Harmonia: Journal of Arts Research and Education
Harmonia starting in 2024 migrates from OJS 2 to OJS 3 to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/harmonia MIGRATION OFFICIAL STATEMENT HERE Harmonia: Journal of Arts Research and Education [p-ISSN 2541-1683 | e-ISSN 2541-2426] is published by Departement of Drama, Dance, and Music, Faculty of Language and Arts, Universitas Negeri Semarang in cooperation with Asosiasi Profesi Pendidik Sendratasik Indonesia (AP2SENI)/The Association of Profession for Indonesian Sendratasik Educators. Harmonia published scientific papers on the results of art research and art education. Editor accepts the article has not been published in other media with the writing format as listed on page manuscript writing guidelines. The journal is published twice a year, in June & December. Indexing GARUDA SINTA DIMENSIONS DOAJ SCOPUS SCIMAGOJR
Aesthetic Needs of In-Service and Pre-Service Secondary Music Teachers in Korea
Aesthetic experience plays a pivotal role in fostering innovative thinking and emotional growth. In educational contexts, teachers’ engagement with aesthetic experiences contributes to instructional environments and enhances both their emotional well-being and the quality of music education. Aesthetic needs, which motivate individuals to seek and sustain aesthetic experiences, therefore warrant systematic investigation. This study examined the aesthetic needs of 88 in-service and pre-service secondary music teachers in South Korea, including 48 in-service and 40 pre-service teachers. The results indicated that female participants reported significantly higher levels of artistic needs and aesthetic needs in everyday life than males. In-service teachers also demonstrated significantly higher artistic needs than pre-service teachers. Participants with higher educational attainment reported significantly greater aesthetic needs related to built and natural environments. Artistic needs varied by age, with the highest levels observed among participants in their 40s. In addition, everyday aesthetic needs varied by teaching experience in a non-linear pattern, declining among teachers with 15–19 years of experience before recovering in the most experienced group. No statistically significant differences were found by undergraduate major, although participants majoring in composition reported slightly higher artistic needs than those in other majors. These findings indicate that the aesthetic needs of secondary music teachers are domain-specific, with each demographic factor associated with distinct subdomains rather than with aesthetic needs as a whole, supporting a multidimensional conceptualization of aesthetic needs. As the fulfillment of aesthetic needs may promote continued aesthetic engagement and support instructional quality, institutional support for teachers’ aesthetic experiences is warranted. Furthermore, the results highlight the importance of intentionally integrating aesthetic education into teacher preparation and professional development programs.
aesthetic needs, artistic needs, aesthetic needs in everyday life, secondary music teachers, music teacher education
Copyright (c) 2026 Harmonia: Journal of Arts Research and Education
Gambang Semarang and Chinese-Indonesian Identity: Implications for Multicultural Education
This study examines how the Gambang Semarang group, a mix of Chinese and Javanese performing arts from Semarang, Indonesia, helps Chinese-Indonesians find their identity and teaches about cultures. The research took six months. Used many methods, such as watching the group perform, talking to people, reviewing papers, and discussing with groups. These activities took place in a school, two community places, and 18 shows, with 42 people taking part. The study draws on Bhabha’s ideas on space and Banks’s five parts of multicultural education. It finds three ways people deal with their identity. First, mixing music styles. This is not equal because some groups have more power. Second, using language to help deal with memories. Third, showing who they are in temples, government places, and festivals. The study shows that the mix of cultures in Gambang Semarang is not equal but is a negotiated deal due to differences between Javanese and Chinese people. The group can help teach about cultures in many ways, but this is not always done well because schools do not adequately support it, and teachers are not prepared. The study contributes to the study of space by explaining how cultural mixing operates across domains such as history, rules, symbols, and personal relationships. It also introduces the idea of “hybridity,” which connects cultural mixing with teaching. It offers ideas for incorporating mixed arts into teaching in Southeast Asia. It argues that teachers need training and guidelines that recognize mixed arts as important for learning and identity formation.
Gambang Semarang; multicultural education; identity negotiation; Chinese diaspora; cultural hybridity
Dance as Cultural Embodiment in Public Space:Performances at Kuala Lumpur International Airport
Airports are public spaces and gateways into a country or region, and nowadays they have become cultural reflections, turning them into more than just a means of transport. Through a specific focus on dance at Kuala Lumpur International Airport (KLIA), this study aims to explore the significance of these performances in embodying and communicating Malaysian culture for both dancers and airport visitors. This study is qualitative, drawing on ethnochoreology, performance semiotics, and a cultural embodiment perspective. Data were collected through direct observation of dance performances at KLIA, interviews with dancers and performance managers, documentation, and visitor survey data provided by Malaysia Airports. Triangulation was used to enhance the validity of the findings, while analysis techniques were used for data condensation, presentation, and verification. The findings indicate that dance performances at KLIA Airport are organized by airport management. As a multiethnic country, performances are scheduled in accordance with major commemorative events and meticulously designed in terms of themes, dancers, movements, music, costumes, and makeup. The airport transit space serves as the performance setting, adding a distinctive cultural experience for both dancers and visitors. For the dancers, the body becomes a medium for representing cultural codes. Their role extends from executors of choreography to co-authors of meaning and cultural ambassadors. For airport visitors, dance performances offer a culturally embodied experience that remains memorable long after the airport visit. This study contributes to the development of the concept of cultural embodiment by examining dance performance in the context of airport analysis. Dance serves as a conductor of cultural representation, embodied identity, and global audience participation.
dance performance; public space; airport; cultural embodiment; semiotics of performance
Exploring the Impact of Music Tempo on Preschool Children's Artistic Expression: A Multisensory Perspective
This exploratory repeated-measures study examined how music tempo relates to preschool children’s visual production during open-ended painting. The study addresses a gap in multisensory art education by moving beyond passive music–color matching and examining how auditory tempo is reflected in children’s material, color, and compositional choices during artmaking. Twenty-five children aged 60–72 months from preschools in five Turkish provinces completed painting activities under fast-tempo (120–168 BPM) and slow-tempo (45–60 BPM) instrumental music conditions. Drawings were coded for color presence, color coverage, warm–cool balance, dominant color, recurring figure categories, spatial distribution, painted-area coverage, central concentration, and layering. Inter-rater reliability was assessed before consensus coding, and mixed-effects models were used to account for repeated observations within children. Tempo-related differences were most evident in color and compositional outcomes. Fast-tempo drawings showed a slightly broader color palette and greater warm-color coverage, whereas slow-tempo drawings showed greater painted-area coverage, central concentration, and layering. Figure categories, including people, rainbows, hearts, and suns, showed descriptive variation but did not remain significant after multiple-comparison correction. The findings suggest that music tempo may serve as a contextual feature of multisensory artmaking, shaping specific visual and material decisions without producing fixed symbolic or expressive styles.
Balinese Classical Prasi: Visual Beauty and Meaning Behind the Lontar Engravings
Prasi, as a traditional artwork, has unique characteristics by displaying the identity of Balinese art and culture. It is a manuscript on palm leaves with wayang illustrations, sometimes accompanied by short text in Balinese characters. Prasi has aesthetic and classical value because the materials and equipment used, production techniques, and wayang form are still traditional. As an artwork, Prasi conveys a symbolic meaning through the story it depicts. This paper describes: (1) a critical review of the aesthetic value and natural character of the raw materials of Prasi; (2) a critical review of the visual aspects of the image and its configuration on palm leaf blades to produce Prasi artwork of good artistic value. Data were collected by purposive sampling by looking for prominent artists and community leaders who know about Prasi. Collecting data is done through observation, interviews, and documentation. The data obtained are grouped based on the type of data, then analyzed using qualitative descriptive methods. The results showed: (1) the aesthetic value of Prasi raw materials from palm leaves is processed to produce a smooth and durable surface, so it is easy to cut using pengrupak to display wayang images assembled from several palm leaves; (2) the visual aspect of Prasi art is artistically composed of elements of line, plane, color, texture, and space through the form of classical wayang images and other supporting decorative motifs in a series of stories taken from the Ramayana, Mahabharata, and traditional Balinese stories that have aesthetic value.
Crossing the Boundaries of Film Aesthetics: Challenging Avant-Garde Practices and Contemporary Cinema Exhibitions in Indonesia
This study investigates the impact of avant-garde cinema in redefining Indonesian film aesthetics, focusing on its role in challenging dominant cultural and technological narratives in the digital era. Presented at the Cine Future: Radical Cinema on Future Perspective exhibition, the research identifies a critical gap in mainstream cinema’s limited engagement with narratives evolving alongside rapid advancements in projection technology and digital reproduction. The study is anchored in the experimental works of film students from Universitas Pendidikan Indonesia’s Film and Television Study Program, showcased in the Cine Future exhibition, which exemplifies avant-garde cinema’s potential to reinterpret traditional narratives. With the Practice-led Research methodology, this research integrates artistic practice with critical analysis, allowing student filmmakers to explore the complexities of the digital age through creative expression. Findings indicate that avant-garde cinema enables the construction of new, culturally rooted narratives by merging historical aesthetics with modern technology, providing students with a framework for critiquing and interpreting social realities. This research contributes to broader discussions on avant-garde cinema’s relevance in academic and creative fields. It demonstrates its significance in fostering critical dialogue and evolving cinema as a dynamic medium for cultural reflection. The study underscores the value of incorporating avant-garde methods within film education to prepare students for a rapidly changing cinematic landscape.
Avant-Garde Cinema; filmmaking; contemporary cinema exhibition; practice-led research; film education
Copyright (c) 2025 Harmonia: Journal of Arts Research and Education
“Ngeroncongi Sunda”: Sundanese Vocal Ornamentation and Hybrid Aesthetics in Indonesian Keroncong Ekstra
Keroncong music represents one of Indonesia’s most valuable artistic heritages, embodying the nation’s history, culture, and musical identity. Meanwhile, kawih, a traditional Sundanese vocal genre, features distinctive vocal ornaments derived from kepesindenan and Tembang Sunda Cianjuran, including an aesthetic element known as dongkari. This study aims to integrate Sundanese vocal ornamentation with keroncong vocal style to create a new form of musical expression that remains rooted in tradition. This study employed a descriptive qualitative approach, encompassing stages of song and vocal ornament transcription, classification of ornament types and techniques, and performative analysis of kawih songs performed in the keroncong ekstra rhythm. The findings reveal that the vocal techniques of kawih and keroncong ekstra share similarities in breath control and dynamics, yet differ in vocal timbre, with resonance centered and supported by head and nasal resonance. Diction and articulation adhere to the Sundanese dialect, while expression aligns with lyrical meaning and melodic texture. The identified ornaments include reureueus, riak, beulit, kait, jekluk, dorong, leot, gibeg, buntut and golosor, all performed improvisationally. Overall, the integration of Sundanese vocal ornamentation within keroncong ekstra enriches the aesthetic color and opens possibilities for the development of hybrid art that represents a dialog between tradition and innovation. It is recommended that future research focus on strengthening vocal scholarship to advance technique, aesthetics, and musical expression, thereby enhancing global competitiveness.
integration; hybrid music; ornamentation; Keroncong Ekstra; vocal
Self-Regulated Learning in Music Education: A Structural Model of Social Support and Performance-Related Challenges
This study analyses the relationship between self-regulated learning (SRL), music performance anxiety (MPA), and social support in a sample of 72 students at music conservatories in Spain. Using a structural equation model, the direct and indirect effects of psychological and social factors on self-regulation are examined, with instrument practice hours as a mediating variable. The results show that self-regulation is boosted by social support from teachers and by hours of study, while performance anxiety and helplessness have significant adverse effects. In addition, performance anxiety is associated with higher levels of helplessness and with an unfavourable early educational context. Support from family and friends is negatively associated with helplessness, indicating a protective role, although its direct influence on instrument practice is limited. The final model explains 52% of the variance in self-regulated learning, suggesting that support quality and perceived independence are decisive and highlighting the importance of pedagogical practices that foster self-regulation, metacognition, and emotional resilience in music education.
self-regulated learning; music performance anxiety; social support; music conservatory education; structural equation model
Unveiling the Forgotten Stage: Form, Function, and Cultural Negotiation in the Performing Arts of Teater Abdul Muluk, Jambi
Teater Abdul Muluk (TAM) in Jambi remains under-researched in academic discourse despite its enduring practice and sustained preservation by local communities. Unlike Malay theatre in other regions, which has a well-established historiography and receives institutional support, TAM is often regarded as a marginal form within performing arts discourse. This research aims to re-examine this position by interpreting TAM as an active, reflective, and contextual cultural practice, a field for the production of meaning and cultural authority outside canonical centers. This study employs a critical ethnographic approach through performance documentation, in-depth interviews with multi-generational practitioners, and an analysis of performative elements, including staging structures, characterization, props, and music. The findings indicate that the continuity of TAM relies on performative negotiations that converge Malay customs, Islamic ethics, humor, and colonial memory, rather than the mere textual reproduction of the Syair Abdul Muluk. A key finding is the utilization of minimalist props, specifically the table and rattan, which serve as symbolic control centers to regulate authority, sound, the actors’ bodies, and the dramatic flow. These props establish a distinct performative character that defines Malay theater expression in Jambi. This article provides an empirical and methodological foundation for further research to uncover the dynamics of Malay theater practices in regions that have historically been underrepresented in the historiography of the performing arts.
theater Abdul Muluk; Malay theatre; critical ethnography; performative practice; symbolic authority
A Pilot Study of Music Teacher Identity: Towards an Eight-Stage Career Trajectory Model
Music educators often navigate a dual professional identity shaped simultaneously by artistic and pedagogical roles. This exploratory pilot study examines the relationship between professional identity and career stages among Hungarian music teachers. While existing career models often assume linear progression, less attention has been given to how professional identity evolves across these stages in music education. This study proposes an eight-stage career trajectory model based on established life-course frameworks. Given the exploratory nature of the study and the limited sample size, the proposed model should be interpreted as a preliminary heuristic framework rather than a fully validated career model. Composite indices were created to measure teacher identity and integrated musician–teacher identity. The results indicate that the “active development” stage is dominant across different levels of professional experience, suggesting that career progression does not follow a strictly linear pattern. Furthermore, both identity dimensions showed only minor differences across career stages, indicating a relatively stable professional self-concept. Although the relationship between career stages and professional identity was one of the central aims of this study, the findings should be interpreted as exploratory rather than conclusive. Due to the small sample size and the cross-sectional design, the results provide only preliminary indications of how professional identity may be maintained, negotiated, or challenged across different career stages. Future longitudinal research is needed to examine these developmental patterns more systematically. These findings support a non-linear interpretation of career development and highlight the importance of integrating artistic and pedagogical identities in music teacher education.
career trajectory; music teacher; professional identity; teacher identity
When Performance Becomes Pedagogy: Analyzing Music Education Students’ Attraction to the Stage
At its core, performance-based learning is an important aspect of music education in the classroom. Performance provides students with additional opportunities beyond artistic expression to bond and engage with their peers. This project seeks to identify how performance-based learning cultivates relationships with a primary emphasis on students who are socially oriented. Through observations, interviews, and reflections, the research shows that students’ informal socialization during performance builds their musicianship, makes them more communicative and better collaborative partners. The results indicate that the more performance opportunities are arranged and the more unplanned socialization is tolerated, the better students are at musicianship and the better their relationships with peers. This study shows the importance of using performance as an opportunity for learning that links the formal and informal aspects of teaching and socialization, and provides substantial information on performance for the construction of the music curriculum.
performance music education; informal learning; creativity; higher education
Investigating Workplace Music Preferences and Their Role in Employee Productivity and Well-Being: A Cross-Sectional Study in Indonesia
Music is conventionally perceived as a medium of entertainment and artistic expression. However, among employees, music assumes a broader functional role, supporting productivity and psychological well-being across diverse workplace contexts. This study aimed to investigate the functional role of music among employees experiencing work-related stress and low motivation. A cross-sectional study was administered to 500 employees representing various socioeconomic and educational backgrounds. Participants reported their musical preferences and the perceived psychological impacts of music during different emotional states at work. Data analysis, including word cloud visualization and heatmap modeling, revealed that genres such as Pop and Dangdut dominated across both emotional conditions. However, the functional objectives of music usage differed; employees experiencing stress favored music for emotional balance and familiar comfort, while those facing low motivation preferred music that energized and re-engaged cognitive resources. The findings highlight that music serves adaptive emotional and cognitive regulatory functions, leading to increased productivity, emotional stabilization, and sustained concentration. These results offer practical implications for workplace well-being strategies, emphasizing the potential of personalized auditory environments in enhancing employee resilience and performance.
music preferences; music function; workplace well-being; employee productivity; emotional regulation
Co-creating Safer Urban Spaces: Educational Impacts of Student Participation in the “Odasis” CPTED Project in Jakarta
Community safety in rapidly growing cities like Jakarta is closely tied to the design of public spaces, as rising urban crime rates continue to challenge local environments. This study examines how Crime Prevention Through Environmental Design (CPTED) principles can be integrated into student-led public art learning activities. Specifically, it reviews the first, site-survey phase of ODASIS—a Korean arts and culture ODA initiative implemented in Jakarta in May 2025—focusing on the educational impacts of students’ participation. Using a Participatory Action Research (PAR) approach, the study investigates how collaborative field activities—such as problem identification, safety mapping, and idea generation—enhance learning and community awareness. The project involved twenty Indonesian visual art education students from Universitas Negeri Jakarta (UNJ) and four architecture students from Gwangju University, mentored by a professional architect from Seoul. The findings reveal that the CPTED site survey (1) deepened students’ understanding of community safety and public space design; (2) encouraged them to generate locally relevant solutions through dialogue with residents; (3) fostered cross-cultural and interdisciplinary collaboration; and (4) strengthened their civic and social responsibility. Academically, this study contributes to the discourse on experiential learning in public art education; practically, it demonstrates how CPTED-based art projects can function as educational tools for community engagement. The project’s broader social impact will be further examined in the forthcoming second phase in August 2025, which focuses on implementing design interventions.
CPTED; urban design, art education; cross-cultural collaboration; community engagement
Zhāng Zéduān (张择端), and Qiú Yīng (仇英 - Chóuyīng), Chinese Painting’s Representation of Axonometry Projection
Complexity, perception, and understanding of visual elements and principles are key factors influencing aesthetic judgments of any artwork. Artists such as Zhāng Zéduān (张择端), and Qiú Yīng (仇英 - Chóuyīng), both well-known artists, provide an excellent opportunity for analysing their artworks. The aim of this discourse is to provide, using a qualitative method of evaluation, a gauge of visual attributes that influence the complexity of a painting; i.e., compositional arrangement called visual perspective in its two forms of linear perspective and Axonometry projection. This visual complexity of a landscape refers to the level of detail to be represented by using the principle of orthogonal drawings, which influence the aesthetic outcome of an artwork. As a result, this paper offers an overall historical description of the development of axonometry drawing within Chinese traditional landscape painting.
axonometry drawing; graphic representation; linear perspective; orthogonal projection; parallel drawing
Developing a Deep Learning Dance Model for Character Education in Indonesian Junior High Schools
This study developed, implemented, and evaluated the Deep Learning Dance Model (DL-DM), a pedagogical model designed to support character development through meaningful dance learning among junior high school students. The model comprises three sequential learning phases: Meaning Exploration, Value Reflection, and Character Expression delivered within a project-based learning framework across four classroom meetings. An adapted research and development (R&D) approach was employed, involving 58 eighth-grade students from two public junior high schools in West Java, Indonesia, over a three-month research period. The model was first trialed at State Junior High School 1 Cicalengka (n = 28), revised based on that trial, and subsequently implemented at State Junior High School 14 Bandung (n = 30). Qualitative and quantitative data were collected through classroom observations, semi-structured interviews, documentation, and a character assessment rubric covering independence, collaboration, communication, and critical thinking. Post-implementation scores were higher than pre-implementation scores across all four dimensions at both schools (Wilcoxon signed-rank test, all p < .001), with medium-to-large effect sizes (r = .49–.61). The rubric showed satisfactory internal consistency (Cronbach’s α = .84) and almost perfect inter-rater agreement across the complete set of double-coded observations (Cohen’s κ = .82). These findings provide preliminary evidence that the DL-DM can serve as an instructional framework for integrating character education into dance learning. Because the study did not include a control group and involved only two schools, further controlled studies in more diverse educational settings are needed before its effectiveness and transferability can be evaluated.
deep learning; dance education; character education; junior high school students
Jancok as Verbal Art: Performing Identity, Emotion, and Cultural Resistance in Arek Suroboyo
This study examines jancok, a profane expression commonly employed in Surabaya, as a form of vernacular performative aesthetics embedded in everyday urban interaction. Moving beyond linguistic and semantic frameworks, the article adopts an arts-based performance approach to analyze how meaning is constituted through embodied vocal enactment, including intonation, rhythm, vocal intensity, gesture, and interactional framing. Grounded in performance studies, verbal art theory, and everyday aesthetic scholarship, jancok is conceptualized as an aesthetic event rather than a linguistic unit. The analysis draws on qualitative ethnographic fieldwork conducted across multiple interactional contexts, including informal social spaces, workplaces, street encounters, creative environments, and digital platforms. The findings indicate that jancok operates through three interrelated performative dimensions: emotional aestheticization, identity enactment, and symbolic resistance. Through stylized vocal and bodily performance, the utterance transforms affect into socially legible expression, enacts Arek identity as a situated cultural practice, and negotiates norms of politeness and hierarchy through aestheticized transgression. Its expressive efficacy is sustained by performative ambiguity, allowing the utterance to oscillate between intimacy and tension.
emotional aesthetics; performativity; cultural resistance; urban speech acts; Arek Suroboyo Identity
Symbolism of the Ideology of Javanese Knights Based on the Iconography of the Visual Form of Punakawan in Javanese Wayang Purwa
Wayang purwa is a product of Javanese culture which constructs a world of symbols. The depiction of wayang figures does not represent human figures but the symbolisation of human characters and qualities. The research goal is to reveal hidden messages of the four punakawan wayang: Sêmar, Garèng, Pétruk, and Bagong, who are loyal followers of Arjuna in Javanese wayang purwa. Javanese puppets are indeed sourced from Mahabharata, but the four figures are additional figures from the creators. The research method is explorative qualitative and based on iconographical theory. The results of the study show that Sêmar symbolises ‘spirituality’, a Javanese knight must have a high level of spirituality; Garèng symbolises ‘personal awareness’, a knight must have awareness as an imperfect being; Pétruk symbolises a ‘visionary’, a knight must be able to look far into the future, and Bagong symbolise ‘holistic awareness’, a knight must also have empathy for his surroundings. Wayang should be understood as a world of symbols, but positioning the iconography of wayang from a representation of a human figure to the symbolisation of ‘character and aptitude’ is an ‘extreme interpretation’ within the boundaries of an interpretative study. This is a way of understanding Javanese culture in a cosmological context; what appears is not real because what is essential is invisible.
iconography; javanese; puppet; punakawan; wayang purwa
Iconographic Analysis on Intermediality Transfer of Undagi's Indigenous Knowledge Lexicon to Visual Cinematography
This study aims to investigate how the indigenous knowledge lexicon of Balinese undagi (traditional architects) in architecture can be transferred into visual cinematography to preserve cultural heritage, with a focus on engaging broader audiences. Employing an iconographic approach, the research analyzes the documentary Calaccitra Undagi Mahottama: Biografi I Gusti Made Gede (1843-1940) through three stages: pre-iconographic identification of visual motifs, iconographic interpretation of thematic meanings, and iconological assessment of cultural significance. Results reveal that Balinese architectural lexicons—such as Tri Mandala, Sanga Mandala, and CWSGR—are effectively abstracted into cinematic frames via intermediality, using symbolic natural imagery and spatial grids rather than physical structures to convey aesthetic and philosophical values. The study concludes that visual cinematography offers a potent medium for preserving architectural heritage by translating static spatial concepts into dynamic narratives, fostering continuity of traditional knowledge, particularly among younger generations, though its efficacy hinges on audience reception and contextual adaptation.
Bali traditional architecture lexicon; undagi’s Indigenous knowledge; intermediality transfer; cinematography; experimental documentary film
Easing the Anxiety Crescendo: How Structured Listening Comprehension Influences Mental Health in Music Students
This study investigated whether structured listening comprehension activities reduce performance anxiety among undergraduate music students. Sixty participants completed four weeks of guided listening sessions focused on classical, jazz, or popular music combined with reflective prompts encouraging emotional interpretation and cognitive engagement. A quasi-experimental pretest-posttest design employed the State-Trait Anxiety Inventory and qualitative reflections to evaluate outcomes. Anxiety levels declined across all groups, with the greatest reduction observed in the classical music condition, followed by jazz and popular music. Findings indicate that reflective listening processes, including attention, interpretation, and emotional awareness, may help reduce anxiety and enhance psychological well-being in music education.
listening comprehension; music education; anxiety reduction; reflective listening; music cognition; emotional regulation
Kolintang Minahasa: from Cultural Heritage to A Global Instrument in Inclusive Music Education and Cultural Diplomacy
Kolintang, a wooden percussion instrument from Minahasa, North Sulawesi, has evolved from a sacred ritual object into UNESCO-recognized intangible cultural heritage in 2024. Despite this recognition, scholarship has not sufficiently examined how this transformation reshapes educational practice or how the instrument’s physical properties support inclusive music learning. This study examines Kolintang’s trajectory through an analytic autoethnographic approach grounded in five decades of direct practice within the pedagogical lineage of Petrus Kaseke, triangulated with interviews of fifteen key figures, including descendants of innovators Nelwan Katuuk and Petrus Kaseke, and empirical data from a 2024 training program for Deaf participants in Jakarta. The research documents Kolintang’s technical development from pentatonic to chromatic tuning, enabling engagement with global repertoires, and traces how diaspora communities in Java systematized ensemble-based pedagogy. Empirical findings show that ten Deaf participants achieved a mean rhythmic accuracy of 92.3 percent with a standard deviation of 5.8 percent through vibrotactile rather than auditory learning. The findings indicate that Kolintang’s sustainability depends not on static preservation but on cultural transmutation, defined as the strategic adaptation of material form to preserve philosophical and symbolic essence. Kolintang continues to function as a marker of diaspora identity, an instrument of Indonesian cultural diplomacy, and a culturally grounded medium for inclusive music education. This trajectory offers a model for sustaining intangible heritage in the twenty-first century by repositioning traditional arts as adaptive educational resources responsive to contemporary human needs.
Kolintang; intangible cultural heritage; inclusive music education; cultural diplomacy; UNESCO
Musical Art and Preferences in Ukraine: Psychological Influences on Youth Social Consciousness
During the war and reconstruction, musical art in Ukraine has become an effective vehicle for emotional expression, identity formation, and national resistance. Ukrainian music, in its traditional and modern forms, is responsive to the country’s political and psychological circumstances, making it essential to comprehend its impact on public consciousness and cultural transformation. A cross-sectional study of 368 Ukrainian youth aged 18-25 across five regions (West, South, Central, East, and North) evaluated psychological traits using the PANAS-SF, Sense of Coherence (SOC-13), and Social Dominance Orientation (SDO) scales. Musical preferences were rated on 19 different genres. Exploratory Factor Analysis (EFA) in each region was employed to uncover underlying dimensions in psychology. Regional factor models uncovered different psychological constellations. Across all regions, music was invariably correlated with ideological orientation or emotional resilience, underscoring its cohesive psychological function during crises. Musical art in Ukraine serves as something more significant than aesthetic representation - it serves as a psychological anchor, cultural icon, and act of civil resistance.
musical art; cultural transformation; social consciousness; national identity; psychological influences
Phenomenological Research in Art Studies: A Robust Framework for Aesthetic Inquiry
This article examines aesthetic experience as a central focus in art research, a field complicated by its inherent subjective and objective dimensions. It proposes a phenomenological methodological framework designed to balance the objective analysis of artworks with a subjective understanding of individual experience. The recommended methods are grounded in core phenomenological principles, including an emphasis on lived experience, the application of epoché (the bracketing of preconceptions), phenomenological reductions for uncovering essences, and the description of essential experiences. The article demonstrates that phenomenological approaches can systematically accommodate the depth of subjective experience and the personal nature of art, while maintaining the analytical rigor essential for academic research. Notably, this article presents a coherent methodological approach for examining aesthetic experience, effectively bridging the gap between scientific rigor and aesthetic sensibility, and thereby fostering a richer, deeper understanding of how art is experienced and interpreted.
phenomenology; art research; aesthetic experience; epoché; lived experience
Oral Tradition as Indigenous Arts Pedagogy: Transmitting Moral Values through Narrative Performance
This study explores the inheritance patterns and educational significance of Iyabelale, a traditional Bugis lullaby, as a medium for character building and cultural preservation. Against the backdrop of globalisation and digital transformation, this study aims to assess the symbolic structure, cultural function, and pedagogical relevance of Iyabelale in the Bugis community. Using a qualitative ethnographic case study approach, data were collected through interviews, observations, and documentation in rural and urban settings in South Sulawesi. The findings of this study reveal that Iyabelale functions as a multidimensional cultural artefact, conveying values such as empathy, responsibility, and spiritual awareness through its metaphorical language and melodic structure. Although its delivery has been weakened by technological shifts and changes in family structures, the lullaby remains a potential tool for culturally grounded character education. Integrating Iyabelale into modern curricula through community collaboration and digital innovation can foster emotional bonds, cultural identity, and moral learning. This study contributes to the growing knowledge about indigenous oral traditions and offers practical pathways for revitalisation in contemporary educational contexts.
Bugis culture; character education; oral heritage; customary pedagogy; Iyabelale
Methodological Aspects of Training Teachers of Artistic Disciplines in the Context of European Integration Processes
This research aimed to identify the specific methodological features of training teachers in artistic disciplines, focusing on the specialty 025 “Musical Art” within the context of European integration processes. This study aimed to analyse existing educational and professional programmes, evaluate the quality of specialist training, and examine the incorporation and effectiveness of innovative and interactive technologies in forming the professional competencies of future educators in culture and arts. A qualitative and quantitative analysis was conducted using data from educational programmes at Kyiv National University of Culture and Arts, the National Academy of Managers of Culture and Arts, and Lviv National Academy of Arts. The study included the examination of student surveys, institutional reports, and labour market statistics to assess educational practices, digital technology integration, and alignment with European standards. The impact of external factors such as martial law and the COVID-19 pandemic on the educational process was also considered. The results indicate that while foundational professional competencies and general skills are developed effectively, there is insufficient integration of innovative technologies, “soft” skills, and interdisciplinary approaches. The study revealed challenges in distance learning implementation, resource limitations, and the need for enhanced cooperation with international institutions. The use of virtual and augmented reality and dual education methods remains underutilized. The findings provide a basis for updating educational programmes and methodological support to improve training quality and competitiveness of art discipline educators in the European educational space.
artistic disciplines; training teachers; professional competencies; international credit mobility; innovative technologies
Guel Music and Dance as Agents of Social Change: Strengthening Social Cohesion and Cultural Sustainability in Central Aceh
This research aims to explore and analyse the role of Gayo music and dance performances as agents of social change in strengthening social cohesion and cultural sustainability within the Gayo community in Central Aceh. The research is motivated by the importance of the performing arts as a medium for preserving cultural identity and uniting communities, particularly in the face of the challenges posed by globalization, which threatens the sustainability of local traditions. The urgency of the research lies in the need to understand concrete strategies for utilizing traditional arts for social purposes, as well as to fill the gap in the literature regarding the unique elements of Guel music and dance in the context of social change. The research method employed was a mixed-methods approach with a sequential explanatory design, combining a quantitative survey of 176 participants with a qualitative phenomenological study of 25 participants. The study’s results showed that participation in Guel performances, particularly through the “Saturday Arts” and “Annual Festival” programs, significantly increased the community’s sense of belonging, cultural pride, and social involvement. Quantitative data analysis showed an increase in governance and conservation indicators by 13.6% and 23.6%, respectively, while qualitative data revealed Guel’s role in value education, gender inclusivity, and intercultural dialogue. The discussion relates this finding to Bourdieu’s theory of social capital, confirming that Guel functions as a social glue (bonding capital), a bridge between groups (bridging capital), and a transformer of cultural capital into social capital. This research recommends the development of inclusive cultural policies, the integration of traditional arts into the educational curriculum, and a community-based governance approach to ensure the sustainability of Guel music and dance as an intangible cultural heritage and a unifying force for society.
Guel music and dance; agents of social change; social cohesion; cultural sustainability; Saturday Arts
The Impact of Digital Technology on Various Traditional Theaters: An Examination of the Sociology of Arts
The advancement of digital technology has engendered substantial transformations across various dimensions of life, particularly within the realm of traditional performing arts. In Indonesia, traditional art forms such as ketoprak, drama gong, and wayang purwa are currently undergoing significant changes in terms of production, presentation, and consumption in the digital age. This article explores the effects of digitization on these three art forms through the lens of Janet Wolff’s sociology of art framework. According to Wolff’s perspective, artworks are perceived as the outcome of the interplay among diverse social, economic, and cultural factors, with digital technology playing a crucial role in redefining the modern landscape of performing arts. The research findings indicate that digitalization facilitates the expansion of engagement with global audiences while simultaneously preserving local cultural values. Nevertheless, challenges manifest in the form of cultural gentrification, which threatens the erosion of indigenous aspects of tradition. Furthermore, this article offers recommendations for artists to harness technology in order to produce relevant artworks in the context of globalization, without compromising their cultural identity.
traditional theater; digital technology; sociology of art; Janet Wolff; cultural transformation
A Theoretical Framework for Evaluation of Musical Topics: The Case of Chopin
Peircean’ semiotics provides a cognitive framework for investigating the general process of thinking, expressed as a semiosis with multiple vectors. With their diverse expressions and connotations, musical topics inherently embody semiotic principles in musicological discourse, though debates persist regarding their semiotic references. This study presents a complementary model founded on Peirce’s tripartite semiotic framework in an attempt to account for the representation of musical topics and facilitate an approach to topical evaluation. Among other things, Peirce’s concept of correlates motivates the contemplation of topics with similar expressive qualities. In the process of unpacking, the paper considers the complex challenges and potential solutions to evaluating musical topics posed by their multiple referential layers. The analytical framework synthesizes Ratner’s rhetorical reduction approach to analyzing Romantic music with Grimalt’s topic categorization system. This approach is then applied to evaluate the nocturne topic in the secondary theme of the first movement of Chopin’s Piano Sonata No. 3 in B minor, with Chopin’s Barcarolle serving as a correlate to examine the effect of the nocturne topic. The semiotic-based topical evaluation demonstrates the effectiveness of this approach while raising critical awareness in topic theory discourse.
musical semiotics; musical topic; musical signification; Chopin; Peirce
The Influence of the Suzuki Method on Violin Teachers’ Emotion Wellness in Malaysia
Despite growing enthusiasm for music examinations, the music education landscape in Malaysia has led to dissatisfaction among music teachers due to limited developmental growth in violin pedagogy. Based on the available literature, a research gap is observed in violin pedagogy and the emotional wellness of music teachers in Malaysia. This qualitative, exploratory, ethnographic research investigates the influence of the Suzuki Violin Method, recognized for its holistic benefits globally, on the emotional well-being of violin teachers in urban areas of Malaysia. Semi-structured interviews with six Suzuki-trained violin teachers are analyzed thematically to examine the effects of the Suzuki method on teachers’ self-identity, focusing on self-efficacy, commitment, agency, and musician-teacher comprehension. Using symbolic interactionism and Wagoner’s framework of music teacher identity, the findings reveal that the Suzuki method fosters a positive teaching identity, contributing to meaningful interactions and positive experiences that result in the teachers’ positive emotional wellness. The study highlights the potential of Suzuki philosophy to enhance both teaching practices and teacher well-being, encouraging the need for wider adoption and promoting awareness of self-reflection and emotional well-being among the teachers involved. Furthermore, this study provides insight into the challenges unique to this demographic, contributing to the development and regeneration of Malaysia’s music education.
Suzuki Method; violin teachers; emotional wellness; self-identity
Pedagogical Conditions for the Integration of Digital Technologies into Students’ Art Education
The study aimed to examine the implementation of digital tools in the artistic education process in China and Kyrgyzstan, determine their impact on the quality of the educational process, and assess their role in shaping students’ creative competencies. The study analyzed educational programs from leading universities in both countries, the digital tools actively used in education, and peer-reviewed scientific sources. The analysis included a review of educational platforms, software, and technologies applied in higher education institutions in China and Kyrgyzstan. A model of optimal pedagogical conditions for integrating digital tools into art education in Kyrgyzstan was developed, which could significantly improve the quality of education and accelerate its development in this field. The findings indicate noticeable differences in how the two countries approach the implementation of digital technologies in art education. In China, selected institutions make broader use of tools such as virtual and augmented reality, AI-based platforms, and online educational platforms that support access to external learning resources. In Kyrgyzstan, digital technology integration is more closely associated with the adoption of accessible tools and the integration of cultural heritage into student projects. Programs such as graphic editors and collaborative platforms support the creation of works reflecting national cultural values, although the overall scale and technological complexity of implementation remain more limited.
innovative methods, cultural environment, interdisciplinary approach, interactive learning, graphic design, multimedia projects, creative thinking
Wearing Your Heart on Your Sleeve:K-pop Merchandise in Validating Identity
K-pop merchandise plays a vital role in shaping fan identity, functioning beyond its commercial value. This study explores how merchandise enables identity construction and social belonging within the global K-pop fandom. This research employs qualitative discourse analysis of X (formerly Twitter) tweets and a survey of pertinent literature on fandom and material culture to delineate four principal functions of merchandise: as emblems of loyalty, instruments for active participation, rites of passage, and enablers of community connectedness. The results indicate that items like lightsticks and photocards serve as emotional and symbolic anchors, signifying personal achievements and facilitating social relationships. These objects enable fans to transition from passive consumers to active cultural participants, thereby strengthening identification through ritualized actions and shared beliefs. This study suggests that K-pop items function as hybrid objects—economically valued, emotionally significant, and culturally relevant. It provides insights into the intersection of material culture and identity formation in modern fandoms, especially within the performing arts sectors that generate and uphold idol culture.
K-pop; merchandise; identity; material culture; fandom