Spring 2012 - RCM Examinations

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Mentor Memories with singer-songwriter Sarah McLachlan Mentor Memories invites leading arts professionals to share memorable moments of inspiration and motivation. In this issue, we are delighted to present an interview with celebrated singer-songwriter Sarah McLachlan, an alumna of The Royal Conservatory. While Sarah McLachlan is beloved by millions for her warm and evocative music, she continues to make an important contribution to arts education. Inspired by the influence of music in her life, she long dreamed of opening a music school for inner-city youth. Music had a profound impact on her, and Sarah decided she could make a difference by bringing music education into the lives of young people who otherwise would not have access to it. Her dream was first realized through the creation of The Sarah McLachlan Foundation in 1999, and was expanded in 2002 with the launch of a free afterschool program: The Sarah McLachlan Music Outreach – An Arts Umbrella Project (SMMO). Founded on a belief in the enriching power of music and the importance of building creative communities, the program, now known as the Sarah McLachlan School of Music, provides 4 examinations.rcmusic.ca an inspirational learning environment fostering the confidence and success of its students. The school offers them a secure, inspiring place to learn, practice, and connect with other like-minded youth. Students acquire a lifelong appreciation of music, an enthusiasm for learning, and the skills necessary to unleash their creative potential and to develop friendships that will last a lifetime. Over the last ten years, hundreds of students have learned piano, guitar, percussion, voice, and songwriting. They have enjoyed the music lab and participated in children’s and youth choir and ensembles, mentored by professional musicianeducators. As McLachlan reflected on the impact of music on her life, she realized that music enabled her to develop a sense of pride and self-worth. It also gave her the tools she needed to tackle the many challenges she would face both personally and professionally. In this inspiring interview, McLachlan shares her insights and experiences as a student, a teacher, and an internationally successful performer. What do you recall about your first experience with music? I remember being four years old and devouring my mother’s recordings by artists of the time—Joan Baez, Simon and Garfunkel, and Cat Stevens. I begged her for a guitar so I could play and sing just like them. I was so excited when I was given a ukulele (as I was too small for a guitar) and I took lessons just up the street from my house. Because I loved to perform, my mother would have me sing for her friends when they visited. Who was your most important teacher and how did he or she influence you? My high school art teacher, because he Photo: Kharen Hill
a Mentor Memories with singer-songwriter Sarah McLachlan (continued from page 4) let me be myself and always encouraged me to do my very best. This really affected me because I liked and respected him, and wanted to please him. What impact has The Royal Conservatory had on you? The Royal Conservatory provided me with an excellent basic understanding of theory and musical structure, which I have carried with me throughout my life and career in music. At what point did you decide to become a professional musician? I was offered a recording contract at nineteen years old . . . how does one say “no” to that? What first inspired you to write songs? I’d been working with another band and helping to write melodies. I’d never sat down to write pieces all by myself, until I received the recording contract. So really, getting a record deal was hugely influential in pushing me to get going. When writing lyrics, I focused mostly on imagery, as until that time, I had been a visual artist. Where do you presently find inspiration? I find constant inspiration in the emotional struggles we all face as humans as we try to relate to each other and get along with our incredibly limited understanding of ourselves and the world around us. Was there a low point in your growth as a musician and how did this influence you? Early in my career I was signed to a major US label and was being “A and R’ed” (groomed for release by the Artist and Representation department) for the first time in my life. During the recording of my second album, I thought we were doing great, emotional work, but when the label’s representative listened to what we’d done, he was very dismissive. He complained that he “didn’t hear a single” and said, “you can yodel on the rest of the record for all I care, as long as I get three strong singles to work with.” I asked him if the music made him feel anything and he told me that was not the point. I was very disheartened, but my producer told me that my music was good. He reminded me that if you follow your gut and are true to yourself then you are already successful. My manager at the time convinced the people at the record label to leave me alone to “make it or break it” on my own. They did, and luckily, it worked! They liked the finished record and it did well. I continue to follow my instincts and it has served me very well. In your opinion, what is the value of music education? It is incredibly important for children to have music in their lives. Music helps us connect to ourselves and with each other. There are many studies proving that the study of music gives children a step up in other academic areas. It contributes to the development of wellrounded, emotionally connected human beings and helps set them up for success. I typically do not teach, although I have on occasion been in the position to work with a group of kids to inspire and guide them and I have loved it! They are engaged and tuned in, and so open to learning. Do you have any tips on how to engage students with music? It’s important for students to like what they’re playing and feel some connection with the music. Your music school gives back to your community in a powerful way. How can our readers become involved in similar/different ways to impact their own communities? I encourage organizations that offer music lessons to add some kind of bursary or free outreach element to their programs or solicit others to financially sponsor a child’s lessons. Teachers could also volunteer their time and get involved with music education in their community. What advice do you give the students at your school? I rarely offer advice unless it’s asked for, but one thing I do stress is the importance of trying to figure out what brings you joy and do it as often as possible. If it is music that brings joy, then “hooray!” How do you encourage the musicians at your school to collaborate? Is there one collaborative experience that stands out? We have no shortage of collaborations at our school, as it’s a big part of our curriculum. The students are nurtured to be free and open as they explore different ways of making music like singing together, and playing in ensembles. Music should be shared, so performance is encouraged. The children also write songs. The best experience thus far happened in December as I guided the students in writing a Christmas song. It happened spontaneously during a photo shoot. I spent the day at the school with various students. We all had instruments, so it was easy and natural for us to start playing together. A song began to evolve so I encouraged the students to explore different possibilities with lyrics and melody. We had the better part of a song by the end of the day. A senior student finished the lyrics at home. We recorded it, filmed it, and posted it for free on the Internet the next week. In your opinion, what is the place of popular music in a traditional music lesson? I think if you want to keep children engaged in their studies, then you need to provide a wide range of music. Classical music provides a good basis of understanding that can provide a jumping-off point into many other kinds of music. What is next for you as an artist, and as an educator? I’m writing songs for my next record and working hard on fund-raising plans for the school. I see the impact that music education has on young people. I would like to be able to expand our programming in the years to come. Giving more students access to music would be very meaningful to me. music MATTERS | <strong>Spring</strong> <strong>2012</strong> 5
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Spring 2012 - RCM Examinations

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