Jessica Yam, Pianist

Biography

Doctoral candidate, Jessica Yam, received Piano Performance degrees from the Eastman School of Music and the San Francisco Conservatory of Music. She has also received rigorous training from the New England Conservatory.

Ms. Yam is a national recipient of the Chopin Foundation of the United States Scholarship and has been a guest soloist with the New England Philharmonic and Baltimore Symphony Orchestras. She is a Graduate Piano Teaching Assistant for Professor Lisa Ehlers at the Herberger Institute for Design and the Arts—School of Music at the Arizona State University, where she teaches undergraduate class piano and private lessons. She is also an instructor for their pre-college and adult programs and teaches at Desert Foothills. Previous positions include the Graduate Piano Assistantship and Preparatory and Adult Extension Divisions Assistant and Staff Accompanist, both at the San Francisco Conservatory of Music. In addition, she taught piano at the Foothills Music School.

Currently, Ms. Yam pursues a Piano Performance degree under the tutelage of Robert Hamilton. Her previous mentors include Douglas Humpherys, Faina Kofman, Mack McCray, and Yoshikazu Nagai. She has a particular interest in teaching children, especially beginners. Ms. Yam is also a private instructor for the Phoenix area.

Friday, November 6, 2009

Teaching Philosophy

I believe music is the universal language. When conveyed with sincerity and conviction, it can be tremendously touching and powerful. Achieving artistry at such a refined level may be the foremost challenge and lifelong goal for any musician. The wonderful, yet indefinite course of developing artistic independency, individuality, and wisdom grows hand in hand with the guidance of a nurturing mentor and the evolution of one as a person. As with all long-term goals, this musical journey necessitates keen interest and dedication along with (supportive parents and) a compassionate teacher, an instructor who is willing and able to bring out the best—the highest possible musical understanding—in his or her pupils, by constantly learning about and with the student.