Topics for Lesson 1:
- UNESCO lens on ICH: definitions, scope and living cultures
- Expressions of ICH: potentials and vulnerabilities (guided table walk)
- Sustainable Tourism principles applied to ICH
- Stakeholder mapping + quick 5-item MCQ
Key Questions:
- What distinguishes ICH from tangible heritage, and why is this distinction critical for sustainable tourism?
- How do the three pillars of sustainability (environmental, sociocultural, economic) translate into concrete ICH safeguarding practices?
- Who are the key stakeholders at the ICH–tourism interface, and what are their specific roles and responsibilities?
- How can we tell whether a tourism initiative is genuinely co-creating value for ICH bearers and communities?
Exploring Case 6 Fado
Anchor facts to surface: UNESCO listing (2011); core settings (Casas de Fado), ritual “Silêncio que se vai cantar o Fado”, key neighborhoods (Alfama, Mouraria, Bairro Alto).
Guided questions
- What makes Fado a form of intangible (not tangible) heritage, and why does that matter for tourism design?
- How do space, ritual silence, and audience participation shape authenticity?
- Where does Fado “live” in Lisbon (neighborhoods, venues, museum) and how do those contexts influence visitor experience?
- What specific tensions can arise when a living tradition meets tourism demand?
In-class activity (15–25 min)
ICH Evidence Sprint: In small groups, extract 6–8 concrete “ICH markers” (rituals, instruments, venue norms, intergenerational learning, community roles) from the case. Pin each marker to a whiteboard map of Lisbon showing Alfama/Mouraria/Bairro Alto. Share 1-minute pitches.
Digital activity (15–30 min)
Interactive Glossary & Context Wall: Build a collaborative Padlet/Notion page with short definitions (e.g., “Portuguese guitar,” “Casa de Fado,” “ritual silence”) and embed one official source per entry (e.g., Museu do Fado, UNESCO listing page referenced in the case).