Folklore Projects based on Summer Russian Folklore Expedition, Summer 2015
Pren Woods
Alston Middle School
Summerville, SC
Target Audience—Middle and High School
After my trip to Russia to document “Day of the Dead” (Trinity) rituals, I was inspired to create
a folklore project which includes a look at cultural heritage generally and burial customs
specifically. This folklore project will continue throughout the year (over four quarters). This
folklore project gives students both the opportunity to explore their cultural heritages and use one
of the performing arts core (piano, voice, guitar, orchestra, band, drama, dance, and 3-D art)
which they study over their three years to bring their heritage “alive.”
Part I
First quarterAsk your parents/ guardians about your cultural heritage (i.e., where are your ancestors from?).
Provide examples about your cultural heritage in the following four areas: (1) music; (2) food;
(3) holiday traditions; and (4) your choice.
You will submit this to me on a sheet of paper.
Second quarterCreate a “quilt” with the appropriate images about your four choices. Your “quilt” can be made
up of anything except white paper and/or loose leaf paper. Some choices include tile, wood,
construction paper, etc.
Third quarterUse your performing arts core to demonstrate (i.e., educate us about) one of your four choices.
Fourth quarterIn groups of 1-3, prepare a food item for the class to eat. Prepare a presentation on the food’s
significance (i.e., why it is eaten, when it is eaten, how it is made, etc.)
Part II- Funeral traditions in your culture.
Ask your parents about traditions when someone dies in your culture. Specifically, ask them
about typical events or customs between the death and the burial.
What is a wake like? What is the funeral like? What is the interring of the body like? How
frequently are graves visited? What is left at grave sites?
Study the photos below. What could you infer about burial traditions in Russia?
Photo 1
Photo 2
Photo 3
Photo 4
Photo 5
(possible answers—paying respect is important even in bad weather, the graveyard is a
welcoming place evidenced by “seats” and benches, etc.) How does this contrast with your
death and burial customs?
Now, look at the Vimeo video at
https://vimeo.com/137710834
Who or what do you think these women represent? Why do you think a fourth woman joins
them? What is different about her? (possible answers: These women are the older generation,
the keepers of the oral tradition. The fourth woman possibly joins to feel a connection between
her generation and the older generation, to show respect for this moment, to attempt to learn so
that she will pass on the songs as these three women do today) The song is a prayer to the Holy
Spirit to save all souls.
There seems to be a table behind the women. What is on it? What is the purpose of what
you are seeing on the table? (possible answers: Food and drinks. They are going to eat
after this ceremony. Food and drinks suggest that this is a time of commemoration, of
communion with the dead, and not simply a time for lament.
Why do you think this is occurring in a cemetery? (possible answers: it is honoring the dead, the
living are sharing a meal with the dead). Point out to students that the ritual is about honoring
parents, deceased relatives and deceased Christians. The location in the cemetery is important for
remembrance and communicating with the souls of the deceased.
Culminating activity
Write a paragraph (6-8 sentences) about one way in which the photos and the video reflect both a
similarity and difference compared to your burial traditions.
Choose a history character whom we have studied this year. Create a headstone/grave for them
and provide decorations (i.e., greenery) which reflect their life (this could be 3-D or a drawing).
What is a traditional religious song that would be performed? What is a pop song (2000-2015)
that would be performed? Justify your responses.