Pande Putu Yogi Arista Pratama, Muhammad Jazuli, I Wayan Adnyana, Agus Cahyono

Didactic Values in the Gending Text of the Baris Dadap Dance in Adat Batur Village, Bali

Introduction

Didactic values in the gending text of the baris dadap dance in adat batur village, bali. Explore didactic values in the Gending text of Bali's sacred Baris Dadap dance. Discover how its philosophy, morality, and rituals shape knowledge in the Batur traditional village.

Abstract

The Baris Dadap dance is a sacred dance performed by four to six male dancers, typically staged during the Dewa Yadnya ceremony (a sincere and wholehearted offering to the Almighty God). The Baris Dadap dance has distinctive characteristics that set it apart from other types of Baris dances, particularly in its performance structure, which combines movements and gending (traditional Balinese song), referred to in Balinese as wirama. This study aims to (1) describe the performance form of the Baris Dadap dance and (2) analyze the didactic implications of the gending text in the Baris Dadap dance on the formation of knowledge within the Batur traditional village community in Bali. This research employs a qualitative method with data sources including the Baris Dadap dance performance, dancers, musicians, community elders, cultural figures, and journals related to previous research findings. Structural functional theory and Balinese dance theory are used to analyze all data collected through observation, interviews, and documentation. The results of the study indicate that (1) the performance form of the Baris Dadap dance is built on three main frameworks—dance movements, gending texts sung by the dancers, and accompanying music—with the structure of the performance divided into three parts: the first part called pepeson, the second part called pengadeng, and the third part called pekaad; (2) the didactic values in the gending text of the Baris Dadap dance have implications for the formation of a knowledge system in the aspects of tattwa (philosophy), susila (morality), and upacara (rituals). The new findings of this study reveal that the values embedded in traditional dances and their meanings can serve as a conscious means of imparting human knowledge to achieve physical and spiritual harmony.

Review

This study, "Didactic Values in the Gending Text of the Baris Dadap Dance in Adat Batur Village, Bali," offers a valuable exploration into the cultural and educational significance of a sacred Balinese dance form. The paper clearly articulates its aims: to describe the Baris Dadap dance's performance structure and to analyze the didactic implications of its *gending* (song) text on the knowledge system of the Batur traditional village community. By focusing on a specific, sacred dance performed during the Dewa Yadnya ceremony, the research highlights the profound role of traditional arts in cultural transmission. The abstract suggests a robust qualitative methodology, drawing on diverse data sources including performances, interviews with practitioners and elders, and relevant literature, thus establishing a strong foundation for its inquiry. The methodology described, employing structural functional theory and Balinese dance theory, appears well-suited to the study's objectives. The findings effectively delineate the tripartite structure of the Baris Dadap performance (movements, *gending* texts, accompanying music) and its three sequential parts (pepeson, pengadeng, pekaad). More significantly, the study successfully identifies how the didactic values embedded within the *gending* text directly influence the community's understanding of *tattwa* (philosophy), *susila* (morality), and *upacara* (rituals). This direct link between artistic expression and core knowledge systems is a key strength, providing concrete examples of how culture informs worldview. The assertion that traditional dances serve as a conscious means of imparting knowledge for physical and spiritual harmony underscores the paper's overarching contribution to understanding indigenous pedagogy. While the abstract provides a compelling overview, the full paper would benefit from elaborating on the specific analytical methods applied to the *gending* text itself. Although structural functionalism is mentioned, a deeper insight into how the *didactic values* were extracted and interpreted from the textual content, perhaps through hermeneutics or a specific form of content analysis, would strengthen the methodological clarity. Additionally, while the "new finding" regarding the role of traditional dances in imparting knowledge is significant, a more detailed discussion within the paper about *how* this study's specific findings uniquely contribute to or refine existing understandings of this phenomenon would be beneficial. Nevertheless, this research presents a vital contribution to ethnochoreology, cultural studies, and indigenous knowledge systems, offering valuable insights into the dynamic interplay between sacred arts and community education.

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