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Reog As Means of Students' Appreciation and Creation

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Reog As Means of Students' Appreciation and Creation HARMONIA : Journal of Arts Research and Education 14 (1) (2014): 37-45 p-ISSN 1411-5115 Available online at http://journal.unnes.ac.id/nju/index.php/harmonia e-ISSN 2355-3820 Permalink/DOIhttp://dx.doi.org/10.15294/harmonia.v14i1.2789 REOG AS MEANS OF STUDENTS’ APPRECIATION AND CREATION IN ARTS AND CULTURE BASED ON THE LOCAL WISDOM Sri Ambarwangi* S. Suharto** Teacher of Vocational School 1 Pringapus Semarang District, Indonesia E-mail: [email protected] Lecturer of Music Department, Semarang State University E-mail: [email protected] Received: July 2013. Accepted: Februari 2014. Published: Maret 2014 Abstract This paper is the result of the study and the implementation of learning in the field of the author, especially in the implementation of the study of Arts and Culture in the vocational schools. The purpose of this paper is to show that by learning local culture based on learning objectives the corresponding to the curriculum can be reached. In fact, the local culture also containing more local wisdom is felt directly by the students. The art of Reog, known around Pringapus Semarang Regency, can be used as means of learning arts for students, especially in the activities of ap- preciation and expressions. The existing values in the art of Reog can be conceptually presented in class, as well as directly through the students’ activities of appreciation and expression in the form of performances in the school environment. Students can easily receive learning materials and can be more expressive while presenting the show. The values that are in the presentation of the art of Reog are social, religion, nationalism, and culture. Students can present Reog with ent- husiasm and expressive as a show that has already exist since a long time in the environment of their own, and even many have become the performers of Reog in their neighborhood. Reog has already been part of his life that has the role of self-actualization, expression, social, and cultural. Most of those students feel proud to be a part in the show in his living quarters so that they do not feel ashamed of serving the art in school. Keywords: Reog; Possessed; Based on Local Wisdom; Arts and Culture INTRODUCTION a problem in learning that a large number of teachers have different interpretations. School-based Curriculum (KTSP Even many just give Western art concepts Curriculum) of Arts and Culture for the due to their background of Western art non Vocational School of art in fact has al- without any opportunity for the students ready accommodated local arts grants to to understand the use of the concept and be awarded in the lesson. Its implementati- the expression. Thus, the learning objecti- on has already given the freedom for edu- ves are not achieved. cation to develop units in accordance with Lack of understanding in application the circumstances, the means, and the local and different art background from the con- environment. The standard of competence cept to be achieved in the curriculum lead in art music and dance has already accom- to many different interpretations among modated arts as a part of an aesthetic lear- teachers. It is understandable if teachers ning which includes artistic appreciations, with educational background of Western creations, and expressions. There comes to music which has been ingrained in Wes- 37 38 HARMONIA : Journal of Arts Research and Education 14 (1) (2014): 37-45 tern notation system should teach a diffe- it has its own peculiarities customize exis- rent Javanese traditional music notation ting local traditions in the area. Up to this system. However, it does not mean that point a show is always packed with hun- teachers should stop searching for new dreds of spectators, even thousands. innovations to the implementation of lear- Reog could still exist and is favorable ning the art of local traditions that indeed until now. The reason is in its functions as should be given will be stopped anyway either an entertainment or other functions, since the learning objectives which are such as the socio-cultural and ritual pur- relevant to the competency standards in poses. This is what inspires the author to schools should include appreciations, ex- investigate the arts in order to make it as pressions, and creations. And to achieve it, a medium of appreciation and expression, there are actually a lot of ways to be done including the creation of vocational stu- by the teachers, both in class and outside dents of Pringapus. During served in the of class. school environment, it is always followed It is wise to learn the art of traditi- by enthusiastic students, both as a perfor- on that comes from the local art. Learning mer or a dancer as well as the audience. resources in the form of abundant local In fact, according to their testimony, they art traditions around schools can be used have become the performers of Reog since in learning. This course will also enable they were children. The author also explo- teachers to provide the materials for the res their artistic endeavors in their living students that are accustomed to learn this quarters, especially in the arts of Reog, so tradition. This would be much better than local values can be achieved when it is giving Western music learning materials used as a medium of learning. The art of that are difficult for students to under- Reog has long grown and becomes a part stand due to the infrastructure as well as of the life of the local community expressi- the heterogenous background of students. on. It is believed to contain positive values Western music is really foreign to them. that can be used in the world of education. SMK Pringapus is a state vocational Values that are believed to eventually be- school located in the village of Jatirunggo come a part of the society, which are often in sub-district Pringapus, whose territory called local wisdom, will facilitate this ma- borders on Boyolali Regency, Grobogan, terial as a medium of learning arts. and the town of Salatiga. For several years In accordance with its character, the the author had difficulty in teaching arts to lesson of Arts and Cultural has its own pe- the students. Students still have not easi- culiarities and it has a specific purpose. The ly received the material of art music pri- existence of Arts subject at schools is not to marily in the concepts, such as notation create artists, nor to brighten students with of melodies, harmony, and so that West their math-logic. It is such a special purpo- grammatical. Likewise in the management se to soften the senses, intellectual, moral, practices of learning music. This might be and to strengthen the sense of nationalism. due to environmental background of the Besides psychologically, arts can help stu- students who are still unfamiliar with the dents develop their smooth and gentle materials. Instead, they were pretty enthu- nature and a sense of solidarity in accor- siastic if invited to a discussion of the mu- dance with the nature of art that it plays sic traditions of the local area such as Reog. or invests (Dewantara, 1977; Adipal, 2010; Reog is a kind of art that has flouri- Campbell, 2001) . shed since decades ago until now in Se- The values in the traditional arts marang district which borders on Boyolali are believed to be good for decades of life Regency, Salatiga city, and Grobogan. It is to be a right medium for students to ex- like a kuda lumping, jaran kepang, and jat- press themselves and be creative if it can hilan. Reog in Semarang district is not as be managed well in the learning process. grand as the show of Reog Ponorogo, but This could concern in the management of Sri Ambarwangi, Reog As Means of Students’ Appreciation and Creation in Arts ... 39 time or the exact subject matter, the deter- are expected to master it or the learning mination of classes, and the performances objectives in order to be able to sing or play of material parts accordingly. The parts music that is suitable for the purpose of the that cannot be applied at schools can be lesson. selected without omitting the main sub- An arts education with its own cha- stance in the Reog art. This is what authors racteristics makes it have a special purpose continuously examine the implementation in achieving the goals of general educati- of learning the local tradition art especially on. There are three properties owned by Reog in SMK Negeri Pringapus. the education of Arts and Culture; they are the nature of multilingual, multidimen- Role of Art Education in Schools sional, and multicultural. Multilingual Art music in school-based curricu- means the development can be done in va- lum (SBC) of vocational schools is a piece rious ways and media, such as visual arts, of the Arts and Culture subjects, inclu- sound, motion, roles, and the mix of those ding other arts such as visual arts, dance media. Multi-dimensional means the de- and theater arts. In the background of the velopment of competencies that includes competency standards of this lesson serve conception, appreciation, and creation by an objectives amog other things: (1) to un- blending harmoniously with the elements derstand the concept and the importance of aesthetics, logic, kinestetics, and ethics. of art and culture, (2) to show appreciation And, multicultural competency means the attitude towards art and culture, and (3) to development of competencies through express creativity through arts and culture meaningful activities that lead to an appre- (Depdiknas, 2006) . ciation of the cultural diversity of Indone- Arts and Culture has its own dis- sia and foreign countries.
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