Sonja Marie London-Hall
The concert calendar and performance dates are located on the school calendar.
Classes on this page are not listed in schedule order.
All handbooks, paperwork, and forms are listed under period one.
Contact me via the school email to set up (schedule) a visit.
The courtesy of an appointment is appreciated for school time visits.
M.ED. Northern Arizona University, Flagstaff, AZ
Ed. Leadership & Bilingual/Multicultural Education Emphasis, 2004
M.ED. Northern Arizona University, Flagstaff, AZ
Elementary Education & Technology Emphasis, 1997
BM Arizona State University, Tempe, AZ
Music Education/Performance/English, 1984
Principal Certification – Arizona; ESL & SEI K-12
Standard Secondary – Arizona; English, Music, ESL, SEI, Middle Grades
Please note the class “periods” on this website do not correspond to the period of day the class meets. Look for the specific title of your class.
FINE ARTS CORE PRINCIPLES
All students deserve quality arts learning in dance, music, theatre, or visual arts.
• A comprehensive arts education curriculum uses culturally and linguistically responsive pedagogy that maximizes learning in and through the visual and performing arts, actively accesses and develops student voice, and provides opportunities for leadership for every group of students.
• A challenging and relevant curriculum engages every group of students in comprehensive, well-articulated and age appropriate visual and performing arts curriculum that also purposefully builds a full range of language, literacy, and other content area skills. The curriculum is cognitively complex, coherent, relevant, and challenging.
• High quality instructional resources provide and utilize high quality standards-aligned materials that provide each group of students with equitable access to core curriculum and academic language in the classroom, school and community.
• Valid and comprehensive assessment is designed to promote reflective practice and data-driven planning to enhance academic and real world outcomes for each specific student.
Arts Cyberconference, “Learning in the Arts” Core Principles, October 18, 2006
Visual and Performing Arts common strands Standards serve as curriculum guideposts for teachers and provide clear-cut curriculum goals for all learners. Curriculum based on the content standards requires active learning through the study, practice, creation, or performance of works of art. It also requires reading about the arts and artists; researching the arts from the past and present; writing about the arts and artists to reflect on one’s own observations, experiences, and ideas about the arts; and participating in arts criticism based on reliable information and clear criteria.
Each of the arts disciplines is studied from the vantage point of five dimensions: artistic perception; creative expression; historical and cultural context; aesthetic valuing; and connections, relationships, and applications. Although each of the arts is unique, these five dimensions or components are common to the instruction of each discipline.
Students in a comprehensive program are expected to master the standards of an arts discipline, which are grouped under the following strands:
Artistic Perception refers to processing, analyzing, and responding to sensory information through the use of the language and skills unique to dance, music, theatre, and the visual arts.
Creative Expression involves creating a work, performing, and participating in the arts disciplines. Students apply processes and skills in composing, arranging, and performing a work and use a variety of means to communicate meaning and intent in their own original formal and informal works.
Historical and Cultural Context concerns the understanding of historical contributions and cultural dimensions of an arts discipline. Students analyze roles, functions, development in the discipline, and human diversity as it relates to that discipline. Students also examine musicians, composers, artists, writers, actors, dancers, and choreographers as well as cultures and historical periods.
Aesthetic Valuing includes analyzing and critiquing works of dance, music, theatre, and the visual arts. Students apply processes and skills to productions or performances. They critically assess and derive meaning from their own work, performances and original works based on the elements and principles of an arts discipline, aesthetic qualities, and human responses.
Connections, Relationships, and Applications involve utilizing concepts and skills from arts disciplines and connecting them to other subject areas. Students develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning, including career skills.
Honor Band is reserved for students who have played their instrument for 3+ years or by director recommendation. Honor Band is for NPA. Advanced instrumental students which also qualifies for the senior capstone class AKA: Core Elective Credit.
Completion of the NPA Honor Band will prepare musically inclined students for stage performances, basic theory, and college scholarship auditions.
Students in Honor Band are expected to audition for HS/MS Regional Honor Band groups as part of the curricular requirement.
Practice and practice records are expected on a weekly basis.
Symphonic Band is reserved for students who have played a minimum of 1 year on their instrument. It is not designed for beginners or students who feel they have enough experience from another school. This performance group performs with very high playing standards and generally graded 2+ to 3+ leveled music. Students who excel in symphonic band will qualify for participation in the Honor Band or Jazz Bands.
Advanced Jazz Band is a band reserved for students who have demonstrated advanced skills in the other bands. Students are selected for jazz band only after completing an audition which takes place prior to spring registration. A minimum of 3 years playing in another NPA band AND through performing a jazz band audition is required for participation. Jazz Band will survey different styles of jazz music and perform in the community. Students must maintain an 85% or higher in jazz band in order to be recommended for continuation from year to year.
Jazz Band students are expected to be able to improvise and perform. A component of the class will be community outreach and performances in the area. There may be 3 to 5 run-out performances during the school year IN ADDITION to the two regularly scheduled band concerts.
A uniform is a component of our performance: Black tuxedo shirts, bow tie, and cummerbund. Black formal dress shoes and socks with appropriate dress slacks or skirts.
Students in Advisory/ILS will follow a standardized format for ILS/Advisory. Students are expected to have in hand all the work they will need for the class period and also a book for reading material if/when they complete assignments. Students who sit without work will be assigned a lunch detention and/or meeting with the Dean. Students will not be allowed to work together or share music. The instructor will have at hand access to current grades, missing assignments, materials due to help the student make the most out of this class time.
Students are expected to have in hand all the work they will need for the class period and also a book for reading material if/when they complete assignments. Students who sit without work will be assigned a lunch detention and/or meeting with the Dean. Students will not be allowed to leave the room and "help" other teachers unless the teacher has called for the student.
Drama is an advanced acting organization with many students involved in local community theater. Dram will be offered as a club this year with auditions held early for a spring production. The production will be announced at the time of auditions.
Beginning band is designed for the student with zero to 1 year playing experience. Our class is fun but we learn at a rapid pace. It is recommended all band students commit to two full years of band; the second year being the year we are no longer struggling with learning the instrument and now taking off with cool music. Private instruction is recommended for all band students.
If you are looking to take beginning band you must reserve a spot early. Email me your name and what instrument you want to play as soon as possible. Limited sections are saxes, trumpet, and percussion.
Students are recommended for beginning jazz band if they qualify after beginning band. Student must have played in band for one full year prior to teacher recommendations. The beginning jazz band for the 2019 school year has already been selected.
Students must maintain an 85% or higher in beginning jazz band in order to be recommended for continuation from year to year.
All band students need the following every day in band:
- music folder and personal copies of music
- highlighters (2)
- valve oil/slide oil (brass)
- carpet rag (AKA spit rag for brass)
- cork grease (woodwinds)
- 5 extra reeds at all times (woodwind)
- metronome/Tuner (check out the “tonal energy” tuner app)
- method book for your instrument
- Beginning Jazz: Standard of Excellence for Jazz, Jazz Ensemble Method
- Beginning Band: Standard of Excellence 2000, book 1
- Symphonic Band: Standard of Excellence 2000, book 2 and 3
- Honor Band: Habits of Successful Musicians