year, Nat festivals Pyatho - Kachin Manaw Festival Tabodwe - Harvest Festival Tabaung - Shwedagon Pagoda Festival and National Pagoda Festival Thingyan Festival (Tagu=April) It is a Buddhist festival celebrated over a period of four to five days, culminating in the New Year. Formerly the dates of the Thingyan Festival were calculated according to the Burmese calendar but they are now fixed to Gregorian calendar 13 to 16 April. (d) The Triple Gems Worshipping the Three Gems with Pali words Buddham saranam gacchami - I go to the Buddha as my refuge. Dhammam saranam gacchami - I go to the Dhamma as my refuge. Sangham saranam gacchami - I go to the Samgha as my refuge.

27 12 1. The Buddha The Gautama Buddha, the noblest person for all Buddhist, started the Buddhism religion. He has greatest insights and he cared everything with his great love. He is The Enlightened or Awakened One. 2. The Dhamma The Dhamma means the teachings of the Buddha, the path to Enlightenment. It can help people to be peaceful. 3. The Samgha The Samgha means monks, nuns and other ordained teachers who help for the Buddhism religion and also those who teach Buddha s teachings to others. That s why our children are worshipping the Three Precious Gems. (e) Thirty-Eight Kinds of Blessings Three Blessings for Dealings 1. Not to associate with fools 2. To associate with the wise 3. To honour those worthy of honour Three Blessings for Accommodation 1. To live in a suitable place 2. Good deeds in the past 3. To set oneself in the right course Four Blessings for Learning 1. To have vast learning 2. To be skillful in arts and science 3. To learn the moral discipline 4. To Speak good Three Blessings for Taking Care 1. To support parents 2. To provide for wife and children 3. To be engaged in peaceful occupations Four Blessings for Courtesy and Social 1. To be generous in alms-giving 2. To be righteous in pure conduct 3. To help relatives 4. To do public welfare actions Four Blessings for Total Abstinence 1. To refrain from evil thoughts 2. To abstain from physical misdeed and evil speech 3. To refrain from intoxicating drinks 4. To be steadfast in moral virtue

28 Five Blessings for Noble Purification 1. To pay respectful reverence 2. To be humble 3. To be contented 4. To be grateful 5. To hear the Dhamma at proper time Four Blessings for the Patience 1. To be patient 2. To be obedient to teacher, parents, and Samgas 3. To see holy monks 4. To discussion of Dhamma on proper occasions Four Blessings for Asceticism 1. Asceticism 2. To lead a holy and chaste life 3. To discern the Noble Truths 4. To realize Nibbana Four Blessings for Noble Strength 1. Try to cope up with the vicissitude of life 2. To be released from sorrow 3. To be cleansed from impurities 4. To attain absolute security 13 Wise Man and Fool (Story for Three Kinds of Blessings) Once upon a time, there were two heads of merchants. One was wise but the other was foolish. One day, the foolish head and follower merchants went on a business trip by bullock cart first. On their way in a desert, some ogres in disguise of human told them, Water is plentiful along the route. So, there is no need to keep carrying any water. Then the foolish head asked his followers to empty all the water. Later on the trip, they were thirsty, but could not find any place where water was available. Soon after that, the ogres devoured the merchants who were very weak because of thirst. When the wise head and follower merchants got to the place, the ogres attempted again to deceive them. However, the wise head did not trust their trick and asked his followers not to empty the water. They continued their business trip and found the bones of the merchants and their commodities at a place on their way. Therefore, the merchants who followed the instructions by the wise man reached the destination safe and sound.

29 14 (f) Summative Assessment Sample of Achievement Test Basic Education High School No. (1) Dagon Buddhism Cultural Class Examination (Achievement Test) Date (.. ) Time allowed (30)mins Name : Age: Father s name: Student Serial No: Grade: : No. Subject Answer I. Answer the following questions. (10) marks (1) The would-be-buddha was born in the month of (2) There are Blessings for Asceticism. (3) If one follows these Kinds of Blessings in practice, he will succeed in all affairs. (4) There are kinds of enemy. (5) The Festival is a festival that ushers in the new year for Myanmar Buddhists. II. Choose the statements TRUE of FALSE. (10 marks) (1) The would-be-buddha was born in (67 Buddhist Era, Tuesday). (2)The most important quality for a person is virtue. (3) A person can suffer five kinds of evil things if he insults his benefactor. (4) To honour successful students in the exam is the Blessings for Paying Due Respects. (5) Telling truly and politely is Blessings for Right Speech. III. Complete the following sentences. (10 marks) (1) With strange. dream, that... had. (2) action,.. action and Mental action. (3),...,, all shapes of flowers bud. (4) Observing the Percepts is , which is one kind of the four Blessings for (5) A person with a mind unshaken by worldly events, good or bad, has Blessings for IV. (1) (2) (3) (4) (5) (1) (2)... (3) (4) (5)... (1)... (2)... (3)... (1)... (2)... Answer these questions. ( 20) marks 1. What are four Blessings for Asceticism? (4)marks What are the four Blessings for Nobel Strength? (4) marks What are the four scenes seen by the would-be Buddha when he was at the age of 29? (4)marks What are the three kinds of Blessings that students have to follow? (3)marks

30 15 5. Which Myanmar festival do you like most and why? (4) marks 6. Why did the king decide not to send back the white elephant to its home? (4) marks Question No. Marks The names of Teachers I. II. III. IV. Total

31 Basic Education High School No.1 Dagon Yangon Region, Myanmar Preserving Our Culture, Safeguarding Our Future Programme (One Month Course) Traditional Handicraft, Food and Medicine

32 CONTENT Time allotments for Subject: Traditional Handicraft,Food and Medicine 3 1. Traditional Handicraft 1.1 Precious Myanmar Lacquerware (8-Minute Video Lesson) Lesson Plan Student Worksheet Crepe Paper Myanmar National Flower (Padauk Flower) Lesson Plan Materials Required Handout Photo (Padauk & Kantkaw Flowers) Student Worksheet Tapestry (Traditional Gold Embroidery) Lesson Plan Materials Required Student Worksheet Chinlone (Traditional Cane Ball) Lesson Plan Handout Traditional Food 2.1 Mote-Lone-Yay-Paw (Rice Balls) Lesson Plan Teaching Learning Materials Student Worksheet Laphet-Thoke (Pickled Tea-leaves Salad) Lessson Plan Teaching Learning Materials Student Worksheet Traditional Medicine species of Medicinal Plants Lesson Plan Handout Student Worksheet Some Quick and Simple Remedies Lesson Plan Student Worksheet

33 Time allotments for Subject : Traditional Handicraft, Food and Medicine No. Subject Topic 1. Traditional 1.1 Precious Myanmar Lacquerware (Video Lesson) Handicraft 1.2 Crepe Paper Myanmar National Flower (Padauk Flower) No. of Total periods hours mins Tapestry- Girls Only (Traditional Gold Embroidery) Chinlone- Boys Only (Traditional Cane Ball) 2. Traditional 2.1 Mote-Lone-Yay-Paw Food (Rice Balls) 2.2 Laphet-Thoke (Pickled Tea-leaves Salad) 3. Traditional species of Medicinal Plants Medicine 3.2 Some quick and simple Remedies of Traditional Medicine 1-50 Feedback Total TOPIC : Precious Myanmar Lacquerware LESSON PLAN Key Concept Learning Objectives Teaching Learning Materials Teaching Periods Activities Involved Learning Activities & Assessment Myanmar Lacquerware Institute in Bagan (origin craftsmanship) is well known for preserving Myanmar traditional lacquerware techniques and arts for systematic and quality production. 1. To know craftsmanship of Myanma traditional lacquerware. 2. To improve students listening skills. 8-Minute Video Lesson 2 Periods (1 hour and 40 minutes) Responsive listening testing Listening Video Lesson 1. Prior to distributing the listening skills worksheets about Precious Myanmar Lacquerware. 2. Then, let the students watch the video three times and answer the questions on paper. 3. Responsive listening testing by a question-and-answer format. 3

34 1.1.2 Student Worksheet : Precious Myanmar Lacquerware Name. Date.. This worksheet is based on the video about Myanmar Traditional Craftsmanship. Watch the video and answer the questions. 1. For what is Myanmar Lacquerware Institute in Bagan well known? 2. Which is the basic and essential component of lacquerware? 3. From which the lacquer liquid is extracted? 4. How many days are semi-finished lacquerware needed to be stored and dried? 5. Which process requires craftsmanship? 1.2 TOPIC : Crepe Paper Myanmar National Flower (Padauk Flower) LESSON PLAN Key Concept Learning Objectives Teaching Periods Materials Required The Padauk is referred to as the national flower of Myanmar and is associated with the Thingyan Water Festival (Myanmar New Year, usually mid April). 1. To know Myanmar National Flower and enable them to make flowers using crepe paper. 2. To enable the students gain practical experience of creating crepe paper flowers. 3 Periods (2 hours and 30 minutes) Coloured Crepe Paper (yellow, green, white and light yellow), wires and scissors 4

35 Learning Activities Teacher-led practical activity 1. Teacher lead in demonstrating the procedure step by step. 2. Students learn through observing and copying the teacher's process. 3. Observe and assess if all the students participate in the activities of making flowers. Assessment 1 Group Creativity Teacher show the photo of Kantkaw flower and let the students create that flower using crepe paper. 2. Take and Tape Let the students take the floral parts, flowers and inflorescence. Then, tape the parts in the right squares on the given worksheets Materials Required for Crepe Paper Myanmar National Flower (Padauk Flower) Coloured Crepe Paper Wires Tape & Scissors Handout Photo : Padauk & Kantkaw Flowers Pterocarpus macrocarpus Kurz. Mesua ferrea L. Padauk Flowers Kantkaw Flower 5

36 1.2.4 Student Worksheet : Making Crepe Paper Flowers Name:. Date:... TAKE AND TAPE (Take the floral parts of Crepe Paper Flowers and Tape the Parts in the right squares) Comparison of Padauk and Kantkaw Flowers Padauk Flower Kantkaw Flower Floral Parts Flowers or Inflorescence 1.3 TOPIC : Tapestry (Traditional Gold Embroidery) LESSON PLAN Key Concept Learning Objectives Materials Required Teaching Periods Learning Activities The tapestry or Shwe-Chi-Hto (gold embroidery) is a form of needle work to create a variety of pictures and patterns so delicate and detailed that it requires skill, artistry and patience. To reveal student's creative power and to develop his applying, trying, and finalizing skills with aesthetic concerns in the traditional techniques of gold embroidery. Wooden embroidery hoop, black velvet cloth, gold and silver thread, coloured beads, sequins, colourful cut glasses, fabric glue, pencils and ruler, scissors, zippers, needle and thread. 5 Periods (4 hours and 10 minutes) Creative Embroidery 1. The teacher shows sample tapestry to create ladies patterned wallets. In creating wallets, the size, colour, designs and patterns as 2. well as the materials to be used depend on the students' idea. NOTE: The students have learned the basic hand-stitches of needlework in school co-curricular activity. Assessment 1. Let the students share their creation with the class and give constructive criticism on their patterned wallets depending on neat and tidy hand-stitches, design, attractive etc. 2. Let them write step by step written explanation of practical work. 6

37 1.3.2 Materials Required for Tapestry (Traditional Gold Embroidery) Black velvet cloth Tailor chalk, Scissors Wooden embroidery hoop needle & thread Fabric glue Fabric pencil Zippers Fabric ruler Gold & silver thread Coloured beads Sequins Colourful cut glasses Student Worksheet : Tapestry (Myanmar Traditional Gold Embroidery) Name. Date.. Student-created Wallet Photo using Instax Mini 7S Camera Photo How to create ladies patterned wallets Step 1. Step 2. 7

38 Step 3. Step 4. Step 5. Step TOPIC : Chinlone (Traditional Cane Ball) LESSON PLAN Key Concept Learning Objectives Chinlone sport is considered over 1,500 years old and was once played for royalty in Myanmar. Chinlone artifact made of silver has been discovered at Hmawza (old Prome) town, dated during the ancient Pyu dynasty between Sixth and Seventh century AD. 1. To have the practical knowledge of how to weave a cane ball. 2. To be able to weave a cane ball, using other raw materials, in addition to using cane strips. Teaching Periods Materials Required 5 periods (4 hours and 10 minutes) Six plastic packing strips of assorted colours. Learning Activities Practicing Practically : Let them practice practically by seeing the teacher's demonstration carefully. Assessment Students participation Observe and assess if all the students participate in the 1. activities. 2. Have students make the process of weaving plastic balls Handout : Process of weaving plastic balls Materials Required 8

39 Step 1 Step 2 Step 3 Step 4 Step 5 Step TOPIC : Mote-Lone-Yay-Paw (Rice Balls) LESSON PLAN Key Concept Learning Objectives Teaching Learning Materials Teaching period Learning Activities Mote-Lone-Yay-Paw, Myanmar traditional rice ball, is served during the celebration of Myanmar New Year known as Thingyan Water Festival. To enable the students to prepare Mote-Lone-Yay-Paw. Glutinous rice flour (800g), Rice flour (200g), Grated coconut, a cup of water (240ml), Jaggery (200g)cut into cubes, cooking pot, tray and electric stove. 2 Periods (1 hour and 40 minutes) Practicing Practically : Form student groups with 5 or 7 members. 1. Let them practice practically by seeing the teacher's demonstration carefully. 2. Teacher tells the groups to select one leader for each group. 3. Group leader leads the group members to practice in doing the procedures correctly. Demonstration : Teacher leads in demonstrating the following procedures. 9

40 1. Sift glutinous rice flour and rice flour in a tray and mix thoroughly. Add 1 cup (240 ml) of water in the mixture and knead well until the dough is smooth. 2. Scoop small dough, roll into balls and flatten. Place a chunk of jaggery in the centre of flat circled dough and put back dough into a ball shape. 3. Boil water in a large pot. Once boiling, drop in the balls. The balls will float to the surface when cooked. 4. Take out the balls and put them on banana leaf or plate. Spread grated coconut on rice balls and serve hot. Assessment Students participation 1. Observe and assess if all the students participate in the activities. 2. Let them answer the worksheets Teaching Learning Materials of Mote-Lone-Yay-Paw (Rice Balls) Rice flour Glutinous flour Jaggery Grated coconut on banana leaf Tray A cup of water Electric stove Cooking pot 10

41 2.1.3 Student Worksheet : Mote-Lone-Yay-Paw (Rice Balls) Name. Date.. This worksheet shows preparation stages of Myanmar Traditional Snack. State the following stages

42 2.2 TOPIC : Laphet-Thoke (Pickled Tea-leaves Salad) LESSON PLAN Key Concept Learning Objectives Teaching Learning Materials Teaching periods Learning Activities Assessment Laphet-Thoke is pickled tea-leaves salad very popular all over Myanmar. Its place in the cuisine of Myanmar is reflected by the saying : Of all the fruit, the mango s the best; of all the meat, the pork s the best; and of all the leaves, laphet s the best. To enable the students to prepare Traditional Laphet. Pickled tea-leaves (10 ticals), Fried garlic (2½ ticals), Sesame seeds (2½ ticals), Fried beans (5 ticals), Edible oil (5 ticals), Cabbage, Tomatoes, Lime, Chilli, Salt and Fish sauce. 2 Periods (1 hour and 40 minutes) Giving Practical Activity 1. Remove stalks and old leaves from the laphet. Then, put the laphet in a bowl and rinse in water one time. When sand silts at the bottom, scoop the laphet with cupped hands. 2. Put salt, lime juice, and dried prawn powder into the laphet and knead it thoroughly. 3. Peel the garlic, cut them into small pieces, and mix them with the laphet. Then pour some edible oil over it. 4. For consumption of elderly people: Put the laphet, sesame seeds, fried beans and peanut seeds in small piles on a plate, separately, without mixing them. 6. For consumption of young persons: Cut the chilli into pieces. Thoroughly mix the laphet with the cut chilli, sesame seeds, fried beans, tomato pieces and sliced cabbage together. Put some more fish sauce and lime juice for sour and salty taste. Oral Questioning 1. Discuss the laphet-thoke as a traditional snack that can be consumed by both elderly people and young persons. NOTE: tical: A weighing unit. In Myanmr weighing unit, one viss contains 100 ticals. One viss is equal to 1.65 kg or 3.6 lb Teaching Learning Materials of Laphet-Thoke (Pickled Tea-leaves Salad) Laphet (Pickled tea-leaves) Cabbage,garlic,chilli,lime&tomatoes 12

43 Sesame seeds Fried beans Peanut seeds Dried prawn powder Salt and fish sauce Student Worksheet : Myanmar Traditional Laphet Name. What to Prepare, How to Prepare and For Whom to Prepare Date

44 3.1 TOPIC : 10 Species of Medicinal Plants LESSON PLAN Key Concept Learning Objectives Teaching Learning Materials Teaching Periods Learning Activities Assessment The description and traditional use of some medicinal plants including Botanical names, Myanmar names, English names and Family are included. To disseminate the knowledge on traditional plant-derived medicine. Medicinal Plants (Specimen & Handouts) 2 Periods (1 hour and 40 minutes) Group Discussion 1. Teacher divides students into some groups and distributes the handouts of medicinal plants. 2. Teacher typically sets forth the questions and provides guidelines for discussion. 3. Monitor and support students as they discuss about the topic. Memorization 1. Each student gets a worksheet and take note down on the given facts. By looking over these worksheets, the teacher can make certain that everyone in class in participating, rather than. 2. First, the student pick up a vote for which they choose the specific plant to explain. Let each student explain what they have learned for the whole class to hear. 3. The rest of the class learn more effectively by listening to the explanations. The more they hear the more they memorize. 4. Student learning is measured through students' explanations about medicinal plants Sample Handout 1 Averrhoa carambola Linn. 14

45 Family : Oxalidaceae Myanmar name : Zaung ya English name : Carambola, Star apple Description A small tree with close drooping branches. Leaves alternate; imparipinnate, leaflets ovate or ovate - lanceolate, acuminate, margin entire, glabrous or pubescent above, glaucous and glabrous beneath. Inflorescence axillary or sometimes springing from the bark in short raceme; flowers purplish pink or purplish white. Fruits berry, oblong or ellipsoid, angled yellow when ripe. Seeds arillate. Distribution Found wild or cultivated as a fruit tree. Especially in lower parts of Myanmar. Parts used Fruits Indications Melena, urolithiasis and perspiration. Dosage Orally use the fresh fruit and it is also used as curry Sample Handout 2 Orthosiphon aristatus (Blume) Miq. Family : Labiatae Myanmar name : Tha - gya - ma gaik English name : Java tea Description A perennial herb, stem 4 - angled. Leaves opposite in distant pairs, ovate to ovate - acuminate, coarsely toothed margins, base cuneate. Inflorescence close whorled raceme; flowers purplish white. Fruits nutlets, broadly oblong, compressed. 15

46 Distribution Cultivated as a medicinal herb in lower parts of Myanmar. Parts used Whole plant Indications Diabetes and inflammation. Dosage Decoction in a dose of ml or dried powder in a dose of 3-6 gm is orally taken for diabetes. Crush fresh leaves are externally used for ulcers and sore to reduce inflammation Student Worksheet : 10 species of Medicinal Plants Name. Date.. LIST OF SPECIES PRESENTED No. Myanmar Name Parts Used Indications Dosage 16

47 3.2 TOPIC : Some quick and simple Remedies of Traditional Medicine LESSON PLAN Key Concept Learning Objectives Activities involved Teaching Period Learning Activities Assessment Usefulness of plant-derived traditional medicine To know some quick and simple remedies of traditional medicine and apply at home or community Think-Pare-Share (Cooperative Strategy) 1 Period (50 minutes) 1. Teacher explain to the students that they think individually about the topic. 2. Then each student pair with a partner and discuss the topic. Students share their thinking with their partner. 3. Teacher expand the Share into a whole-class discussion. Think Pare Share Students follow a three step process to consider and communicate ideas : first, taking time alone to think about and respond to a posed question; secondly, forming pairs to discuss personal reponses; lastly, sharing responses with a larger group of the class Student Worksheet : Some quick and simple remedies of Traditional Medicine Name Partner s Name... Date.. Think Pair Share What I thought. What my partner thought What we will share 17

48 Basic Education High School No. (1) Dagon Yangon Region, Myanmar Preserving Our Culture, Safeguarding Our Future Programme (One Month Course) Performing Arts

49 Safe Guarding Our Culture, Preserving Our Future Program Performing Arts Contents Unit Topics Types Unit 1 Unit 2 Unit 3 Singing (Classical Music) (1.1) Knowledge about Myanmar (SEE-WAH) (1.2) Thayar (1.3) Mya Nang Giri (Bondaw Bwe Yodaya) (1.4) Nangbon Thiha Bway (Kapi Yodaya) (1.5) Wai Zayandar (Manadalay Myo Bwe Yodaya) Instrumental (Classical Music) (2.1) Classical Thayar Song (String Instruments) (2.2) Mya Nang Giri (Bondaw Bwe Yodaya) (2.3) Wai Zayandar (Mandalay Myo Bwe Yodaya) (2.4) Nangbon Thiha Bway (Kapi Yodaya) Classical (2.5) Musical Instrument (Myanmar Harp) Myanmar Traditional Dance (Kabyalut) (Basic Steps) (3.1) Kyar Phat Hlun (3.2) Kyar Sit Kyo (3.3) May Htoo (3.4) Thone Pwint Sain (3.5) Pann Site (3.6) San Taw Tabat Thein (Approach from the front) (3.7) Around Hand and Waist (3.8) Backward Heel Turn (3.9) Wingspan Shape (3.10) Canaryar Shape (3.11) Hta main nar swal (3.12) Two steps go up (Anyein Run) (3.13) Two steps go down (Anyein Run) (3.14) Beside movement (3.15) Up down (Hta main Anar ket) Song Song Song Song Song Music Tunes Music Tunes Music Tunes Music Tunes Music Tunes Dance Dance Dance Dance Dance Dance Dance Dance Dance Dance Dance Dance Dance Dance Dance

50 Time Allotment for Subject : Performing Arts Unit Topics Type No. of Period Unit 1 Unit 2 Unit 3 Singing (Classical Music) (1.1) Knowledge about Myanmar See-Wah 1 (1.2) Thayar Song 1 (1.3) Mya Nang Giri (Bondaw Bwe Yodaya Song 1 (1.4) Nangbon Thiha Bway (Kapi Yodaya) Song 1 (1.5) Wai Zayandar (Manadalay Myo Bwe Yodaya Song 1 Instrumental Music (2.1) Classical Thayar Song (String Instruments) Tunes 2 (2.2) Mya Nang Giri (Bondaw Bwe Yodaya) Music Tunes 3 (2.3) Wai Zayandar (Mandalay Myo Bwe Yodaya) Music Tunes 3 (2.4) Nangbon Thiha Bway (Kapi Yodaya) Classical Music Tunes 5 (2.5) Musical Instrument (Myanmar Harp) Tunes 3 1 Period = 50 minutes Time Allotment Hour Minutes Singing (Classical Music) and Instrumental Music Total Myanmar Traditional Dance (Kabyalut) (Basic Steps) (3.1) Kyar Phat Hlun Dance 1 (3.2) Kyar Sit Kyo Dance 1 (3.3) May Htoo Dance 1 (3.4) Thone Pwint Sain Dance 1 (3.5) Pann Site Dance 1 (3.6) San Taw Tabat Thein (Approach from the front) Dance 1 (3.7) Around Hand and Waist Dance 1 (3.8) Backward Heel Turn Dance 1 (3.9) Wingspan Shape Dance 1 (3.10) Canaryar Shape Dance 1 (3.11) Hta main nar swal Dance 1 (3.12) Two steps go up (Anyein Run) Dance 1 (3.13) Two steps go down (Anyein Run) Dance 1 (3.14) Beside movement Dance 1 (3.15) Up down (Hta main Anar ket) Dance Myanmar Traditional Dance (Kabyalut) Total Overall Time Allotment for Subject : Performing Arts 36 30

51 Performing Arts (Singing and Instrumental Music) Learning Topics : Timing bells and clappers, and traditional songs Learning Objectives General Objectives i. To foster the sense of preserving and safeguarding cultural and musical heritage and national characters; ii. To foster the sense of separately preserving and safeguarding the literature, music and performing arts of every national race in terms of Myanmar customs, tradition and culture; iii. To ensure natural culture gains more popularity in the international community; Specific objectives I. To know how to sing traditional songs; II. To be able to learn traditional performing arts theoretically and practically; III. To revive traditional performing arts; IV. To sharpen the innate ability of talented youths; V. To enable the youth of today to promote the cultural innovation in pursuit of traditional performing arts;

52 Instrumental Music 1. Title : : Classical Song Thayar (String Instruments) Tunes 2. Objectives (a) General Objective - To understand instrumental accompaniments of classical music Kyo; (b) Specific Objectives - (i) To know how to play basic instrumental accompaniments for Classical Song Thayar; (ii) To know how to play the musical instruments in correct timing for classical song Thayar; 3. Teaching and Learning Aids - Xylophone, Timing Bells and Clappers, 4. Teaching and Learning Activities Cassette Recorder Activities (1) To explain the tunes of the first, second and third passages of Classical Song Thayar written on the blackboard and play the musical instruments for the students; then ask them to play after the demonstrations; when they are practicing, the coach should provide the accompaniments of timing bells and clappers; Activities (2) To explain the tunes of the fourth, fifth and sixth passages of classical song Thayar and play the musical instruments for the students; then ask them to play after the demonstrations; while they are practicing, the coach should provide the accompaniments of timing bells and clappers; Activities (3) To explain the tunes of the seventh, eighth and ninth passages of classical song Thayar and play the musical instruments for the students; then ask them to play after the demonstrations; while they are practicing, the coach should provide the accompaniments of timing bells and clappers; Activities (4) To explain the tunes of the tenth and eleventh passages of classical song Thayar and play the musical instruments for the students; then ask them to play after the demonstrations; while they are practicing, the coach should provide the accompaniments of timing bells and clappers; 5. Testing (1) To play string instruments in group for passage by passage of classical song Thayar; (2) To play string instruments in group for the whole classical song Thayar from start to end; Follow-up Processes Process (4) To ask the coach about the passages and tunes they have not understood well and practise them repeatedly;

53 Instrumental Music 1. Title : : Nangbon Thiha Bway (Kapi Yodaya) Classical Music Tunes 2. Objectives (a) General Objective - To understand instrumental accompaniments of classical music (Kapi Yodaya); (b) Specific Objectives- (i) To know how to play instrumental accompaniments of classical music (Nangbon Thiha Bway); (ii) To know how to play string instruments in correct timing; 3. Pedagogical Aids - Xylophone, Timing Bells and Clappers, Cassette Recorder 4. Teaching and Learning Activities Activities (1) To explain the tunes of the first and second passages of classical music (Nangbon Thiha Bway Yodaya) written on the blackboard and play the musical instruments for the students; then ask them to play after the demonstrations; when they are practicing, the coach should provide the accompaniments of timing bells and clappers; Activities (2) To explain the tunes of the third and fourth passages of classical music (Nangbon Thiha Bway Yodaya) and play the musical instruments for the students; then ask them to play after the demonstrations; while they are practicing, the coach should provide the accompaniments of timing bells and clappers; 5. Testing (1) To play string instruments in group for passage by passage of Yodaya song (Nangbon Thiha Swe); (2) To play string instruments in correct timing in group for Yodaya song (Nangbon Thiha Swe); Follow-up Processes Process (4) To ask the coach about the passages and tunes they have not understood well and practise them repeatedly;

54 Instrumental Music 1. Title : : Wai Zayandar (Mandalay Myo Bwe Yodaya) Music Tune 2. Objectives (a) General Objective - To understand the instrumental accompaniments of classical music (Yodaya); (b) Specific Objectives- (i) To know how to play instrumental accompaniments of classical music (Wai Zayandar Yodaya); (ii) To know how to play string instruments in correct timing for classical music (Wai Zayandar Yodaya); 3. Pedagogical Aids - Xylophone, Timing Bells and Clappers, Cassette Recorder 4. Teaching and Learning Activities Activities (1) To explain the tunes of the first passage of classical music (Wai Zayandar Yodaya) written on the blackboard and play the musical instruments for the students; then ask them to play after the demonstrations; when they are practicing, the coach should provide the accompaniments of timing bells and clappers; Activities (2) To explain the tunes of the second passage of classical music (Wai Zayandar Yodaya) and play the musical instruments for the students; then ask them to play after the demonstrations; while they are practicing, the coach should provide the accompaniments of timing bells and clappers; 5. Testing (1) To play string instruments in group for passage by passage of classical music (Wai Zayandar Yodaya); (2) To play string instruments in correct timing in group for classical music (Wai Zayandar Yodaya); Follow-up Processes Process (4) To ask the coach about the passages and tunes they have not understood well and practise them repeatedly;

55 Instrumental Music 1. Title : : Mya Man Giri (Mandalay Myo Bwe Yodaya) Music Tunes 2. Objectives General Objective - To understand instrumental accompaniments of classical music (Yodaya); Specific Objectives - (i) To know how to play instrumental accompaniments of classical music (Mya Man Giri Yodaya); (ii) To know how to play string instruments in correct timing for classical music (Mya Man Giri Yodaya); 3. Pedagogical Aids - Xylophone, Timing Bells and Clappers, Cassette Recorder 4. Teaching and Learning Activities Activities (1) To explain the tunes of the first passage of classical music (Mya Man Giri Yodaya) written on the blackboard and play the musical instruments for the students; then ask them to play after the demonstrations; when they are practicing, the coach should provide the accompaniments of timing bells and clappers; Activities (2) To explain the tunes of the second passage of classical music (Mya Man Giri Yodaya) and play the musical instruments for the students; then ask them to play after the demonstrations; while they are practicing, the coach should provide the accompaniments of timing bells and clappers; 5. Testing (1) To play string instruments in group for passage by passage of classical music (Mya Man Giri Yodaya) looking at the notes; (2) To play string instruments in correct timing in group for classical music (Mya Man Giri Yodaya) looking at the notes; (To ask a student representing each group to play the musical instrument to give marks) Follow-up Processes Process (4) To ask the coach about the passages and tunes they have not understood well and practise them repeatedly;

56 Musical Instrument 1. Title- Musical Instrument (Myanmar Harp) 2. Objectives General Objective - To understand traditional musical instruments Specific Objectives - (a) To gain knowledge about Myanmar Harp - (b) To know the parts of Myanmar Harp; - (c) To know the seven classical tunes of Myanmar Harp 3. Background Myanmar Harp is one of the five types of musical instruments, namely bronze instrument, string instrument, percussion instrument, wind instrument and clappers, and has been used for more than 2500 years. A piece of classical music was composed hundreds of year ago and it was dedicated to a traditional musical instrument Myanmar Harp. It is about the tributes of Myanmar Harp. Seven classical tunes of Myanmar Harp (1) Hnyin Lone Than - Kyo, Bwe, Thachin Khan (2) Auk Pyan Than - Pat Pyo, Lay Htway, Nat Chin (3) Pale - Yodaya, Mon, and modern songs (4) Myin Saing Than - Bawle, Tay Htat, Dein Than (5) Duraka Dway - Supporting music (6) Chauk Thway Nyunt - Supporting music (7) Pyidaw Pyan - Some types of Pat Pyo songs There is a short poem about the method of making a Myanmar harp which means; (1) The sound box of a harp is made of Padauk (gum-kino) wood; (2) The arm of a harp is made of Shar (cutch) wood; (3) The sound box of a harp is tightly covered with the deer skin; (4) The strings of a harp are made of silk; (5) The strings are attached between the deer skin and the neck of the harp;

57 Riddle of Myanmar Harp Kept in a high place, but not a bird; Held in the bosom, but not a child; Having beard, but not an Indian man; Having a tail, but not a monkey; 4. Testing (a) In what type of musical instrument is Myanmar Harp? (b) Mention the parts of a harp? (c) Mention the seven classical tunes of a harp? 5. Follow-up Processes If the answer given by a student is wrong, incite it with the text, and correct it.

58 Singing (Classical Music) 1. Title : : Thayar Song 2. Objectives (a) General Objective - (b) Specific Objectives- To understand the nature of Thayar song; (i) To know the name of the composer of Thayar song; - (ii) To know the meaning of Thayar song (iii) To know how to play string instruments in correct timing for Thayar song; 3. Teaching and Learning Aids- Xylophone, Timing Bells and Clappers, Cassette Recorder 4. Teaching and Learning Activities Activities (1) To write text of classical song Thayar on the blackboard and put notes on it. Activities (2) To explain that classical song Thayar is accompanied by Wah Lat tune; and that Wah Lat tune is playing timing bells and clappers alternatively ; then demonstrate it; Activities (3) The coach should teach classical song Thayar by playing instrumental accompaniments, singing it or playing a cassette recorder. Ask the students to sing after the coach and then sing the song in chorus in group. 5. Testing (1) To tell the name of the composer of classical song Thayar (2) To explain the meaning of classical song Thayar (3) To sing classical song Thayar in correct timing in group and then individually Follow-up Processes Process (4) - Ask the coach about the passage the students do not understand well and practise it with instrumental accompaniments,

59 Singing (Classical Music) 1. Title : : Nangbon Thiha Bway (Kapi Yodaya) 2. Objectives (a) General Objective - (b) Speicific Objectives- To understand and get the modern tunes of Yodaya song; (i) To know type and tunes of classical song Nangbon Thiha Bway; (ii) To know the meaning of of classical song Nangbon Thiha Bway; - (iii) To know how to sing of classical song Nangbon Thiha Bway in correct timing with the instrumental accompaniments; 3. Teaching and Learning Aids - Xylophone, Piano, Timing Bells and Clappers, 4. Teaching and Learning Activities Cassette Recorder Activities (1) To hang a chart showing the text of classical song Nangbon Thiha Bway with notes; Activities (2) To explain that classical song Nangbon Thiha Bway is sung with the accompaniment of Son timing bells and clappers, and then ask the students to play the musical instruments for it; Activities (3) The coach should teach classical song Nangbon Thiha Bway by playing instrumental accompaniments, singing on passage after another or playing a cassette recorder. Ask the students to sing after the coach one passage after another; 5. Testing (1) To tell the type and tunes of classical song Nangbon Thiha Bway (2) To explain the meaning of classical song Nangbon Thiha Bway (3) To sing classical song Nangbon Thiha Bway in correct timing with instrumental accompaniment, Follow-up Processes

60 Ask the coach about the passage the students do not understand well and practise it with instrumental accompaniments, Singing (Classical Music) 1. Title : : Wai Zayandar (Mandalay Myo Bwe Yodaya) 2. Objectives (a) General Objective - (b) Specific Objectives- To understand the grand tunes of classical music Yodaya; (i) To know the name of the composer of classical song Wai Zayandar Yodaya; - (ii) To know the meaning of classical song Wai Zayandar Yodaya; - (iii) To know the nature of and how to play Nari timing bells while singing classical song Wai Zayandar Yodaya; - (iv) To know how to sing the classical song Wai Zayandar Yodaya in correct timing with the instrumental accompaniment; 3. Teaching and Learning Aids - Xylophone, Piano, Timing Bells and Clappers, 4. Teaching and Learning Activities Cassette Recorder Activities (1) To write the text of the classical song Wai Zayandar Yodaya on the blackboard with the notes; Activities (2) To explain that classical song Wai Zayandar Yodaya is sung with the accompaniment of Nari timing bells; and that in reality timing bells are to be played three times in a row at one stroke, but the last time is omitted in that classical song with particular purpose. Then play the students the bells, and ask them to play the bells; Activities (3) The coach should teach classical song Wai Zayandar Yodaya by playing instrumental accompaniments, singing it or playing a cassette recorder. Ask the students to sing after the coach one passage after another, and sing it in chorus in group; 5. Testing (1) To tell the type and tunes of classical song Wai Zayandar Yodaya (2) To explain the meaning of classical song Wai Zayandar Yodaya (3) To sing classical song Wai Zayandar Yodaya in correct timing Follow-up Processes Ask the coach about every passage the students do not understand well and practise it with instrumental accompaniments,

61 Singing (Classical Music) 1. Title : : Mya Nang Giri (Bondaw Bwe Yodaya) 2. Objectives (a) General Objective - (b) Specific Objectives- To understand the tunes of classical music Yodaya; (i) To know the meaning of classical song Mya Nang Giri ; - (ii) To know the name of the composer of the classical song Mya Nang Giri ; - (iii) To know how to sing classical song Mya Nang Giri in correct timing with the instrumental accompaniments; 3. Teaching and Learning Aids - Xylophone, Piano, Timing Bells and Clappers, 4. Teaching and Learning Activities Cassette Recorder Activities (1) To write the text of the classical song Mya Nang Giri Yodaya on the blackboard with the notes; Activities (2) To explain that classical song Mya Nang Giri Yodaya is sung with the accompaniment of Sone timing bells and clappers; and that timing bells and clappers are to be played in harmony; Then play the students the bells and clappers, and ask them to play them; Activities (3) The coach should teach classical song Mya Nang Giri Yodaya by playing instrumental accompaniments, singing it passage by passage or playing a cassette recorder. Ask the students to sing after the coach, and sing it in chorus in group; 5. Testing (1) To explain the meaning of classical song Mya Nang Giri Yodaya (2) To tell the name of the composer of classical song Mya Nang Giri Yodaya (3) To sing classical song Mya Nang Giri Yodaya in correct timing in group Follow-up Processes Ask the coach about every passage the students do not understand well and practise it with instrumental accompaniments,

62 Basic Education High School No. (1) Dagon Basic Education Yangon High Region, School Myanmar No. (1) Dagon Yangon Region, Myanmar Preserving Our Culture, Safeguarding Our Future Programme Preserving Our Culture, Safeguarding Our Future Programme (One Month Course) (One Month Course) Knowledge and Practices Concerning Nature and the Universe Performing Arts

63 Lesson Topic : Knowledge and Practices Concerning Nature and the Universe Sub Topic 1 Traditional Ecological knowledge 2 Indigenous knowledge 3 Cultural Heritage / Intangible Cultural Heritage 4 Traditional craftsmanship 5 Oral traditions and expressions including languages as a vehicles of the intangible cultural heritage 6 Social practices, rituals and festive events 7 Traditional healing system Learning Objectives 1. To know the traditional ecological knowledge and indigenous knowledge; 2. To know the cultural heritage and intangible cultural heritage in the universe; 3. To learn the traditional craftsmanship; 4. To know the importance of the oral traditions and social practices in community; 5. To know the advantages and disadvantages of traditional healing system. Time allotments for subject: knowledge and Practices Concerning Nature and the Universe No.of Total No. Subject Topic periods hours mins 1. Knowledge and (1) Traditional Ecological practices Concerning Nature and the knowledge (2) Indigenous knowledge Universe (3) Cultural Heritage/ Intangible Cultural Heritage (4) Traditional craftsmanship (5) Oral traditions and expressions Including languages as a Vehicles of the intangible Cultural heritage (6) Social practices, rituals and Festive events (7) Traditional healing system Overall Discussion Presentation (power point) Total

64 1 Traditional Ecological Knowledge No. Learning Activities 1. Definitions and dimensions of traditional ecological knowledge "Traditional ecological knowledge can be defined as a cumulative body of knowledge and beliefs, handed down through generations by cultural transmission, about the relationship of living beings (including humans) with one another and with their environment. Further, traditional ecological knowledge is an attribute of societies with historical continuity in resource use practices, by and large, these are non-industrial or less technologically advanced socities, many of them indigenous or tribal." "The unique, traditional, local knowledge existing within and developed around the specific conditions of men and women indigenous to a particular geographic area." "A body of knowledge built by a group of people through generations living in close contact with nature. It includes a system of classification, a set of empirical observations about the local environment, and a system of self-management that governs resource use." "There is consensus amongst scientists using various terms that such knowledge: i) is linked to a specific place, culture or society; ii)is dynamic in nature; iii)belongs to groups of people who live in close contact with natural systems; in iv) contracts with "modern" or "Western formal scientific" knowledge." "The local knowledge-knowledge that is unique to a given culture or society. Indigenous knowledge contrasts with the international knowledge system generated by universities, research institutions and private firms. It is the basis for local-level decision making in agriculture, health care, food preparation, education, naturalresource management, and a host of other activities in rural communities." 2. Traditional knowledge, indigenous knowledge, traditional ecological knowledge and local knowledge generally refer to know ledges systems embedded in the cultural traditions of regional, indigenous, or local communities. Traditional knowledge includes types of knowledge about traditional technologies of subsistence (e.g. tools and techniques for hunting or agriculture), midwifery, ethno botany and ecological knowledge, celestial navigation, ethnic astronomy, the climate etc. These kinds of knowledge are crucial for the subsistence and survival and are generally based on accumulations of empirical observation and interaction with the environment. In many cases, traditional knowledge has been orally passed for generations from person to person. Some forms of traditional knowledge are expressed through stories, legends, folklore, rituals, songs, and even laws. Other forms of traditional knowledge are expressed through different means.

65 2 Indigenous Knowledge No. Learning Activities 1. Indigenous knowledge is the local knowledge that is unique to a culture or society. Other names for it include; 'local knowledge', 'folk knowledge', 'people's knowledge', 'traditional wisdom' or 'traditional science'. Indigenous knowledge is the local knowledge, knowledge that is unique to a given culture or society. IK contrasts with the international knowledge system generated by universities, research, institutions and private firms. It is the basis for local-level decision making in agriculture, health care, food preparation, education, naturalresource management, and a host of other activities in rural communities. Indigenous Knowledge is ( ) the information base for a society, which facilitates communication and decision-making. Indigenous information systems are dynamic, and are continually influenced by internal creativity and experimentation as well as by contract with external systems. 2. In the emerging global knowledge on economy, a country's ability to build and mobilize knowledge capital, is equally essential for sustainable development as the availability of physical and financial capital. The basic component of any country's knowledge system is its indigenous knowledge. It encompasses the skills, experiences and insights of people, applied to maintain or improve their livelihood. Significant contributions to global knowledge have originated from indigenous people, for instance in medicine and veterinary medicine with their intimate understanding of their environments. Indigenous knowledge is developed and adapted continuously to gradually changing environments and passed down from generation to generation and closely interwoven with people's cultural values. Indigenous knowledge is also the social capital of the poor, their main asset to invest in the struggle for survival, to produce food, to provide for shelter or to achieve control of their own lives. Today, many indigenous knowledge systems are at risk of becoming extinct because of rapidly changing natural environments and fast pacing economic, political, and cultural changes on a global scale. Practices vanish, as they become inappropriate for new challenges or because they adapt too slowly. However, many practices disappear only because of the intrusion of foreign technologies or development concepts that promise short-term gains or solutions to problems without being capable of sustaining them. The tragedy of the impending disappearance of indigenous knowledge is most obvious to those who have developed it and make a living through it. But the implication for others can be detrimental as well, when skills, technologies, artifacts, problem solving strategies and expertise are lost 3. Indigenous knowledge is part of the lives of the rural poor; their livelihood depends almost entirely on specific skills and knowledge essential for their survival. Accordingly, for the development process, indigenous knowledge is of particular relevance for the following sectors and strategies: - Agriculture - Animal husbandry and ethnic veterinary medicine - Use and management of natural resources - Primary health care, preventive medicine and psychosocial care - Saving and lending - Community development - Poverty alleviation

66 3 Cultural Heritage / Intangible Cultural Heritage No. Learning Activities 1. The definition of the term "Cultural Heritage" has been evolving throughout the 20 th century from an approach referring exclusively to "monuments", mainly single buildings, a concept which has been successively broadened, considering groups of buildings (ensembles), natural and man-made sites, arriving at a definition which includes both tangible and intangible heritage and the close interrelations between the two. According to the definition by UNESCO, objects and land/seascapes belonging to cultural heritage distinguish themselves for their "outstanding universal value from the point of view of history, art or science". Natural heritage can be defined as "natural features consisting of physical and biological formations or groups of such formations, which are of outstanding universal value from the aesthetic or scientific point of view..." and "...areas which constitute the habitat of threatened species of animals and plants of outstanding universal value from the point of view of science, conservation or natural beauty." The close interrelation between the cultural heritage and (national, regional, local)identity introduced in the last decades of the 20 th century, to the consideration of intangible heritage as the "mainspring of cultural diversity and a guarantee of sustainable development "an element in need for safeguarding. "(a) oral tradition's and expressions, including language as a vehicle of the intangible cultural heritage; (b) performing arts; (c) social practices, rituals and festive events; (d) knowledge and practices concerning nature and the universe; (e) traditional craftsmanship." 2. Cultural heritage does not end at monuments and collections of objects. It also includes traditions or living expressions inherited from our ancestors and passed on to our descendants, such as oral traditions, performing arts, social practices, rituals, festive events, knowledge and practices concerning nature and the universe or the knowledge and skills to produce traditional crafts. While fragile, intangible cultural heritage is an important factor in maintaining cultural diversity in the face of growing globalization. An understanding of the intangible cultural heritage of different communities helps with intercultural dialogue, and encourages mutual respect for other ways of life. 3. The importance of intangible cultural heritage is not the cultural manifestation itself but rather the wealth of knowledge and skills that is transmitted through it from one generation to the next. The social and economic value of this transmission of knowledge is relevant for minority groups and for mainstream social groups within a State, and is as important for developing States as for developed ones. Intangible cultural heritage is : 4. Traditional, contemporary and living at the same time: intangible cultural heritage does not only represent inherited traditions from the past but also contemporary rural and urban practices in which diverse cultural groups take part; Inclusive: we may share expressions of intangible cultural heritage that are similar to those practiced by others. Whether they are from the neighboring village, from a city on the opposite side of the world, or have been adapted by peoples who have migrated and settled in a different region, they all are intangible cultural heritage: they have been passed from one generation to another, have evolved in response to their environments and they contribute to giving us a sense of identity and continuity, providing a link from our past, through the present, and into our future. Intangible cultural heritage does not give rise to questions of whether or not certain practices are specific to a culture. It contributes to social cohesion, encouraging a

67 sense of identity and responsibility which helps individuals to feel part of one or different communities and to feel part of society at large; Representative: intangible cultural heritage is not merely valued as a cultural good, on a comparative basis, for its exclusivity or its exceptional value. It thrives on its basis in communities and depends on those whose knowledge of traditions, skills and customs are passed on to the rest of the community, from generation to generation, or to other communities; Community-based: intangible cultural heritage can only be heritage when it is recognized as such by the communities, groups or individuals that create, maintain and transmit it without their recognition, nobody else can decide for them that a given expression or practice is their heritage. 4 Traditional craftsmanship No Learning Activities Traditional craftsmanship is perhaps the most tangible manifestation of intangible cultural heritage. The goal safeguarding, as with other forms of intangible cultural heritage, is to ensure that the knowledge and skills associated with traditional artisan are passed on to future generations so that crafts can continue to be produced within their communities, providing livelihoods to their makers and reflecting creativity. Many craft traditions have age-old systems of instruction and apprenticeship. One proven way of reinforcing and strengthening these systems is to offer financial incentives to students and teachers to make knowledge transfer more attractive to both. Local, traditional markets for craft products can also be reinforced, while at the same time creating new ones. In response to urbanization and industrialization, many people around the world enjoy handmade objects that are imbued with the accumulated knowledge and cultural values of the craftspeople and which offer a softer alternative to the numerous 'high tech' items that dominate global consumer culture. 5 Oral Traditions and Expression Including language as a vehicle of the in tangible cultural heritage. Intangible cultural heritage. No. Learning Activities 1. The oral traditions and expressions domain encompasses an enormous variety of spoken forms including proverbs, riddles, tales, nursery rhymes, legends, myths, epic songs and poems, charms, prayers, chants, songs, dramatic performances and more. Oral traditions and expressions are used to pass on knowledge, cultural and social values and collective memory. They play a crucial part in keeping cultures alive. 2. Some types of oral expression are common and can be used by entire communities while others are limited to particular social groups, only men or women, perhaps, or only the elderly. In many societies, performing oral traditions is a highly specialized occupation and the community holds professional performers in the highest regard as guardians of collective memory. Such performers can be found in communities all over the world. While poets and storytellers in non-western societies such as the grits and dyeline from Africa are well known, there is also a rich oral tradition in Europe and North America. In Germany and the USA, for example, there are hundreds of professional storytellers.

68 3. Communities, researchers and institutions may also use information technology to help safeguard the full range and richness of oral traditions, including textual variations and different styles of performance. Unique expressive features, such as intonation and a much larger number of varying styles, can now be recorded as audio or video, as can interactions between performers and audiences and non-verbal story elements including gestures and mimicry. Mass media and communication technologies can be used to preserve and even strengthen oral traditions and expressions by broadcasting recorded performances both to their communities of origin and to a wider audience. 6 Social practices, rituals and festive events No. Learning Activities 1. Social practices, rituals and festive events are habitual activities that structure the lives of communities and groups and that are shared by and relevant to many of their members. They are significant because they reaffirm the identity of those who practise them as a group or a society and, whether performed in public or private, are closely linked to important events. Social, ritual and festive practices may help to mark the passing of the seasons, events in the agricultural calendar or the stages of a person s life. They are closely linked to a community s worldview and perception of its own history and memory. They vary from small gatherings to large-scale social celebrations and commemorations. Each of these sub-domains is vast but there is also a great deal of overlap between them. 2. Rituals and festive events often take place at special times and places and remind a community of aspects of its worldview and history. In some cases, access to rituals may be restricted to certain members of the community; initiation rites and burial ceremonies are two such examples. Some festive events, however, are a key part of public life and are open to all members of society; carnivals and events to mark the New Year, beginning of Spring and end of the harvest are inclusive occasions common all over the world. 3. Social practices, rituals and festive events involve a dazzling variety of forms: worship rites; rites of passage; birth, wedding and funeral rituals; oaths of allegiance; traditional legal systems; traditional games and sports; kinship and ritual kinship ceremonies; settlement patterns; culinary traditions; seasonal ceremonies; practices specific to men or women only; hunting, fishing and gathering practices and many more. They also include a wide variety of expressions and physical elements: special gestures and words, recitations, songs or dances, special clothing, processions, animal sacrifice, special food. 4. Social practices, rituals and festive events are strongly affected by the changes communities undergo in modern societies because they depend so much on the broad participation of practitioners and others in the communities themselves. Processes such as migration, individualization, the general introduction of formal education, the growing influence of major world religions and other effects of globalization have a particularly marked effect on these practices. 5. Ensuring the continuity of social practices, rituals or festive events often requires the mobilization of large numbers of individuals and the social, political and legal institutions and mechanisms of a society. While respecting customary practices that might limit participation to certain groups, it may also be desirable to encourage the broadest public participation possible. In some cases, legal and formal measures need to be taken to guarantee the access rights of the community to its sacred places, crucial objects, or natural resources necessary for the performance of social practices, rituals and festive events.

69 6. Herbal medicines Herbal medicines include herbs, herbal materials, herbal preparations and finished herbal products that contain as active ingredients parts of plants, or other plant materials, or combinations. - Herbs: crude plant material such as leaves, flowers, fruit, seed, stems, wood, bark, roots, rhizomes or other plant parts, which may be entire, fragmented or powdered. - Herbal materials: in addition to herbs, fresh juices, gums, fixed oils, essential oils, resins and dry powders of herbs. In some countries, these materials may be processed by various local procedures, such as steaming, roasting, or stir-baking with honey, alcoholic beverage or other materials. - Herbal preparations: the basis for finished herbal products and may include comminuted or powdered herbal materials, or extracts, tinctures and fatty oils of herbal materials. They are produced by extraction, fractionation, purification, concentration, or other physical or biological processes. They also include preparations made by steeping or heating herbal materials in alcoholic beverages and/or honey, or in other materials. - Finished herbal products: herbal preparations made from one or more herbs. If more than one herb is used, the term mixture herbal product can also be used. Finished herbal products and mixture herbal products may contain recipients in addition to the active ingredients. However, finished products or mixture products to which chemically defined active substances have been added, including synthetic compounds and/or isolated constituents from herbal materials, are not considered to be herbal. Traditional use of herbal medicines Traditional use of herbal medicines refers to the long historical use of these medicines. Their use is well established and widely acknowledged to be safe and effective, and may be accepted by national authorities. Therapeutic activity Therapeutic activity refers to the successful prevention, diagnosis and treatment of physical and mental illnesses; improvement of symptoms of illnesses; as well as beneficial alteration or regulation of the physical and mental status of the body.

70 7 Traditional healing system No. Learning Activities 1. Traditional Healing is the oldest form of structured medicine that is a medicine that has an underlying set of principles by which it is practiced. It is the medicine from which all later forms of medicine developed, including Chinese medicine, Greco-Arabic medicine, and of course also modern Western medicine. Traditional Healing was originally an integral part of semi-nomadic and agricultural tribal societies, and although archeological evidence for its existence only dates back to around 14,000 B.C., its origins are believed to lie much further back and probably predate the lass Ice-Age. Unlike other traditional medicines, Traditional Healing has no philosophical base, as its practice is totally founded on healing knowledge that has been accumulated over thousands of years, and upon the healer's personal experience, which includes his/her awareness of, and sense of unity with the natural world, as well as his/her understanding of the different levels of consciousness within the human psyche. Traditional Healers see the universe as a living intelligence that operates according to natural laws that manifest according to specific rules and correspondences, and exercise their inner conviction that the purpose of life and the nature of disease cannot be understood without a knowledge of these laws and the individual's relationship to the natural world. Thus Traditional Healers share a profound knowledge and a deep understanding of how natural laws influence living things. It is for this reason that Traditional Healing is often referred to as "wisdom medicine" or "Wizard Medicine" (the word wizard means 'wise man', not 'sorcerer') and Traditional Healers are often referred to as wise or "clever" men or women or as persons of knowledge. It is this knowledge and experience base that provides the similarity between the core principle of Traditional Healing through the ages and in different parts of the world. Traditional medicine 2. Traditional medicine (also known as indigenous or folk medicine) comprises knowledge systems that developed over generations within various societies before the era of modern medicine. The World Health Organization (WHO) defines traditional medicine as "the sum total of the knowledge, skills, and practices based on the theories, beliefs, and experiences indigenous to different cultures, whether explicable or not, used in the maintenance of health as well as in the prevention, diagnosis, improvement or treatment of physical and mental illness. [1] In some Asian and African countries, up to 80% of the population relies on traditional medicine for their primary health care needs. When adopted outside of its traditional culture, traditional medicine is often called alternative medicine. [1] Practices known as traditional medicines include Ayurveda, Siddha medicine, Unani, ancient Iranian medicine, Iraqi, Islamic medicine, traditional Chinese medicine, traditional Korean medicine, acupuncture, Mutt, Ifa, and traditional African medicine. Core disciplines which study traditional medicine include herbalism, ethnomedicine, ethnobotany, and medical anthropology. The WHO notes however that "inappropriate use of traditional medicines or practices can have negative or dangerous effects" and that "further research is needed to ascertain the efficacy and safety" of several of the practices and medicinal plants used by traditional medicine systems. [1] The line between alternative medicine and quackery is a contentious subject.

71 Traditional medicine may include formalized aspects of folk medicine, that is to say longstanding remedies passed on and practised by lay people. Folk medicine consists of the healing practices and ideas of body physiology and health preservation known to some in a culture, transmitted informally as general knowledge, and practiced or applied by anyone in the culture having prior experience. [2] Folk medicine may also be referred to as traditional medicine, alternative medicine, indigenous medicine, or natural medicine. These terms are often considered interchangeable, even though some authors may prefer one or the other because of certain overtones they may be willing to highlight. In fact, out of these terms perhaps only indigenous medicine and traditional medicine have the same meaning folk medicine, while the others should be understood rather in a modern or modernized context. Similarly, a home remedy is a treatment to cure a disease or ailment that employs certain spices, vegetables, or other common items. Home remedies may or may not have medicinal properties that treat or cure the disease or ailment in question, as they are typically passed along by laypersons. Knowledge transmission and creation Indigenous medicine is generally transmitted orally through a community, family and individuals until "collected". Within a given culture, elements of indigenous medicine knowledge may be diffusely known by many, or may be gathered and applied by those in a specific role of healer such as a shaman or midwife. [20] Three factors legitimize the role of the healer their own beliefs, the success of their actions and the beliefs of the community. When the claims of indigenous medicine become rejected by a culture, generally three types of adherents still use it those born and socialized in it who become permanent believers, temporary believers who turn to it in crisis times, and those who only believe in specific aspects, not in all of it. Folk medicine All cultures and societies have knowledge best described as folk medicine. Although there is large overlap, the denotative and connotative definitions differ. Folk medicine often coexists with formalized, education-based, and institutionalized systems of healing such as Western medicine or Great traditional medicine systems like Ayurvedic, Unani medicine, and Chinese medicine, but is distinguishable from formalized or institutionalized healing systems. Some examples of strong informal and to some degree institutionalized folk medicine traditions are: Traditional Korean medicine, Arabic indigenous medicine (source of Unani medicine, along with Ancient Greek medicine), Haitian folk medicine, Uyghur traditional medicine, Various African herbal folk remedies, Celtic traditional medicine (in part practiced by the Irish medical families), Japanese Kampo medicine, Traditional Bush medicine, Georgian folk medicine, and other. Alternative medicine (CAM) The terms "complementary medicine" or "alternative medicine" are used interchangeably with traditional medicine in some countries. They refer to a broad set of health care practices that are not part of that country's own tradition and are not integrated into the dominant health care system.

72 Basic Education High School No. (1) Dagon Yangon Region, Myanmar Basic Education High School No. (1) Dagon Yangon Region, Myanmar Preserving Our Culture, Safeguarding Our Future Programme Preserving Our Culture, Safeguarding Our Future Programme (One Month Course) (One Month Course) Oral Tradition Knowledge and Practices Concerning Nature and the Universe

73 Oral Tradition Content Random contest for topics regarding with oral tradition 1. Oral Tradition in Customs 2. Oral Tradition in Beliefs that are Superstitions 3. Oral Tradition in Proverbs and Adages 4. Oral Tradition in Prose and Literature 5. Oral Tradition in Legends 6. Oral Tradition in Songs 7. Oral Tradition in Dances For assessment, rector Daw Thet Htar Win from Myanmar Literature Department will come for the students.

74 Oral Tradition Objectives 1. To pass down of oral tradition through generations. 2. To well-behaved in body, mouth and soul. 3. To have social manners and can live peacefully with everyone. 4. To know the characteristics of wise, virtuous people and practice in life. 1. Oral Tradition in Customs To let the students understand about the customs and traditions of our people. For example: - Knowing how to say prayers everyday and removing shoes at the temples, pagodas, - Bowing when passing in front of the elders and using polite words of respond of ''KyinByar'' ''Shin" (meaning 'Sir') when someone call him. - Letter the elders have first in dining tables, not speaking loudly and not holding dish' spoon by right hand. 2. Oral Tradition in Beliefs that are Superstitions To let the students know that Myanmar people tend to believe in superstitions. For example - Chewing nails can cease good luck. - Crows in front of home means visitor is on the way. - Folding beds in hospitals can make the patients come. - Setting specific days in Myanmar calendar (e.g. A day of ill-omen, Auspicious Day) - Believing that starting something on Monday make you do it twice - Bringing charms and Buddha images in the exam rooms 3. Oral Tradition in Proverbs and Adages To let the students know that Myanmar people use proverbs and sayings. For example - Island depends on reeds, reeds depends on island - Revere the elders, respect that peers, be kind to the young - A bite of food, gratitude - Education is a pot of gold nobody can steal. - No teacher, wrong method. According to common superstitions, bad luck. See the phone. 4. Oral Tradition in Prose and Literature To let the students know about the oral traditions of literature, poems, and stories. For example: - Jokes (Literature talks, Jokes, National Day, U Pho Kyar) - Riddle - Story (The Rabbit and the Turtle. - Poem (38 Classic Poems) - Ghost stories (Ma Phal War) - Stories about tragically events (The Assassination of Bogyoke) - Stories about heroes (U Thant) - Stories about creative character (Tut Pi)

75 5. Oral Traditions in Legends To let the students know that by studying traditional stories, they should be impressed about their country and religions and they should make friends with good people and they should not follow the outside temporary beauty. For example: - The Crow who pretends to be a peacock - Two parakeets - The Regret of young deer 6. Oral Traditions in Songs To let the students know that traditions and possess patriotism for their country. For example: - Myanmar Kyaung (Myanmar School) - Zarti Man (National Spirit) - Thingyan Song - 7. Oral Traditions in Dances To let the students keep the national heritages in their minds. For example: - U Shwe Yoe & Daw Moe - Thingyan Lean dance - Gabyarlut: a Myanmar basic dance solely accompanied by rhythmic beats (i.e. without lyrics) - Double act - Puppet dance

76 Myanmar Basic Dance ( Gabyalut) U Shwe Yo and Daw Moe Dance

77 Impromptu Talk Competition