The Early Development of Western Music Study Programs at

Yogyakarta Indonesian Institute of the Arts until 2006

Andre Indrawan, Tri Wahyu Widodo, and Suryati

Institut Seni Indonesia Yogyakarta, Jl. Parangtritis Km 6.5 Sewon Bantul, Yogyakarta, Indonesia

Keywords: Western music studies, higher education, music department, ISI Yogyakarta, program.

Abstract: This study discusses the development of Music Department programs on Western music studies at the Institut

Seni Indonesia Yogyakarta (ISI Yogyakarta) in anticipating policy changes since the pre-periods of ISI

Yogyakarta until 2006. As the oldest state institutions provider for higher education in music, changes that

occur in the department are always expected nationally to be the ideal role model for the higher education of

Western art music studies in Indonesia. Historical development of the department’s study programs is very

important as the background understanding of the current development of music studies at ISI Yogyakarta.

Through the historical method with an evaluation approach on document review, this study tries to correspond

to former changes in higher education policy and the explanation on how the department has been adjusted

its programs in accordance. The data of this study comprises documents that include curriculums and national

higher education policies that are available at the institution’s office and online sources. This study found that

the department had tried to develop its programs under governmental education policies without ignoring its

specifications as well as development efforts in Western art music.

1 INTRODUCTION

This paper discusses the development of the Music

Department’s programs at the Faculty of Performing

Arts, Yogyakarta Indonesian Institute of the Arts,

from the initial birth of Indonesian Academy of

Music in Yogyakarta as its embryo in 1952, and since

the establishment of the Institute in 1984 until

2006/2007 academic calendar. Henceforth, I will use

the abbreviation of the local term for the two

institutions. For the first is the AMI (the Akademi

Musik Indonesia), and for the second is the FSP ISI

Yogyakarta (the Fakultas Seni Pertunjukan, Institut

Seni Indonesia Yogyakarta).

Currently, the FSP offers ten performing arts as

well as music programs. The FSP’s performing arts

programs include (1) the dance, (2) the puppetry, and

(3) the theater. Music programs consist of those

which are based on traditional local arts and the others

that are based on Western arts. Traditional local arts-

based programs include (4) gamelan arts (the

Karawitan), (5) ethnomusicology, and (6) performing

arts education (a combination study program of

drama, dance, and music). Meanwhile, Western

music-based programs consist of (7) music study

program, (8) music education, (9) music creation

(local term: the penciptaan musik), and (10) music

presentation (the penyajian musik) study programs.

The last four were developed from the former single

program of Music Department, namely the Musical

Arts (the Seni Musik), that offers Western music

studies.

The leadership system at ISI Yogyakarta managed

in a four-year leadership period. Meanwhile, regular

academic activities at the Institute follows the

academic calendar which starts from the second half

of the year. The academic calendar includes two half-

years so that it covers the first semester from July to

December and the second semester from January to

June in the next following year.

The limitation time range of this study, which is

between 1952 and 2006, brought for several reasons.

Firstly, this study is based on the development of the

characteristics of former curriculums, which

originated from the periods of pre-ISI Yogyakarta.

Secondly, in the academic year 2007/2008, the entry

of new elements outside of these characteristics was

begun, namely the Pop-Jazz concentration. In

addition to the 2008/2009 academic year, the new

element was applied as part of the musical arts

curriculum. Therefore, this would not be discussed

further. Thirdly, the development-related policy

Indrawan, A., Widodo, T. and , S.

The Early Development of Western Music Study Programs at Yogyakarta Indonesian Institute of the Arts until 2006.

DOI: 10.5220/0009574705310539

In Proceedings of the 1st International Conference on Interdisciplinary Arts and Humanities (ICONARTIES 2019), pages 531-539

ISBN: 978-989-758-450-3

531

reviewed in this study was the National Education

Minister's Decree No. 045/2002 concerning the core

curriculum of higher education. In 2008 the

government began instructing the KKNI (Kerangka

Kualifikasi Nasional Indonesia, or Indonesian

National Quality Framework, or INQF) socialization

to higher educational institutions. The discourse on

the application of the INQF in the education system

was triggered by the ratification of the Law Number

13 of 2003 concerning employment, and then the

Government Regulation Number 31 of 2006

concerning the national job training system as the

basis for the great work of developing the INQF.

This study is outlined by questions: (1) How the

Department’s forerunner and its Western Music

programs were firstly developed? (2) What and why

changes have experienced to the department’s

programs since the establishment of ISI Yogyakarta?

(3) What higher education model would be

appropriate for the Western Music programs at ISI

Yogyakarta in the future? Based on these questions

the purpose of this study are: (1) to uncover the

historical background of the formation of Music

Department during the establishment of ISI

Yogyakarta, (2) to analyze the Department’s

programs development in anticipating the changes in

Indonesia's higher education policies, and (3) to

approximate future development of Western music

studies at ISI Yogyakarta.

2 METHODOLOGY

To analyze early programs development at the Music

Department in order to anticipate the change in

Indonesia's higher education policies, this study uses

data and method as follow: Several documents as its

primary data and the combination methods of

historical and document evaluation approach. The

data is classified into two groups, the first is local

higher education document and the second is relevant

governmental policies.

2.1 Data

This study uses several documents as its primary data.

The data is classified into two groups, the first is local

higher education document and the second is relevant

governmental policies. The first group of data is local

higher education policies implementation on music

study programs profiles dan curriculums. These were

supported by qualitative data from local sources,

especially important persons that were involved in

program development, both executives and

practitioners during the predetermined time limit.

The second group of data are information on

Indonesian higher education system which has been

based on the relevant governmental document, among

them are the Minister of National Education Decree

No. 45/2002. These documents are available online as

public domains. Data concerning the implementation

of higher education policies that are studied in this

research were available in the annual series of ISI

Yogyakarta’s academic guide books from 1984/1985

until 2006/2007 editions, preserved in the Institute’s

central library. The other corresponding data were

collected from (1) the education archives in Music

Department, (2) education office of the Faculty of

Performing Arts, and (3) the education sub-section

office of the Rectorate of ISI Yogyakarta.

From 1985 until 1994 the annual academic guide

books was titled the Buku Petunjuk ISI Yogyakarta,

but in 1993/1994 academic year, it was changed to the

Katalog ISI Yogyakarta, and then changed again to

the former name. Due to the inconsistency of the

guide book titles, in this paper it will be coded as the

Academic Guide Book, and be abbreviated as the

AGB, followed by its relevant academic year.

2.2 Research Method

This study utilizes the historical method (see

Watanabe, 1967) to describe diachronic portray of the

department’s development since the early stages of its

establishment in 1952 up to 2006/2007 academic

calendar. However, to explain the causes of changes

that contribute to the development of the program,

this study utilizes an evaluation approach through

document review. An evaluation study in the context

of educational research adds a description of tested

elements status of value, in terms of effectiveness,

desires, or social functions, and can suggest certain

actions. There are no extended generalizations

beyond this situation were evaluated (Best, 1982). In

addition, an evaluation is a critical testing process that

includes the collection and analysis of information

about the activities, characteristics, and results of a

program, and aimed to provide an assessment of it, to

improve effectiveness and/ or to inform programming

decisions (Patton, 1987).

In this study, occurred changes in the Music

Department were traced through official documents,

as well as information from several historical actors

in this regard. They were persons that used to hold

important positions, both in the corresponding

forerunner institution of ISI Yogyakarta and during

the early periods of the Institute. Subjects preferred

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532

for interview were especially former Heads of Music

Departments and their secretaries.

In the next steps, changes in the department are

analyzed through curriculum development like the

implementation of national regulation through related

published governmental policies during the time.

Furthermore, the curriculum model development that

had been applied will be evaluated chronologically.

3 RESULT

3.1 The Beginning

Along with ISI Yogyakarta’s status as the oldest

Indonesian state university who provides education in

almost all branches of modern as well as traditional

arts, Music Department should be considered as well

as the first public tertiary education provider of

Western music in Indonesia.

During the pre-establishment period of the ISI

Yogyakarta, the embryo development of the

department started with the foundation of the

Indonesian School of Music or known as the SMIND

(Sekolah Musik Indonesia) which then became the

Indonesian Academy of Music or AMI (Akademi

Musik Indonesia) in Yogyakarta.

3.1.1 The SMIND (1952-1963)

The earliest embryo of the department can be traced

back to 1952 during the foundation of the SMIND by

the Directorate General of Culture of the Ministry of

Education and Culture. After running for five years

since 1952, the SMIND then was developed into two

separate institutions that each served as the providers

of different levels of education, secondary and

tertiary. Therefore in 1957, there were two types of

school, the SMIND-A as the secondary school and the

SMIND-B as the tertiary school. The first was then

transformed to be a four years secondary school

program called the Yogyakarta Secondary School for

Music (known as the Sekolah Menengah Musik, or

the SMM).

Up to date, the school still exists as one among the

three years education program type of the State

Secondary Vocational Schools (the Sekolah

Menengah Keterampilan Negeri, or the SMKN). The

historical music school is now being the SMKN 2, at

the Kasihan district of Bantul, Yogyakarta Special

Province. It specializes in Western classical music

studies. The administration of these schools, that

varied in their vocational specializations, is nationally

under the authority of Services of Secondary and

Non-Formal Education, of the Ministry of Education

and Culture.

Figure 1: Institutional development of the early Indonesian

School of Music, the SMIND.

While The SMIND-A transformed to be the

secondary school, the SMIND-B then transformed to

be a tertiary education institution in 1964, known as

the Indonesian Academy of Music (the AMI). The

academy then finally affiliated with ISI Yogyakarta

in 1984. The AMI that offers Western music studies

in tertiary level had attracted the attention of

international musicians as well as music educators.

3.1.2 Indonesian Academy of Music (1964-

1983)

During the AMI’s times, whereas the institution was

under the authority of Yogyakarta Cultural Office of

the Department of Education and Culture, its

educational concept of was labeled as the

undergraduate artist programs that focused in art

conservation. Due to this assumption, it could be said

that, as an art school, the AMI somehow resembled

the Conservatorium of Music in Western culture.

As part of the international cooperation program

of cultural authorities during that time, the AMI was

not only supported by local musicians and educators

as its faculties but also by international guest

teachers/ trainers. During that times they were not

merely educating local students but more important

was also preparing the near future local generation of

teaching staffs. It was aimed at maintaining the

sustainability of education at AMI Yogyakarta.

Selected graduates were then promoted to teaching

positions.

Based on the information from current music

educators who experienced the period of the AMI,

especially Victorius Ganap, Edward C. Van Ness,

Hari Martopo, Sukatmi Susantina, Edhi Susilo, there

were at least 18 international music faculties

employed at the AMI.

The Early Development of Western Music Study Programs at Yogyakarta Indonesian Institute of the Arts until 2006

533

Table 1: Full-time Local faculties of AMI/ ISI Yogyakarta

Name S

ecialization

R.M.A.P. Suhastjarja Vocal/ musical form

analysis/ orchestration

Victor Ganap Vocal/ counterpoint

Tedd

Sutadh

Vocal

Susanti Andari Vocal

Sri Partini Vocal

Djuriati Djanan Piano/ score reading

Samiyono Violin/ music theory

Joehanto Percussion

I Gusti N

oman Suasta Violin

Hardani Contrabass

Agus Rusli Flute

Edi Soekardi Trombone

Jimmy Hartayo Piano/ harmony/ keyboard

harmon

Table 2: International faculties of the AMI/ ISI Yogyakarta

Name Specialization Country

Edward C. Van Ness Violin USA

o Holleman Violin Netherlan

Nicolai Varvolome

eff Cello Rusia

Rene Berman Cello Netherlan

Alphonse van Leggelo Flute Netherlan

Jost Flach Oboe Netherlan

Rene Baum

artner Clarinet Swiszerlan

Werner Schulze Fa

ot Austria

mond Vevermann Trum

et Netherlan

Chris Bleinkinsopp Trombone Australia

Fumiyoshi Maezawa Saxophone Japan

Ron Reeves Percussion Australia

Peter Bansber

ercussion Netherlan

Henk van Di

Piano Netherlan

Robert Fuch Vocal German

Jos Bredie Guita

Netherlan

Smith van Waesberghe Harmony Netherlan

Jack Bod

Com

osition New Zealan

Jose Evalen

ista Com

osition USA

Vincent McDermont Com

osition USA

Karl Edmund Prier Counterpoint/

musical form

analysis

Germany

The tables above show that there were more

international teachers than the locals for music

subjects. Besides full-time local faculties as well as

international part-time faculties who taught music

subjects, the Academy was also supported by full-

time teachers for general subjects, such as English,

French, Italian, research method, philosophy, arts

sociology, and anthropology.

Table 3: General subject faculties of AMI/ ISI Yogyakarta

Name S

ecialization

FX Suhar

o Parto En

lish/ ethnomusicolo

roho HP En

lish

Sukatmi Susantina Philosophy

Sumaryono Research method/ statistic

Untung Budi

Antono

Introduction to Arts/

anthro

olo

Sumarni Indonesian/ scientific writing

techni

Adi Murti Italian/ Sociolo

of Music

Yudiar

ani French

According to Edhi Susilo there were more part-

time and casual faculties employed at the Academy;

Among them were Dailamy Hasan, Nana Juhanto,

and Ina Srinawati (vocals); Jazeed Jamin, Kuei Pin

Yeo, Asiah Gani, and Shinta Ariani (piano); Ramli

Abdurahman, Suwandi, and Ati Bagio (violin), J.B.

Parnomo (viola), Joned (trombone), Suharyo (oboe),

Purwidodo (oboe), Suparno (flute), FX Soetopo

(composition), RAY Soedjasmin (orchestration),

Suroso (the karawitan), and Hari Surya (cello).

During the four years of the study period, students

were required to master three instruments. The first

was compulsory six semesters elective major

instruments (guitar, vocal, piano, harp, percussion, or

one of the orchestral instruments). The second was

two semesters complementary piano, except for piano

students that could choose other alternative

compulsory instruments as his/ or her second

instrument. The third instrument was other elective

minor instruments.

There were three programs offered by the AMI:

(1) the School Music, (2) the Music Theory and

Composition, and (3) Music Literacy. The first

program focused on secondary school music

materials and teaching. To conclude, student had to

arrange a school music project; alternatively, they

could do a case study on the classroom application of

school music in a certain school, or writing a topic

related to the specific instrumental teaching method.

The second program focused on the study of music

theory fields and composition. To graduate, students

had to write and performed publicly an original

composition of their own.

The third program focused on the mastery of a

major instrument and musicological aspects of

instrumental works. To graduate students had to

perform a 45 to 60 minutes public recital program.

Two recitalists normally performed their recital in a

two subsequent recitals package of the total of 120

minutes including a short interval in between. The

first examinee took the first parts for his/ her recital

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and after a short break, the second examinee

continued with the other recital.

3.1.3 Integration

In 1984, together with the other two Academies, they

were the Indonesian Academy of Fine Arts (Akademi

Seni Rupa Indonesia, or the ASRI) and the Indonesian

Academy of Dance Arts (Akademi Seni Tari

Indonesia, or the ASTI), the AMI Yogyakarta

integrated into the new ISI Yogyakarta. The Institute

was formed based on Presidential Decree No.

39/1984 and then formally inaugurated by the

Minister of Education and Culture, Prof. Nugroho

Notosusanto. Since the first time of its affiliation with

ISI Yogyakarta, most teaching responsibilities of

Western music studies were taken over by locals who

graduated from both institutions, the AMI and the ISI

Yogyakarta (Interview with Tri Wahyu Widodo,

former Music Department secretary, in Yogyakarta,

10 March 2011).

Figure 2: The integration of the three Arts Academies into

the body of the ISI Yogyakarta period.

Compared to other undergraduate programs, the

Music Department’s program had a unique historical

background in its establishment within the body of

ISI Yogyakarta. Since the establishment of ISI

Yogyakarta in 1984, all the three forerunner

institutions were developed into the two Faculties.

The ASTI was transformed into the new Faculty of

Arts, while the ASRI to be the Faculty of Fine Arts

and Design. Meanwhile, the AMI was transformed to

be a part of the Faculty of Arts as Music Department.

3.2 Early Development

During the first two and a half decades since its

establishment of ISI Yogyakarta, the Music

Department had experienced at least three general

changes. They were the periods 1984-1992, 1993-

2004, and 2004-2006. Each of them was

characterized by its curriculum orientation influenced

by the changes in governmental policies.

3.2.1 Conservation Period (1984-1992)

In order to conserve the basic characteristics of the

three affiliated former institutions, ISI Yogyakarta

provides at least 17 programs. The former ASRI’s

programs transformed into seven undergraduate

programs of the Faculty of Fine Arts and Design

while the former ASTI’s and the AMI’s programs

transformed into ten separate undergraduate

programs that were offered by six departments

(Ethnomusicology, Karawitan, Puppetry, Theatre,

Music, and Dance) of the Faculty of Arts. Meanwhile,

ISI Yogyakarta also developed the Non-Degree

Faculty of Arts to accommodate vocational interests.

(see AGB 1985-1988)

During this initial period, all of the forerunner

programs were formalized into the higher education

system under the Directorate General of Higher

Education (DGHE). The new system was classified

education type into two strata platforms, the academic

and the vocational. The academic platforms comprise

the S-1 (Stratum One) for undergraduate studies, S-2

for masters, and S-3 for doctorates. On the other hand,

vocational higher education was categorized as the S-

0 (Stratum Zero), which was consists of various

terminal programs, and was oriented towards national

development needs. The S-0 packages comprise

diplomas levels that encompass D-1 for one-year

diploma training, D-2 for two years, D-3 for three

years, and D-4 for four years. (see Governmental

Rule of the RI No. 27/ 1981)

Due to this academic adaptation, during the first

two rotations turn of the four years leadership period,

in the management system of ISI Yogyakarta, Music

Department accommodated three AMI’s study

programs; they were S-1 School Music, the S-1 Music

theory and composition, and the S-1 Music Literacy.

In the other side, to accommodate performance

interests in vocational arts, ISI Yogyakarta opened

three years non-degree programs (the D-3 diplomas).

All the new programs were put under the new Faculty

of the Non-Degree Arts. Because of this reason, the

D-3 Music Performer, not a part of the Music

Department.

3.2.2 Efficiency Period (1993-2004)

The characteristic of ISI Yogyakarta’s forerunners

had been run only until the end of 1993. Based on the

evaluation made by the governmental higher

education authority, at the beginning of the 1993-

The Early Development of Western Music Study Programs at Yogyakarta Indonesian Institute of the Arts until 2006

535

1994 academic year, the entire organizational body of

the Institute, except for the Rector and his three

deputies, as the top leaders, as well as some

Rectorate’s administration positions experienced a

restructuration. This was aimed by ISI Yogyakarta to

achieve the efficiency improvement of its managerial

process. Significant changes were the reduction from

20 to 12 undergraduate programs, including the

diplomas.

The Non-Degree Faculty of Arts could not get its

renewal operation license. As a result, all programs

were merged into new programs that mostly represent

the home branch of certain arts. They were operated

under the management of the remaining two Faculties

whose names have been adjusted to their new

programs. The Faculty of Fine Arts and Design was

changed to the new Faculty of Fine Arts, while the

Faculty of Arts became the Faculty of Performing

Arts

This condition had been continued to exist up to

the end of the first decade of the 21st century. The

three forerunner’s programs from the AMI were

merged into a new Program known as the S-1 Musical

Arts under the Music Department. However, the

education responsibility of the remaining students of

diploma (D-3 Music Performer) was temporarily

taken over by the Music Department. (AGB 1993-

1994)

While most the FSP’s programs were merged into

new single programs, there were two new programs

gained their own autonomies that continue to exist up

to now. The Puppetry arts and the Ethnomusicology

which were formerly the study concentrations of the

Karawitan (the gamelan arts) Department, then had

been developed and stand as two separate

departments. (Compare AGB 1993-1994 and AGB

1989-1994)

Until 1994 Music Department still executed two

programs, the S-1 Musical Arts and the D-3 Music

Performer diploma. Except for the Theory and

Composition program, the other two former programs

that were the heritages from the AMI period, which

was retained with its original name. They were

maintained as the elective packages of the “Major

Interests” packages. These elective packages could be

chosen by students from the third semester. Both

packages were maintained in the next 1997-2000

leadership period. The same curriculum was then

consecutively applied in the Music Department for

the next ten years until the end of the 2004-2005.

3.2.3 Competency Period (2004-2006)

Music Department realized that meeting national

standards is very important in order to achieve

equality with other higher education in general fields.

In connection with this, the curriculum needed to be

revised so that it was in accordance with the

competency-based curriculum policy. The policy that

had to be implemented by Indonesian universities

during that time was the National Education

Minister's Decree No. 045/2002. Therefore, the

curriculum was revised in 2004 and applied in the

2005/2006 academic year. The new curriculum then

developed into a program with four elective

concentrations: Musicology, Educational Music,

Composition, and Performance.

The curriculum development also considered the

heritage of the AMI; that was to maintain former

forerunner’s programs characteristics as the ISI

Yogyakarta initial policy. In addition, for the

department, it was an effort to reach the future

knowledge independency of the department under the

establishment of the Faculty of Music. Therefore, it

was set to approach the emergence of new programs

that will represent the four sub-disciplines of music

under the autonomy of the new home. (See AGB

2005-2006)

Up to 2006 Music Department had some

achievements that should be considered as a great

contribution to the future implementation of vision

and mission of ISI Yogyakarta during that time.

Along with its vision to be the center of excellence in

arts higher education, the mission of ISI Yogyakarta

was to conduct ideal education and research in arts as

well as art creation through an intellectual and

emotional process which are equivalent to the cultural

oriented development of science, technology, and

arts. Education at ISI Yogyakarta was aimed at

producing productive and creative academicians as

well as professionals with international reputations

for the welfare of their own society, nation, and

country. (see AGB 2006-2007, p. 3)

Due to their contribution in characterizing

institution local uniqueness, programs that based on

traditional arts had been given more attention by ISI

Yogyakarta. However, the future contribution of the

undergraduate program in music should be

considered as well by the institution due to its

significant development gained during the last five

years. The existence of Western music studies, as a

field that had well longer developed in other tertiary

education institutions, both in the Western as well as

in almost all Asian countries, would no doubt

contribute to the institution’s center of excellence.

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Because of that reason in order to be the center of

excellence in arts education, not only uniqueness

needed but also recognition of a global standard that

music could play the role.

3.3 The Emergence of New Interest

Music studies at ISI Yogyakarta were also offered by

the other two departments within the FSP, the

Karawitan, and the Ethnomusicology. Each of them

provides a single program. (AGB 1985-1988: 48-49)

According to Hastanto (2009) Ethnomusicological

studies at ISI Yogyakarta as the “Indonesian

musicology,” should be developed with no matter

what term applied to the studies. (Hastanto, 2009)

During this period ethnomusicological topics

were more frequently practiced by the Music

Department’s lecturers and students rather than the

ethnomusicology Department. This was no surprise

because the Music Department’s human resources

were about three times greater. Therefore, even if

there were only five percent it would look bigger in

number. The interests were evident from the (1)

undergraduate final work reports production, (2)

lecturer’s local as well as national research reports,

and (3) the writings of the master thesis as well as a

doctoral dissertation. (Interview with Kustap, an

active Secretary of Music Department, on 22

December 2010)

As an example of music student works on

ethnomusicological topic was Amrullah (1996) who

learn about the Rodad in Purbalingga, Central Java;

Alfons (1997) investigated the Tifa Totobuang

ensemble in Ambon; Widyastuti (2005) wrote about

the terbangan musical arts at Gunung Kidul, DIY;

Silitonga (2005) interested in the traditional Batak

wind instrument, the sarune bolon, in Northern

Sumatra; and Nugroho (2005) who investigates

musical concept of Islam.

The interest in ethnomusicology was implied in

several works of faculties, for example, was a

discussion on the interconnection between

musicology and ethnomusicology written by

Sriwijayadi (1992:77-87). Another research was done

by Indrawan (1994 jo 1996:107-115) who did three-

month field study at the five locations of Tapanuli

Utara in Northern Sumatera to study the spread of

traditional two-stringed guitars, called the kecapi. He

compared the interconnection of some cultural

aspects, such as language, traditional architecture,

artifacts, tradition, and songs, of the traditional

plucked instrument spread in the four Batak’s sub

ethnics. Ganap (1992) and Parto (1992a: 95-109;

jo1992b: 22-23, jo 1992c: 43-44) did historical

observation about the spread and interaction of

traditional music in South East Asia. Parto found that

the pre-Indik musical tradition has given strong

influenced in Southwest Indonesia. In addition, Parto

historically compared theoretical aspects of West-

East Indonesian music with the ancient East Asian

music theories. Meanwhile, Ganap compares

Thailand musical tradition to musical instruments that

spread ubiquitously in South East Asia. (Ganap,

1992: 76-83 jo 2000: 76-83)

4 DISCUSSION

Generally, up to 2006, the department had

experienced at least three characteristic periods. In

the first period (1984-1992) Music Department, as

well as other departments, were conserving their

forerunner institutions programs. In the second period

(1993-2004), that could be considered as the

efficiency policy period, the original programs were

merged into several home branches. All merged

department’s programs were each handled by one

department. The third period was started from the

beginning of 2004/2005 Academic year until

2007/2008 academic year where the department tried

to reform its curriculum by accommodating past

contents of its forerunner’s programs, adjusting with

governmental policy demand, and developing for the

future dream to stand on their own feet as the Faculty

of Music.

In 1993 the three music forerunner’s programs

were generalized into the new “S-1 Musical Arts”

program. The use of musical arts as the program’s

name was probably aimed at matching to its higher

organization umbrella, the Faculty of Performing

Arts. Based on the UNESCO website source, the

performing arts is actually comprised of musical arts,

dance arts, and theatre in the context of local

traditions (see https://ich.unesco.org). This means

that music has been considered as part of the

performing arts.

However, from the perspective of AMI, musical

arts should be translated appropriately as “music.”

Musical arts study at ISI Yogyakarta during that time

was an undergraduate degree in “music.” It was the

blend of the two former programs, the “school

music,” and the “music literacy,” which both

originally came from the AMI’s programs. Both have

been put as the two elective packages of the program.

Together with the term renaming of “music literacy”

to be the “musicology,” as well as the “school music”

to be the “educational music,” the performance

The Early Development of Western Music Study Programs at Yogyakarta Indonesian Institute of the Arts until 2006

537

interest, as well as the former composition program,

have been positioned as the other two elective

packages of the curriculum, namely, the Musik

Pertunjukan (the performance of music) and the

Komposisi Musik (music composition).

Until 2006, the department’s staffs and students

used to consider a new discourse for possible

cooperation with other departments, especially those

who also offered music studies, such as the

Karawitan and the Ethnomusicology. This would not

only beneficial in improving their potencies and

capacities but also in strengthening probabilities to

build a new future home of music studies at ISI

Yogyakarta, the new Faculty of Music.

Up to this stage of our discussion, we could

summarize that, firstly, the SMIND as the early

Department’s forerunner and its programs were

firstly developed by splitting itself into two study

platforms, the secondary and tertiary levels.

Secondly, the changes in Music Department and its

programs during the early periods of ISI Yogyakarta

were likely pressed by a real internal condition that

needed to be in line with higher education policy

(among them was the Governmental Rule of the RI

No. 27/ 1981). Thirdly, a higher education model that

would be appropriate for the development of Western

Music programs during that time was accommodating

three aspects: (1) maintaining its forerunner's

heritage, (2) responding current demands of the

times, (3) renewing its vision to be the agent of

change.

5 CONCLUSIONS

As the conclusion the establishment of secondary and

tertiary platforms of Western music institutions and

their program during the pre-ISI Yogyakarta time

should be considered as the strong foundation of the

better development of music studies in Indonesian

higher education. Changes to the department and its

programs that occurred in the early periods have

shown its good self-evaluation to achieve further

development of music studies at ISI Yogyakarta.

Within its single program, the department has

accommodated former programs adequately, as well

as student’s and teacher’s interest development. Its

good attention, as well as efforts that have been

achieved to adjust with relevant governmental policy,

has been evidence that the department is ready to be

the future agent of change.

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APPENDIX

ACADEMIC GUIDE BOOKS

Rector, 1985. Buku Petunjuk Institut Seni Indonesia

Yogyakarta 1985-1988.

Rector, 1993. Katalog Institut Seni Indonesia Yogyakarta

1993-1994.

Rector, 1989. Buku Petunjuk Institut Seni Indonesia

Yogyakarta 1989-1994

Rector, 2005. Buku Petunjuk ISI Yogyakarta 2005-2006.

Rector, 2006. Buku Petunjuk ISI Yogyakarta 2006-

2007appear

INTERVIEW SUBJECTS

Tri Wahyu Widodo (Music Department Secretary, FSP ISI

Yogyakarta for 2005-2008 period).

Kustap (Music Department Secretary, FSP ISI Yogyakarta

for 2009-2011 period).

INTERNET SOURCE

https://ich.unesco.org

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