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Troika! Folk Dance & Russian Percussion

1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 Dance Phy. Education Music
Music Math Social Studies
Arts/PE Program Access
1 45 min
In-School Workshop
March - May, 2017
$200 2
no Phone , Other , Email
Electric piano, sound system, percussion instruments. Study guide sent upon request.
Power point projector, computer for power point, screen, 2 armless chairs, dressing room to change into costumes, table for percussion instruments, power outlet.
Large empty room for 30-50 students to dance. Power outlet. We will need 60 minutes to set up and 30 minutes to break down.
1. I can learn two authentic folk dances
2. I can perform on Russian percussion instrument to accompany the dances.
3. I can experience teamwork in action by dancing in trios and partners.
4. I can appreciate the difference between communication 200 years ago and now.
5. I can understand the mathematics of dance by counting beats, phrases, and sections.
6. I can manage my attention, energy, and coordination by learning new choreography.
There is nothing more quintessentially Russian than the three-horse-drawn carriage known as the troika.  Students learn the folk dance “Troika” with ethnomusicologist Terry, and perform it to balalaika music played by Siberian-born Oleg.  Students will understand the era in Russia when troikas were used in a sophisticated mail relay system and contrast it to today's communication systems.  A brief power point underscores the imperative of teamwork in the troika, and demonstrates the derivations symbolism of our dance.  While dancing and accompanying each other with Russian percussion instruments and lots of bells, students also learn about counting beats, form/structure, and patterns.

Learning a folk dance requires understanding the form and structure of music. It requires a practical understanding of specific musical concepts through counting, phrasing and playing Russian Percussion instruments. Students understand mathematics in it's specifics: form, structure, count, beat, choreography all combine towards the final performance.
We are a touring ensemble based in Ohio. We prefer block booking since we are traveling such a distance to be with your students. If, by any chance, you need to cancel we will need a month's advance notice to re-schedule.
We prefer that everyone participate in some way. Caregivers can dance and play instruments with us. They can hand out instruments, learn, guide and assist all student dancers.
Grade 1: Mathematics: Operations and Algebraic Thinking: Represent and solve problems involving addition and subtraction: Cluster #1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Grade 1: History: Change, Continuity and Context: 1.1: Compare life in the past to life in the present.
Grade 1: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a.Watch and/or perform a dance from a different culture and discuss or demonstrate the types of movement danced.
Grade 1: Music: Performing: Anchor Standard 4: Select, analyze and interpret artistic work for presentation. a.With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
Grade 2: Mathematics: Operations and Algebraic thinking:Represent and solve problems involving addition and subtraction. Cluster #1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Grade 2: History: Continuity and Context: 2.2: Compare life in the past to life today
Grade 2: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a.Observe a dance and relate the movement to the people or environment in which the dance was created and performed.
Grade 2: Music: Performing: Anchor Standard 4: Select, analyze and interpret artistic work for presentation. a.Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
Grade 3: Mathematics: Operations and Algebraic Thinking: Represent and solve problems involving multiplication and division. Cluster #1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Grade 3: History: Change, Continuity, and Context: 3.2 Compare life in specific historical time periods to life today.
Grade 3: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a. Find a relationship between movement in a dance from a culture, society, or community and the culture from which the dance is derived. Explain what the movements communicate about key aspects of the culture, society, or community.
Grade 3: Music: Performing: Anchor Standard 4: Select, analyze and interpret artistic work for presentation. a.Demonstrate understanding of the structure in music selected for performance.
Grade 4: Mathematics: Operations and Algebraic Thinking: Generate and analyze patterns.: Cluster #5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Grade 4: History: Perspectives: 4.1: Explain connections among historical contexts and people’s perspectives at the time.
Grade 4: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a.Select and describe movements in a specific genre or style and explain how the movements relate to the culture, society, historical period, or community from which the dance originated.
Grade 4: Music: Performing: Anchor Standard 4: Select, analyze and interpret artistic work for presentation. a.Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance. c.Explain how context (such as social and cultural) informs a performance.
Grade 5: Mathematics: Operations and Algebraic Thinking: Analyze patterns and relationships. Cluster #3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Grade 5: History: Change, Continuity and Context: 5.2: Compare life in specific historical periods to life today
Grade 5: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a.Describe how the movement characteristics and qualities of a dance in a specific genre or style communicate the ideas and perspectives of the culture, historical period, or community from which the genre or style originated.
Grade 5: Music: Performing: Anchor Standard 4: Select, analyze and interpret artistic work for presentation. a.Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.
Grade 6: Mathematics: Ratios and Proportional relationships: Understand ratio concepts and use ratio reasoning to solve problems.: Cluster #2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”
Grade 6: History: Human-Environment Interaction: Places, Regions, and Culture: 6–7.5: Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.
Grade 6: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a.Interpret and show how the movement and qualities of a dance communicate its cultural, historical, and/or community purpose or meaning.
Grade 6: Music: Performing: Anchor Standard 4: Select, analyze and interpret artistic work for presentation. a.Explain how understanding the structure and the elements of music are used in music selected for performance. c.Identify how cultural and historical context inform performances.
Grade 7: Mathematics: Ratios and Proportional relationships: Analyze proportional relationships and use them to solve real-world and mathematical problems. Cluster #1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2 /1/4 miles per hour, equivalently 2 miles per hour.
Grade 7: History: Human-Environment Interaction: Places, Regions, and Culture: 6–7.5: Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.
Grade 7: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a.Compare, contrast, and discuss dances performed by people in various localities or communities. Formulate possible reasons why similarities and differences developed in relation to the ideas and perspectives of the people.
Grade 7: Music: Performing: Anchor Standard 4: Select, analyze and interpret artistic work for presentation. c.Identify how cultural and historical context inform performances and result in different music interpretations.
Grade 8: Mathematics: Expressions and equations: Understand the connections between proportional relationships,lines, and linear equations. Cluster #5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
Grade 8: History: Processes, Rules, and Laws: 8.4: Compare historical and contemporary means of changing societies, and promoting the common good.
Grade 8: Dance: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. a. Analyze and discuss, how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of the people.
Grade 8: Music: Performing: Anchor Standard 4: Select, analyze and interpret artistic work for presentation. c. Identity how cultural and historical context inform performances and result in different musical effects.
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Russian Duo

www.russianduo.com