Students explore a range of examples of Russian art: architecture, music, visual and folk art, literature, and ballet. Then, they learn about Soviet defectors and analyze the influence of totalitarianism on the arts.
Students explore a range of examples of Russian art: architecture, music, visual and folk art, literature, and ballet. Then, they learn about Soviet defectors and analyze the influence of totalitarianism on the arts.
Students read an overview of Russia’s rich cultural history and the rise, decline, and rebuilding of Russian art from the imperial era through the Soviet period to the present. They examine images of Russian Orthodox church architecture and St. Basil’s Cathedral, then respond to a word cloud prompt describing what the domes make them think of. Students explore an interactive resource on St. Basil’s Cathedral, using pop-up links to learn about its architectural features, and answer several poll questions to check their understanding of its location, structure, and appearance.
Teacher MovesIntroduce the experience by highlighting the focus on Russian arts and architecture and reviewing the lesson objectives. Use the images of churches and St. Basil’s Cathedral to point out distinctive features of Russian Orthodox architecture, explaining the symbolic and practical purposes of the domes. Guide students as they explore the St. Basil’s Cathedral resource, then review poll responses to clarify key details about the cathedral’s location, structure, and decorative style before moving on.
Students are introduced to major Russian composers and their works, then listen to excerpts from The Nutcracker Suite, Peter and the Wolf, and The Rite of Spring. As they listen, they complete a graphic organizer by recording descriptive words and impressions for each piece to compare the mood, style, and sound of the music.
Teacher MovesBriefly introduce Tchaikovsky, Prokofiev, and Stravinsky and situate each piece in Russian cultural history. Ensure students can access and play the audio excerpts, prompting them to focus on elements such as tempo, instrumentation, and mood. Encourage students to use precise, descriptive language in the graphic organizer and, if time allows, facilitate a brief discussion comparing how the three works are similar or different.
Students view images of imperial-era Russian art, including a portrait of Catherine the Great and a Fabergé Easter egg, and read about how artists created luxury objects for the royal family. They then examine images of matryushka nesting dolls and learn about their symbolism for the Russian motherland and motherhood. Next, students are introduced to Wassily Kandinsky and his abstract painting; they study the image and use their imagination to interpret it, contributing to a word cloud by suggesting a title for the painting.
Teacher MovesExplain the role of art in imperial Russia, emphasizing the connection between Fabergé eggs, the royal family, and displays of wealth and power, as well as the cultural significance of matryushka dolls for ordinary people. Introduce Kandinsky as a pioneer of abstract art and prompt students to look closely at shapes and colors rather than realistic scenes. After students submit title ideas, reveal the actual title and context of the painting, and use this to discuss how abstract art can evoke different interpretations.
Students read a short overview of Russian literature and its global influence, then examine four quotations from works by Tolstoy, Dostoyevsky, Gogol, and Solzhenitsyn. They select one quote that interests them and post to a class wall explaining why they chose it and what they think it means. After posting, students read classmates’ responses and reply to at least two with questions or positive comments, focusing on the themes expressed in the quotations.
Teacher MovesIntroduce the importance of Russian literature and its universal themes, providing additional context about Solzhenitsyn’s life, his criticism of the Soviet Union, and his experience in labor camps. Monitor student posts on the wall, prompting deeper explanation where needed and modeling how to connect quotes to broader human experiences. After students have interacted with peers’ posts, lead a discussion asking them to identify and name the universal themes represented in the quotations, such as wisdom, fear of change, generational mistakes, and good and evil.
Students view images of Russian ballet dancers and read about the history and global reputation of the Bolshoi Ballet and Rudolf Nureyev’s career. They learn how strict Soviet rules limited dancers’ contact with foreigners and how Nureyev defected while on tour. Students watch a video, Rudolf Nureyev's great leap to freedom, to see him dance and hear more about his defection, then respond to a class wall prompt explaining why an artist in a totalitarian state might choose to defect to another country.
Teacher MovesProvide background on Russian ballet and the Bolshoi’s significance, emphasizing how the Soviet government controlled artists’ movements and interactions. Frame Nureyev’s defection as an example of the tension between artistic expression and totalitarian control. After students post their ideas about why artists might defect, highlight insightful responses for whole-class discussion and use guiding questions about freedom of expression, contact with foreigners, and potential consequences for families to deepen students’ understanding of how totalitarianism affects individual lives and the arts.
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