Canadian Musician - January / February - Page 50

W W hen it comes to figuring out your path in the music industry, it can be a rocky road that’s constantly curving unexpectedly. That’s why we’re here to highlight some of the many options for music education – either for formative instruction or ongoing learning – that can accelerate and ame- liorate your journey to whichever destinations you’ve set on your career course. Growing up in rural Que- bec with dial-up internet and only my parents’ record collection and Beatles books to dive into, my education was based on whatever I could consume. I found solace in online music message boards, where I learned all about local music, promoters, and where to discover new music. Whenever I’d go to the big city, I’d come back with an armload of rock bios and punk zines that I’d pour over. Being a female in the music scene, I was determined to belong, but also avoid terms like “poser” or “groupie,” so I decided I’d study any- thing music-related, in whatever fashion I could. (Mostly reading.) When I couldn’t afford to buy tickets to shows, I’d inter- view bands for my blog and learn from them di- rectly. This was how I first learned about veganism, anarchy, and racial op- pression. So much of my knowledge was based on the hundreds of artists I’d interview and book. I often tell my college students how I would have killed for an opportunity to have met anyone in the music industry, much less be able to study the subject in any capacity, when I was starting out. I had no mentors; just blind confidence and no fear of failure leading me to my ultimate career path. The gist of this little story is that you don’t have to be limited to what you discover on your own. The world is your music oyster, and through a little network- ing, Googling, and sheer bravado, you can reach your goals. PIT STOPS ON YOUR PATH Here are some of the many education options available to musicians and industry types. Arts-Focused Secondary Schools Performing arts high schools are institutions with a special- ized focus on learning music, theatre, visual arts, writing, or production. There are many across Canada; however, they’re mostly concentrated in urban centres. Students do a regular grade 9-12 course load but will have a portion of the day (usu- ally 1-2 hours) dedicated to their specific creative discipline. Many are inter-disciplinary so that students become trained in related fields. Students must typically pass an audition process and competition is fierce, as many teens have outside training. Tuition is usually covered by provincial taxes though there are often associated expenses (like dues and extra training) that are difficult to measure. 50 • C ANADIAN M U S ICIAN Private Music Lessons Music lessons can vary from group to individual solo sessions and vary dramatically based on teacher and institution. The sky’s the limit when it comes to which instrument you can learn, from bassoon to vocal, though guitar and piano lessons are the most popular. The Royal Conservatory is one of the more esteemed schools that focuses on both performance and theory, though you may find an amazing guitar teacher from a flyer at your local music store. There’s really no age limit when it comes to lessons; children, adults, and seniors can partici- pate equally with widely different motivations for learning. Colleges & Institutions Studying music industry arts or learning entertainment man- agement through a structured college or business program has been around since the 1970s; however, programs are popping up all ov \[YH\ܝ\Y[وYK\H\BH[[]HۙK\[Y\\ܘ[\YH܈\YX\›و\\ˈX[Hܘ[\[YH[[\\YX[]HY[X[ ]ܛ[\H^\Y[KYHٙ\\YBX]\܈\X\YX^HHXۚ^YH]\B[\Y\ˈ[YH\\\HYK\XX[^Y\Y\Bܘ[\[H\HKYY[[[X[\\[B[ܛX][ۈ\ٝ[]Z[XK[]\]Hܘ[\“[]\XYܙY\\HH\^YX\ܘ[\]\›ۈ[ܞH[\ܛX[H[[H\X[܈^\܋BX[H[\[[[Y[[HX\Y\[Y\\HX\\Yٙ\ܜ[]HYXY[ZX][ [\\\H[[Y[XHY[XYHٙ\[ۋB[\ܛY\ݙ\[[Z\ۈ\[\܈XZ[˜[\\X[Y\X[HY[][ۈ\\[XY[ZX^[[HH][\[]][ۜ\\وB\]]]H\X][ۈ\ˈ^H][[ۈ\^BXY[ZX\\Y\ܛX[H\\H[H\]KB[ۈوH[]]H[XY[ˈ^X[\[]\]BZ][ۈY\˂HXZ܈Y[YH[BX\[\[]ۙ[]8&\œ[Y\XY Y[x&\H[Z]Y[\[H܂X\\[H]ۙۙH[B[XZH[KY[ \ۛ[B\\\“X[H[]X\Y\][UXHX\Z\]\]Bۙ]\[\[H]܈X\]HXˈ[H[][8'][8'H[]\]H\\][\ۈZKB\KHXZ܈Y[YHX[Hو\HY[\]^B[HX\Y܈YH YH\X[وH]X[]B[X\XHوH[ܛX][ۊK