Teaching Method

Teaching methods in the United States vary considerably, particularly in the world of music. String teachers oftentimes have opposing styles of holding the bow or the instrument. Wind teachers can teach an opposite manner of breath control in the same school. This can be very confusing to students, severely hampering their growth.

Jubilate Conservatory of Music utilizes very specific methods of teaching employed by all instructors. When a student graduates from one level to the next, teachers come together to discuss the needs of the student to ensure a seamless transition. This prevents the confusion and backsliding caused by a requirement to learn new methods as one progresses.

Parents must agree to the method taught at Jubilate Conservatory of Music in order to attend. If teachers are free to work with students, choosing music, etudes, scales, and studies appropriate at each level without interference, the students will grow and thrive.

Challice Method of Music Instruction

The Challice Method of Music Instruction is based on the one room style of teaching rooted in the early part of the development of this country. All levels are present and learning simultaneously in this approach giving students many positive aspects of learning not available in grade level instruction.

Older students become role models for younger students. They see themselves as having an
important role socially in this model which keeps them motivated to continue learning ahead of younger students. These students eventually become mentors for the beginning level students providing comfort for beginners who can otherwise become intimidated by older more proficient students in a music school.

In this setting, younger students are able to learn on many more levels, even subconsciously, by hearing what is going on with older students. Matching pitch, for instance, develops on its own with little instruction if students enter classes at a young age.

The Challice Method Music is written for all levels to perform together at the same time. The pieces are orchestrated in such a way as to allow teachers to focus on different aspects of string playing and different levels of players at the same time. The purpose of this music is to engage students in the extremely satisfying process of group activity. The music is simple in order to allow students to focus on a group pulse and to develop the ability to listen to the other parts as they play their own. These simple repetitive parts become challenging when students are asked to alter their dynamics or bow strokes and still follow the beat.

Playing this music, students develop the ability to play with others from the onset. Communicating with the language of music as a group is often overlooked and misunderstood by beginning level students. Given this understanding and ability to engage from the beginning, students are less likely to drop out in the early stages of their musical study.

What our students learn

We play our instruments from the inside out, not the reverse.
We use our ears to play and our eyes to read.
We know the difference between knowing how to read music and becoming music readers.
We sight read our music easily.
We communicate the language of music with other musicians in our ensembles, orchestra, and choir.
We strive to be well rounded musicians who have healthy relationships with our classmates.
We applaud the achievements of our fellow musicians and strive to do our best within our own level of understanding. By working together and holding the focus of our musical endeavors within ourselves, rather than with external competition, we avoid developing an unhealthy concept of excellence which drives us apart from others.