Cultural arts education provides space for the optimal development of the intelligence of students. In the pedagogical dimension, cultural arts education has the nature of multilingual, multidimensional and multicultural, which can build one's character to be able to communicate in tolerance, wisdom, understanding and togetherness. Related to this problem, the context of this paper focuses on the teacher's strategy in teaching cultural arts, especially fine arts with decorative material, namely; (1) conceptual strategy in the form of integrated learning as a form of correlation study by connecting several disciplines with the learning of art and through a scientific approach in creating decorative works, and (2) operational strategies for learning art in the integration of cultural arts. This operational strategy covers the realm of theoretical, practical and appreciative learning. In practice, the introduction of a typical culture of the archipelago was developed in the form of Javanese manuscript illumination motifs as a form of efforts to preserve the typical culture of the archipelago, as well as the role of the museum for appreciative learning that is very good in learning.
The museum presents artifacts with cultural nuances. This artifact can give students an aesthetic experience. This paper contains the concept of using the museum as a learning resource for students through appreciation activities that cover, see, taste, and express. Student appreciation activities will be effective if they present artwork to students because the museum has great potential for student art appreciation activities. The openness of museum managers to schools will be interesting if the museum manager offers programs that can support student learning. Teacher's role is also important in directing students to study in museums.
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