PENDAMPINGAN MUSIK INKLUSIF BERBASIS SENI PARTISIPATORIS BAGI ANAK BERKEBUTUHAN KHUSUS DI BAJAWA, FLORES, NUSA TENGGARA TIMUR

Ferdinandus Bate  Dopo; Dedy Setyawan; Hermania  Bupu; Kanzul Fikri; Sena Radya Iswara Samino; Maria Klarita  Sidu; Maria Margaretha  Tawa

doi:10.57094/haga.v5i1.4788

Ferdinandus Bate Dopo STKIP Citra Bakti
Dedy Setyawan STKIP Citra Bakti
Hermania Bupu STKIP Citra Bakti
Kanzul Fikri STKIP Citra Bakti
Sena Radya Iswara Samino STKIP Citra Bakti
Maria Klarita Sidu STKIP Citra Bakti
Maria Margaretha Tawa STKIP Citra Bakti

DOI: https://doi.org/10.57094/haga.v5i1.4788

Keywords: Inclusive Music; Participatory Arts; Children with Special Needs; Social Inclusion; Community Service.

Abstract

The involvement of children with special needs in public music practices remains limited and tends to be confined to special education environments, indicating a gap between musical experiences in schools and social participation in society. This community service project aims to develop inclusive music mentoring practices based on participatory art to foster the participation of 33 students from SLB Negeri Bajawa in outdoor musical activities. The mentoring process ran for eight weeks through stages of initial observation, sound stimulus delivery, response development, group activities, and performance at the Inclusive Music Stage. Evaluation was conducted through observation, field notes, and documentation. Results show that participant involvement developed gradually, marked not by musical technical skills but by increased social interaction, responsiveness to sound stimuli, and the courage to perform in public spaces. Program sustainability is crucial to ensure that the developments achieved can continue consistently.

References

Adzkia, N. 2024. “Nostradamus: Konser Hasil Pembelajaran Dalam Konteks Apresiasi, Ekspresi, Kreasi, Dan Evaluasi Musikal.” Grenek Music Journal 13(1):1–15. doi:10.24114/grenek.v13i1.54788.
Amir, Yanti Sam, Nurlita Cahyani, and Iqbal Permana. 2023. “Implementasi Program Pendidikan Inklusif Bagi Siswa Tunagrahita Di Sekolah Dasar Kabupaten Garut Jawa Barat.” Literal 1(2):89–98. doi:10.62385/literal.v1i02.44.
Bain, J. D., R. Ballantyne, C. Mills, and N. C. Lester. 2002. Reflecting on Practice: Student Teachers’ Development of Professional Identities. Post Pressed.
Bishop, C. 2012. Artificial Hells: Participatory Art and the Politics of Spectatorship. Verso Books.
Camelia. 2021. “Eco-Connectivity of Arts Learning for Mentally Disabled Children at SLB Gedangan Sidoarjo East Java.” Jurnal PAJAR (Pendidikan Dan Pengajaran) 5(2):450–60. doi:10.33578/pjr.v5i2.8293.
DeNora, T. 2016. Music Asylums: Wellbeing through Music in Everyday Life. Routledge.
Kester, G. H. 2013. Conversation Pieces: Community and Communication in Modern Art. University of California Press.
Lynch, H., N. Moore, and C. Minogue. 2019. Inclusive Arts Practice and Research: A Critical Manifesto. Routledge.
Nabila, P., and N. Hasanah. 2024. “Peran Seni Musik Dalam Perkembangan Anak-Anak Tuna Netra Di Sekolah Dasar.” Pendas: Jurnal Ilmiah Pendidikan Dasar 9(2):7430–50.
Probosiwi, R. 2017. “Desa Inklusi Sebagai Perwujudan Pembangunan Berkelanjutan Bagi Penyandang Disabilitas.” Media Informasi Penelitian Kesejahteraan Sosial 41(3):215–26.
Supanggah, R. 2011. Dunia Pewayangan Di Hati Seorang Pengrawit. ISI Press.
UNESCO. 2005. Convention on the Protection and Promotion of the Diversity of Cultural Expressions. UNESCO.
Wenger-Trayner, E., and B. Wenger-Trayner. 2015. Learning in Landscapes of Practice: Boundaries, Identity, and Knowledgeability in Practice-Based Learning. Routledge.