Yi-wen Z
Instruments: Cello
Styles: Classical
Yi-wen Z
Instruments: Cello
Styles:
Classical
Where I Teach:
Ages Taught: 10-80
2019: THIRD PLACE: Prague Summer Nights Concerto Competition, Czech
2011: FIRST PLACE: Perrysburg Symphony (OH), Young Artist Competition
2011: Solo with Perrysburg Symphony
2002: Contribution Awarded by the city of Phoenix, AZ
2005: FIRST PLACE: Sichuan Young Artist Competition. China
I'm a passionate and professional cello instructor who loves working with students. I just moved to New York area due to my husband's job. I'm receiving my Doctoral of Musical Arts Degree from Cincinnati Conservatory of Music in this coming May 2020. In 2017, I graduated from the Cleveland Institute of Music with a Master's Degree in Music. I have taught at Heidelberg University for 4 years. Currently, I'm the junior director of Cincinnati Young Artist and acting cello principal of Canton Symphony. I have performed all over the world as a soloist with orchestras, cello principal and cello solo concert. My concerts have been reported by news media including China Daily. I have both beginners and advanced students.
With over 10 years experience of in performing and teaching cello, I have built a versatile background. As a formal adjunct cello instructor at Heidelberg University, I taught applied cello lessons, string method class, ensembles, and recruited students. I have taught both advanced students and beginners. As an orchestra player, I have been the Acting Principal/Cello member of the Canton Symphony Orchestra, OH; Firelands Symphony Orchestra, OH; Chengdu Philharmonic, CHINA for several years. , I have won competitions in both solo and chamber music. Additionally, I have been a soloist with orchestras and performed concerts sponsored by the US government, the Japanese government and was given a Contribution Award by the Phoenix Government. As the Junior Director/ Cello faculty of Cincinnati Young Artists Festival which takes place at Cincinnati Conservatory of Music every summer. I taught theory classes, recruited diverse students, and arranged all junior student lessons, rehearsals, etc. Based on my background and having worked with parents and students of different ages, I hope my students would not only improve their cello playing skills but also be a positive person.
For beginning students, I typically start with Suzuki repertories with classical cello training. I have received Suzuki training at Cleveland of the Institute of Music. I emphasize on scales and etudes which are foundations for cello playing. In addition, I will begin to introduce a solo repertoire appropriate for their first performance. I try to make lessons effective and fun. For advanced students, I would also emphasize musical ideals with techniques. I encourage them to go to competitions and participate in performances. For adults, I try to find what the student is interested in and guide my instruction accordingly to their interests.
I have always liked this statement: "The only difference between a student and a teacher is that the teacher gets the student to where the teacher is only quicker." Sometimes students would feel agitated about practice. I would try to instill the desire and patience into the student to make them realize the rewards of hard work and practice. I also understand the importance of embracing the diverse cultural backgrounds. We should be cautious about what we say to avoid any miscommunication. All students should be treated the same. The important aspect would be its ability. Standards would remain the same for all based on individual abilities. In addition, encouragement with some gentle push is crucial. I encourage my students to participate in performances even if they are scared. They improve much faster by practicing or even competing along with their peers. Moreover, apply what they have learned and perform in front of audiences will help them building confidence. Respectability is also a vital aspect of teaching. A student must be allowed to explore his or her own imagination with the guidance of the teacher. This means a teacher cannot dictate, but a guide. I would never order students to do exactly what I tell them to do. For example, students could come up with their own fingerings, bowings, or musical ideas which enables their critical thinking. If their ideas are premature, I offer them my advice but encourage them to try out the best way by themselves. I believe the role of a teacher is to guide students rather than command them. I hope that if they studied with me for several years, they would become an expressive musician, capable of being positive and able to resolve any situation they might encounter.
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