Teaching

Welcome, students and parents! On this page you can find an explanation of my teaching method, as well as my code of conduct and makeup lesson policy. To book your first lesson, contact the Long & McQuade Lessons Centre at London North.

Makeup Lesson Policy

Long & McQuade requires two weeks’ notice to cancel a lesson at no charge due to billing cycles.

I offer makeup lessons if given at least a couple days notice, subject to availability in my schedule. I try to be more flexible with that for the first few lessons while you adapt to the change in routine.

Contact the Lessons Centre to alert us of any absences. Email me afterwards to request a makeup lesson. Makeup lessons must be delivered within one month of the missed lesson.

I am unable to accommodate makeup lessons for same-day cancellations, even in case of illness, injury, or family emergencies. Why is that?

Current In-Store Hours

Sunday: 12-5

Tuesday: 12-9

Wednesday: 12-9

COMPLETE POLICY

1) Long and McQuade requires two weeks’ notice to cancel without charge. If you cancel within two weeks of the affected lesson, you can request a makeup lesson from me directly via email.

2) The onus is on the student/parent to reach out about a makeup lesson should you desire one. You should email me as soon as possible after cancelling the lesson so we can make arrangements and avoid miscommunication.

3) Makeup lessons in general are not guaranteed, but I will do my very best to provide them as long as I get at least a calendar day of notice for the cancellation.

4) I am unable to accommodate makeup lessons for same-day cancellations, even in case of illness, injury, or family emergencies.

5) Makeup lessons must be delivered within one month of the missed lesson.

6) There are no makeup lessons for makeup lessons.

7) If I ever cancel a lesson, you will receive a lesson credit on your account. Since you are not then charged for the lesson, no makeup is required.

Code of Conduct

My lessons are a space for students of all kinds to engage with music healthily and safely. I do not tolerate hate in any form, including but not limited to transphobia, homophobia, racism, ableism, ageism, misogyny, or misandry. I hold those standards firmly for myself and anyone I work with.

As a teacher, I will:

  • Prioritise the health of students, physically and mentally

  • Come prepared and on-time to each lesson

  • Make every effort to understand students’ needs and goals, and adapt my teaching to meet them

  • Provide clear, high-quality learning resources to students at minimal cost

  • Communicate absences or changes in scheduling with as much notice as possible

  • Refer to students as they would like to be referred to, especially in terms of chosen names, gender identity, pronouns, or changes thereof

  • Respect the privacy of students, understanding that the inherently personal nature of music can bring up a range of topics while engaging with it

Importantly, if information disclosed to me leads me to believe a student is in danger, or might hurt themselves or others, I am obligated to act upon and share this information as necessary.

As a student, I expect you to:

  • Prioritise your mental and physical health

  • Refer to me as Oscar, using they/them/theirs pronouns

  • Come prepared and on-time for each lesson with your own well-functioning instrument and tuner, as well as any other tools like reeds, picks, or capos

  • Bring your written resources to every lesson, such as sheet music or lyric sheets

  • Communicate your needs and goals to the best of your ability

  • Actively engage in your learning by choosing material you want to work on and by practicing at home

  • Respect me, my boundaries, and my time. This extends to my lesson cancellation policy.

  • Contact me exclusively at oscarjabley@gmail.com

Lesson Ethos

  • Music is used for self-reflection, protest, communication, and community. It is uniquely ubiquitous as a tool for expression. My goal is to help students meet their personal goals in a way that strengthens their relationship and understanding of music sustainably.

    Having formal education in both the classical and contemporary pop spheres, I have come to appreciate how different education systems change how students integrate music into their lives. I believe there is a healthy middle ground between rigorous technical execution and intuitive self-expression: one where the exercises and techniques we learn serve to better express ourselves, like picking up some funny new slang from a friend or learning a word in a second language.

    In this way, though I continue to find great importance in technique, I maintain that I teach music, not just an instrument.

  • Whatever my students want to do or learn, it is my job to make it work—even if it’s something I don’t know how to do right away. I aim to create a learning environment that gives students of all ages the skills and autonomy to be curious and explore their education in a way that works for them.

    I do this by giving students—yes, even the kids—absolute say over what they learn. I encourage students to take an active role in finding facets of music which interest and excite them, which propels them to continue learning outside of the classroom.

  • The obvious caveat to this kind of self-curated learning is that students are only able to get out of lessons what they are willing to put in. Learning music takes time and immersion in the art, which can only come from a pervasive interest in the subject and spending time with one’s instrument.

    Take the time to play and engage with music regularly and you will make great strides.