Irish context: One of the highlights of the Irish pilot project was a field trip to a local historical monument. The site in question was a ruined church which is the focal point of a story from the local oral heritage tradition. In this case, the participants researched the site in advance using digital tools, then went to visit first-hand. This helped participants feel a tangible connection to their intangible cultural heritage. Participants expressed that this made the story feel more real.

Other conexts: This exercise is very flexible and could be used in area where there is a physical site in some way related to the intangible cultural heritage in question. 

The name of the exercise: Field trip.

The purpose and aim(s) of this exercise: To situate the stories in a physical place

How/why does this exercise enable transformative learning? It makes the connection between intangible heritage and tangible place more real and direct. The impact of heritage on daily life is made clear.

The ideal number of participants: 5–10.

Duration: 2.5 hours (including lunch).

Materials required: Bus, suitable clothing.

Description of the exercise step by step: We met at 12pm on Saturday 11th November. This was roughly half way through our 8-week course. At this point were already very familiar with the stories, having studied them in depth in the classroom.

We went to visit the sites of the stories, two churches which still exist in Gleann Cholm Cille, one a ruin and one which has been rebuilt. There was time for participants to view and explore both sites, discuss and take pictures.

To finish the trip we had lunch in a local café.

Other essential things: Organising the bus, planning timing, planning lunch, health and safety, first aid kit, suitable clothing.

Tips to the instructor (what must be taken into account in doing this exercise): This trip was more than an exercise as it lasted for 2–3 hours. However, on reflecting back over the course, it was the single activity which had the greatest impact. It inspired everyone, including the facilitators. It allowed us to realise that the stories we heard in the classroom are connected to a real, physical place. The heritage of storytelling is deeply rooted in place and geography, naming specific rocks, rivers and features which we were able to look for. It heightened the connection between us and the community who lived in our region hundreds of years ago.