Tari Salendang Keturunan Puti-Puti Tarusan: Embodied Cultural Learning and Intangible Heritage in Minangkabau Wedding Ceremonies

Alhani Miranda Jamil; Nerosti Nerosti

doi:10.51574/jrip.v6i3.5884

Authors

Alhani Miranda Jamil Jurusan Sendratasik, Fakultas Bahasa dan Seni, Universitas Negeri Padang, Indonesia
Nerosti Nerosti Jurusan Sendratasik, Fakultas Bahasa dan Seni, Universitas Negeri Padang, Indonesia

Keywords:

Intangible Cultural Heritage, Traditional Dance, Cultural Education, Embodied Learning, Cultural Identity

Abstract

Intangible cultural heritage is sustained not only by preserving performance forms but also by passing on the knowledge, values, and social meanings embedded in community practices. This study examines the historical development and performance form of Tari Salendang Keturunan Puti-Puti Tarusan and identifies the educational and cultural values expressed through its performance elements in wedding ceremonies in Koto XI Tarusan, Pesisir Selatan, West Sumatra, Indonesia. A context-bounded qualitative design was used, drawing on observations, semi-structured interviews, literature studies, and documentation. The data were analyzed using thematic and qualitative content analyses. The findings show that the dance developed through three historical stages and was reconstructed as a structured performance comprising eight movements: Warih, Paga, Anta, Balabeh, Limpapeh, Kuriak Kundi, Ikek, and Anjuang. Its educational value is embedded in movement control, adherence to performance sequences, coordination, responsibility, cooperation, politeness, self-control, and respect for others. Its cultural meanings are expressed through lineage, women's dignity, family relationships, marital bonding, and the continuity of the Minangkabau tradition within the Puti Puti community. The contribution of this study lies in the historical reconstruction, ceremonial performance, lineage, and value transmission in a single analysis. It offers a context-sensitive view of traditional dance as embodied cultural learning and indicates that safeguarding should preserve not only choreographic forms but also the community knowledge that gives these forms their meaning.

Downloads

Download data is not yet available.

References

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in reflexive thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238

Carr, J. (2023). The tangible and intangible: Dance and the safeguarding of intangible cultural heritage. Dance Research, 41(1), 66–78. https://doi.org/10.3366/drs.2023.0390

Chen, C. (2026). The symbols and practices of intangible cultural heritage Yancheng Yifeng Dragon Dance transmission education: Reflections and strategies from an educator’s perspective. Theatre, Dance and Performance Training, 17(1), 124–127. https://doi.org/10.1080/19443927.2026.2652750

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x

Harris, R. (2024). The aesthetics and imaginaries of Uyghur heritage, Chinese tourism, and the Xinjiang dance craze. International Journal of Heritage Studies, 30(8), 872–887. https://doi.org/10.1080/13527258.2024.2342289

He, L. (2026). Drama and dance in Yao Long Drum Dance: Embodied learning and performance pedagogy for intangible cultural heritage. Studies in Theatre and Performance, 1–4. https://doi.org/10.1080/14682761.2026.2724761

He, Y. (2025). 3D technologies for preserving China’s intangible cultural heritage: A case study of dance culture of Southwest ethnic minorities. Research in Dance Education, 1–17. https://doi.org/10.1080/14647893.2025.2524153

Intawong, K., Thongthip, P., Khanchai, S., & Puritat, K. (2025a). The Lanna XR dance heritage: Exploring XR for the digitization and transmission of intangible culture. Digital Applications in Archaeology and Cultural Heritage, 39, Article e00457. https://doi.org/10.1016/j.daach.2025.e00457

Intawong, K., Worragin, P., Khanchai, S., & Puritat, K. (2025b). Transformative metaverse pedagogy for intangible heritage: A gamified platform for learning Lanna dance in immersive cultural education. Education Sciences, 15(6), Article 736. https://doi.org/10.3390/educsci15060736

Liu, L., & Luo, Y. (2026). Intangible cultural heritage in rural society: Interpreting the continuation of Chaoshan Yingge. Dance Chronicle, 1–18. https://doi.org/10.1080/01472526.2026.2724174

Loiacono, V. (2022). Authenticity and its implications for intangible cultural heritage: The case study of the dance genre Egyptian Raqs Sharqi. Heritage & Society, 15(3), 299–324. https://doi.org/10.1080/2159032X.2022.2126218

Margari, Z. N. (2016). Dance advocacy in the age of austerity: UNESCO’s intangible cultural heritage convention and the case of dance. Congress on Research in Dance Conference Proceedings, 2016, 240–250. https://doi.org/10.1017/cor.2016.33

Petronela, T. (2016). The importance of the intangible cultural heritage in the economy. Procedia Economics and Finance, 39, 731–736. https://doi.org/10.1016/S2212-5671(16)30271-4

Tracy, S. J. (2010). Qualitative quality: Eight big-tent criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. https://doi.org/10.1177/1077800410383121

UNESCO. (2003). Convention for the Safeguarding of the Intangible Cultural Heritage. https://ich.unesco.org/en/convention

Yan, W. J., & Chiou, S. C. (2021). The safeguarding of intangible cultural heritage from the perspective of civic participation: The informal education of Chinese embroidery handicrafts. Sustainability, 13(9), Article 4958. https://doi.org/10.3390/su13094958

Yan, W. J., & Li, K. R. (2023). Sustainable cultural innovation practice: Heritage education in universities and creative inheritance of intangible cultural heritage craft. Sustainability, 15(2), Article 1194. https://doi.org/10.3390/su15021194

Zhang, H. (2024). Recognising menhu as a community within Wushu intangible cultural heritage. International Journal of Heritage Studies, 30(1), 28–41. https://doi.org/10.1080/13527258.2023.2281769

Zhang, X., & Ding, X. (2025). Research on multiple cultural interactions of intangible cultural heritage dance in the Han River basin. Research in Dance Education, 1–17. https://doi.org/10.1080/14647893.2025.2524139

Zhou, Z., & Xu, R. (2026). The processual construction of emotional experience and cultural identity: A qualitative interview study of intangible cultural heritage education in Chinese universities. Frontiers in Psychology, 17, Article 1878366. https://doi.org/10.3389/fpsyg.2026.1878366