To follow the recordings of Cape Town-based vocalist and composer Nicky Schrire is to watch an artist evolve right in front of your eyes. With her 2012 debut Freedom Flight
, Schrire demonstrated a supple soprano vocal technique and a knack for intelligent arrangements of unusual repertoire choices. Following it up the next year with Space and Time
, she showed an uncanny ability to pare songs and performances down to their very essence, cutting away to reveal emotional truths in the pieces and singing them with an unvarnished and understated mastery. Additionally, canny listeners hearing each album also noted in Schrire a remarkable composer stepping to the forefront, as her albums began to allot more time to her original works.
By 2014, Schrire had released her third album To the Spring
, marking a massive artistic evolution and shift, one that would ultimately find her leaving New York City for her home in Cape Town, transforming her performance style, and embracing a more Folk-driven aesthetic. Nevertheless, throughout these transitions, the core of Schrire's singing remained. Brandishing a clear, pure sound and a delivery that avoids affectation or overly stylized tactics, Schrire delivers music of astonishing expressive depth. All About Jazz:
Can you talk about your early music experiences, studying piano and saxophone while growing up in Cape Town? Nicky Schrire:
No one in my immediate family is a working musician, but my parents both love and appreciate music. I'm lucky that I grew up in a household that had a lot of music playing, mostly in the car. I'll be forever grateful for Cape Town's lack of public transport and for 17 years of being dependent on both parents for lifts to and from school. It's not only a great time for parent-child bonding, but you're also kind of captive in this vehicle and you have to listen and do active listening, which I think is quite hard for kids nowadays to do. If I look back on my parents' musical offerings, I can see clearly how my own composing and arranging have been influenced by their tastes. My mother was responsible for my Classical musicheavy on the Romantic and modern composersand Musical Theater education. All that Gershwin, Rodgers & Hart, Oscar & Hammerstein musical repertoire is the basis for the American Songbook in the Jazz world, so there's a direct link there to my desire to sing
Jazz as opposed to play it on an instrument. My father took care of popular music: Chicago; Blood, Sweat, and Tears; Levon Helm. He also introduced me to singer-songwriters that I revere to this day, like James Taylor and Randy Newman.
After initial piano lessons from my mum, I started piano lessons with Merryl Preston at the age of seven. Merryl was pivotal in my early musical education, and she would also shape the kind of teacher I strive to be. I learned about the importance of being able to read music, to practice efficientlyquality over quantityand to develop one's musicianship. I started saxophone when I was 11 with Bob Mowday, and that introduced me to Jazz. Playing the saxophone also opened me up to the joy of playing in bands and that sense of community and "team."
I was a sax major for my first year at the University of Cape Town, but I wasn't happy. It really didn't feel like the sax was my voice. I was a strong reader but the moment a conductor pointed at me to take a solo, I felt totally incapacitated and crippled. Because of that mental block and a real desire to sing, I changed to being a vocal major in my second year of college, and something clicked for me.
I'm not a scatting vocalist by any stretch of the imagination, but I could improvise. I could hear the melodies that I wanted to create, and I could sing them. I remember my mother saying to me when I whined about not being able to improvise on the sax, "Well, maybe if you practiced more, you'd be able to do it and you'd feel better about it." And I retorted, "Well, I need to want
to practice more!" I really believed there had to be that initial pull to spend time with your instrument. And I just never had that with the saxophone. With singing, I'm very happy practicing, doing technique for hours and engaging in process. I have a different relationship with the voice than I did with the saxophone. AAJ:
So when you made that switch at UCT, who was your primary teacher during that time? NS:
When I was at UCT as a singer, the vocal department was not what it is today, which is now much more rigorous and structured thanks to Amanda Tiffin
. When I was there, the singers were kind of left up to their own devices. I don't know if it's that they were seen as second-class citizens, which is often the case with Jazz vocalists. But I remember that for the singers at that time, if you were in your first year as a Jazz singer, you would go to a Classical teacher for a year of technique. Then you would go to the Jazz singing teacher for your second, third, and fourth years of study.
So, even though I was in my second year, I went to the classical teacher, Anthea Haupt. I felt very much like I was behind in the technique department when it came to singing, which I was because the muscle had never been exercised. Traversing my range without Bar Mitzvah-type vocal breaks was not something I could do! What I loved about Anthea was that although she was a classically trained singer, she didn't adhere to a single training method. She was interested in newer methods like Speech Level Singing, but also used older Bel Canto approaches. What she taught me was that the best methodology is one that incorporates different schools of thought. Dominique Eade
, who's a singer and a teacher that I really revere and love, subscribes to that school of thought too, if I'm not mistaken. I'm grateful for Anthea's openness in that regard and I try to practice the same adaptability with my students now, because then you really do teach the student and not the subject.
I stayed with Anthea for all three years that I was a vocal major. In my fourth year, I also learned from Andrew Lilley who is head of the Jazz Piano Department at UCT. He is a wonderful teacher and now a dear friend. The UCT Jazz Department doesn't do a lot of instrumental crossover like they do at New England Conservatory or the Manhattan School of Music, where a voice major can learn with a drum or a sax teacher. Without knowing it was the norm in American or international universities, I kind of pushed for that. I thought, "Well, Andrew's a fantastic jazz musician and I could learn a lot from him."