Siwan—
’Si’ means to start and ‘Wan’ means to finish. Together, Siwan means to begin and complete.
As a kid, I began to spark my creative neurons on sketchbooks after sketchbooks. And now, I am enjoying every part of unfolding my creative journey through design and illustration. My goal is to share this joy with students, and find the art lover inside every one of them.
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✱Teaching Philosophy
From infancy, childhood, adolescence, to adulthood, life unfolds as a series of chain reactions. Like tree rings, each day draws a continuous circular line from the deepest point outward. However, there are bumps and cracks that require mending—whether emotionally, developmentally, and educationally. As an educator, I carry the honorable weight of guiding students, so their next outer layer builds a stronger foundation for their future. In doing so, art is my natural medium and my native language.
Throughout the creative process, I emphasize three criteria: joy, discipline, and self-actualization. Joy—an art classroom should be a safe, inclusive space where students engage their senses and identities, reflecting principles of Universal Design for Learning (UDL) and culturally responsive teaching (CRT). By offering multiple entry points and honoring diverse perspectives, art becomes both meaningful and accessible. Discipline—creating an artwork from start to finish can be a laborious task that requires strategy, improvisation, and sustained focus. Shaping these skills, students build a growth-mindset that extends beyond the classroom. Self-actualization—artmaking fosters autonomy and reflection, allowing students to enter a flow state that supports emotional well-being and developing a creative voice.
By the end of the school year, I aim for two outcomes. First, for young artists, I strive to expose them to diverse visual arts pathways while preparing them as future creative professionals. In an era of rapid AI advancement, original ideas, critical thinking, and artistic taste are more essential than ever. Students engage in intentional goal-setting before creation and reflective critique afterward. Second, I support students who may not identify as “artists.” I believe everyone has creative potential, and my role is to help uncover it. Through an inclusive environment, scaffolded challenges, and opportunities for choice, students begin to see themselves as capable creators. Beyond skill-building, my goal is to cultivate an enriching lifestyle that keeps the beauty of visual arts close. Ultimately, a shared goal for all students is to grow into independent, compassionate, and responsible adults who carry creativity, confidence, and curiosity forward.
✱Artist Statement
Over the years, I have explored a wide range of mediums. Whether analog or digital, personal or commercial, my work traces a continuous path—what I have loved, experienced, and hoped for. Inspiration often arises from everyday moments, when a small detail suddenly expands into something more profound. Through a constant yearning to create beautiful shapes and colors, I have been writing a visual autobiography without even realizing it.
My early work focused on still life drawing and painting, honing the technical skills to realize my ideas. As my practice evolved, I began exploring deeper meaning—revisiting childhood memories, expressing appreciation for nature, and confronting unresolved emotions. Alongside this conceptual growth, I ventured beyond familiar materials, introducing mixed media and testing three-dimensional forms.
Marking the conclusion of my analog-focused practice, I brought my skills into the professional realm of motion graphics. Each client project invites me to embody a new voice, rooted in empathy and storytelling. This experience has reinforced the importance of communicating clear ideas and emotions that connect beyond oneself. As I moved into a directing role, I discovered the exponential reward of creating together. I now hope to spread that joy further to the next generation of students.