<![CDATA[This activity was motivated by the high level of student enthusiasm for the dance extracurricular program at SMA Perintis 1 Bandar Lampung; however, guidance and support for developing artistic achievements—including participation in the FLS2N competition—had not yet been optimized. Objective: To provide training using the TriAksi Model (Activation–Rhythm–Expression) to build students' dance readiness while offering alternative training strategies for Arts and Culture teachers. Method: The community service activity involved training 21 students through a combination of demonstrations, hands-on practice, mentoring, discussions, and evaluations. The "Activation" phase focused on physical readiness; "Rhythm" focused on sensitivity to Rhythm, beats, and tempo; and "Expression" focused on confidence and expressive movement. Results: Participants demonstrated enthusiasm and active engagement throughout the training; they began to understand the importance of physical preparation, successfully followed Rhythm exercises, and showed greater confidence in movement exploration and Expression. The training also provided Arts and Culture teachers with valuable experience and alternative approaches for conducting dance extracurricular activities. Kegiatan ini dilatarbelakangi tingginya antusiasme siswa terhadap ekstrakurikuler tari di SMA Perintis 1 Bandar Lampung, tetapi pembinaan dan dukungan terhadap pengembangan prestasi seni, termasuk FLS2N, belum optimal. Tujuan: memberikan pelatihan Model TriAksi (Activation–Rhythm–Expression) untuk membangun kesiapan menari siswa sekaligus memberikan alternatif strategi latihan bagi guru Seni Budaya. Metode: pengabdian dilaksanakan melalui pelatihan kepada 21 siswa dengan pendekatan demonstrasi, praktik langsung, pendampingan, diskusi, dan evaluasi. Activation berfokus pada kesiapan tubuh, Rhythm pada kepekaan terhadap irama, ketukan, dan tempo, sedangkan Expression pada keberanian dan ekspresi gerak. Hasil: peserta menunjukkan antusiasme dan keterlibatan aktif selama pelatihan, mulai memahami pentingnya persiapan tubuh, mampu mengikuti latihan irama, serta lebih berani melakukan eksplorasi dan ekspresi gerak. Pelatihan juga memberikan pengalaman dan alternatif pembinaan ekstrakurikuler tari bagi guru Seni Budaya.]]>
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