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The Impact of Arnold Jacobs's Teaching on Canadian Tuba

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The Impact of Arnold Jacobs's Teaching on Canadian Tuba Song and Wind in Canada: The Impact of Arnold Jacobs’s Teaching on Canadian Tuba Pedagogues by Jonathan David Rowsell A thesis submitted in conformity with the requirements for the degree of Doctor of Musical Arts Faculty of Music University of Toronto © Copyright by Jonathan David Rowsell 2018 Song and Wind in Canada: The Impact of Arnold Jacobs’s Teaching on Canadian Tuba Pedagogues. Jonathan David Rowsell Doctor of Musical Arts Faculty of Music University of Toronto 2018 Abstract The purpose of this study is to investigate the impact of Arnold Jacobs on the pedagogical approaches of prominent tuba teachers in Canada. Nine tuba teachers from different Canadian universities participated in this study. Each participant was interviewed digitally using Skype or FaceTime and asked nine questions designed to understand their personal pedagogical approach and how it relates to Arnold Jacobs. These questions cover important pedagogical ideas including sound concept, breathing, articulation, and embouchure. Arnold Jacobs is considered to be one of the most influential brass pedagogues in history. His method of teaching, referred to as Song and Wind, is a pedagogical concept frequently implemented in contemporary applied tuba teaching. The interview findings of this study demonstrate that the Arnold Jacobs legacy is very present in Canadian tuba pedagogy. The approaches to articulation and sound concept demonstrated by the interview subjects are consistently Jacobs inspired. The approaches to breathing and embouchure, however, are much more varied. Although these elements are not as tightly embedded in the Jacobs pedagogical ii approach, the results of the study demonstrate that the majority of the interview subjects are fully aware of the ways in which their current approaches have been adapted. iii Acknowledgments I would like to thank the nine teachers who participated in this study: Mark Tetreault, Jane Maness, Dr. Karen Bulmer, Chris Lee, Dr. Gregory Irvine, Sasha Johnson, Michael Eastep, Peder MacLellan, and Paul Beauchesne. Their willingness to give of their time and expertise made this document possible. I would also like to thank Dr. Cameron Walter, Chair of my Doctoral Committee, for his expert guidance throughout this entire process. I would also like to thank the other members of my committee, Dr. John Brownell and Harcus Hennigar. A heartfelt thank-you to my family for their patience and support. Thank-you to my mom and dad, Joan and Dave, for all their encouragement and logistical support. Most of all, thank-you to my wonderful wife Seritha for all of her help and unmeasurable patience. iv Table of Contents Acknowledgments .................................................................................................................... iv Table of Contents .......................................................................................................................v Chapter 1 Introduction ...............................................................................................................1 Chapter 2 Song and Wind - An overview of Arnold Jacobs’s Teachings .................................2 Arnold Jacobs Biography ......................................................................................................2 Teaching Philosophy .............................................................................................................4 Song and Wind ......................................................................................................................5 Summary of Vocal Approaches to Breathing .......................................................................8 Bel Canto: A History of Vocal Pedagogy ......................................................................8 The Structure of Singing ................................................................................................9 Other Aspects of Brass Playing ..........................................................................................10 Chapter 3 Teacher Profiles and Pedagogical Approaches .......................................................13 Mark Tetreault .....................................................................................................................13 Jane Maness ........................................................................................................................16 Karen Bulmer ......................................................................................................................18 Chris Lee .............................................................................................................................23 Gregory Irvine .....................................................................................................................27 Sasha Johnson .....................................................................................................................32 Michael Eastep ....................................................................................................................38 Peder MacLellan .................................................................................................................40 Paul Beauchesne .................................................................................................................46 Chapter 4 Interview Findings ...................................................................................................51 Articulation .........................................................................................................................51 Song ....................................................................................................................................51 Wind ....................................................................................................................................52 v Embouchure ........................................................................................................................53 Conclusion ..........................................................................................................................54 Bibliography ............................................................................................................................56 Appendix 1 Interview Questions .............................................................................................58 Appendix 2 Interview Transcriptions ......................................................................................59 Mark Tetreault .....................................................................................................................59 Jane Maness ........................................................................................................................64 Karen Bulmer ......................................................................................................................71 Chris Lee .............................................................................................................................83 Gregory Irvine .....................................................................................................................90 Sasha Johnson .....................................................................................................................96 Michael Eastep ..................................................................................................................105 Peder MacLellan ...............................................................................................................109 Paul Beauchesne ...............................................................................................................116 vi Chapter 1 Introduction Arnold Jacobs is considered to be one of the most influential brass pedagogues in history. His method of teaching, referred to as Song and Wind, is a pedagogical concept frequently implemented in contemporary applied tuba teaching. This research is intended to explore how active Canadian tuba teachers approach the instruction of university-level tuba students and how each teacher's individual pedagogy relates to the concepts of Song and Wind. Nine Canadian tuba teachers were interviewed in an effort to understand how they approach the teaching of university level tuba players. This dissertation will present an overview of Jacobs’s pedagogical approach, looking at the specific ideas surrounding sound concept, breathing, and physical aspects of playing. This will be followed by a similar overview of the pedagogical approaches found in interviews with Canadian tuba pedagogues. The goal of this study is to compare and contrast the pedagogy of the interviewees with that of Arnold Jacobs in an effort to understand Jacobs’s impact on current Canadian tuba pedagogy. Each of the nine interviewees is a professional musician currently teaching at a Canadian university that offers at least a Bachelor of Music degree. Each teacher is a full-time faculty member at their respective universities or teaches as a part-time sessional instructor while holding a position in a professional symphony orchestra. The following teachers were selected to be interviewed: Mark Tetreault, tuba instructor at the University of Toronto, Jane Maness, tuba instructor at Wilfred Laurier University, Karen Bulmer, Associate Professor of Low Brass at Memorial University, Chris Lee, tuba instructor at the University of Manitoba, Gregory Irvine, Associate Professor of Brass at the University of Prince Edward
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