Making Batik audible and visible
Podcasting, tutorial video, and youth media pedagogy in a heritage context
Bibliographic Data
| ID | 22435382 |
|---|---|
| Authors | Iip Saripah (0000-0002-4438-6772, Indonesia University of Education, corresponding author), Retno Dwi Lestari (State University of Jakarta), Wahid Erawan (Universitas Garut), Ari Putra (University of Bengkulu), A F A Putra (University of Bengkulu), Andika Pratama (0000-0002-4366-534X, Sriwijaya University) |
| Year | 2026 |
| Pages | 1-18 |
| Publication date | 2026-07-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Media Practice and Education (JOURNAL) |
| Journal identifiers | ISSN: 2574-1136 • E-ISSN: 2574-1144 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/25741136.2026.2702625 |
| OpenAlex | W7168164760 |
| Language | EN |
| References cited | 22 |
This article examines podcasting and tutorial video as differentiated pedagogic forms within a practice-led heritage education project centred on Batik Subangsih, a community-based batik initiative in Subang, West Java, Indonesia. Drawing on six prototypes, three podcast episodes and three tutorial videos, it analyses how scripting, prototyping, expert appraisal, and Trial I and Trial II redesign generated design knowledge in a culturally specific, non-formal learning context. The analysis draws on prototype documentation, expert ratings, written comments, and documented revisions. Rather than treating media as neutral vehicles for content delivery, the article shows how media forms organise distinct relations among learners, cultural meaning, and procedural knowledge. Podcasts supported cultural orientation, social proximity, voice, and interpretive entry, while tutorial videos made sequence, gesture, material transformation, and procedural demonstration visible. Expert appraisal identified signalling, pacing, sonic coherence, visual framing, and explanatory structure as key conditions of pedagogic adequacy. The article contributes to media practice and education by showing how media prototypes function as research objects through which heritage learning becomes more intelligible, teachable, and open to future youth participation.
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| Highly cited | No |
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