Abstract
This paper aims to analyze the response of connoisseurs through independent learning through Ombyak Trimurti Dance through Youtube content that serves to hone dance skills and get to know other regional arts. Ombyak Trimurti dance uploaded by the channel of the Department of Tourism and Culture of East Java Province ‘Culture and Art’ is a creative dance originating from Ponorogo Regency, with its proud achievements, the dance received a positive response from elementary school to high school students. This makes researchers who are also the stylists of the Ombyak Trimurti dance very important to appreciate the responses of appreciators or students. Youtube content as an 'Learning Resource for Art' by presenting dance videos can do independent learning with mimicking or observing techniques. This study uses a qualitative approach and is supported by data in the form of dance videos that emphasize independent learning outcomes through imitation techniques. The conclusion of this study is the independent learning of dance through YouTube content which is the response of the community as connoisseurs of dance art from various circles provides inspiration that learning can be done anywhere with any learning resources and the presence of Youtube content is able to provide new insights and knowledge that is to know the special arts from other regions.
Highlights
Tulisan ini bertujuan untuk menganalisa respon penikmat melalui cara belajar mandiri Tari Ombyak Trimurti melalui konten Youtube yang berfungsi untuk mengasah ketrampilan menari dan mengenal kesenian daerah lain
This paper aims to analyze the response of connoisseurs through independent learning through Ombyak Trimurti Dance through Youtube content that serves to hone dance skills and get to know other regional arts
Ombyak Trimurti dance uploaded by the channel of the Department of Tourism and Culture of East Java Province ‘Culture and Art’ is a creative dance originating from Ponorogo Regency, with its proud achievements, the dance received a positive response from elementary school to high school students
Summary
Pendidikan seni yang dirancang dapat menggambarkan sifat-sifat setiap jenis dan bentuk kesenian, hal ini sekaligus memberikan peluang kepada seluruh peserta didik untuk dapat berkomunikasi dan berinteraksi secara artistik dalam konteks sosial, budaya, dan sejarah. Oleh karena itu, (Rohidi, 2016) menyatakan bahwa dua pendekatan utama yang berkaitan dengan pendidikan seni dipahami sebagai berikut, 1) Pendidikan seni dapat diajarkan sebagai subjek atau mata ajar sendiri, dengan mengajarkan berbagai jenis kesenian yang bertujuan membantu peserta didik membentuk dan mengembangkan kemahiran artistik, sensitivitas, dan menghargai kesenian, 2) Pendidikan seni digunakan sebagai metode pengajaran dan pembelajaran sebagai pendekatan artistik dan budaya yang dimasukkan ke dalam setiap ajar yang ada dalam kurikulum. Dalam tulisan ini bertujuan memberikan pemahaman baru tentang pembelajaran yang dilakukan oleh peserta didik secara mandiri yang dapat dilakukan di lingkungan nonformal, hal ini sesuai dengan pernyataan Sutiyono pada pemahaman bahwa Pendidikan Seni bertujuan membantu dan mengembangkan kemahiran artistik, sensitivitas, dan menghargai kesenian tanpa memasukkan kurikulum sebagai acuan proses pembelajarannya.
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