hooptam 4 by nuchy tow

°“√Õπÿ√—°…å¿“æ®‘µ√°√√¡Ω“ºπ—ß (ŒŸª·µâ¡) „π®—ßÀ«—¥¡À“ “√§“¡ The Conservation of Mural Paintings (Hoop - Tam) in Maha Sarakham Province (Northeast Thailand)

∫∑∑’Ë 4 º≈°“√¥”‡π‘πß“π ∫∑π” ‡π◊ËÕß®“° ‘¡∑—Èß Õß·Ààß §◊Õ ‘¡«—¥‚æ∏“√“¡ ·≈– ‘¡ «—¥ªÉ“‡√‰√ ∑’ËÕ”‡¿Õπ“¥Ÿπ ®—ßÀ«—¥¡À“ “√§“¡π—Èπ °”≈—ß‡º™‘≠ ªí≠À“§«“¡‡ ◊ËÕ¡‚∑√¡∑—Èß‡™‘ß‚§√ß √â“ß·≈–¿“æ®‘µ√°√√¡ Ω“ºπ—ß ∂÷ß·¡â«à“ ‘¡∑—Èß Õß·Ààß®–‰¥â√—∫°“√¢÷Èπ∑–‡∫’¬π®“° °√¡»‘≈ª“°√µ—Èß·µà ªï 2547 ·≈â«°Áµ“¡ πÕ°®“°π’È·≈â«¬—ß æ∫ªí≠À“ ”§—≠§◊Õ™“«∫â“π¬—ß¢“¥§«“¡‡¢â“„®„π°“√¥Ÿ·≈ Õπÿ√—°…å·À≈àß»‘≈ª°√√¡¢Õß∑âÕß∂‘Ëπ‰¥âÕ¬à“ß‡µÁ¡∑’Ë ·≈–¡’ §«“¡‡¢â“„®§≈“¥‡§≈◊ËÕπ«à“ À“°·À≈àß»‘≈ª°√√¡¥—ß°≈à“«π’È ‡¡◊ËÕ‰¥â√—∫°“√¢÷Èπ∑–‡∫’¬π·≈â« ™“«∫â“π‰¡à “¡“√∂‡¢â“‰ª¥Ÿ·≈ ®—¥°“√À√◊Õ‡¢â“‰ª·µ–µâÕß„¥Ê ‰¥â‡≈¬ Õ’°∑—Èß„π à«π¢Õß Õß§å°“√∫√‘À“√ à«πµ”∫≈¥ß∫—ß ´÷Ëß¡’Àπâ“∑’Ë√—∫º‘¥™Õ∫‚¥¬µ√ß „π¥â“π°“√Õπÿ√—°…å·À≈àß‚∫√“≥ ∂“π·≈– ‘Ëß·«¥≈âÕ¡ °Á ‰¡à¡’§«“¡™—¥‡®π®÷ß∑”„Àâ‡°‘¥§«“¡Àà“ß‡À‘π√–À«à“ß™“«∫â“π °—∫·À≈àß‚∫√“≥ ∂“π∑âÕß∂‘ËπÀà“ß‰°≈°—π‰ª∑ÿ°∑’ ®π°√–∑—Ëß ™“«∫â“π¡’§«“¡§‘¥«à“‰¡à°≈â“‡¢â“‰ª·µ–µâÕß ®÷ßª≈àÕ¬„Àâ√°√â“ß ·≈–‰¡à‰¥â¥Ÿ·≈√—°…“¥â«¬‡°√ß«à“®–º‘¥°ÆÀ¡“¬ ∑—ÈßÊ ∑’Ë §«“¡‡ªìπ®√‘ß·≈â«™ÿ¡™π “¡“√∂‡¢â“¡“¡’ «à π√à«¡°“√®—¥°“√ ¥Ÿ·≈√—°…“‰¥â„π∫“ßÕ¬à“ß ‡™àπ °“√¥Ÿ·≈√—°…“§«“¡ –Õ“¥ ‡™Á¥∂Ÿªí¥°«“¥∫√‘‡«≥√Õ∫Ê ·À≈àß»‘≈ª°√√¡ °“√®—¥·µàß ∫√‘‡«≥√Õ∫Ê ‘¡„Àâ‡ªìπ∑’Ëæ—°ºàÕπÀ¬àÕπ„® À√◊Õ·¡â·µà °“√°”Àπ¥„Àâ‡ªìπ·À≈àß‡√’¬π√Ÿâºà“π ‘¡·≈–ŒŸª·µâ¡ ‡ªìπµâπ ´÷Ëß‡ªìπ‡√◊ËÕß∑’Ë™“«∫â“π‰¥â‡¢â“¡“¡’ à«π„π°“√Õπÿ√—°…å‰¥â‚¥¬∑’Ë ‰¡à¡’§«“¡º‘¥„¥Ê Õ’°∑—Èß‡ªìπ°“√√—°…“§ÿ≥§à“ß“π»‘≈ª°√√¡ ∑âÕß∂‘Ëπ‚¥¬™ÿ¡™π‰¥âÕ’°¥â«¬ ·µà∑—Èßπ’È µâÕß‰¡à‰ª·µ–µâÕß À√◊ Õ ª√— ∫ ª√ÿ ß ·°â ‰ ¢‚§√ß √â “ ß‡™‘ ß ∂“ªí µ ¬°√√¡¢Õß ‘ ¡ À√◊Õ°“√°√–∑”∑’Ë°àÕ„ÀâŒŸª·µâ¡‡ ’¬À“¬‰¥â ‡æ√“– ‘Ëß‡À≈à“π’È ®–µâÕß¥”‡π‘π°“√‚¥¬ºŸâ‡™’Ë¬«™“≠‡∑à“π—Èπ ¥—ßπ—Èπ „π°“√¥”‡π‘π ‚§√ß°“√π’È ®÷ß‡ªìπ°“√®ÿ¥ª√–°“¬„Àâ™ÿ¡™π∑âÕß∂‘ËπÀ—π¡“ „Àâ§«“¡ ”§—≠·≈–∑”„Àâ™ÿ¡™π‰¥â‡ÀÁπ§ÿ≥§à“ß“π»‘≈ª°√√¡ ∑âÕß∂‘Ëπ‡æ◊ËÕ„Àâ ‘¡·≈–ŒŸª·µâ¡‰¥â°≈“¬¡“‡ªìπ à«πÀπ÷Ëß¢Õß

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Part 4 Results Introduction The historical art sites-Wat Photaram and Wat Pa-Rerai in Na-Dun distrct-Maha Sarakham Province have been registered to the Fine Arts Department since 2004. However, these two heritage sites are still encountering structural deterioration along with Mural Paintings fading problems. Furthermore, most of the villagers do not have enough knowledge to conserve these two sites. They, neither, do not know to whom the sites are registered, what regulation they are under, and which parts of the sites that they are allowed to enter, regarding their conservation, access. Therefore, it is misleading that the villagers are not able to get involved with looking after these historical art sites anymore. As a result, both of the sites are left neglected without good care from the villagers because they fear that they may break the law. As a matter of fact, the community also has a part in looking after the historical art sites without getting involved with the art structures; it is the responsibility of the experts. Thus, this project inspires and encourages people in the community to realize the value of the local sites.

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™ÿ¡™π·≈–√—°…“§ÿ≥§à“ß“π»‘≈ª°√√¡æ◊Èπ∫â“π ´÷Ëß∂◊Õ‡ªìπ·À≈àß ¡√¥°«—≤π∏√√¡∑âÕß∂‘Ëπ∑’Ë ”§—≠¢Õß™ÿ¡™π ◊∫‰ª „π°√–∫«π°“√¥”‡π‘πß“π¢Õß‚§√ß°“√π—Èπ¡’À≈“° À≈“¬√Ÿª·∫∫ ¡’À≈“¬ªí®®—¬∑’Ë‡ªìπ ‡ß◊ËÕπ‰¢„πæ◊Èπ∑’Ë ‰¥â·°à ¿“«–¢ÕßºŸâπ” æƒµ‘°√√¡™ÿ¡™π °“√√«¡°≈ÿà¡ √«¡∂÷ß §«“¡¢—¥·¬âß ‡ªìπµâπ ‡æ◊ËÕ„Àâ‡ªìπ‰ªµ“¡®ÿ¥ª√– ß§å¢Õß ‚§√ß°“√ °≈à“«§◊Õ 1) ‡æ◊ËÕ°“√Õπÿ√—°…å·À≈àß‚∫√“≥ ∂“π »‘≈ª°√√¡∑âÕß∂‘Ëπ 2) ‡æ◊ËÕ √â“ß§«“¡µ√–Àπ—°„Àâ‡ÀÁπ§ÿ≥§à“ ß“π®‘µ√°√√¡ (ŒŸª·µâ¡) ·≈–·À≈àß»‘≈ª°√√¡∑âÕß∂‘Ëπ ·≈– 3) ‡æ◊ËÕ √â“ß‡§√◊Õ¢à“¬°“√Õπÿ√—°…å·À≈àß»‘≈ª°√√¡∑âÕß∂‘Ëπ ‚¥¬¡’√Ÿª·∫∫°“√¥”‡π‘π°“√„π 4 ª√–°“√¥—ßπ’È 1. ¥â“π°“√»÷°…“™ÿ¡™π ‡æ◊ÕË √—∫√Ÿ â ∂“π°“√≥å∑™Ë’ ¡ÿ ™π ‡ªìπÕ¬Ÿà∑—Èß∑’Ë‡ªìπªí≠À“ªí®®ÿ∫—π·≈– ‘Ëß∑’Ë¥’¢Õß™ÿ¡™π 2. ¥â“π°“√®—¥µ—ßÈ °≈ÿ¡à π„® ´÷ßË ª√–°Õ∫¥â«¬∑ÿ°°≈ÿ¡à „π™ÿ¡™π ‰¥â·°à °≈ÿà¡ºŸâπ” °≈ÿà¡‡¥Á°·≈–‡¬“«™π °≈ÿà¡Õ“™’æ ∑Õºâ“ °≈ÿà¡»‘≈ª–æ◊Èπ∫â“π (ª–‚¡∑—¬) °≈ÿà¡º≠“- √¿—≠≠– °≈ÿà¡æ√– ß¶å ·≈–°≈ÿà¡Àπà«¬ß“π√—∞ ‡æ◊ËÕπ”‰ª Ÿà°“√æ—≤π“ ™ÿ¡™πÕ¬à“ßµàÕ‡π◊ËÕßµàÕ‰ª 3. ¥â “ π°“√æ— ≤ π“‡§√◊ Õ ¢à “ ¬°“√‡√’ ¬ π√Ÿâ √ –À«à “ ß °≈ÿ¡à µà“ßÊ „π™ÿ¡™π √«¡∂÷ßπÕ°™ÿ¡™π ‡æ◊ÕË √â“ßª√– ∫°“√≥å ∑’·Ë µ°µà“ß·≈–·≈°‡ª≈’¬Ë π‡√’¬π√Ÿ√â «à ¡°—π„Àâ¡§’ «“¡À≈“°À≈“¬ „π§«“¡§‘ ¥ ·≈–°“√ √â “ ß°“√∑”ß“π√–À«à “ ß‡§√◊ Õ ¢à “ ¬ √à«¡°—π 4. °“√æ—≤π“°√–∫«π°“√‡√’¬π√Ÿ·â ≈–æ—≤π“µàÕ¬Õ¥ §«“¡√Ÿâ‡æ◊ËÕ √â“ß∑—»π§µ‘·≈– ”π÷°„πß“π»‘≈ª°√√¡∑âÕß∂‘Ëπ ·≈–ß“π®‘µ√°√√¡Ω“ºπ—ß ‚¥¬‡©æ“–°“√µàÕ¬Õ¥ §«“¡√Ÿ‡â √◊ÕË ß ŒŸª·µâ¡·≈– ‘¡ ‚¥¬„™â°√–∫«π°“√‡√’¬π√Ÿâ·∫∫¡’ à«π√à«¡

The project procedures have various research formats which have to deal with many factors such as leadership, community behaviors, grouping and confliction etc, in order to follow the project objectives: 1. to conserve the local art heritage; 2. to encourage the villagers to realize the value of Mural Paintings (Hoop-Tam) and the local art sites and 3. to build the local art conservation network which can be classified into 4 methods: 1. Community study is a procedure to find the community living in conditional progress in both negative and positive way. 2 Setting up interest groups-the members in the local community: Leader Group, Children and Youth Group, Silk Weaving Group, Paya and Sora panya singer Group, Monks Group, School Group, and Government Officials Grouphelps the community to be continuously developing. 3. Developing learning networks between interest groups in the local community and others in order to share new experiences and exchange various ideas which are gained from the workshop. As a result, villagers will learn how to work as a team between networks. 4. Developing learning processes and using the knowledge which is from sharing ideas to create a good vision and awareness in conserving the local art sites (Sims) and mural paintings (Hoop-Tam).

1. Community Studying Process 1. °√–∫«π°“√»÷°…“™ÿ¡™π Community studying process is a procedure for ‡ªìπ°√–∫«π°“√∑’∑Ë ”„Àâπ°— «‘™“°“√„πæ◊πÈ ∑’‡Ë ªÑ“À¡“¬ ‰¥â≈ß»÷°…“‡√’¬π√Ÿâª√–«—µ‘»“ µ√å ‡»√…∞°‘® —ß§¡ «—≤π∏√√¡ researchers in the target area to meet with the community √«¡∑—Èß ∂“π°“√≥åµà“ßÊ ¢Õß™ÿ¡™π ´÷Ëß°√–∫«π°“√»÷°…“ leaders in order to learn its history, economy, social customs, cultures, as well as general information of the community ‡∫◊ÈÕßµâππ—Èπ ¡’°“√¥”‡π‘π°“√¥—ßπ’È

1.1 ª√– “π§«“¡ —¡æ—π∏å°—∫Õß§å°“√∫√‘À“√ à « πµ”∫≈¥ß∫— ß ‚¥¬∑“ß ”π— ° »‘ ≈ ª–·≈–«— ≤ π∏√√¡ ¡À“«‘∑¬“≈—¬√“™¿—Ø¡À“ “√§“¡ ‰¥â™’È·®ß‚§√ß°“√°—∫ π“¬°Õß§å°“√∫√‘À“√ à«πµ”∫≈¥ß∫—ß π—°«‘™“°“√¥â“π°“√ »÷°…“ √à«¡°—∫π—°«‘™“°“√∑âÕß∂‘Ëπ ‡æ◊ËÕ¥”‡π‘π°“√«“ß·ºπ æ—≤π“‚§√ß°“√ √«¡∑—Èß°“√ª√– “π·ºπß“π·≈–∑”ß“π √à«¡°—π ·≈–°“√¥”‡π‘π°‘®°√√¡µà“ßÊ √à«¡°—∫™ÿ¡™π 1.2 §≥–∑’Ëª√÷°…“„Àâ°“√·π–π”‚§√ß°“√ ·°à π—°«‘™“°“√®“°Õß§å°“√∫√‘À“√ à«πµ”∫≈¥ß∫—ß π—°«‘™“°“√ ∑â Õ ß∂‘Ë π ·≈–§≥–∑”ß“π ‚¥¬°“√«“ß·ºπ≈ßÀ¡Ÿà ∫â “ π ‡ªÑ“À¡“¬ ¢—ÈπµÕπ·√°‡ªìπ°“√ª√–™ÿ¡·π–π”µ—«‡Õß·≈– ™’È·®ß‚§√ß°“√·°à°≈ÿà¡ºŸâπ”‰¥â·°à ºŸâ„À≠à∫â“π·µà≈–À¡Ÿà·≈– µ—«·∑π™ÿ¡™π ®“°π—Èπ®÷ß‰¥âª√– “πß“π°“√≈ßæ◊Èπ∑’Ë‡√◊ËÕ¬Ê ‡æ◊ÕË °“√ª√÷°…“À“√◊Õ∂÷ß·π«∑“ß°“√¥”‡π‘πß“π√à«¡°—π √«¡∂÷ß °“√ Õ∫∂“¡§πÕ◊ËπÊ ·≈–§âπÀ“°≈ÿà¡∫ÿ§§≈∑’Ë π„®„πß“π §ÿ≥§à“»‘≈ª°√√¡®√‘ßÊ ∑’Ë®– “¡“√∂„Àâ¢âÕ¡Ÿ≈ ”§—≠µà“ßÊ ∑’Ë‡°’Ë¬«°—∫ ‘¡·≈–ŒŸª·µâ¡ „Àâ‰¥â‡ ’¬°àÕπ „π™à«ß°“√§âπÀ“ §«“¡µâÕß°“√¢ÕßÀ¡Ÿà∫â“π ·≈–ºŸâ√Ÿâπ—Èπ„™â‡«≈“¡“° —°ÀπàÕ¬ ‡π◊ËÕß®“°µâÕß√Õ™à«ß§«“¡æ√âÕ¡¢Õß™“«∫â“π‡ªìπ ”§—≠ ´÷Ëß ∫“ß§√—ßÈ Õ“®®–µâÕßæ∫¢âÕ®”°—¥¥â“π°“√ª√–°Õ∫Õ“™’æ ‰¡à«“à ®–‡ªìπ™à«ß∑”π“ ™à«ß‡°’Ë¬«¢â“«À√◊Õ‡∑»°“≈ ”§—≠¢Õß™ÿ¡™π ‡ªìπµâπ π—°«‘™“°“√®”‡ªìπµâÕßπ—¥·π–°“√ª√–™ÿ¡πÕ°‡«≈“ ∑”ß“πª√–®”¢Õß™“«∫â“π ‚¥¬°“√π—¥ª√–™ÿ¡™à«ß§Ë” À√◊Õ æ∫ª–‡ªìπ√“¬∫ÿ§§≈ ‡æ◊ËÕ‡°Á∫√«∫√«¡¢âÕ¡Ÿ≈„Àâ‰¥â¡“°∑’Ë ÿ¥ ·≈â«π”¡“«‘‡§√“–Àå®¥— °‘®°√√¡„Àâ Õ¥§≈âÕß°—∫§«“¡µâÕß°“√ ¢Õß°≈ÿà¡µà“ßÊ µàÕ‰ª

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1.1 Cooperating with Dong-bang Local Administrative members, such as the chairman of Dong-bang Local Administration and academics, in order to plan and work together. Moreover, they work on activities organized by the local administration and meet with local leaders in order to introduce the project. 1.2 The research team members introduce the project, and give information about the project procedure to the head of the villages and the community leaders in order to consult on the procedure together, including interviewing concerned people who can give useful data to later study of the village on the issue of development, problems, and general information.

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√Ÿª∑’Ë 1

°“√ª√–™ÿ¡ª√÷°…“À“√◊Õ°—∫∑’¡∑’Ëª√÷°…“

Picture 1 Group meeting with the advisory team.

√Ÿª∑’Ë 2

∑’¡∑’Ëª√÷°…“≈ßæ◊Èπ∑’Ë‡æ◊ËÕ»÷°…“§«“¡‡ªìπ‰ª‰¥â √à«¡°—∫π—°«‘®—¬ ·≈–™“«∫â“π

Picture 2 The advisory team was surveying the area together with researchers and villagers.

√Ÿª∑’Ë 3

°“√ª√–™ÿ¡ª√÷°…“À“√◊Õ°—∫™“«∫â“π ∑’Ë«—¥‚æ∏“√“¡

Picture 3 Group Meeting with Pho Tharam villagers.

√Ÿª∑’Ë 4

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°“√ª√–™ÿ¡°—∫™“«∫â“π‡æ◊ËÕª√÷°…“À“√◊Õ·≈– ∑”ß“π√à«¡°—π∑’Ë«—¥ªÉ“‡√‰√

Picture 4 Group meeting with villagers to discuss and work together at Wat Pa-Rerai.

√Ÿª∑’Ë 5

°“√ª√–™ÿ¡√à«¡°—∫Õß§å°“√∫√‘À“√ à«πµ”∫≈ √à«¡°—∫ºŸâ™à«¬«‘®—¬

Picture 5 Group meeting with Local Administrative members together with assistant researchers.

√Ÿª∑’Ë 6

°“√ª√–™ÿ¡°—∫°≈ÿà¡µà“ßÊ „πÀ¡Ÿà∫â“π

Picture 6 The meeting with other sub groups in the village.

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√Ÿª∑’Ë 7 Õß§å°“√ ∫√‘À“√ à«πµ”∫≈¥ß∫—ß Dong Bang Administration Orgarization

∑’¡∑’Ëª√÷°…“ Advisory Team

°√–∫«π°“√»÷°…“™ÿ¡™π Community Study

°≈ÿà¡µà“ßÊ „π™ÿ¡™π Other groups in the community

- °≈ÿà¡ºŸâπ” (Leader Group) - °≈ÿà¡∑Õºâ“ (Silk weaving Group) - °≈ÿà¡º≠“ √¿—≠≠– (Paya poem and Sorapanya singing Group) - °≈ÿà¡»‘≈ª–°“√· ¥ß æ◊Èπ∫â“π (ª–‚¡∑—¬) (Pamo-Tai (Shadow Puppets Making) Group) - °≈ÿà¡‡¥Á°·≈–‡¬“«™π (Children and Youth Group) - °≈ÿà¡‚√ß‡√’¬π (School Group) - °≈ÿà¡æ√– ß¶å (Monk Group) - °≈ÿà¡Àπà«¬√“™°“√ (Government Officials Group)

°√–∫«π°“√»÷°…“™ÿ¡™π

Picture 7 Community Study Process

ºŸâ¡’ à«π√à«¡Õ◊ËπÊ The other participants

- π—°«‘™“°“√∑âÕß∂‘Ëπ (Local academicians) - «‘∑¬“°√¿“¬„π·≈–¿“¬πÕ° ™ÿ¡™π (Guest speakers from the local and others) - ¿Ÿ¡‘ªí≠≠“∑âÕß∂‘Ëπ (Local wisdom) - ∂“∫—π°“√»÷°…“ (Education institutes) - æ√– ß¶å (Monks)

°“√»÷°…“™ÿ¡™ππ’È®–‡πâπª√–‡¥Áπ°“√§âπÀ“·π«∑“ß æ—≤π“‡æ◊ËÕ°“√√—°…“ ·≈–°“√Õπÿ√—°…å∑—Èß ‘¡ ·≈–ŒŸª·µâ¡ ´÷Ëß§«√®–‡ªìπ‰ª„π·π«∑“ß„¥ ´÷Ëß°√–∫«π°“√π’È‰¥â∑”„Àâ∑—Èß π—°«‘™“°“√∑âÕß∂‘πË ·≈–‡®â“Àπâ“∑’«Ë ™‘ “°“√ ®“°Õß§å°“√∫√‘À“√ à«πµ”∫≈¥ß∫—ß‰¥â∑”§«“¡√Ÿâ®—°°—∫™ÿ¡™π ºŸâπ” ·≈–°≈ÿà¡ µà“ßÊ ‚¥¬‡ªî¥‚Õ°“ æŸ¥§ÿ¬·∫∫‡ªî¥„®πÕ°‡Àπ◊Õ®“°‡√◊ËÕß ‘¡·≈–ŒŸª·µâ¡·≈â« ¬—ß‰¥âª√÷°…“À“√◊Õ∂÷ß ∂“π°“√≥å™ÿ¡™π „π‡√◊ËÕßÕ◊ËπÊ ¥â«¬ æ√âÕ¡°—∫‰¥â¡’‚Õ°“ ∑”§«“¡‡¢â“„®„π‡√◊ËÕß ∫“ßÕ¬à“ß∑’Ë‡§¬‡ªìπªí≠À“§«“¡§≈ÿ¡‡§√◊Õ√–À«à“ßÕß§å°“√ ∫√‘À“√ à«πµ”∫≈°—∫™“«∫â“π∑’Ë‡§¬‡¢â“„®§≈“¥‡§≈◊ËÕπ°—π °Á‰¥â∂°Ÿ ¢®—¥ÕÕ°‰ª‰¥â∫“â ß‚¥¬„™âª√–‡¥Áπ‡√◊ÕË ß ‘¡·≈–ŒŸª·µâ¡ ´÷Ëßπ—∫«à“‡ªìπ‡«∑’°“√„™â°√–∫«π°“√√à«¡§‘¥ √à«¡ √â“ß ·≈– √à«¡·°âªí≠À“√–¥—∫™ÿ¡™π æ√âÕ¡°—∫°“√·≈°‡ª≈’Ë¬π‡√’¬π√Ÿâ ∂÷ßªí≠À“Õ◊ËπÊ‰ªæ√âÕ¡Ê°—π (√Ÿª∑’Ë 7) 1.3 °“√ª√–™ÿ¡ºŸâπ”„π·µà≈–™ÿ¡™π ·≈–°≈ÿà¡ π„® ´÷ßË „π°√–∫«π°“√π’‰È ¥â®¥— ∑”¢÷πÈ µ“¡‚Õ°“ ∑’‡Ë ªìπ‰ª‰¥â ¢Õß·µà≈–°≈ÿà¡ ‡™àπ ∑’Ë∫â“πÀπÕßæÕ°·≈–∫â“π¥ß∫—ß ‰¥â¡’ °“√ª√–™ÿ¡°≈ÿà¡ ·∫∫·¬°°—π ‡π◊ËÕß®“°æ∫≈—°…≥–§«“¡ ¢—¥·¬âß„π∫“ßª√–‡¥ÁπÕ¬Ÿà ®÷ß®”‡ªìπµâÕß·¬°ª√–™ÿ¡ Õ’°∑—Èß ‡æ◊ËÕ –¥«°µàÕ°“√«‘‡§√“–Àå ∂“π°“√≥å™ÿ¡™π¥â«¬ Õ¬à“ß‰√ °Áµ“¡ À≈—ß®“°°“√√—∫√Ÿâ ∂“π°“√≥å™ÿ¡™πµà“ßÊ ·≈â« ®÷ß ‰¥â¡’°“√®—¥ª√–™ÿ¡√«¡ ‡æ◊ËÕ§âπÀ“·π«∑“ß°“√Õπÿ√—°…å ·À≈àß»‘≈ª°√√¡¢Õß™ÿ¡™π√à«¡°—π ‚¥¬µâÕß‰¡à§”π÷ß∂÷ß ∂“π°“√≥å§«“¡¢—¥·¬âß„π√–¥—∫™ÿ¡™π ·µà„Àâ‡∫’Ë¬ß‡∫π §«“¡ π„®¡“ Ÿà‡√◊ËÕß§ÿ≥§à“ß“π ∂“ªíµ¬°√√¡·≈–ŒŸª·µâ¡ ¢Õß∑âÕß∂‘Ëπ·∑π ‡æ◊ËÕ°√–µÿâπ ”π÷°°“√√—°…“¡√¥°¢Õß ™ÿ¡™π„Àâ¬—Ëß¬◊π ◊∫‰ª 1.4 √â“ß§«“¡ —¡æ—π∏å°—∫™ÿ¡™π„π√–À«à“ß°“√ »÷°…“™ÿ¡™ππ—Èπ ‡π◊ËÕß¥â«¬π—°«‘™“°“√∑âÕß∂‘Ëπ‡ªìπ§π„πæ◊Èπ∑’Ë ®÷ßßà“¬µàÕ°“√ª√– “π§«“¡ —¡æ—π∏å„π√–¥—∫™ÿ¡™π‰¥â‡ªìπ Õ¬à“ß¥’ ·≈–¡’§«“¡æ¬“¬“¡∑’Ë®–∑”‡¢â“„®„π∑ÿ°Ê °≈ÿà¡ ¢Õß ·µà≈–À¡Ÿà∫â“π ®÷ß¡’°“√ª√–™ÿ¡°≈ÿà¡¬àÕ¬À≈“¬Ê §√—Èß ‡ªìπ‰ª µ“¡‚Õ°“ ‰¡à«à“®–‡ªìπ™à«ß°≈“ß§◊π À√◊Õ™à«ß«à“ß®“°°“√ ∑”ß“πÀ≈—°¢Õß™“«∫â“π °Á “¡“√∂∑”‰¥â‚¥¬ßà“¬ ∑—Èßπ’È ‰¥â §—¥‡≈◊Õ°∫ÿ§§≈∑’Ë‡¢â“√à«¡°‘®°√√¡„π‡∫◊ÈÕßµâπ ´÷Ëß‡°‘¥®“°

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The inquiry data that is enhanced to conserve and develop the Sims and Hoop-Tam will be chosen to do by communities. The assistant researchers and academicians will work together to deal with villagers throughout meeting, consulting, and talking about the other communityûs issues. Moreover, they can make understanding on some inexplicit issue together. To raise up the Sims and Hoop-Tam issue is useful for them to solve problems and exchange opinions together. (Picture 7)

1.3 Leader group from local communities and interested groups meeting; workshop is occasionally organized, depending on each village. For example, at Ban Dong Bang, where Wat Photaram is located, and Ban Nong Phok, where Wat Pa-Rerai is, located there is a village meeting at night in order to analyze current situations in the villages, temples, and mural paintings (Hoop-Tam). Furthermore, the villagers also suggested working patterns, projects, and activities in order to find ways in conserving those pieces of art.

1.4 Building up friendship with a community is another way to make the research easier for the local academicians because they are people from the community; therefore, it will be easy for them to build up friendship with the local people. Moreover, these local academicians are trying to understand every single group of each village by occasionally organizing sub-group workshop in suitable time; for example, it is organized at night or when the villagers are available from their main jobs. Finally, people who are

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§«“¡æ÷ßæÕ„®∑’ËÕ¬“°®–∑”°‘®°√√¡π—Èπ®√‘ßÊ ‰¥â‡¢â“√à«¡ willing to be selected to do the activities join the workshop and share their ideas. °‘®°√√¡ 2. °√–∫«π°“√®—¥µ—Èß°≈ÿà¡ °“√®—¥µ—Èß°≈ÿà¡‡ªìπ°√–∫«π°“√§âπÀ“°≈ÿà¡ π„® „π°‘®°√√¡∑’Ë‡°’Ë¬«¢âÕß°—∫°“√Õπÿ√—°…å·À≈àß‚∫√“≥ ∂“π »‘≈ª°√√¡ ·≈–ŒŸª·µâ¡ ‚¥¬·µà≈–°≈ÿà¡µâÕß¡’§«“¡æ√âÕ¡ „π°“√‡¢â“√à«¡°‘®°√√¡Õ¬à“ßµàÕ‡π◊ËÕß ®÷ß®–Õπÿ¡—µ‘„Àâ¥”‡π‘π °‘®°√√¡¬àÕ¬π—ÈπÊ ‰¥â ¡’«‘∏’°“√¥”‡π‘π°“√‡æ◊ËÕ®—¥µ—Èß°≈ÿà¡ ¥—ßπ’È 2.1 ª√–™ÿ¡°≈ÿà¡ π„® ‚¥¬°“√„™â‡«≈“§âπÀ“ ∫ÿ§§≈„πÀ¡Ÿà∫â“π∑’Ë π„®‡√◊ËÕß ‘¡·≈–ŒŸª·µâ¡ æ√âÕ¡°—∫ π—¥À¡“¬·≈–®—¥µ—Èß°≈ÿà¡®“°™ÿ¡™π ´÷Ëß„π‡∫◊ÈÕßµâππ—Èπ π—°«‘™“°“√∑âÕß∂‘Ëπ®–¥”‡π‘π°“√®—¥ª√–™ÿ¡°≈ÿà¡¥—ß°≈à“« ‡æ◊ËÕ∑”§«“¡‡¢â“„® ™’È·®ß‚§√ß°“√ ·≈–»÷°…“¢âÕ¡Ÿ≈‡∫◊ÈÕßµâπ µàÕ°≈ÿà¡¥—ß°≈à“« ‰¥â·°à °≈ÿà¡∑Õºâ“ °≈ÿà¡ªí°ºâ“ °≈ÿà¡ºŸâπ” °≈ÿà¡‡¬“«™π °≈ÿà¡Õ“™’æ °≈ÿà¡»‘≈ª–æ◊Èπ∫â“π °≈ÿà¡º≠“ √¿—≠≠– ‡ªìπµâπ ‡æ◊ËÕ„Àâ·µà≈–°≈ÿà¡‰¥â‡¢’¬π‚§√ß°“√¬àÕ¬ ‡æ◊ËÕ¥”‡π‘π°‘®°√√¡¢Õß·µà≈–°≈ÿà¡µ“¡§«“¡∂π—¥·≈–„Àâ µ√ß°—∫§«“¡µâÕß°“√‚¥¬¡’‡ªÑ“À¡“¬Õ¬Ÿà∑’Ë°“√Õπÿ√—°…å ‘¡ ·≈–ŒŸª·µâ¡ ∑’Ë “¡“√∂‡ªìπ‰ª‰¥â„π‡™‘ßªØ‘∫—µ‘ (√Ÿª∑’Ë 8) 2.2 °√–∫«π°“√·≈°‡ª≈’Ë¬π‡√’¬π√Ÿâ°—∫‡§√◊Õ¢à“¬ ¿“¬„π·≈–¿“¬πÕ°æ◊πÈ ∑’Ë ‚¥¬∑“ß§≥–∑”ß“π‰¥â®¥— °‘®°√√¡ √â“ß‡§√◊Õ¢à“¬¿“¬„π ·≈–°“√æ“µ—«·∑π°≈ÿà¡∫“ß à«π‰¥â‰ª ∑—»π»÷°…“∑’Ë«—¥ π«π«“√’æ—≤π“√“¡ Õ”‡¿Õ∫â“π‰ºà ·≈–«—¥ √–∫—«·°â« Õ”‡¿ÕÀπÕß ÕßÀâÕß ®—ßÀ«—¥¢Õπ·°àπ ‡æ◊ËÕ‡ªî¥ ‚≈°∑—»πå„Àâ°«â“ß‰°≈ πÕ°®“°π’È ∑’Ë«—¥ªÉ“‡√‰√·≈–«—¥‚æ∏“√“¡ µ”∫≈¥ß∫—ß æ∫«à“™“«∫â“π∫“ß§π°Á‰¡à‡§¬‰¥â‡¢â“‰ª¥Ÿ¿“æ ®‘µ√°√√¡Ω“ºπ—ßÕ¬à“ßµ—Èß„®¡“°àÕπ‡≈¬ ·≈â«°Á∫Õ°‰¡à‰¥â«à“ ¿“æ®‘µ√°√√¡¥—ß°≈à“«π—πÈ ¡’‡√◊ÕË ß√“«Õ–‰√ „§√‡ªìπ§π·µâ¡ŒŸª À√◊Õ¡’§«“¡·µ°µà“ß√–À«à“ß°“√·µâ¡ŒŸª¿“¬„π·≈¿“¬πÕ° ‘¡Õ¬à“ß‰√ ‡ªìπµâπ §”∂“¡‡À≈à“π’È∑”„Àâ∑√“∫«à“ ™ÿ¡™π¬—ß ‰¡à§àÕ¬„Àâ§«“¡ ”§—≠µàÕ ‘¡∑—Èß Õß·Ààßπ—° «‘∏’°“√·°âªí≠À“ §◊Õ°“√®—¥°‘®°√√¡°“√Õ∫√¡„Àâ§«“¡√Ÿâ‡√◊ËÕß°“√Õπÿ√—°…å·À≈àß »‘≈ª°√√¡∑âÕß∂‘Ëπ·≈–¿“æ®‘µ√°√√¡Ω“ºπ—ß„Àâ·°à°≈ÿà¡ºŸâπ”

2. Group Setting Processes Group Setting Processes are the procedure to find groups of people who are interested in the historical art sites (Sims) and Mural Paintings (Hoop-Tam) conservational activities. The sub-projects will be approved to process depending on the membersû readiness and the workshop continuous participation of the group members. The procedures are as followed: 2.1 Meeting with interest groups is one of the procedures to find people who are interested in Sims and Hoop-Tam conservation from the local community. It begins with organizing the meeting and the villagers set up their interestd groups. In the meeting, the local academicians then will give information and introduce the project to the groups such as Silk Weaving Group, Leader Group Children and Youth Group, Career Group, Paya poem and Sora panya singers Group. In each group, the members will write a sub-project proposal which focuses on the local heritage art sites conservation (picture 8). 2.2 Exchange learning procedure with the local network and outside the community by organizing activities that build the local network and a study tour at Wat Sanuan Waree Pattanaram Temple, Ban Phai District and Wat Sah Bau-Kaew Temple, Nong Song Hong District, Khon Kaen Province to broaden the communitiesû vision. Furthermore, it is also found that the villagers do not have much knowledge about Sims and Hoop-Tam. Some of them do not know about the stories behind the mural paintings. As a result, it shows that the local community does not realize the valve of both the heritage sites. The solution is to organize the workshop to enhance the local historical art sites conservational knowledge to the group leaders and the interested villagers in order to help them

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·≈–™“«∫â“π∑’ Ë π„® ‡æ◊ÕË √â“ß§«“¡‰¥â‡¢â“„®∑’∂Ë °Ÿ µâÕß ·≈–‡æ◊ÕË to get the right understanding and be able to work together °“√∑”ß“π√à«¡°—πæ√âÕ¡∑—ßÈ “¡“√∂ √â“ß‡§√◊Õ¢à“¬°“√∑”ß“π as a team. √à«¡°—πµàÕ‰ª

°≈ÿà¡ºâ“‰À¡ Silk Weaving Group °≈ÿà¡‡¥Á°·≈–‡¬“«™π Children and Youth Group

°≈ÿà¡ºŸâπ” Leader Group

°≈ÿà¡æ√– ß¶å Monk Group

°√–∫«π°“√®—¥µ—Èß°≈ÿà¡ Group Setting Processes

Àπà«¬ß“π¿“§√—∞ Government Officials Group

°≈ÿà¡»‘≈ª–æ◊Èπ∫â“π Shadow Puppet Making Group °≈ÿà¡‚√ß‡√’¬π School Group

√Ÿª∑’Ë 8

°≈ÿà¡º≠“ √¿—≠≠– Paya and Sora panya singers Group

°√–∫«π°“√®—¥µ—Èß°≈ÿà¡

Picture 8 Group Setting Processes

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√Ÿª∑’Ë 9

º».™Õ∫ ¥’ «π‚§° «‘∑¬“°√ π”™¡·≈–„Àâ §«“¡√Ÿ‡â °’¬Ë «°—∫ ‘¡ ∑’«Ë ¥— π«π«“√’æ≤ — π“√“¡ Õ.∫â“π‰ºà ®.¢Õπ·°àπ

Picture 9 On the left is Asst. Prof. Chob Deesuankok, a lecturer who provided the knowledge about Sims at Wat Sanuan Waree Pattanaram Temple, Ban Pai District Khon Kaen Province.

√Ÿª∑’Ë 10

ª√–µŸ∑“ß‡¢â“«—¥ π«π«“√’æ—≤π“√“¡

Picture 10 The temple entry at Wat Sanuan Waree Pattanaram Temple.

√Ÿª∑’Ë 11

«‘∑¬“°√∫√√¬“¬ŒŸª·µâ¡¥â“π„π ‘¡ «—¥ π«π«“√’æ—≤π“√“¡

Picture 11 A guest speaker explained about the mural paintings in Simûs Wat Sanuan Waree Pattanaram.

√Ÿª∑’Ë 12

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∑—»π»÷°…“∑’Ë«—¥ √–∫—«·°â« Õ.ÀπÕß ÕßÀâÕß ®.¢Õπ·°àπ

Picture 12 A study tour at Simûs Wat Sah Bau-Kaew, Nong Song-Hong District, Khon Kaen Province

√Ÿª∑’Ë 13

«‘∑¬“°√∫√√¬“¬„Àâ§«“¡√Ÿâ·°à™“«∫â“π

Picture 13 A lecture gave knowledge to the group tour.

√Ÿª∑’Ë 14

°≈ÿà¡∑—»π»÷°…“∑’Ë®—ßÀ«—¥¢Õπ·°àπ ‰¥â∂à“¬√Ÿª√à«¡°—π

Picture 14 A study tour took a group photo.

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πÕ°®“°π’È °“√ √â“ß‡§√◊Õ¢à“¬°“√‡√’¬π√Ÿâ√à«¡°—π∑—Èß ¿“¬„πÀ¡Ÿ∫à “â π·≈–πÕ°À¡Ÿ∫à “â π·≈â« ¬—ß‰¥â¡°’ “√µàÕ‡™◊ÕË ¡°“√ ∑”ß“π√à«¡°—π°—∫Õß§å°√¿“§√—∞Õ◊ËπÊ ‰¥â·°à ”π—°ß“π°“√ ∑àÕß‡∑’Ë¬«·Ààßª√–‡∑»‰∑¬ ¢Õπ·°àπ ”π—°»‘≈ª“°√∑’Ë 9 ¢Õπ·°àπ ”π—°ß“πæ‘æ∏‘ ¿—≥± ∂“π·Ààß™“µ‘√Õâ ¬‡ÕÁ¥ ¡“§¡ ¡—§§ÿ‡∑»°åÕ“™’æ ¿“§«‘™“»‘≈ª°√√¡ §≥–¡πÿ…¬»“ µ√å ”π—°»‘≈ª–·≈–«—≤π∏√√¡ ¡À“«‘∑¬“≈—¬√“™¿—Ø¡À“ “√§“¡ ‡æ◊ËÕµàÕ¬Õ¥§«“¡√Ÿâ∑’Ë‰¥â„Àâ°â“«‰°≈ÕÕ°‰ª 2.3 °√–∫«π°“√ª√–‡¡‘π°≈ÿà¡ ‚¥¬π—°«‘™“°“√ ∑âÕß∂‘Ëπ ∑”°“√ª√–‡¡‘π§«“¡‡ªìπ‰ª‰¥â„π°“√®—¥µ—Èß°≈ÿà¡ ¥â«¬°“√ª√–™ÿ¡Õ¬à“ßµàÕ‡π◊ËÕß ·≈– Õ∫∂“¡‡ªìπ√“¬∫ÿ§§≈ ‡æ◊ËÕ √â“ß°≈ÿà¡∑”ß“πµ“¡∑’Ë π„®·≈– ¡—§√„®®√‘ßÊ ∑’Ë®– ∑”ß“π√à«¡°—π‰ª®πµ≈Õ¥°‘®°√√¡ ´÷Ëß„π°“√¥”‡π‘πß“πÕ“® ®–¡’°“√‡ª≈’Ë¬π·ª≈ß‰¥â ·µàÕ¬à“ßπâÕ¬∑’Ë ÿ¥ ®–¡’ºŸâ∑”ß“π À≈—°∑’Ë®–∑”°‘®°√√¡¬àÕ¬„Àâ≈ÿ≈à«ß‰ª‰¥â¥â«¬¥’ Õ—π‰¥â·°à °≈ÿà¡∑Õºâ“‰À¡ °≈ÿà¡ºŸâπ” °≈ÿà¡»‘≈ª–æ◊Èπ∫â“π (ª–‚¡∑—¬) °≈ÿà¡æ√– ß¶å °≈ÿà¡‡¥Á°·≈–‡¬“«™π °≈ÿà¡º≠“- √¿—≠≠– °≈ÿà¡‚√ß‡√’¬π 2.4 °√–∫«π°“√ª√–™ÿ¡ √â“ß§«“¡‡¢â“„®√à«¡°—π ¢Õß·µà≈–°≈ÿà¡ À≈—ß®“°°‘®°√√¡¬àÕ¬µà“ßÊ ‰¥â√—∫Õπÿ¡—µ‘„Àâ ¥”‡π‘π°‘®°√√¡‰¥âπ—Èπ °“√√«¡°≈ÿà¡∑”°‘®°√√¡®÷ß‰¥â°àÕµ—« Õ¬à“ß™—¥‡®π·≈–‰¥âºà“π°√–∫«π°“√√à«¡°—π§‘¥ °“√«“ß·ºπ ·≈–°“√¥”‡π‘π°‘®°√√¡√à«¡°—πµàÕ‰ª ‚¥¬∑—Èßπ’È ·µà≈– °‘®°√√¡‡ªìπ‰ªµ“¡§«“¡æ√âÕ¡¢Õß·µà≈–°≈ÿà¡ À“°®”‡ªìπ µâÕßµàÕ‡™◊ËÕ¡°—∫‡§√◊Õ¢à“¬¿“¬πÕ° ∑“ß‚§√ß°“√‰¥â¥”‡π‘π°“√ µàÕ‡™◊ËÕ¡„Àâ‡æ◊ËÕ‡µ‘¡‡µÁ¡§«“¡√Ÿâ·≈–°“√∑”ß“π√–À«à“ß™ÿ¡™π ¿“¬„π·≈–¿“¬πÕ°µàÕ‰ª 2.5 °√–∫«π°“√ π—∫ πÿπ°‘®°√√¡°≈ÿà¡ Õ¬à“ß µàÕ‡π◊ËÕß ‡æ◊ËÕ„Àâ‡°‘¥§«“¡ —¡æ—π∏å·≈–°“√‡√’¬π√Ÿâ´÷Ëß°—π·≈– °—π ‚¥¬°“√∑”ß“π¢Õß∑’¡ß“π·≈–π—°«‘™“°“√∑âÕß∂‘Ëπ ‚¥¬ °“√ª√– “πß“π≈ß„πæ◊Èπ∑’Ë ¡Ë”‡ ¡Õ ‡æ◊ËÕ°√–µÿâπ„Àâ‡°‘¥ °“√¥”‡π‘π°“√‰ªµ“¡∑’«Ë “ß·ºπ‰«â æ√âÕ¡°—∫„Àâ°“√ π—∫ πÿπ ß∫ª√–¡“≥„Àâ Õ¥§≈âÕß°—∫°‘®°√√¡·≈–æ—≤π“°√–∫«π°“√ ·≈°‡ª≈’Ë¬π‡√’¬π√Ÿâ¢Õß·µà≈–°≈ÿà¡‰ªæ√âÕ¡Ê °—π ‚¥¬„™â °√–∫«π°“√·≈°‡ª≈’Ë¬π‡√’¬π√Ÿâ√à«¡°—π

Not only should we build the learning network in the local and other communities, but also link the working network with the government sections such as Tourism Authority of Thailand, Khon Kaen Office, Fine Arts Department Khon Kaen Regional 9th, The Office of Roi-Et National Museum, Professional Guide Association, and Fine Arts program Rajabhat Maha Sarakham University ,in order to extend the knowledge to be well developed and known by others. 2.3 Group evaluation procedure is a method which evaluates the possibility of forming the groups is by using a continuous meeting to question each villager about their interest in order to build working groups by the interests and the voluntarily willing to work in the project until it finishes. The possibility of change in the working process may occur; however, the following sub-projects will have main people who will be with the project until it will be done such as Silk Weaving Group, Leader Group, Shadow Puppet Making Group, Monk Group, Children and Youth Group, Paya poem and Sora panya singers Group, and Schools Group. 2.4 Building the same understanding in each group procedure is the stage after the sub projects have been approved. After that the groups of the sub-projects which have already been planed and shared ideas with group members will be clearly formed. However, it depends on each activity and the groupsû readiness to process the work; if any groups needed help from other communities, the project researchers would probably help to fulfill the need of enhancing knowledge and the working skills between communities both in the local and other areas. 2.5 Continuously supporting the skills training procedure is a method which is used by the research team and local academicians by building the friendship and also enhancing the learning process between the villagers. In this procedure, both of the research team and local academicians often visit the target groups to stimulate them to work and follow the plan. Supporting the fund with the relevant projects and developing learning process and knowledge sharing among the group members also need to be followed.

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2.6 °“√ π— ∫ πÿ π Ωñ ° ∑— ° …–„π∫“ß°‘ ® °√√¡ °‘®°√√¡∫“ßÕ¬à“ß®”‡ªìπµâÕß„™âºŸâ‡™’Ë¬«™“≠¡“„Àâ§«“¡√Ÿâ ‰¥â·°à °√–∫«π°“√∑”ºâ“‰À¡¡—¥À¡’Ë≈“¬ŒŸª·µâ¡ ´÷Ëß‡ªìπ°“√ ∑Õºâ“‰À¡≈“¬∑’§Ë ¥— ≈Õ°≈“¬ŒŸª·µâ¡®“°ºπ—ß‚∫ ∂å °“√Õ∫√¡ „Àâ§«“¡√Ÿ°â “√‡ªìπ¡—§§ÿ‡∑»°å∑Õâ ß∂‘πË °“√®—¥∑”‡Õ° “√ √Ÿª‡≈à¡ ‡√◊ËÕß√“«‡°’Ë¬«°—∫ª√–«—µ‘À¡Ÿà∫â“π ‚∫ ∂å ·≈–¿“æ®‘µ√°√√¡ Ω“ºπ—ß ‡ªìπµâπ ‡æ◊ËÕ„Àâ‡ªìπº≈ß“πÕ¬à“ß‡ªìπ√Ÿª∏√√¡∑’Ë™ÿ¡™π “¡“√∂π”‰ª„™âª√–‚¬™πåµÕà ‰ª‰¥â ·≈–‡æ◊ÕË ∑”„Àâ ‡ÀÁπ§ÿ≥§à“ ß“π»‘≈ª°√√¡∑âÕß∂‘Ëπ (ŒŸª·µâ¡) Ωï¡◊Õ™à“ßæ◊Èπ∫â“π ·≈–‡ÀÁπ ª√–‚¬™πå¢Õß°“√‡¢â“√à«¡°‘®°√√¡°≈ÿà¡ πÕ°®“°π’È ¬—ß‡ªìπ °“√æ—≤π“√Ÿª∏√√¡¢Õß°“√·≈°‡ª≈’Ë¬π‡√’¬π√Ÿâ ∑’Ë àßº≈„Àâ ™ÿ¡™π‰¥â‡ÀÁπ§«“¡§◊∫Àπâ“ ·≈–‡ª≈’Ë¬π·ª≈ßæƒµ‘°√√¡ ∫“ßÕ¬à“ß‚¥¬¬÷¥§ÿ≥§à“°“√Õπÿ√—°…å ‘¡·≈–ŒŸª·µâ¡ ‘Ëß∑’Ë ‡°‘¥¢÷Èπ°Á§◊Õ °“√ àß‡ √‘¡„Àâ™“«∫â“π‰¥â‡¢â“√à«¡°‘®°√√¡Õ¬à“ß ‡ªìπ√Ÿª∏√√¡·≈–µàÕ‡π◊ËÕßπ—Ëπ‡Õß

2.6 Supporting skills training in some activities procedures is used when the sub-project groups need help from the experts to give them more knowledge. The activities which need to be assisted by the experts are Mud-Mee Silk cloth weaving with the Hoop Tam Patterns process, Local guide training, publishing the paper about stories about village history, temples and moral paintings etc. The purpose is to make it as a villageûs concrete master piece that can be helpful to others and also to help villagers to realize the value of the local heritage and artisans and the importance of group participation. Furthermore, it is also the concrete development of sharing knowledge which can help the progress of the project and the villagers to change their attitude towards their local historical sites and mural paintings.

3. °“√æ—≤π“‡§√◊Õ¢à“¬ °“√æ—≤π“ºà“π°√–∫«π°“√‡√’¬π√Ÿâ∑—Èß¿“¬„π·≈– ¿“¬πÕ°™ÿ¡™π ‚¥¬°“√ √â“ß‡§√◊Õ¢à“¬√–À«à“ßÕß§å°√¿“¬„π ´÷Ëß‰¥â·°à°≈ÿà¡µà“ßÊ „πÀ¡Ÿà∫â“π‰¥âÀ—π¡“∑”ß“π√à«¡°—π ®“° °“√∑’Ë°‘®°√√¡°“√√«¡°≈ÿà¡¢Õß™“«∫â“π¡—°®–‡ªìπß“π∫ÿ≠ µ“¡ª√–‡æ≥’ Õ—π‰¥â·°à ß“π∫«™ ß“π∫ÿ≠ «—π ”§—≠∑“ß»“ π“ ·≈â« √«¡‰ª∂÷ßß“πª√–‡æ≥’∑âÕß∂‘Ëπ ‡ªìπµâπ ·µà„π™à«ßπÕ° ‡∑»°“≈ ®÷ß‰¡à§Õà ¬¡’°®‘ °√√¡°“√√«¡°≈ÿ¡à „π‡√◊ÕË ßÕ◊πË Ê Õ’°‡≈¬ ∑”„Àâ°“√ ∑”°‘®°√√¡™ÿ¡™πÀà“ß‡À‘πÕÕ°‰ª §«“¡ —¡æ—π∏å „π™ÿ¡™π°Á¥Ÿ®–Àà“ß‡À‘π°—π‰ª¥â«¬ ¥—ßπ—Èπ °√–∫«π°“√ √â“ß ‡§√◊Õ¢à“¬°“√∑”ß“π√à«¡°—π®÷ß‡°‘¥¢÷πÈ ¿“¬„µâ‚§√ß°“√Õπÿ√°— …å ·À≈àß»‘≈ª°√√¡·≈–ŒŸª·µâ¡π’È °Á‡æ◊ËÕÀ—π‡À™“«∫â“π‰¥âÀ—π¡“ „Àâ§«“¡ ”§—≠µàÕ§ÿ≥§à“ß“π»‘≈ª–æ◊Èπ∫â“π¡“°¢÷Èπ·≈–µàÕ ‡™◊ËÕ¡‡§√◊Õ¢à“¬ √–À«à“ß°≈ÿà¡ºŸâ√Ÿâ°—∫°≈ÿà¡µà“ßÊ ‰¥âÀ—π¡“∑”ß“π √à«¡°—πÕ¬à“ß‡ªìπ√Ÿª∏√√¡ ‰¥â·°à °≈ÿà¡æ√–°—∫°≈ÿà¡ ‡¬“«™π °≈ÿ¡à ·¡à∫“â π°—∫°≈ÿ¡à ºŸπâ ” °≈ÿ¡à ∑Õºâ“°—∫°≈ÿ¡à ‡¬“«™π ‡ªìπµâπ 3.1 °√–∫«π°“√‡√’¬π√Ÿâºà“π°“√ªØ‘∫—µ‘ „π°“√ æ—≤π“‡§√◊Õ¢à“¬°“√∑”ß“π‚¥¬ºà“π°“√ªØ‘∫—µ‘‡ªìπ«‘∏’°“√ ∑’Ë· ¥ß„Àâ‡ÀÁπ»—°¬¿“æ·≈–§«“¡ “¡“√∂¢Õß™ÿ¡™π ∑—Èßπ’È

3. Networking Development The development of learning process from the internal and external community is to build the working network within the organization; for example, the villagers work as a team in all kinds of traditional activities such as ordaining, making merit functions, and Buddhism. Important days also include local customs and fairs. Without these seasons, people in the community rarely participate in these activities together. As a result, there is less interaction in the local community. Therefore, the buildings working network under the conservation project helps the villagers to value the local art and also links each groups to work with one another again such as Monks and Youth groups, Housewife and Leader groups, and Silk Cloth Weaving and Youth groups etc. 3.1 Learning by doing is a working process which shows communityÅs potential and ability. Each group presents their activities which are able to link to other groups by

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„π·µà≈–°≈ÿà¡‰¥â‡ πÕ°‘®°√√¡∑’Ë “¡“√∂µàÕ‡™◊ËÕ¡°—∫°≈ÿà¡ µà“ßÊ „Àâ¡“∑”ß“π√à«¡°—πºà“π°“√ªØ‘∫µ— ‘ º≈∑’‰Ë ¥â®ß÷ ∑”„Àâ‡°‘¥ ‡ªìπ√Ÿª∏√√¡¢÷Èπ„πÀ≈“¬°‘®°√√¡ ‡™àπ °“√∑Õºâ“‰À¡¡—¥À¡’Ë °“√·ª≈·≈–Õà“πÕ—°…√∏√√¡ °“√§—¥≈Õ°≈«¥≈“¬ŒŸª·µâ¡ °“√∑”§à“¬»‘≈ª–√—°…åŒªŸ ·µâ¡ °“√√«∫√«¡ß“π¥â“π≈«¥≈“¬ ŒŸª·µâ¡ √«¡∂÷ß°“√®—¥À¡«¥À¡ŸàŒŸª·µâ¡∑’Ëª√“°Ø„π ‘¡∑—Èß Õß·Ààß ÕÕ°¡“‡ªìπ‡Õ° “√ ‘Ëßæ‘¡æå 3.2 °√–∫«π°“√‡√’¬π√Ÿâºà“π«‘∑¬“°√¿“¬πÕ° ‡π◊ÕË ß®“°™“«∫â“π¡’§«“¡‡¢â“„®§≈“¥‡§≈◊ÕË π∫“ß‡√◊ÕË ß∑’‡Ë °’¬Ë «°—∫ ‘¡·≈–ŒŸª·µâ¡ ‡™àπ §«“¡‡¢â“„®§≈“¥‡§≈◊ËÕπ∑’Ë§‘¥«à“‡¡◊ËÕ ‘¡∑—Èß Õß·Ààßπ’È‡¡◊ËÕ‰¥â¢÷Èπ∑–‡∫’¬π‡ªìπ·À≈àß‚∫√“≥ ∂“π ¢Õß°√¡»‘≈ª“°√·≈â« ™“«∫â“π‰¡à “¡“√∂·µ–µâÕß‰¥â ·¡â·µà °“√∑”§«“¡ –Õ“¥∑—Ë«‰ª °“√¥Ÿ·≈µ‘¥µ“¡§«“¡‡ ◊ËÕ¡‚∑√¡ °“√À“«‘∏°’ “√ªÑÕß°—π°“√∑”√—ß¢Õßπ° ∫√‘‡«≥√Õ∫ ‘¡ ‡ªìπµâπ ‘Ëß∑’Ë°≈à“«¡“∑—ÈßÀ¡¥π—Èπ™“«∫â“π “¡“√∂∑”‰¥â ·µà∑—Èßπ’È µâÕß ‰¡à‰ªª√—∫ª√ÿß·°â‰¢„π à«π„¥ à«πÀπ÷Ëß¢Õß¿“æ®‘µ√°√√¡ Ω“ºπ—ß À√◊Õ‡ª≈’Ë¬π·ª≈ß„Àâ‡ªìπ‚§√ß √â“ß„À¡à¢÷Èπ¡“ ‡æ’¬ß ‡∑à“π—Èπ ¥—ßπ—Èπ °√–∫«π°“√°“√Õ∫√¡„Àâ§«“¡√Ÿâ‡√◊ËÕß°“√ Õπÿ√°— …å·À≈àß‚∫√“≥ ∂“π»‘≈ª°√√¡∑âÕß∂‘πË ®–‡ªìπ°‘®°√√¡ ∑’Ë∑”„Àâ™¡ÿ ™π‰¥â√—∫§«“¡√Ÿâ∑’Ë®”‡ªìπµàÕ°“√Õπÿ√—°…åœ ¥—ß°≈à“« ´÷Ëß‰¥â·°à ”π—°»‘≈ª“°√∑’Ë 9 ¢Õπ·°àπ ”π—°ß“πæ‘æ‘∏¿—≥± ∂“π·Ààß™“µ‘√âÕ¬‡ÕÁ¥ πÕ°®“°π’È¬—ß¡’Àπà«¬ß“πÕ◊Ëπ∑’Ë ‡°’Ë¬«¢âÕß ‡æ◊ËÕ‡ √‘¡ √â“ß§«“¡√Ÿâ§«“¡‡¢â“„®„Àâ™ÿ¡™πµàÕ‰ª (√Ÿª∑’Ë 15)

being able to work together such as Mud-Mee Silk cloth weaving, translating and reading dharma alphabets, reproducing Hoop-Tam patterns, Hoop Tam Conservation Arts Camp, collecting Hook-Tam patterns and publishing and classifying of Hoop-Tam patterns from both Sims.

3.2 Learning from the external community lecturer process; most of the villagers still misunderstand about the historical sites that they are not allowed to care anymore after they are registered to Fine Arts Department. In contrast, the villagers have the full right to look after the heritage sites such as cleaning and observe care deterioration, and preventing bird nesting around the sites. They, however, are not allowed to fix the mural painttirgs or the historical sites themselves. Therefore, training will enhance the heritage sites and mural painting conservation knowledge to the villagers as picture 15 shows which organizations have the responsibility in the project such as Fine Arts Department Khon Kaen Regional 9th Office, the Office of Roi-Et National Museum and the other organizations.

∂“π’«‘∑¬ÿ°√–®“¬‡ ’¬ß·Ààßª√–‡∑»‰∑¬ ®—ßÀ«—¥¡À“ “√§“¡ Maha Sarakham Radio Broadcasting station

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”π—°ß“π°“√∑àÕß‡∑’Ë¬«·Ààßª√–‡∑»‰∑¬ ¢Õπ·°àπ Tourism Authority of Thailand, Khon Kaen Branch

”π—°»‘≈ª“°√∑’Ë 9 ¢Õπ·°àπ Fine Arts Department, Khon Kaen Regional 9th

æ‘æ‘∏¿—≥± ∂“π·Ààß™“µ‘ √âÕ¬‡ÕÁ¥ Roi-Et National Museum

¡À“«‘∑¬“≈—¬√“™¿—Ø¡À“ “√§“¡ Rajabhat Maha Sarakham University

¡“§¡¡—§§ÿ‡∑»°åÕ“™’æ Professional Guide Association ¿Ÿ¡‘ªí≠≠“™“«∫â“π Õ”‡¿Õ°ÿ¥√—ß Local Wisdom of Kut Rang Sub-bisrict

√Ÿª∑’Ë 15 °“√‡™◊ËÕ¡‚¬ß‡§√◊Õ¢à“¬®“°¿“¬πÕ° Picture 15. External Networking Corporations

3.3 °√–∫«π°“√‡√’ ¬ π√Ÿâ ºà “ π«‘ ∑ ¬“°√¿“¬„π ™ÿ¡™π ‡π◊ËÕß®“°™“«∫â“π∫“ß§π¡’¿Ÿ¡‘ªí≠≠“∑âÕß∂‘Ëπ‡ªìπ∑ÿπ —ß§¡Õ¬Ÿà·≈â« ·µà¬—ß‰¡à‰¥â∂Ÿ°°√–µÿâπ„Àâ· ¥ß»—°¬¿“æπ—ÈπÊ ÕÕ°¡“ ¥—ßπ—Èπ °“√‡™◊ËÕ¡‚¬ß‡§√◊Õ¢à“¬√–À«à“ßºŸâ√Ÿâ„πÀ¡Ÿà∫â“π„π ¥â“πµà“ßÊ °—∫™“«∫â“π®÷ß‡ªìπ ‘Ëß ”§—≠∑’Ë®–∑”„ÀâÕß§å§«“¡√Ÿâ ¥—ß°≈à“«‰¡à Ÿ≠À“¬‰ª Õ’°∑—Èß‡ªìπ°“√æ—≤π“Õß§å§«“¡√Ÿâ¢Õß À¡Ÿà∫â“π·≈– ◊∫∑Õ¥µàÕ‰ª®“°§π√ÿàπÀπ÷Ëß ŸàÕ’°√ÿàπÀπ÷Ëß ‡™àπ °‘®°√√¡∑”Àπ—ßµ–≈ÿß °“√∑Õºâ“‰À¡≈“¬ŒŸª·µâ¡ §à“¬»‘≈ª– √—°…åŒŸª·µâ¡ °“√Õ∫√¡¡—§§ÿ‡∑»°å∑âÕß∂‘Ëπ ‡ªìπµâπ (√Ÿª∑’Ë 16)

3.3 Learning from local lecturer procedure is another process to encourage the villagers to use their knowledge and local wisdom by linking the network with the local academicians. As a result, the local knowledge will not disappear and the local traditions will be continued from generation to generation such as Pamo-Tai Making (Isan shadow show), Silk Cloth Weaving with Hoop-Tam Patterns, Arts Camp: Hoop-Tam Conservation and Local Guide Training etc. (as in picture 16)

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¿Ÿ¡‘ªí≠≠“∑âÕß∂‘Ëπ Local Wisdom

ºŸâ‡™’Ë¬«™“≠®“°¿“¬πÕ° Expert from External Groups

π—°«‘™“°“√∑âÕß∂‘Ëπ Local Academicians

™ÿ¡™π Communities

π—°«‘®—¬ Researchers

√Ÿª∑’Ë 16 °“√æ—≤π“‡§√◊Õ¢à“¬¿“¬„π Picture 16. Internal Networking Development

4. °‘®°√√¡µà“ßÊ °‘®°√√¡µà“ßÊ ∑’Ë¥”‡π‘π°“√¿“¬„π™ÿ¡™π (√Ÿª∑’Ë 17) ‰¥â·°à 4.1 °“√Õ∫√¡„Àâ§«“¡√Ÿâ‡√◊ËÕß°“√Õπÿ√—°…å·À≈àß ‚∫√“≥ ∂“π»‘≈ª°√√¡·≈–¿“æ®‘µ√°√√¡Ω“ºπ—ß 4.2 °“√®à“¬º≠“ ·≈–¢—∫√âÕß √¿—≠≠– 4.3 °“√∑Õºâ“‰À¡≈“¬ŒŸª·µâ¡ 4.4 °“√Õ∫√¡¡—§§ÿ‡∑»°å√°— …å·À≈àß‚∫√“≥ ∂“π »‘≈ª°√√¡∑âÕß∂‘Ëπ 4.5 §à“¬»‘≈ª–√—°…åŒŸª·µâ¡ 4.6 °“√∑”Àπ—ßª–‚¡∑—¬À√◊ÕÀπ—ßµ–≈ÿßÕ’ “π 4.7 °“√∑”‡Õ° “√√Ÿª‡≈à¡‡°’¬Ë «°—∫ª√–«—µÀ‘ ¡Ÿ∫à “â π «—¥ ‘¡ ·≈–ŒŸª·µâ¡

4. Activities which have been processed in the community (picture 17): 1) Knowledge Training on Historical Art Sites and Mural Paintings Conservation 2) Paya poem and Sora-panya Singing (a form of Thai -Isan octameter poem) 3) Silk Cloth Weaving with Hoop- Tam Patterns 4) Local Guide Training on Historical Art Sites and Hoop-Tam Conservation 5) Arts Camp: Hoop- Tam Conservation 6) Hoop-Tam Conservation: Pamo-Tai Making (Isan shadow puppets show) 7) Documents and papers on history of the villages, Wats, and Sims

: 69

°‘®°√√¡ Activities 1. °“√Õ∫√¡§«“¡√Ÿâ‡√◊ËÕß°“√Õπÿ√—°…å·À≈àß‚∫√“≥ ∂“π»‘≈ª°√√¡∑âÕß∂‘Ëπ·≈–°“√Õπÿ√—°…å ¿“æ®‘µ√°√√¡Ω“ºπ—ß (ŒŸª·µâ¡) 1. Knowledge Training on Historical Art Sites and Mural Paintings Conservation Õ∫√¡„Àâ§«“¡√Ÿâ Training

„Àâ·π«∑“ß°“√Õπÿ√—°…åœ Understand the conservation concept

2. °“√®à“¬º≠“ ·≈–¢—∫√âÕß √¿—≠≠– 2. Paya poem and Sora-panya Singing (a form of Thai-Isan octameter poem) ∂à“¬∑Õ¥ ¥∑“ß«‘∑¬ÿ °√–®“¬‡ ’¬ß Radio Broadcasting

¢—∫√âÕß°≈Õπ ¥ Paya poem Sora-phanya singing

3. °“√∑Õºâ“‰À¡≈“¬ŒŸª·µâ¡ 3. Silk Cloth Weaving with Hoop-Tam Patterns Õ∫√¡°“√º≈‘µ Workshop §—¥≈Õ°≈“¬ŒŸª·µâ¡ Copying Hoop-Tam Patterns

°“√¡—¥À¡’Ë Mud-Mee Process

°“√¬âÕ¡‰À¡ Silk Dyeing

°“√∑Õºâ“‰À¡ Silk Cloth Weaving

4. °“√Õ∫√¡¡—§§ÿ‡∑»°å√—°…å·À≈àß‚∫√“≥ ∂“π»‘≈ª°√√¡∑âÕß∂‘Ëπ 4. Local Guide Training on Historical Sites and Hoop-Tam Conservation „∫ª√–°“»π’¬∫—µ√ Certificates

Õ∫√¡„Àâ§«“¡√Ÿâ Training

5. »‘≈ª–√—°…åŒŸª·µâ¡ 5. Arts Camp : Hoop-Tam Conservation

Õ∫√¡°“√ªØ‘∫—µ‘°“√ Workshop

ŒŸª·µâ¡∫π¬à“¡ºâ“ΩÑ“¬ Hoop-Tam pattern on cotton bags

6. °“√∑”Àπ—ßª–‚¡∑—¬ À√◊ÕÀπ—ßµ–≈ÿßÕ’ “π 6. Hoop-Tam Conservation: Pamo-Tai Making (Isan shadow puppets show) Õ∫√¡°“√ªØ‘∫—µ‘°“√ Workshop

µ—«Àπ—ß≈“¬ŒŸª·µâ¡ Hoop-Tam pattern Puppets

7. °“√∑”‡Õ° “√√Ÿª‡≈à¡ 7. Documents and papers on history of the villages, Wats, and Sims

√Ÿª∑’Ë 17

°“√¥”‡π‘π°‘®°√√¡¢Õß™ÿ¡™πµ”∫≈¥ß∫—ß

Picture 17 Activities for Dong-Bang Sub-district