Bersama Berkreatifitas dan Berkarya; Seni Rupa dan Seni Musik dalam Satu Media (Menumbuhkan Sikap Afektif Siswa dalam Pembelajaran Seni Rupa dan Musik dalam Mengolah Barang Bekas)

Riya Wahyuni, Irmawati, Yono Cahyono, Florentianus Dopo

Universitas Pendidikan Indonesia, Indonesia

E-mail: riaharun3@gmail.com

Abstrak: Paper ini ditulis berdasarkan hasil percobaan penggunaan barang berkas menjadi sarana dalam berekspresi seni rupa dan musik di sekolah MTSN Kasomalang Subang. Paper ini ditulis bertujuan untuk menghilangkan presepsi siswa bahwa dalam berkarya rupa dan musik tidak bisa dilakukan bersamaan, selain untuk kegiatan kognitif dan psikomotor dalam berkarya seni, penelitian ini dilaksanakan untuk lebih meningkatkan sikap afektif dimulai dari rasa saling menghargai dan kerjasama antar siswa. Oleh sebab itu diharapkan dengan menggunakan strategi belajar memanfaatkan barang bekas dan seni pada mata pelajaran seni dapat menumbuhkan rasa kebersaaman, menghargai orang lain dan tidak bekerja secara individual melainkan mampu bekerjasama dengan orang lain.  Paper ini ditulis dengan menggunkan desain kualitatif dengan penerapan metode action reaserch dipelaksanaannya, dimulai dari memilih barang bekas yang akan digunakan sebagai media bekarya dan menentukan tema kesenian yakni music perkusi, barang bekas kemudian dihias dengan sentuhan lukisan yang dikerjakan bersama siswa disekolah. Seni budaya yang mencangkup keterampilan yang diajarkan kepada siswa merupakan kegiatan dimana siswa diajarkan untuk dapat mengembangkan dan memanfaatkan segala yang ada di sekitar lingkungan hidup sebagai bahan bekarya, kegiatan ini mencoba mengembangkan ide dan kreatifitas bahwa barang yang tidak terpakai di lingkungan sekitar masih memiliki nilai guna yang bermanfaat. Hasil dari penelitian ini adalah siswa mampu berfikir kreatif dan bekerja sama dalam memanfaatkan barang bekas menjadi alat music, siswa mampu menghias barang bekas menjadi barang yang indah dengan memberikan sentuhan lukisan pada barang tersebut. Selama proses pekerjaan seni tersebut berlangsung siswa dapat menunjukan sikap menghargai pekerjaan orang lain, mendengarkan pendapat teman sekelompok serta bekerja sama dalam memyelesaikan karya seni.

Kata kunci: Pendidikan seni, afektif, barang bekas

Abstract: This paper is written based on the results of experimental use of file items into a means of expression in art and music at school MTSN Kasomalang Subang. This paper is written to eliminate the students' perception that in the art and music can not be done simultaneously, In addition to cognitive and psychomotor activities in work of art, This research was carried out to further improve the affective attitude starts from the sense of mutual respect and cooperation among students. Therefore, It is hoped that using learning strategies to utilize secondhand and art in art can foster a sense of togetherness, appreciate others and not work individually but able to cooperate with others.  This paper was written with either a qualitative design with The application of action research methods in the implementation, starting from the Choose a used goods that will be used as a media work and determine the theme art is  percussion music, Used goods and then decorated with a touch of painting done with students in school. Cultural art that includes skills taught to students is an activity where students are taught to be able to develop and take advantage of all that is around the environment as an ingredients work, These activities try to develop and creativity that unused goods around the environment still has value to the beneficial. The results of this research are students are able to think creatively and Work together in utilizing used goods into musical instruments, Students are able to process used goods into beautiful goods by giving a touch of painting on used goods. During the process of the art work in progress students are expected to show the attitude of valuing the work of others, to listen to the opinions of a group of friends as well as the cooperate in completing the work of art.

Keywords: art educations, afektif, secondhands.

INTRODUCTION 

Art and culture are the subjects given at schools ranging from elementary school level of education, middle school and high school, the subjects of art and culture is given to students is useful to give the knowledge of aesthetic value and improve creativity of students. The subjects of art and culture is divided into knowledge of dance, music, and fine arts.

The art is taught in schools on subjects of art and culture and skills (seni budaya & keterampilan), students are not only skilled work but know their own culture and can give you the appreciation of a work of, Purnomo (2016) stated “in learning the art appreciative attitude developed culture, i.e. attitude pointing on a whim and the ability to appreciate and love the art and culture of the nation”.

Teaching and learning culture requires media to be able to produce a good evaluation, media are tools or materials that can be used for the benefit of learning in an attempt to improve the results of the study (tim pengembangan MKDP, kurikulum dan pembelajaran 2011:176). Therefore, The media shown should also contain about one entity, Where a media can show all art and cultural material activities (music, dance and fine arts) and skills. The presence of the media when the learning process is expected to enhance the spirit of learning and memberikan a good evaluation of the learning task. Art and culture and skills taught to students to be able to develop and make use of the environment as an ingredients work, for example the utilization of used goods.

Used goods used as materials for expression and creativity will be decorated with color and painted, then used goods will be revamped its function into an instrument for percussion. Through learning this art students are taught how to cultivate and designing a product. The activities of pengolaan this will be an integrated art in which the skills of fine art and the art of music is done for one purpose. As said by Giebelhousen (2016) in the MENC Task Force for national standards in arts and music education National Conference, 1994; The National Association for music education, 2014 “starting with the 1994 national standards in music and Art with the standard National 2014, I really hope that the art of music in education can create the relationship between the music with other art”. Furthermore, how is the art of learning can lead to affective attitude to learners?.

Art has a lot of good sense from the experts as well as the notion of a dictionary that has recognized the truth, “herbert Read in the book is The Meaning of Art (1959). Declaring that art is the human endeavor to create fun shapes.” (Dharsono Sony, 2004, hlm 2). like is the American Heritage Dictionary (dalam Sudjoko. 2000. pp. 57) art is, as said  AH: 1. Human efforts to draw, complement, change, or oppose the work of nature. 2. The making or conscious arrangement of sounds, colors, shapes, movements, or other elements, In a way that touches the beautiful taste, especially in the making of beautiful things through a line or style liner. 3. Fields or classes of art, such as music, ballet dance, or literature.

The number of understanding of art basically has the same purpose that is  art is an attempt to convey a sense of someone in and the feeling is inside in good shape, the sound produced through the instruments as well as voice, motion generated by sports bodies, the form is generated from a two-dimensional or three-dimensional. In the learning of art and culture in school students are given an understanding of all forms of art are poured into the art of dance, art, music art.

Seni rupa is the work or an expression of feeling the results encouraged creativity and imagination of someone who has the skills and the race of life. (Sulasmi Darma. 1989, pp. 5). While music art is Wahyu Purnomo & Fasih Subagiyo (2010) in his skillful musical for junior high school, explain: Music terms derived from the Greek, mousikos. The word is derived from the name of one of the gods of Greece named Mousikos. Mousikos symbolized as God of beauty and master the field of Arts and science. Music can be interpreted as the expression of feelings that is poured in the form of sounds. The resulting expression through the voice of the man called the vocal, while expression generated via a tool called instrumental music. (pp. 3).

Although, the output of the different art. However, basically both can be connected into one, in accordance with the creativity of learners and educators in expanding it. How used is with the utilization of used goods are pouring in as the means of creativity fine arts and music. Second-hand used is selected according to the needs of its function will be what once processed back, on the creativity of this time is the thrift will serve as percussion instruments, Used goods to be used among others: buckets, barrels, cans, drumsticks, glass, and to further maximize the function of used goods that have been selected at the time of playing it will dikolaborasikan with a keyboard instrument. The goal so that there is conformity between instruments with second-hand electronic music. 

When finished with the selection of materials and creativity, the next step that will be worked on educators and learners are cultivate thrift is becoming more interesting to have aesthetic value, The thing done is to give a touch of art in the form of graphic technique Stencil Srint. Stencil Srint is types of mold that are using cliches in a State with wholes are places of passage of pigment due to pressure on the ink on the field in the bottom of the cliche. (Budiwirman. 2012. pp. 165-166). After changing the used goods into goods more valuable aesthetic further stage is experienced with the materials into a musical instrument.

The selected music is percussion ensemble. “the percussion ensemble is a music game using instruments at” (Agus salim, 2010). All activities are done in combining art with the art of music, This activity is an attempt in developing a school culture in art education at the same time an effort in the development of students ' creativity because basically “art education is the approach that most vital of all to foster creative talent and culture " (Shuqin, 2012).

METHOD 

The research method used in this research uses qualitative design with the application of action research methods in its implementation, the research was carried out in Kasomalang MTSN Subang, Bandung. With the sample as many as 10 students. This research was done in 1 month, with Groove training the students learn the basic tone in the music of percussion then Choose a used goods that will be used as a medium, Used goods will be used as a musical instrument for percussion music that has been previously decorated with a touch of painting done with students in school.

Results achieved in this study is Students are able to think creatively and Work together in utilizing used goods into musical instruments, Students are able to process used goods into beautiful goods by giving a touch of painting on the goods. During the process of the ongoing work of art students can indicate an attitude to appreciate the work of others, to listen to the opinions of a group of friends and cooperate in completing the work of art, This became the main subject in the process of work carried out. Other than that students are able to play a music instrument made from materials found on the theme of percussion music.

RESULTS AND DISCUSSION OF THE RESEARCH 

The process of performing art and artistic creativity in the learning of art and culture is done by direct practice method implemented for 1 month at MTSN Kasomalang Subang, worked to gether with educators and learners in accordance with the prevailing theories and concepts. All activities activities recorded using a camera and edited into audio visual works of art"match by name, This medium is a combination of audio and visual, or commonly called point of view heard” (tim pengembangan MKDP, kurikulum dan pembelajaran 2011, pp. 163) Which can be used as a medium for learning art and culture to increase the creativity of learners because with the media, especially audio visual media will be able to grow interest in students' creativity.

Before the work product students are taught the basic tone in play music, that became the basis of the beam in the musical. The beams, among others: 

Gambar 1

Patterns in music percussion: the pattern one called by the single stroke technique. Single stroke technique is blow to alternate between right and left hand tanagn 4/4 tone bars with a constantly recurring with each one beats to knock into four. The pattern of two so-called double stroke technique, This technique is the instant punch between the left hand and right hand, each of his knock has doubled with a tone of 4/4 beats, This means that the the right hand on the first it beats his shot constant temperatures doubled to knock in two left hand value his shot it twice turns to knock into three and four. The pattern of three called with engineering paradiddle. This technique is a combination of a pattern 1 pattern 2, the pattern among other ka-ki-ka-ka-ki-ki, Ka and ki meaning right mean left. The pattern of four called by arrangement, arrangement by combining the pattern one, two and three patterns of patterns as well as blending measure drum blues. The pattern is called the five techniques samba. This technique is a blow to do to create a harmonious tone. Six patterns is called pattern punch boosas, accented blows which fell on the step count after starting with two weak punches 

In the implementation the students will be given a referral about what is not the basis of percussion and beams in the music itself. From the above table it can be seen in column form contained symbols are referred to as “not”. The notes will be placed on the line with a line called pranada. The line consists of the five pranada line parallel to the size of the same length. As described by Subagyo (2010) explain “the line consists of five pranada line paralleled the same length. The distance of the numbered from bottom to top, i.e. 1, 2, 3, 4, 5. The hose or the distance between the two arms of a notation called a space. High places and each tone is set on line fixed and pranada unchanged-change "

Why it is directed in advance, because, It is basically cultural arts learning on learner level of junior high school and above is students are expected to understand and be able to explain what they are doing either in criticism as well as appreciation, they are not only playing music can be prosecuted but understand by what they play as well as they used to do.

During the process of working with students it looks awkward in cooperation and students look very hard to communicate with each other, and some even think of doing their own work. To eliminate a State researchers chose the material to be used in decorating the thrift is by using the techniques of graphic stencil print. Budiwirman in him book Seni, Seni Grafis, dan Aplikasinya dalam Pendidikan  (2012. pp. 165-166) explain: Stencil Print technique print filter is a type of mold using a Cliche that has a perforated into the limits of Piqment or color.

The stages are done in the thrift to decorate using graphic techniques stenil print is Choose a motif that will be depicted on objects, namely, themed i.e., flora and fauna of butterflies and flowers, where such motifs are arranged on a plastic sheet which will be deducted on a certain part. As in the following process: Tools and materials that are prepared, among others; a) cover of plastic, paper, cardboard,b) cutter, c) paint, d) foam, brush.

Based on research conducted on top indicates that the importance of fostering a sense of sympathy towards children or whatever he learned as well as the importance of socialization and mutual valuing between friends, especially in learning the art with the selection of appropriate materials and methods that can provide benefits to students.

The results of this research note that by learning the fine arts can provide skills to students about the utilization of used goods unused products that have the functionality of other tools in the form of sharing music, by learning the art of being able to give musical skills in students with learning and the arts can lead to affective attitude of students in cooperating to resolve the issue and appreciate the opinion as well as the work of others.

CONCLUSION 

Based on the results of the creation of the creativity done and outlined above the conclusion that can be drawn is like any kind of art being taught basically have an affinity and can be connected to each other, as well as in the process of implementation can be used as a medium when done recording and edited it as interesting as possible. Then, learning takes place when students are expected to know and understand what is being taught and can think creatively by creating new things from art work especially activities harnessing the goods unused around the neighborhood. The main thing is to be expected in the study above are students able to appreciate the opinions provided the other person and capable of issuing opinions and are able to work together in solving group and does not stand alone.

References 

Budiwirman. (2012). Seni, Seni Grafis dan Aplikasinya dalam Pendidikan. Padang: UNP Press Padang. 

Giebelhausen, R. (2016). Video Inspired the Radio Star: Interdisciplinary Projects for Media Arts and Music. General Music Today, 30(2), 29–32. https:/a/doi.org/10.1177/1048371316671361

Purnomo, W., & Subagyo, F. (2010). Terampil Bermusik. Jakarta: Pusat Perbukuan Pendidikan Nasional. Retrieved from https://www.scribd.com/doc/88454418/Fullbook-Terampil-Musik-Smp-Mts

Purnomo, sigit. (2016). Modul Pelatihan Guru Mata Pelajaran Seni Budaya SMP:Dasar-dasar Seni Rupa. Jakarta: Direktorat Jendral Guru dan Tenaga Kependidikan, Kementerian Pendidikan dan Kebudayaan. Retrieved from http://www.filenya.com/2016/09/modul-guru-pembelajar-sbk-seni-budaya.html

Salim, Agus. (2010). Adaptasi Pola Ritme Dangdut pada Ansambel Perkusi, vol.11 n. 20, desember 2010; 106-123. Retrieved from http://journal.isi.ac.id/index.php/resital/article/view/505/99

Shuqin, S. (2012). Cultural and Creative Industries and Art Education. Physics Procedia, 33, 1652–1656. https://doi.org/10.1016/j.phpro.2012.05.266

Sudjoko. (2000). Pengantar Seni Rupa. Jakarta: Proyek Pendidikan Tenaga Akademik, Departemen Pendidikan Nasional, Intitut Teknologi Bandung

Tim Pengembangan MKDP. (2013). Kurukulum & Pembelajaran-ed. 3-cet. 3.-. Jakarta: Rajawali Pers