“Sorida” World Music Pedagogy Lesson (Practice Step in 6/8 Unit)

Grade: 5th Teacher: Ms. Dominguez Date:

Standards:
MU: Cr3.2.5a Present the final version of personal created music to others that demonstrates
craftsmanship and explain connection to expressive intent.
MU: Pr6.1.5a Perform music alone or with others with expression, technical accuracy, and
appropriate interpretation.

Objectives:
Students will be able to sing “Sordia” with accurate rhythm and pitch in 6/8 time.
Students will rhythmically improvise using “Sorida” within the parameters of a 6 bar phrase.

Materials:
Zimbabwe Powerpoint
Sorida Notation
Lesson Sequence:
Time/ Objectives
Entry Activity/ Transition/
Prerequisites
Attentive Listening
Integrating World Music
Engaged Listening
Enactive Listening Objective:
Students will be able to sing “Sordia” 2. T “Repeat after me”
with accurate rhythm and pitch in 6/8
time.
Assessment
Creating World Music Objective:
Students will rhythmically improvise
using “Sorida” within the parameters
of a 6 bar phrase.
Lesson
T: “Welcome students, will you be my echo” (getting students ready aurally
with the pitches and rhythms that are coming)
● Ta ti ti
● Ta ti Ta ti Ta
● Etc.
1. T: “I am going to play a song, please listen”
2. Sorida: https://youtu.be/DrZNsgHhn2I
3. T: What country do you think this music is being made in? What
instrument do you hear?
1. This is from the country of Zimbabwe, and this song is “Sorida” which is
a Shona hand game.
2. Powerpoint
1. T: “Let's listen to Sorida again, and this time I want you to move with the
music. You can tap or hum or move your body”
1. T “Now we are going to learn the song with some movements!”
● So-ri-da (Up, round, clap)
● So-ri-da
● Ri-da (Back, clap)
● Ri-da
● Da-da-da (Back, front, clap)
● Da-da-da
● Ri-da
● Ri- da
3. Practice through the singing and movements a few times
4. Put notation up on the screen “Do you all see what time signature this
song is? 6/8! Even across the ocean, there are songs that feel in 6/8.
However, they don’t read music the same way we do. They don’t write it
down like we do. But it was written so we can learn about it!”
5. Everyone get a partner! When you do the “back” and the “front” you and
your partner will pat your hands together. Be like mirrors!”
6. Practice that a few times.
Are students able to sing and do the body percussion to “Sorida”? If not,
review the lyrics before adding the BP back in and moving on.
1. Why was playing these hand games important to the people of
Zimbabwe? (Covered in the powerpoint. Reinforcement before activity) Is it
similar to hand games that we do? (Miss Mary Mack, Lemonade, etc.)
2. What were some of the aspects of the hand game we played? (Repeated
patterns, done with a partner, not too difficult)
 3. What might be some things we could focus on if we made our own hand
game to do with the song Sorida? (Continue to be in 6/8 time, repetitive, use
some same hand symbols we have already used just in different
combinations and rhythms, can use aspects from our western hand games
like lemonade).
4. T shows an example of improvised hand game.
5. T: “You are all going to be able to come up with your own hand game in
groups. Let's split into groups of 4 or 5. You will get 10 minutes.”
6. After 10 minutes go around the room and allow each group to perform
their composition.
7. T: “Now let’s all do our own hand game at the same time singing Sorida”

Assessment The students were able to compose and perform a clapping rhythm in 6/8
time.

Assessment/ Closure

4- Able- Student sang with accurate syllables. Student was able to do the hand game. Student
was able to compose/ improvise their own hand game in a group.
3- Attempted, almost able- Student was successful 80% of the activity.
2- Attempted, not able- Student tried activity but was less than 50% successful.
1- Did not attempt- Student did not try activity.

Great work everyone!