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Bryan Stovell: a Legacy of Musical Inspiration

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Bryan Stovell: a Legacy of Musical Inspiration BRYAN STOVELL: A LEGACY OF MUSICAL INSPIRATION by Adam Lawrence Moore A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES (Music Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) August 2011 © Adam Lawrence Moore, 2011 Abstract Bryan Stovell is a highly acclaimed music teacher who has taught and mentored some of the most celebrated Canadian musicians in the world today. His list of prestigious former students includes Diana Krall, Ingrid Jensen, Christine Jensen, and David Gogo. This study is centered on the question: What aspects of Bryan Stovell‟s life and work, if any, have enabled so many of his former music students to become extraordinarily successful in the professional music world? To answer this question, I conducted a series of interviews with Stovell. When collecting and analyzing data, I used an adapted version of Rosenthal‟s “gestalt- theoretical phenomenological concept of the dialectical interrelation between experience, memory and narration.” Rosenthal has used this method to distinguish between the “narrated life as related in conversation or written in present time and the lived-through life” (Rosenthal, 2006, p. 1). I augmented this method by including in my analysis accounts of Stovell‟s work, character, and personality provided in interviews with Stovell‟s former students. My analysis yielded five relatively distinct answers to the central research question: (1) Stovell‟s musical competence and vast musical experiences allow him to inspire, motivate, and provide practical opportunities for his students. These practical opportunities include connecting his most promising students to the professional world. (2) Stovell‟s practical pedagogy allows students to gain vital hands on experience and enables him to meet unique needs of individuals within the classroom environment. (3) A consistent, dedicated approach to education over the last 50 years has allowed Stovell ii to provide a productive learning environment for a relatively large group of students. Students gain a sense of safety and confidence from Stovell‟s predictable approach, and his example inspires them to tackle their own development in a consistent and dedicated manner. (4) Stovell has a unique capability for developing authentic and productive relationships with students. These relationships allow him to meet the individual needs of his students and inspire them to connect with music in deeply personal ways. (5) Stovell‟s extraordinary commitment to extra-curricular activities enables his students to gain authentic and practical musical experiences outside of the classroom. iii Preface Research approved by the UBC Behavioural Research Ethics Board (certificate number is H10-01815). iv Table of Contents Abstract ........................................................................................................................................ ii Preface ......................................................................................................................................... iv Table of Contents ........................................................................................................................ v Acknowledgments ..................................................................................................................... vii Dedication ................................................................................................................................. viii 1 Introduction ............................................................................................................................ 1 1.1 Research Question ................................................................................................................. 6 1.2 A Brief Description of the Method………………………………………………………….7 2 Review of the Literature ........................................................................................................ 9 3 Methodology ......................................................................................................................... 21 4 Stovell’s Life Story ............................................................................................................... 32 4.1 Formative Years .................................................................................................................. 32 4.2 Academic Overview34 4.3 “The Dark Side” .................................................................................................................. 37 4.4 Family Life.......................................................................................................................... 39 4.5 Early Musical Formation .................................................................................................... 41 4.6 Values, Character Traits, and Opinions .............................................................................. 42 4.7 In the Classroom ................................................................................................................. 46 4.8 Beyond the Classroom ........................................................................................................ 48 5 Stovell’s Daily Experiences ................................................................................................. 50 5.1 Classroom Observations ..................................................................................................... 58 5.2 Informal Observations ........................................................................................................ 65 6 A Philosophical Perspective ................................................................................................ 67 6.1 Pragmatism ......................................................................................................................... 67 6.2 Relationships ....................................................................................................................... 70 6.3 Instructional Technique ...................................................................................................... 72 6.4 Motivation ........................................................................................................................... 73 6.5 Perspectives on Success ...................................................................................................... 77 v 7 Students Interviews .............................................................................................................. 79 7.1 Internationally Recognized Professional Musicians Who Have Gained Commercial and Critical Success ........................................................................... 80 7.2 Professional Musicians Who Have Not Received Broad Commercial and Critical Success ....................................................................................... 81 7.3 Former Students Who Did Not Pursue a Career in Music .................................................. 86 7.4 Former Student Who Have Gone On to be Music Educators ............................................. 89 7.5 Current Students.................................................................................................................. 92 7.6 Musicianship and Professional Experience ........................................................................ 93 7.7 Instructional Technique ...................................................................................................... 96 7.8 Extra-Curricular Opportunities ......................................................................................... 100 7.9 Care and Compassion ....................................................................................................... 104 7.10 Authentic Relationships ................................................................................................... 108 7.11 Personal and Professional Impact .................................................................................... 113 8 Analysis and Conclusions ................................................................................................ 119 8.1 Text Structure Sequentialization (TSS) ............................................................................ 122 8.2 Conclusions ....................................................................................................................... 129 8.3 Corollary Questions .......................................................................................................... 132 8.4 Central Research Question ................................................................................................ 142 8.5 Summary ........................................................................................................................... 155 8.6 Recommendations for Further Study ................................................................................ 156 8.7 Personal Impact ................................................................................................................. 157 Bibliography ............................................................................................................................ 158 Appendices ............................................................................................................................... 161 Appendix A: Bryan Stovell Questions ..................................................................................... 161 Appendix B: Student
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