Here is a letter I recently received from Mrs. Nash -
Last evening a former MSMS colleague phoned to arrange a spring break get-together.
When I asked in surprise, “When’s spring vacation?” my friend exclaimed, “I should think that your classmates would keep you posted on such things.”
It was then I realized that no one in my Theory/Comp. I class ever talks about vacations—or even weekends. I almost came to school on Good Friday because no one even mentioned that three-day weekend. (Luckily someone had provided me with a school year calendar so that I didn’t make the mistake of arriving to an empty building.)
And I realize how seldom I can use a computer during class—because absences are so rare in Matt Lovell’s class. (I know because there is rarely an unoccupied computer for me to use.) And when I stay to work on assignments during the following periods when Matt has duty and a free period, I share the room with quite a few others who work as concentratedly as I.
Finally, the general responses to the bell at the end of second period are surprised groans by students. How often does that happen in a school?
What makes the engagement of Matt Lovell’s students all the more amazing is that most adults to whom I mention taking Music Theory—if they’ve taken such a course (often in college)—exclaim about the tediousness of it. In my class most of the kids, when told to pick a key in which to start a new assignment, pick one with 5 flats or sharps—just for the challenge.
To elicit such enthusiasm for a THEORY course seems to be almost unheard of elsewhere. I am indeed fortunate to be a part of this learning environment—and
is indeed lucky to have a music department with teachers such as Matt Lovell and John Middleton-Cox (whose “Titanic” was simply phenomenal!)! Burlington