rahmat kurniawan

Music as Enculturation: The Holistic Relevance of John Blacking’s Perspective to Traditional Music Education in South Sulawesi

Introduction

Music as enculturation: the holistic relevance of john blacking’s perspective to traditional music education in south sulawesi. Explore traditional South Sulawesi music's enculturation role in education. Applying John Blacking's insights, this study proposes holistic strategies to revive youth interest & sustain cultural heritage.

Abstract

This study examines the role of traditional music from South Sulawesi as a medium of enculturation in education, highlighting the relevance of John Blacking’s theoretical perspectives. The research is grounded in the phenomenon of declining interest among younger generations in traditional music only 19.4% of Generation Z express such interest due to limited facilities, insufficient early exposure, and perceptions of irrelevance to modern life. Employing a qualitative approach with a case study design, the research was conducted in formal educational institutions (SMA Negeri 10 Pangkep and SMAN 6 Jeneponto) as well as the Katangka Art Studio. Findings indicate that traditional music genres such as Sinrilik, Pakacaping, and Gandrang Bulo possess strong social, educational, and cultural functions, yet remain underutilized in teaching and learning contexts. Blacking’s concepts emphasizing universal musicality, the significance of early enculturation processes, and the intrinsic connection between music and its socio-cultural context provide a foundation for developing traditional music education that is more inclusive, relevant, and immersive. The study recommends a holistic approach that combines community-based learning, cross-arts and cultural integration, and active student participation, supported by government policy and community engagement, to ensure the sustainability of traditional music heritage in the face of globalization challenges

Review

This paper, "Music as Enculturation: The Holistic Relevance of John Blacking’s Perspective to Traditional Music Education in South Sulawesi," addresses a critical and timely issue concerning the declining engagement of younger generations with traditional music. The authors adeptly frame this challenge within the context of enculturation, proposing John Blacking’s theoretical perspectives as a vital framework for understanding and revitalizing traditional music education. The chosen qualitative approach and case study design across formal institutions and a community art studio provide a solid foundation for empirical investigation into the stated problem, which is clearly supported by concerning statistics regarding Generation Z's interest levels. The premise that traditional genres like Sinrilik, Pakacaping, and Gandrang Bulo possess strong, yet underutilized, functions within society is well-articulated, immediately establishing the study's relevance and potential impact. The study’s findings illuminate the significant disconnect between the inherent social, educational, and cultural value of South Sulawesi's traditional music and its limited integration into teaching and learning contexts. Crucially, the abstract demonstrates how Blacking’s conceptualizations – particularly universal musicality, the importance of early enculturation, and the intrinsic link between music and its socio-cultural context – offer a robust theoretical scaffold. This framework is not merely invoked but actively applied to advocate for the development of traditional music education that is more inclusive, relevant, and immersive. The proposed holistic approach, encompassing community-based learning, cross-arts integration, and active student participation, alongside governmental and community support, represents a commendable and actionable set of recommendations for ensuring the sustainability of this rich cultural heritage amidst globalizing influences. While the abstract presents a compelling case, a full review would benefit from further elaboration on certain aspects to strengthen the study's impact. For instance, a deeper dive into the specific mechanisms by which Blacking's theories can directly counter perceptions of irrelevance or insufficient early exposure would be valuable. Moreover, detailing the qualitative data collection methods (e.g., types of interviews, observations performed) would enhance methodological transparency. While the recommendations are sound, concrete examples of how cross-arts and cultural integration might manifest in practice within the South Sulawesi context, perhaps drawing on the distinct characteristics of Sinrilik or Gandrang Bulo, would provide richer guidance for educators and policymakers. Overall, this research promises to be an important contribution to ethnomusicology, education, and cultural preservation, offering a powerful argument for the reimagination of traditional music education.

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