Minangkabau Traditional Dance as Living Heritage in Dance Education: An Analysis of Local Wisdom Values and Its Potential as a Learning Resource in Elementary Schools

Abstract

Traditional dance is not merely an artistic expression but also a form of living heritage through which cultural knowledge,
values, identity, and social practices are transmitted across generations. This study aims to identify and analyze local wisdom
and local knowledge embedded in Minangkabau traditional dance movements and examine their potential as learning resources
for dance education in elementary schools. A qualitative approach with qualitative content analysis was employed. Data were
collected through documentation and systematic observation of three Minangkabau traditional dances: Tari Piriang, Tari
Indang, and Tari Pasembahan. Each dance was analyzed based on movement units, movement meanings, cultural contexts,
local wisdom values, represented local knowledge, and potential educational applications. The findings indicate that the three
dances contain diverse and complementary cultural knowledge. Tari Piriang strongly represents agrarian life, environmental
connectedness, perseverance, cooperation, and knowledge of agricultural activities. Tari Indang emphasizes togetherness,
discipline, rhythm, coordination, solidarity, and nonverbal communication. Tari Pasembahan highlights respect, hospitality,
social etiquette, self-control, silek-based movement characteristics, and spatial orientation. Across the three dances, movement
practices integrate cultural values with embodied knowledge of body, space, rhythm, coordination, interaction, and expression.
These findings demonstrate that Minangkabau traditional dances have substantial potential as contextual learning resources in
elementary dance education. More importantly, their integration into education can position traditional dance as living heritage,
providing a meaningful space for transmitting local knowledge, cultural values, and identity to younger generations.