Upper School

February 17, 2022

from Dr. Bill Hudson, Head of School

I am thrilled to see parents in the halls of MPA once more—we’ve missed you! With Omicron infections on a downward trend and our high vaccination rates, we have been able to open the school once again for parents. On my way back to my office after morning door duty on Monday, I happened upon three parents who had been enjoying time walking through the halls. In particular, they mentioned to me how impressed they were with the beautiful art our students have created that is on display throughout the building. Hardly a day goes by that I don’t stop to admire and enjoy it as it is one of the things I love most about MPA.

I was recently reading through the open-ended responses from the parent satisfaction survey administered in December and one comment caught my attention. In it, a parent questioned the requirement of art and theater in Middle School. I certainly respect the perspective of parents and realize that every child will not always enjoy the arts. I also know the importance of the arts in our mission and the long-lasting impact it has on students. An incredible amount of research has been conducted over the last decade on how music positively affects the brain and cognitive development.

For instance, one study found, “Involvement in the arts is associated with gains in math, reading, cognitive ability, critical thinking, and verbal skill. Arts education can also improve motivation, concentration, confidence, and teamwork.” Another study by a 15-year literature review done by the NEA found, “A growing body of evidence suggests that at virtually every stage of life, the arts can foster openness to novelty, encourage connections to people, places, things, and concepts, and promote the ability to take multiple perspectives, among other positive outcomes.” Read More

February 10, 2022

from Dr. Bill Hudson, Head of School

“This is going to be bad. Really bad,” I said to myself as I listened to a podcast on my drive home from school late one night two years ago. It was in early January that a colleague of mine who works with international students first told me about an outbreak of new flu virus occurring in China, but the details were sketchy. I was desperate to learn more and somehow came across a podcast that went into great detail about the seriousness of the new strain—and I was deeply concerned. And scared, if I am honest. There was a lot I did not know two years ago but I knew the strength of our community.

It is hard to believe it has now been two years and yet it seems like just yesterday. I could only imagine then the implications of the pandemic and its effect on all our lives. It has taken an academic, social, and emotional toll on our community and yet we have persevered and deepened our resiliency. I am proud of our students and grateful for the trust and partnership of parents. Read More

February 3, 2022

from Dr. Bill Hudson, Head of School

As I walked to my post at the front entrance of the school Tuesday morning, the sound of jazz being played on the piano drew me into the band room where I happened upon the zero-hour jazz band class. The exceptional talent of the students and the beauty of the music they were creating together was a moment of pure joy for me as well as a moment of gratitude to work in a school that truly values music education.

Without denigrating the mastery of musical skill and ability, many of the students were unaware of other learning was taking place in the band room. While I am most certainly not a musician, I do know that that the unique interplay of harmony, rhythmic invention, scale, extended chords, and syncopation all speak to the complexity of jazz. In addition to musical ability, jazz also requires and fosters a number of valuable lifelong skills, including creativity, improvisation, collaboration, interdependency, problem-solving, risk-taking, humility, ideation, integrating and synthesizing information quickly, critical thinking, and navigating complexity.

For several years I taught a master’s level class at the University of St. Thomas on the foundations of American education. As a history buff, I loved studying the evolution of education in the United States and the various reforms instituted over the years. Rather than static, the idea of school has always been in a continual state of change. Educational reform has been the norm for education in response to the needs of students and society. However, our current system, created in response to the industrial revolution, is much the same as it was in the early 1900s.

I spend a great deal of my time thinking about the future of education, particularly now as we begin to emerge from the pandemic and begin the shift from the information age to what author Daniel Pink calls the conceptual age. While the industrial age focused on results and the information age focused on data, facts, and technology, the conceptual age will depend on high-touch skills like empathy and high-concept skills such as the capacity to detect patterns and opportunities, combining different or unconnected ideas together. With information readily accessible and computers able to analyze it, our future depends on the ability to harness curiosity and creativity to create novel solutions to pressing challenges in our world. As educational reformer John Dewey said, “If we teach today as we taught yesterday, we rob our children of tomorrow.”

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