Nuristama , Ramadhina Ulfa
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Echoes of Empire, Sounds of Nation: Keroncong and the Politics of Musical Canon in Postcolonial Indonesia Nuristama , Ramadhina Ulfa
Harmonia : Journal of Music and Arts Vol. 3 No. 2 (2025): May 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/harmonia.v3i2.1019

Abstract

Keroncong music, a hybrid genre rooted in Portuguese colonial influence and indigenous traditions, has undergone significant transformation over centuries, culminating in its institutionalization as a national symbol in Indonesia. This article investigates the evolution of Keroncong across five distinct phases beginning with the Tugu community’s early preservation efforts, through colonial and postcolonial media dissemination, to contemporary reinterpretations by diaspora and youth movements. The study applies a multidisciplinary methodology combining historical periodization, media archaeology, musicological analysis, and cultural theory. Through archival research and comparative analysis, the article identifies the critical roles of NIROM and RRI in canon formation, emphasizing how broadcasting and state cultural policy promoted Langgam Jawa and iconic compositions like “Bengawan Solo” as representative of national identity. It further explores how canonization processes, while preserving cultural memory, can also marginalize regional and minority expressions. Comparative cases from other postcolonial contexts underscore the shared challenges and dynamics of musical canonization. The findings reveal that Keroncong’s continued relevance lies in its adaptability. Diasporic reinterpretations, educational incorporation, and revivalist movements demonstrate that Keroncong remains a living tradition. Rather than a fixed heritage, it embodies an evolving site of identity negotiation, cultural memory, and aesthetic innovation. This study contributes to scholarly discourse on music, media, and postcolonial identity formation, offering a model for examining how musical traditions are constructed, institutionalized, and reimagined within complex socio political landscapes.
Reimagining Music Education: School–Community Partnerships for Cultural Sustainability in Indonesia Nuristama , Ramadhina Ulfa
Harmonia : Journal of Music and Arts Vol. 2 No. 3 (2024): August 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/harmonia.v2i3.1040

Abstract

This study investigates how school–community partnerships can serve as effective models for integrating traditional music into formal education in Indonesia. With the rise of culturally responsive frameworks such as Kurikulum Merdeka and global attention on intangible cultural heritage, there is an increasing need to explore how education systems can preserve and promote cultural identity through collaborative initiatives. The objective is to examine the structures, impacts, and challenges of such partnerships across different educational contexts. Employing a qualitative multi site case study design, the research focuses on three schools engaged in different types of collaboration with local cultural institutions, including co teaching, guest artist residencies, and service learning. Data were collected through semi structured interviews, participant observation, and document analysis. Thematic analysis was conducted using NVivo software to identify key patterns and stakeholder perspectives. Findings reveal that school–community partnerships significantly enhance students’ cultural literacy, self expression, collaboration skills, and performance confidence. Traditional music education was found to be most effective when delivered through experiential and reflective approaches, supported by mutual planning between educators and cultural practitioners. Community involvement provided authenticity and fostered stronger student engagement. Moreover, the study confirms the applicability of frameworks such as UNESCO’s “Teaching with Living Heritage” and Culturally Sustaining Pedagogy, both of which emphasize cultural continuity and identity development. Key challenges included scheduling conflicts, limited resources, and unclear role definitions all of which were mitigated through flexible planning, digital tools, and written agreements. In conclusion, this research contributes a scalable and context sensitive model for integrating traditional music into national education. It underscores the value of schools acting as cultural agents and highlights the importance of policy support for inclusive, culturally embedded education.