MATERI SENI BUDAYA ( SENI RUPA )KELAS XI K13 BAB I "BERAPRESIASI SENI RUPA "

Main Ideas & Concepts Covered

Purpose of the Lesson (Grade XI, K13 “Seni Budaya – Seni Rupa”)

• Compared to Grade X, the Grade XI material is more focused on analysis, not only definitions.
• Students will still do practical learning, even though it is conducted online.
• Students use the K13 Arts and Culture textbook, accessible via a library or download apps (e.g., Play Store, as mentioned).

Basic Competencies (Core Expectations)

Students are expected to be able to:

• Analyze the concept of:
  • elements
  • principles
  • materials
  • techniques
• Understand how these are applied in creating fine arts and non-TI works (the subtitle wording is unclear, but the intent is to relate to art creation/understanding).
• Produce two-dimensional artworks by modifying existing objects/works, aligning with the competency requirements.

Chapter Focus: Appreciating Fine Arts

The lesson explains “apreciation/appreciating fine art” as:

• Assessing/evaluating an artwork
• Appreciating the creation process, concept, and meaning—not the price

It connects “apresiasi” (appreciation) with an “apresiat or/apreciator”: a person who assesses/appreciates artworks.

Types/Forms of Fine Arts (2D vs. 3D)

• Two-dimensional (2D) works
  • Have dimensions like length × width
  • Generally viewed from one main direction
• Three-dimensional (3D) works
  • Have dimensions length × width × height
  • Can be viewed from many directions/angles
  • Examples mentioned:
    • statues (3D sculpture)
    • architecture/buildings (e.g., monuments)

Key concept emphasis: Students should learn to analyze:

• what kind of artwork it is
• its concept
• how the concept can be influenced by:
  • time
  • geography
  • surrounding conditions

Example: How Concept Develops

• Monas (National Monument, West Jakarta) is used as an example of a 3D artwork.
• Its concept is linked to Indonesian history/figures (Soekarno is mentioned) and intended to inspire the young generation/people at that time.

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Learning Objectives / Lessons Taught (Structured)

A) Developing an Appreciative Attitude Toward Fine Art

• Every human being has a sense of beauty (given by God), though levels of expertise differ.
• Beauty is not only about feeling, but also supported by:
  • art theories
  • principles of art
  • elements of art
• These aspects help determine whether an artwork can be considered good.

B) Developing Empathy Toward Artists and Cultural Figures

• Students should have empathy toward artists and cultural figures because:
  • students learn to respect artworks
  • students learn to assess artworks properly
• Examples of artists/cultural figures mentioned:
  • Affandi
  • Raden Saleh
• Artists develop through:
  • various concepts
  • techniques
  • experimentation based on practice (not only imagining/dreaming)

Example experimentation mentioned:

• paintings using natural materials/dyes (e.g., leaves)
• paintings using everyday materials/toiletries (e.g., soap, toothpaste, etc.)

C) Practicing Cultured Human Behavior in Social Life

• Culture is presented as essential to social life.
• Etymology of “culture” (as explained in the subtitles):
  • derived from Sanskrit
  • related to reason / buddhi
• Culture is described as ideas and works that become part of human life, learned along with reason and labor.
• Culture has three forms:

1. Culture as a concept

   • Ideas/rules/plans believed by society (often inherited from the past)
   • Example:
     • Javanese belief/rule such as not sweeping/washing at night, explained as originally due to lack of electricity and fear of leaving dirt

2. Culture as activity

   • Real community behaviors/traditions that continue through time
   • Examples mentioned:
     • Grebeg Suro
     • community traditions/ceremonies (general examples: alms; other events are mentioned but the subtitle is unclear)

3. Culture as an artifact

   • Tangible cultural legacy with meaning
   • Example:
     • Temples, explained using the idea of candika (“house of worship”)—historically used for worship, earlier associated with storage of corpses, and later for prayer to gods/ancestral spirits

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Speaker(s) / Sources Featured

• Teacher/Narrator (speaker): “Nana”
  • Provides greetings and instruction delivery, and explains the material throughout.
• Cultural theory source mentioned:
  • Koentjaraningrat (used as the reference for the definition/description of culture)