DKG School of Music is a revolution in the music school industry in Indonesia. Engaged in the Music Technology Education, DKG could not be compared apple to apple with the other music schools in Indonesia because DKG has a different variable – even globally, DKG could claim itself as a potential player in the modern music education industry and also “franchise-able”.
1. Education Concept
The adopted education concept here is like a blueprint or a roadmap. The wrong Blueprint will lead to the wrong destination. In terms of education, the reason why it is important that we understand the concept of education behind an educational institution is because we are associated with our children’s brain. That being said, educational institutions aim to program participants / students / students, towards results or commonly called as “outcomes”. The intentional outcome is in the written curriculum, and unintentional outcomes occur from the environment is called the hidden curriculum.
2. Learning Object
The object of learning here at DKG is Music Technology Education, even one of the DKG blueprints is becoming Music Technology Education Center. There are two things in MTE that need to be explained. First is the scope of music technology, and the second is the use of technology in learning and also in the real world.
3. Musical Skills
DKG develops 7 musical skills which are divided into three broader skill categories, and those are Creating, Performing, and Responding.
In the learning process,DKG develops what is called 3-1 methodology, which is where the students are taught in three classes: Private, MTL (Music Technology Lab), and Groups. Each of these three classes has an important role for the DKG to “program” the students so that the process of transferring knowledge occurs.
5. Teaching Procedure
A standard and revolutionary procedure is needed to apply to revolutionary concepts that are followed by SMI. We do not rely on guidebooks only to teach students, like the concept of traditional music school teachers. Starting from the standard outcome, then how to map the child to the intended standard to the weekly learning plan (lesson plan), workbooks that become tools for students to learn, until the feedback that occurs must be captured in one system that integrated so that it becomes a personalized, systemic, and living curriculum.
6. Hidden Curriculum
The seriousness of DKG in designing learning systems is not only up to the written curriculum, but DKG also designs DKG Units as learning environments that are conducive to becoming a place of learning for students. Basically the curriculum is a process of transferring values, beliefs, principles and norms to students. The school environment is what makes those values happen. DKG’s vision for raising a new generation of Indonesia shows that DKG not only pays attention to hard skills but also soft skills and character of students.
7. Business System
The SMI’s totality in researching and developing products does not only stop at the Learning System but also reaches the DKG Business System. The two basic foundations of the DKG Business System (DBS) are the DKG Learning System (DLS) and the DKG Management System (DMS). These two systems are integrated into the DKG Information System (DIS) developed in 3 main applications, which are the DKG Learning Management System (DKG-LMS), the DKG Investor Management System (DKG-IMS), and the DKG Unit Management System (DKG-UMS) – integrated in the DKG Web apps that can be accessed online at www.appsSMI.com. Then to implement what is called the DKG Training System (DTS) which is affiliated with the future with DcoM (DKG College of Music).