Saman Dance and Children’s Prosocial Behavior

DOI

10.2991/icade-18.2019.53How to use a DOI?

Keywords

Saman dance; prosocial behavior; learning strategy

Abstract

This article tells about the role of saman dance in developing students’ prosocial behavior that was the result of research in one of primary school in Bandung. It came from the thought of the importance of developing prosocial behavior of students in schools through learning dance, and Saman Dance is chosen as learning material because of the relevance of the values contained in it. The results showed that the elements of Saman Dance that play a role in the formation of students' prosocial behavior are elements of motion, with the sounding material not ringing; element of time, in which there are aspects of song / song, tempo and rhythm; as well as elements of space with aspects of level (lower level and medium), and aspects of volume (medium, narrow and wide volume). The Saman Dance learning strategy that can foster student prosocial behavior is through: (1) Heterogeneous grouping (type of gender, ability, age, physical growth) (2) Optimizing student participation in learning Saman Dance. (c) Establish a classroom atmosphere that is full of freedom of expression and openness, so that students get the opportunity to interact and communicate with each other. Thus the method of learning Saman Dance by using Classroom Action Research 4 cycles of 8 meetings is quite effective in fostering students' prosocial behavior.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ria Sabaria
PY  - 2019/02
DA  - 2019/02
TI  - Saman Dance and Children’s Prosocial Behavior
BT  - Proceedings of the International Conference on Arts and Design Education (ICADE 2018)
PB  - Atlantis Press
SP  - 229
EP  - 233
SN  - 2352-5398
UR  - https://doi.org/10.2991/icade-18.2019.53
DO  - 10.2991/icade-18.2019.53
ID  - Sabaria2019/02
ER  -