PERFORMING CULTURAL PEDAGOGY IN BALINESE ARJA THEATRE

Abstract

Traditional performing arts are not merely aesthetic expressions but also function as cultural spaces through which social values, norms, and collective identities are transmitted. In Bali, Arja theatre has long served as a popular dramatic performance that integrates dialogue, song, humor, and moral narratives within the social life of the community. However, previous studies have predominantly examined Arja from the perspectives of preservation, aesthetics, and performance structure, while its role as a form of cultural pedagogy remains underexplored. This study investigates how Balinese Arja theatre operates as a medium of socio-cultural education through performative practices embedded in its dramatic representation. Using a qualitative approach grounded in performance studies and cultural pedagogy, the research draws on observation, interviews, and documentation of Arja performances in Bali. The findings reveal that Arja functions as an informal pedagogical space where social ethics, cultural values, and communal norms are articulated and negotiated through characterization, dialogue, humor, and symbolic performance elements. The performative dimension of Arja enables audiences not only to consume cultural narratives but also to participate in processes of social learning and cultural reflection. Furthermore, the study argues that Arja remains relevant within contemporary Balinese society because it continuously adapts to changing social contexts while maintaining its pedagogical function as a medium of cultural transmission. This paper contributes to discussions on cultural pedagogy and performance studies by positioning traditional theatre as an active site of socio-cultural learning beyond formal educational institutions.