[applause] >> so, did anybody hear math? anybody hear any math? yes. >> i thought the 1, 2, 3, 4

pattern. >> good. >> that's counting in hindu. you know how to count to 4. see. 1, 2, 3, 4, 5. 1, 2, 3, 4, 5. >> 1, 2, 3, 4, 5. >> pause. >> 1, 2, 3, 4, 5. >> 1, 2, 3, 4, 5. pause. >> that's a rhythmic pattern that repeats itself 3 times about did you know we are doing multicasion and dividing up here? you didn't. so, this music we are dancing on is rhythmicly complicated the underline rhythmic does not go in a straight line. it goes if a cycle beginning on

1 and ending on 1. we are dancing on a 16 beat cycle. you can count to 16. why don't you keep the cycle and we will put a high on top of that. count with one and you can clap. 13, 14, 15, 16, 1, 2, 3, 4, 5, >> 1, 2, 3, 4, 5. >> 1, 2, 3, 4, 5. >> 1, 2, 3, 4, 5. >> 1, 2, 3, 4, 5. >> 1, 2, 3, 4, 5. did you know what you just did? >> you divided 16 into 3 equal parts. i bet you didn't think that was possible i know a physicist that didn't think it was possible. we are rocket scientists. half

of you count 16, half do the t high. you can do it. first you try the 16. don't do the t high yet. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16. 1, 2, 3, 4, 5, 6, 7, you keep counting 16. you guys do this. you will start 5 times 3, 3 times. 1, 2, 3, 4, 5. >> 1, 2, 3, 4, 5, >> 1, 2, 3, 4, 5, pause. >> 1, 2, 3, 4, 5.

1, 2, 3, 4, 5, 1. did we end on your 1? >> whoa, you divided 16 into 3 equal parts. did you know you could do that? >> i'm dizzy. okay. well, we are going to end with a t high within a t high like a wheel that goes around and around and around. i want you to figure out there is a multiplecasion problem in here and i want you to see if you can tell us when we are done what it is. something will repeat 3 times.

[applause] okay. which one of you figured it out? yes. >> 49, hum... >> i can see how you would say that, why do you say that? there is 49 of something. okay. did you notice the turns? the spins? how many were there in one piece? yes. no. yes. 9. how many times did we repeat that? how many times? 3. 9 times 3 -- is 27.

we did 27 turns but we were going, 1, 2, 1, 1, 2, 1. that's a sophisticated math concept, you were not wrong. i bet you will grow up to be a mathematician. i will give you my address you will have to send me your first paycheck because i taught you this. at this point we would like to thank you very much for coming. if you have any questions. i don't know if we want to open it you will for questions. may be just a few? okay. yes. what's your question? >> how do we get in this program? that is a good question. >> it's an interesting question because the answer with the 3 of us is the same. what i want to point out i look like i might be from india when

i talk i sound like i'm from america. my parents are from india but i was born in america and i started this dance when i was 18. i was not a baby e. both charlotte and an drea did as well. charlotte at 15 years and joe airna and i 15 years. that's how we got in this program. we practiced very hard. very, very hard we practiced everyday and we have been been in india practicing 8 times where our teacher is from. yes. >> yes. >> well there are similarities

all of southeast asia. we performed in bali with a group. it's a story from the [inaudible] and so the indian epiics actually the indian epiics for very common in cambodia and bali and thailand and there is a different aesthetic. all southeast asia and asia there are a lot of similarities. >> he is a male entity. he is not -- are you referring

to the story? >> it's interesting you should say that. a unique indian concept is one of half male, half female. and that is -- unlike some dances the solo dancer portrays all of the parts in the story. you can portray a feminine aspect and then masculine aspect with the bow and arrow. the male has to portray feminine and the female has to portray masculine. there is a very fierce dance and a soft sort of dance and every dancer has to learn all those aspects. it's very, you know, my teacher i call him a guru in this art

form you have to study very, very hard. you have to learn about all the cultural aspects. he says it's liberating because he enjoys and has to learn to bring up the feminine aspect. he's a strong character it's a challenge for him and he likes it. the stories are metaphor cal. i don't look at this that this is a man or woman. there are qualities we all have that some of us are in touch with and are not. in our culture we think people should not be people they have be macho and feminine image. every human being inside them has feminine and masculine qualities. one is not good or bad it's a duality you need to be a whole

human being in touch of what is going on in society. if everyone danced or got in touch with different sides of them there would be more harmony in the world. yes. >> no, we have a school all over here. i'm talking so. . we have a school 250 students a school show coming up. she will tell you where you can take classes. >> in our class we teach kids from 5 years old to 55 years and older. our guru is 62 and he dances circles around all of us he's been dancing since he was 9. you can all learn and parents and grandfathers and grand mourths can learn, toochlt we have a special men's class and

have classes in san francisco. if you have questions there is an address on the card and our e mail and you can -- or you can come talk to us if you have questions. we would like to say -- and you can say to us -- thank you so much for coming. [applause]

>> good evening i am the director of the culture

association and devoted to the program and here we have master of arts. (applause). (speaking spanish) (speaking spanish).

>> what he is saying that thanks to the bant. bante he got funding for of the peru vaifian culture and got approved. >> (speaking spanish). >> okay. >> good. (speaking spanish). >> so we have a variety of instruments -- that we're going to be showing you. >> (speaking spanish).

>> the name of the instrument is called tale boheha. >> (speaking spanish). >> it was a time in peru when the africans were prohibited from playing or making instruments. >> (speaking spanish). >> so they were forced to make their own instruments. >> (speaking spanish). >> so they use the surroundings and big jars and they used to

have water or other type was drinks. >> (speaking spanish). >> covered with leather skin. >> (speaking spanish). >> and they make the drums. >>. >> (speaking spanish). (drums). (applause).

>> (speaking spanish). >> this instrument is called dungo. >> spr (speaking spanish). >> we have two but only one was used. >> (speaking spanish). >> this is one that was used north of the capital. >> (speaking spanish).

>> in the cities of the country >> (speaking spanish). >> when he was a child he was able to see those instruments and on extension today. (drums).

(applause) . >> this is a donkey's jaw. it

could be a horse or a donkey. >> donkey's jaw. >> and it's played by spiking it and to make the rattle sound and also creates this. (applause). >> (speaking spanish) sorry.

(speaking spanish). >> this is the kahita and it is created as the -- i don't know that word. how do you say that? the piggy bank. you know where the boxes and the churches

collect money? yeah. this is the original he here. yeah. >> (speaking spanish) (laughing) (speaking spanish).

>> this instrument is called c carete and with the right hand and the left hand and open and shuts in a rhythmic time. >> (speaking spanish). >> so this instrument is called sen sero but it's actually a cow bell. >> (moo).

>> it was made out of material. >> (speaking spanish). >> but for the african and any instrument that create a rhythm or a sound will become an instrument. (speaking spanish) (applaus