A Quote by Kevin Olusola
Yeah, I would go to New England Conservatory a lot. My orchestra teacher ran a program for minority students there.
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Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.
I think it goes back to my high school days. In computer class, the first assignment was to write a program to print the first 100 Fibonacci numbers. Instead, I wrote a program that would steal passwords of students. My teacher gave me an A.
Once in a while, a teacher gets rewarded with a brilliant student. My two years with Dan Szabo at the New England Conservatory were indeed a gift -- he is a pianist with unlimited potential and a composer that makes my heart sing. I deeply feel that he is an important musician for the coming years.
I did a lot of commercial and theater work when I got out of school and was living in Dallas, and I moved to Chicago to go through the Second City Conservatory Program.
The first programming assignment I had in high school was to find the first 100 Fibonacci numbers. Instead, I thought it would be cooler to write a program to get the teacher's password and all the other students' passwords. And the teacher gave me an A and told the class how smart I was.
I ran track in high school very competitively, and then ran it D-1 at Boston University. I ran there on an athletic scholarship and chose BU because they had both a good track program and an arts program.
I got private lessons in keyboard at Julliard, before New England Conservatory of Music in Boston.
One time, the teacher was the storehouse of knowledge. That will no longer be so. So what would a teacher do? A very good teacher will play the role of augmenter. Also, the teacher will be located anywhere and helping students.
I studied physics at Princeton when I was a college student, and my initial intention was to major in it but to also be a writer. What I discovered, because it was a very high-powered physics program with its own fusion reactor, was that to keep up with my fellow students in that program I would need to dedicate myself to math and physics all the time and let writing go. And I couldn't let writing go, so I let physics go and became a science fan and a storyteller.
Students never think it can be the teacher's fault and so I thought I was stupid. I was frustrated and would come home and cry because I couldn't do it. Then we got a new teacher who made math accessible. That made all the difference and I learned that it's how you present it that makes it scary or friendly.
And I would go on all these college tours. And I was thinking about where I would want to go. And at the end of each tour, I'd be like, yeah, yeah, yeah. So you guys have any improv groups?'
We can teach a lot of things, but if the teacher can't relate by talking to a group of friendly students, he'll never be a competent teacher.
The most successful classes are those where the teacher has a clear idea of what is expected from the students and the students know what the teacher expects from them.
Before my mother was a King, she was a gifted vocalist and musician, whose skill and academia garnered her a scholarship to the prestigious New England Conservatory for Music in Boston.
I think, overall, there is a lack of diversity in the arts. I'm thinking about when I was in grad school: I could probably count on one hand the number of minority students in the graduate school program.
I respected it. I submerged myself into it. So on a lot of days off I would go and fish with the fishermen and the families that ran the boats. I would go work the fields with farmers. I would go and talk with farmers about growing particular products for me.
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