02886nam a2200337   4500000000100000000000100001008004100002260001300043653003400056653002300090653002500113653001700138653001800155653001800173653002100191653002300212653003600235653006100271653003500332653002200367653002600389653003100415653002600446653002800472100001600500245008800516856015300604490000900757520174000766020004202506       2020                            d  bSpringer10aIntangible cultural heritages10aCultural heritages10aComputer programming10aCase-studies10aVisualization10aYoung peoples10aComputer science10aHeritage education10aCultural heritage communication10aCultural heritage education Intangible cultural heritage10aGraphics for cultural heritage10aIntangible assets10aParticipatory mapping10aParticipatory model making10aParticipatory process10aPrimary school children1 aC. Casonato00aUsing graphics to communicate intangible cultural heritage: Kids and teens at work!  uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85083958969&doi=10.1007%2f978-3-030-41018-6_17&partnerID=40&md5=ec85a9de09c45ba05a5137da50e020e60 v11403 aThe present study reflects on the representation of intangible cultural heritage within participative practices that interest young citizens. It refers to an ongoing research project of Politecnico di Milano centred on participatory processes of interpretation and communication of local cultural heritage within schools. The project focuses on schools and culture as drivers for the enhancement of the territory and of cultural cohesion. Its purpose is educating young people about cultural heritage as a system of evolving values and giving them a source of inter-cultural dialogue, through field work and encouraging a conscious use of new technologies. Many challenges have been taken into consideration: first of all, that of providing a view of something that does not have a material status; secondly, that of implementing this operation within a participatory context; thirdly, that of engaging a young audience, and more specifically primary school children and teens, in the process. Describing the whole range of activities in this paper would hardly be possible, therefore some significant experiences have been selected because of their particular relevance to the theme of intangible cultural heritage visualization. The first part of the study will examine the very concept of heritage education. Then in investigating into the visualisation of intangible assets, a brief overview of the various meanings that the term “graphics” can assume in this specific context precedes the presentation of the context surrounding the practices from which the study stems. Finally, two specific case studies of the application of the matter in field research while briefly outlining its methodologies and products are presented.  a21945357 (ISSN); 9783030410179 (ISBN)