Traditional dance instruction in schools remains dominated by movement practice and lacks teaching materials that integrate conceptual understanding, cultural values, and arts literacy. Consequently, students focus more on psychomotor aspects than on understanding the meaning, history, and cultural identity embodied in the dance. This study aims to gain an in-depth understanding of Malay dance instruction practices, teachers' needs regarding learning resources, and the utilization of arts literacy-based multimodal teaching materials in teaching the Jepin Langkah Bujur Serong dance. A qualitative approach with a case study design was employed at SMA Negeri 1 Tempunak, West Kalimantan. The study focuses on Malay dance instruction practices characterized by demonstration, imitation, movement repetition, and video viewing, where teachers lack adequate teaching materials to present movement, conceptual, and cultural aspects in an integrated manner. Data were collected through observation, interviews, and document analysis, with analysis proceeding through data reduction, data presentation, and conclusion drawing. The results indicate that the teaching materials integrate various multimodal elements text, images, audio, and video into a single learning medium. The content is structured around arts literacy components, recognizing, examining, understanding, and creating dance, enabling students to learn not only the movement techniques of Jepin Langkah Bujur Serong but also its underlying cultural context. The findings also demonstrate that the multimodal approach facilitates independent learning, enhances conceptual understanding, and supports student-centered instruction. Thus, arts literacy-based multimodal teaching materials offer a potential alternative learning resource that effectively strengthens arts literacy while supporting the preservation of Malay culture through dance education.
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