(Pendidikan Seni Fakultas Bahasa dan Seni Universitas Negeri Semarang, Semarang, Indonesia)(2) * Sunarto Sunarto
(Pendidikan Seni Fakultas Bahasa dan Seni Universitas Negeri Semarang, Semarang, Indonesia)(3) Udi Utomo
(Pendidikan Seni Fakultas Bahasa dan Seni Universitas Negeri Semarang, Semarang, Indonesia)*corresponding author
AbstractThis research aims to develop a culturally responsive liturgical music education model through a community-based approach in Indonesia. This research is motivated by the need for religious music learning that is able to bridge universal liturgical traditions with local cultural expressions. Using a qualitative approach, data were obtained through in-depth interviews, participatory observations, and surveys of educators, congregations, and traditional musicians. The results of the study show that there are two main perceptions of the practice of inculturation of liturgical music: most educators and congregations consider inculturation to enrich faith, strengthen cultural identity, and improve social cohesion, while a small number are worried about the diminishing sacredness of the liturgy. Community involvement in repertoire selection, cross-generational collaboration, and active participation of congregations are key factors in building social legitimacy and sustainability of inculturation practices. This research contributes theoretically by affirming liturgical music as a space for identity construction and cultural dialogue, as well as practically through the development of flexible, inclusive, and contextual learning models. Thus, the inculturation of liturgical music can be a culturally responsive model of religious music education and potentially applied to other multicultural contexts in Indonesia.
KeywordsMusic Inculturation; Liturgy; Cultural Identity; Religious Music Education; Community
|
DOIhttps://doi.org/10.31763/viperarts.v7i2.2230 |
Article metrics10.31763/viperarts.v7i2.2230 Abstract views : 0 | PDF views : 0 |
Cite |
Full Text Download
|
References
[1] E. M. Mercado, “Perceptions of Intercultural Religious Music and Intercultural Competence in a Southern U.S. Public Middle School Eighth Grade Women’s Choir: A Case Study,” Res. Stud. Music Educ., vol. 43, no. 2, pp. 289–308, 2021, doi: 10.1177/1321103x20974806.
[2] S. S. Sinaga, R. A. Mumpuni, F. S. S. Sinaga, B. Susetyo, and S. Aesijah, “Can Music Harmonize With Islam? A Study of Teachers’ Views on Music Education,” Int. J. Relig., vol. 5, no. 11, pp. 7024–7033, 2024, doi: 10.61707/kypp1304.
[3] J. M. Mellizo, “Music Education as Global Education: An Autoethnographic Reflection,” 2023, pp. 123–149. doi: 10.1007/978-3-031-37619-1_7.
[4] M. H. Sasongko and A. J. Chrisnahanungkara, “Diskontinuitas Perkembangan Sejarah Musik Barat dan Pengaruhnya terhadap Eksistensi Musik Gereja,” Ekspresi, vol. 13, no. 2, Dec. 2024, doi: 10.24821/ekp.v13i2.14235.
[5] I. F. Clark, “Supporting Music Education in Elementary Schools in a Low-Income Rural Area,” Educ. Res. Int., vol. 2022, pp. 1–8, 2022, doi: 10.1155/2022/6532825.
[6] J. Mullen and R. Luna, “Toward an Anti-Racist Music Education: A Critical Pedagogy of Popular Music Teacher Education,” J. Music Teach. Educ., vol. 34, no. 3, pp. 84–98, 2024, doi: 10.1177/10570837241295759.
[7] V. D. Giovanni and H. Ahonen, “Faith and Practice: How Religious Beliefs Affect a Music Therapist’s Clinical Identity and Practice,” J. Pastor. Care Couns. Adv. Theory Prof. Pract. Through Sch. Reflective Publ., vol. 78, no. 4, pp. 165–177, 2024, doi: 10.1177/15423050241291562.
[8] C. M. Fernández-García, “University students and their perception of teaching effectiveness. Effects on students’ engagement,” Rev. Psicodidact., vol. 26, no. 1, pp. 62–69, 2021, doi: 10.1016/j.psicod.2020.11.005.
[9] L. Cong, “Analysis on the Application of Internet Multimedia Technology in College Music Education,” Adv. Multimed., vol. 2022, pp. 1–11, May 2022, doi: 10.1155/2022/5732384.
[10] Z. Liu, “The concept of music education from a philosophical perspective,” Trans/Form/Ação, vol. 47, no. 5, 2024, doi: 10.1590/0101-3173.2024.v47.n5.e02400161.
[11] N. O’Brien, “Deep Music Pedagogy and Four-Ways-of-Being,” Nastava I Vasp., vol. 72, no. 2, pp. 185–196, 2023, doi: 10.5937/nasvas2302189b.
[12] T. S. Ajose, “Negotiating Societal Crises Through Eschatological Narratives in Yoruba Gospel Music: Notes From Evangelist J. A. Adelakun’s ‘Amona Tete Maa Bo,’” African Musicol. Online, vol. 11, no. 1, 2022, doi: 10.58721/amo.v11i1.83.
[13] Q. Tan, Y. Yang, and X. Zhang, “Integrating Music Into Physical Education of Learners With Special Needs: A Comprehensive School-Wide Approach,” J. Sport. Phys. Educ. Stud., vol. 4, no. 2, pp. 1–6, 2024, doi: 10.32996/jspes.2024.4.2.1.
[14] H. Chen, “The Case for Compulsory Music Education in U.S. K-12 Schools: A Path to Fostering Cultural Identity and Inclusivity,” J. Educ. Humanit. Soc. Sci., vol. 40, pp. 207–213, 2024, doi: 10.54097/gw81ck12.
[15] W. Lianga, J. Seemuanga, and P. Kaenampornpana, “Enhancing Hakka Music Education in Jiangxi: Strategies for Cultural Preservation and Educational Engagement,” Int. J. Multidiscip. Res. Growth Eval., vol. 5, no. 3, pp. 639–643, 2024, doi: 10.54660/.ijmrge.2024.5.3.639-643.
[16] J. Goopy, “Children’s Identity Work in Daily Singing-Based Music Classes: A Case Study of an Australian Boys’ School,” Res. Stud. Music Educ., vol. 44, no. 3, pp. 570–588, 2022, doi: 10.1177/1321103x221109482.
[17] J. Du and B. W. Leung, “The Sustainability of Multicultural Music Education in Guizhou Province, China,” Int. J. Music Educ., vol. 40, no. 1, pp. 131–148, 2021, doi: 10.1177/02557614211027375.
[18] J. Kegelaers, M. Schuijer, and R. R. D. Oudejans, “Resilience and Mental Health Issues in Classical Musicians: A Preliminary Study,” Psychol. Music, vol. 49, no. 5, pp. 1273–1284, 2020, doi: 10.1177/0305735620927789.
[19] R. MacDonald and S. Saarikallio, “Musical Identities in Action: Embodied, Situated, and Dynamic,” Music. Sci., vol. 26, no. 4, pp. 729–745, 2022, doi: 10.1177/10298649221108305.
[20] A. C. d. Villiers, “(Re)organizing the Music Curriculum as Multicultural Music Education,” Int. J. Music Educ., vol. 39, no. 4, pp. 383–393, 2021, doi: 10.1177/0255761420986219.
[21] K. Burland, D. Bennett, and G. López?Íñiguez, “Editorial,” Music. Sci., vol. 26, no. 4, pp. 701–703, 2022, doi: 10.1177/10298649221136387.
[22] S. J. Yende, “Unveiling Barriers: Challenges to Access High-Quality Education in South African Music Schools for Underprivileged and Marginalised Communities,” E-Journal Humanit. Arts Soc. Sci., pp. 40–50, 2024, doi: 10.38159/ehass.20245123.
[23] B. Li and P. Boonsrianan, “Teaching Resource of Chengdu Popular Music for Fostering Literacy and Cultural Education in China,” Int. J. Educ. Lit. Stud., vol. 12, no. 1, pp. 230–237, 2024, doi: 10.7575/aiac.ijels.v.12n.1p.230.
[24] E. A. Akuno, “African Identity &Amp; Globalization in Music Education Approaches the ‘African’ in the Global Music Education Discourse: Towards Identification and Implementation,” ???? ???? ????? ????????, vol. 46, no. 1, pp. 6–15, 2021, doi: 10.21608/jfma.2021.70346.1240.
[25] Y. Liu, J. Seemuang, and P. Kaenampornpan, “Exploring Strategies for Overcoming Teaching Challenges and Enhancing Learning in Music Education,” Ijsser, vol. 3, no. 3, pp. 48–52, 2024, doi: 10.54660/ijsser.2024.3.3.48-52.
[26] Q. Yi and C. A. N. Mazlan, “Analysis of the Current Status and Progress of Research on the Teaching Competency of Music Teachers in Higher Education,” Educ. Rev. Usa, vol. 8, no. 4, pp. 609–613, 2024, doi: 10.26855/er.2024.04.021.
[27] R. Wang and J. Chonpairot, “Reviving Literacy in Chinese Court Music From the Zhou Dynasty: The Case of a University in China,” Int. J. Educ. Lit. Stud., vol. 12, no. 2, pp. 144–151, 2024, doi: 10.7575/aiac.ijels.v.12n.2p.144.
[28] W. Shi and A. Nicolas, “Enhancing Education and Literacy Through the Transmission of Tibetan Folk Music Performing Art in Qinghai Province, China,” Int. J. Educ. Lit. Stud., vol. 11, no. 4, pp. 151–158, 2023, doi: 10.7575/aiac.ijels.v.11n.4p.151.
[29] O. Ming, “Employing Mobile Learning in Music Education,” Educ. Inf. Technol., vol. 28, no. 5, pp. 5241–5257, 2022, doi: 10.1007/s10639-022-11353-5.
[30] L.-X. Zhang, B. W. Leung, and Y. Yang, “From Theory to Practice: Student-Centered Pedagogical Implementation in Primary Music Demonstration Lessons in Guangdong, China,” Int. J. Music Educ., vol. 41, no. 2, pp. 271–287, 2022, doi: 10.1177/02557614221107170.
[31] J. Zhou and S. Chuangprakhon, “The Role of Nanyue Ritual Songs in Promoting Literacy and Cultural Education in Longhui County, Hunan, China,” Int. J. Educ. Lit. Stud., vol. 11, no. 3, pp. 264–270, 2023, doi: 10.7575/aiac.ijels.v.11n.3p.264.
[32] M. Yamada, Y. Nakanishi, S. Okada, and T. Akutsu, “Practitioner–researchers’ Views of Disability Education Project for Children With Severe Multiple Disabilities: A First-Person Group Study Using Collaborative Autoethnography,” Int. J. Music Educ., vol. 42, no. 3, pp. 495–507, 2023, doi: 10.1177/02557614231179466.
[33] H. Ren and Y. Xie, “Tradition, resistance, and adaptation: The challenges of incorporating local music into religious education,” Int. J. Cult. Stud., vol. 27, no. 3, pp. 389–405, doi: 10.1177/1367877923123456.
[34] A. C. Okigbo, “Liturgy and Musical Inculturation in a Post-Apartheid South African Catholicism,” Yale J. Music Relig., vol. 7, no. 2, Feb. 2022, doi: 10.17132/2377-231X.1190.
[35] A. J. Chupungco, Liturgical Inculturation: Sacramentals, Religiosity, and Catechesis. Pueblo Books.
[36] L. Fitzpatrick, “Music, culture, and pedagogy in religious education: Contextual approaches to faith formation,” J. Relig. Educ., vol. 69, no. 2, pp. 215–229, doi: 10.1007/s40839-021-00147-9.
[37] M. Kivijärvi and M. Rautiainen, “Collaborative music education and community engagement: Perspectives from intercultural practices,” Int. J. Music Educ., vol. 38, no. 1, pp. 72–88, doi: 10.1177/0255761419873587.
[38] S. Fitzpatrick, The Commissariat of Enlightenment: Soviet organization of education and the arts under Lunacharsky, October 1917-1921. books.google.com, 2002. [Online]. Available: https://books.google.com/books?hl=en&lr=&id=aHkkdjbc00UC&oi=fnd&pg=PR7&dq=military+education&ots=yFd2p40RUf&sig=54f_JZGKdTMGL6gnH8VVCMeJdvw
[39] Y. D. B. Bakok, “Musik Liturgi Inkulturatif di Gereja Ganjuran Yogyakarta. Resital: Jurnal Seni Pertunjukan, 14 (1),” 2013.
[40] P. Tibo and E. P. . Martasudjita, “Liturgical Theology: Liturgical Inculturation as an Effort to Maintain Religious and Cultural Identity for Catholic Students who are Prospectives Catechists of The Batak Tribe,” J. Asian Orientat. Theol., vol. 6, no. 2, pp. 161–192, Aug. 2024, doi: 10.24071/jaot.v6i02.7850.
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Juanita Theresia Adimurtil; Sunarto Sunarto; Udi Utomo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
___________________________________________________________
International Journal of Visual and Performing Arts
ISSN 2684-9259
Published by Association for Scientific Computing Electronics and Engineering (ASCEE)
W: http://pubs2.ascee.org/index.php/viperarts
E: sularso@ascee.org
Organized by:
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0