FAMILY, SCHOOL, AND PEER SUPPORT IN LUCIA HARTINI’S EARLY ARTISTIC FORMATION

Raden Angga Bagus Kusnanto, Tri Marhaeni Pudji Astuti, Djuli Djatiprambudi, Syakir Syakir

Abstract


Purpose – This study examines how family practices, school experiences, teacher recognition, peer encouragement, and sibling support shaped the early artistic formation of Indonesian painter Lucia Hartini before she entered Sekolah Tinggi Seni Rupa Indonesia “ASRI” (STSRI “ASRI”). 

Methodology – A qualitative biographical narrative design was used. Lucia Hartini was selected purposively as an information-rich single case. The primary data were a 23-page Indonesian-language interview transcript collected in May 2024. A bounded corpus of 21 participant turns, totaling approximately 550 Indonesian words, was analyzed through narrative thematic analysis. The procedure included corpus delimitation, first-cycle coding, theme development, chronological ordering, evidence checking, and line-by-line translation verification.

Findings – Five connected themes were identified: family visual storytelling, self-directed drawing on leftover notebook pages, teacher recognition and authentic design responsibility at Sekolah Kesejahteraan Keluarga Pertama, peer-generated aspiration toward art school, and sibling-supported educational transition. The findings show that early artistic formation followed a cumulative relational pathway rather than resulting from talent or from a single institution. Different relationships supplied distinct resources, including cultural normalization, opportunities to practice, recognition, consequential responsibility, pathway information, accompaniment, and practical access.

Contribution – This extends recent artistic-identity research by locating formative identity work before higher education and professional self-identification and contributes an Indonesian life-history case to art education.

Keywords


Art education, Artistic identity, Biographical narrative, Informal learning, Relational support

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DOI: https://doi.org/10.36987/jes.v13i5.9763

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