<![CDATA[The sustainability of traditional arts depends not only on the presence of younger generations, but also on learning spaces that enable artistic knowledge, cultural values, and ways of living to be transmitted continuously. Sacred Baris Dance in Batur Traditional Village illustrates this condition because learning takes place within the community’s social and religious environment rather than through formal classroom instruction. This article aims to analyze Sacred Baris Dance as a space for cultural education by examining the characteristics of non-formal learning and the intergenerational transmission of knowledge between senior and junior dancers. The article is developed from field findings presented in Chapter VI of a dissertation on the didactic process of Sacred Baris Dance in Batur Traditional Village. Data were analyzed descriptively and interpretatively by organizing evidence around learning experiences, the roles of participants, transmitted knowledge, and mechanisms of continuity. The findings show that the traditional space functions as an authentic learning environment that combines observation, demonstration, imitation, practice, questioning, and evaluation with ritual contexts. Transmission occurs intergenerationally, with senior dancers acting as carriers of knowledge and junior dancers as recipients who actively construct experience through participation. The transmitted knowledge extends beyond movement techniques to the relationships among movement, costume, properties, accompanying music, expression, and performance character. This non-formal learning develops cognitive, psychomotor, and affective dimensions while positioning the community as an educational environment. The findings indicate that preserving Sacred Baris Dance requires sustaining its learning mechanisms and intergenerational relationships, not merely conserving the visible form of the performance.]]>
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