Diverse Approaches to Multicultural Art Education: Some Policy Considerations

This article summarizes the extensive debates that has been around multicultural art education since its start little over a decade ago. Numerous definitions of multicultural art education are discussed, as well as several assessments of the degree to which minority art and culture should be included. incorporated into and distinct from dominant culture; and, ultimately, rival concepts. On the importance of political involvement and aesthetics in multicultural art education detachment. Throughout the process, certain recommendations for future policy choices are made.

Back to Java: The discourse of Lombok art in Salman Faris�s Kenari Mentaram

This article is triggered by the emergence of ethnicity aspects in Indonesian literature. The importance of ethnicity in Indonesian literature is because Indonesian literature is assumed to be plural, not singular. That is, the reality of Indonesia in Indonesian literature is not limited to one ethnicity, but various ethnicities. In the perspective of modern Indonesian literature, Indonesian novels are synonymous with Malay, Jakarta, Java and several other cities that have contributed to the development of Indonesian literature. In the perspective of ethnic Indonesian literature, Indonesian novels are identical with ethnicities whose existence is ignored in modern Indonesian literature. In this context, ethnic Indonesian literature is important to explore. This article explores the interesting representation of Lombok in Ethnic Indonesian literature. Lombok serves an ethnic that needs to be analyzed in Indonesian literature, because Lombok is assumed to be part of Java (Marrison, 1999; Meij 2011) and Lombok is hegemonyed in Java (Satrya, 2018). The problem is whether Indonesian literature still represents Lombok as shown by Marrison, Meij, and Satrya in the study of philology and literature. The Indonesian novel of Lombok delineating the issue of Java in interpreting Lombok is the novel Kenari Mentaram (2013) by Salman Faris. This article applies Stuart Hall�s representation theory and model. Based on that theory, the novel Kenari Mentaram is assumed to be a production of meaning regarding Lombok. The analytical method uses the semiotic analysis method and the Stuart Hall discourse model. Lombok is interpreted in the novel Kenari Mentaram in the context of internationalization. In this context, Lombok's art is the only commodity that can be sold. The art of Lombok represented is the art of Lombok which is capable of competing internationally by taking a model from Java. Thus, the internationalization of Lombok can only be done by taking the Javanese Model. In the� internationalization context, the discourse of Lombok art discussed is the multicultural art of Lombok. The Kenari Mentaram novel delineates as part of the discourse of the nationalization of Lombok in the context of Indonesian literature and the internationalization of Lombok in the context of tourism.

Discussion on the Artistic Features and Multiple Connotations of Early Architecture and Statues in Dunhuang Grottoes

Grotto art is one of the most important artistic expressions in Buddhist art, it is a comprehensive art that integrates architectural art, statue art and mural art. Dunhuang Grottoes group is one of the four largest grottoes groups in China, and it is also the largest and most abundant grottoes group in the world. This paper selects the early architectural art and statue art of the Dunhuang Grottoes as the research object with describing its artistic characteristics. Furthermore, this paper also attempts to explore the connotation of the multicultural art of the Dunhuang Grottoes based on factors such as the geographical location and historical background of the Dunhuang Grottoes, and ask an expert.

Menumbuhkan Karakter Peserta Didik melalui Pendidikan Multikultural Pada Pembelajaran Seni Budaya

In this era of globalization, education art and culture have an important role in the formation of the character of students. Therefore, it needs a learning-based multicultural art and culture as solutions in tackling the problem in the characters of adult learners. This is important as part of an effort to prevent menangulangi and radicalism, separatism, ethnic conflict to religion, and in an effort to cultivate an attitude of heterogeneity, plurality, appreciate cultural diversity and love of the motherland. In the study of art and culture-based multicultural education there are three aspects in it, the third aspect of this is that later will be able to successful multicultural education. In the absence of these three aspects is very unlikely to achieve the multicultural learning, the third aspect is the aesthetics, appreciation, and humanization. The existence of these three aspects will make it easier to maximize the development of the realm kognititf, psychomotor, affective and student as solution character education through multicultural education.