YELLOW DOG’S STORY – 1990-TODAY
YELLOW DOG MUSIC, founded in 1990 and originally situated in Midtown Leaside’s neighbourhood, transitioned in 2020 to being a strictly online studio!. Yellow Dog invited students of all ages, from preschoolers to seniors to experience “downtown-style” inventive instruction from working performing/recording artists. Lessons were custom-designed to suit each student’s passions, abilities and natural learning pathways. Besides learning to play and read music, students had access to an exciting opportunity: the chance to document and share audio/video performances of their work, whether rock, pop, jazz, blues, hip hop, classical or show tunes.
IDEALLY DESIGNED FOR FOR STUDENTS WHO
– were not inclined to the traditional, conservatory-style lessons
– wanted the option of learning by ear
– desired a say in their repertoire
– learned differently and do best with attuned, supportive teachers
– had an artistic bent that needs nurturing to express creative musicality
– were teens or young adults eager to collaborate with cool, gigging musicians/composers
– were seniors looking to reignite musical interests or kickstart a new passion
– were busy adults seeking regular or occasional de-stressing jam sessions
– were preschoolers keen about music and looking for one-on-one creative instruction
33 YEARS OF YELLOW DOG
When Katrina Anderson, a Winnipeg native, moved to Toronto in 1983 to attend York University for her BFA in music (majoring in improvisation), her professor, Casey Sokol, gave her imagination permission to command centre stage—exactly as she’d hoped he would. In fact, Sokol was the sole reason Katrina transferred to York from Brandon University’s classical performance program, a creativity-stifling mismatch for her. The switch came about after a Brandon prof introduced Katrina to John Cage’s modern music. When the prof saw her interest ignite, he was adamant: “You must study with Casey Sokol, who, so far, is the only University professor in Canada who is offering a program specifically for free improvisation.”
What Sokol taught her, in Cage’s genre, not only liberated her from the handcuffs of traditional conservatory-style instruction and learning, but also seeded her dream of founding a different kind of music school. In fact, Katrina says, Sokol’s influence and solid support “changed everything,” in her developing careers as a musician and as a visual artist. From Sokol she learned to shelve preconceived ideas, to sit down without a score, let creativity soar, and just play at the piano, which perfectly matched her imaginative free-form bias towards drawing, painting and living.
Fast forward to 1990. Katrina was a daycare teacher and was itching to fuse her love of children, education, art and music into one job, one school. Five tots from her workplace followed her into the cramped living room of their one-bedroom apartment to become Yellow Dog’s first students.
Meanwhile, Katrina yearned for a studio space where students could learn the way she had at York—less theory, less scales, less pressure to follow a standard method, no exams, no grading, more expression through improvisation and songwriting, more lifting songs by ear, more storytelling and more art, movement and humour. Best of all, students would enjoy the option of creating multi-track recordings to take home and share with family and friends.
There was no such school in Toronto at that time, no place for students, turned off by conservatory methods, to go if they wanted their creativity turned on. Katrina longed to fill that gap, to fashion a place set apart from all others.
The name, Yellow Dog, would also stand out. It popped into her head “out of the blue” one day when Katrina was stopped at a red light while driving home. The moniker, with its colour and relatable animal image, “sounded right” to her, especially springing up, as it did, so spontaneously.
“Imagination is the most important thing to me, the core of all that I do.”
Additionally, Katrina wanted to create a haven for working musicians, who famously struggle to survive. “It gave me such satisfaction knowing that I’d made a place where fellow creative souls can make part of their living doing what they love.” Over the years, Yellow Dog hired many creative souls, and usually had a crew of seven on staff. Some of the previous teachers wnt on to create their own studios, using Yellow Dog’s approach, but altered by their own imaginative twists.
Thanks to word of mouth, new students kept coming. In 1991, the living-room school moved into a home in the Moore Park area, and eventually into a commercial space in 1998. In 2004, Katrina incorporated Yellow Dog, which was becoming quite a phenomenon. The school’s exclusive approach–strongly encouraging students to compose, lift by ear, improvise, jam and record original songs–was attracting lots of attention. Its unique garage band program added to the buzz and brought the press, leading to multiple media stories. The coverage, in turn, generated more buzz—and an ever-increasing flow of new students.
What did parents think about Yellow Dog’s individually-customized teaching slant? “Thank heavens I found you! I had music lessons as a kid, and I hated them.” That, says Katrina, is what she and her team of teachers routinely heard from parents when witnessing their children having fun, learning—and loving—music lessons.
Yellow Dog excelled at exciting eager–and even more lackadaisical or reluctant—music students, who were neurotypical. But, what about students with special needs, who learn differently, often very differently, and can come with significant behavioural challenges? In fact, many such comers, especially those diagnosed with ADHD or Asperger’s Syndrome, found their way to Yellow Dog. Teachers, accustomed to creatively accommodating them, eagerly did so. If, for example, a disorganized, easily distracted student has trouble focusing on a single instrument, instruments got switched up. If, by contrast, a student was allergic to change, teachers keep it simple, reduce choices. Or, suppose a student was having a bad day, perhaps arrives angry, student and teacher would together, eyes closed, beat hand drums on the floor. When students had trouble making eye contact—no problem, no pressure, teachers looked aside.
Yellow Dog teachers were all about unleashing creativity and passion in individuals while respecting their learning quirks and needs.
Though the school launched giving lessons to little kids, it morphed into a destination for keeners of all ages—from three years old to, let’s say, vintage! While tweens and teens comprised most of the approximately 100/year students, seniors were happily added to the mix. Katrina eagerly tapped into the 70+ pool. Why? Fact: learning music, or re-igniting a long-ago passion, plays a vital role in maintaining brain health and keeping spirits nourished.
Yellow Dog also noticed other new trends, especially in busy, stressed-out professionals—doctors, above all—craving jamming sessions with professional musicians. As well, became popular for parents of students, when they would see their kids motivated and progressing–and in some cases sticking with their studies for many years–sign up for their own sessions in the same time slot.
What future innovations does Katrina hope to reimagine for her unorthodox music school? For one, switching from virtual lessons to building an online library of expressive arts resource materials for musicians, students, teachers and caregivers. Her goal: to serve anyone, anywhere on the globe, and to specifically reach out to the growing populations of those living, and learning longer. She imagines Yellow Dog’s creativity-focused digital and print offerings becoming part of the caregiver’s tool box and that those living with dementia, alzheimers, brain injuries, etc. will experience the ‘medicinal’ power that expressive arts can unleash.
Yellow Dog started with a one-of-a-kind, think-outside-the-box bent. Throughout 33 years, Katrina has often been reminded that she had the right idea: “Sometimes students get back in touch. They tell me that Yellow Dog not only taught them music, but that we shaped how they think, who they are and how they live.” Music to her ears.