This study examines how the teaching of Javanese gamelan in the United States goes beyond the transmission of musical skills to cultivate philosophical values such as harmony, collectivism, and creative freedom. Using a qualitative approach, we conducted participant observation and semi-structured interviews (n = 6) across four gamelan communities in California (university, secondary school, and public setting) during mid-May 2025. Thematic analysis was employed to identify pedagogical strategies, processes of internalising gamelan’s philosophical values, and the challenges of cross-cultural adaptation. Findings indicate that teaching gamelan in the United States requires pedagogical innovation that is sensitive to local contexts while retaining the essence of Javanese philosophy. Teachers and facilitators deliberately emphasise experiential learning, interactive dialogue, and collective participation. Values such as rasa, gotong royong, and creative freedom are manifested through ensemble playing and adaptive teaching methods. Key challenges include participants’ diverse musical backgrounds, the risk of philosophical oversimplification, and the need to build bridges of meaning between Javanese and Western cultural frameworks. The study underscores the importance of reflective and dialogical approaches in teaching Javanese gamelan in global settings. These findings are relevant not only to cross-cultural music education but also contribute to new understandings of how local values may be adapted within international educational contexts.
