ABSTRACT

This study analyzes strategies for integrating and revitalizing Tadut, a traditional a cappella vocal art form from South Sumatra, into high school music education, as well as the impact of this integration on students’ engagement, cultural identity, and character development. Based on frameworks of cultural sensitivity education and asset-based education, a seven-month qualitative multiple-case study was conducted at three schools in Indonesia. The results revealed that Tadut transformed score-centered, passive learning into active, embodied practice, significantly enhancing students’ motivation and cultural connection. The participation of local artists (maestros) was essential for authentic knowledge transmission. However, teachers’ dual educational roles, a rigid curriculum, and students’ identity conflicts within a globalized culture emerged as ongoing challenges. This study concludes that flexible curricula, ongoing teacher-artist mentoring, and policies guaranteeing school autonomy are necessary for successful cultural revitalization, and presents living heritage not merely as content but as a core educational asset in the era of globalization.

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