where young artists grow through patience, experimentation, and steady guidance.

For more than two decades, students and families have trusted the mentorship of Jheng Marzan. What began as Traditional Art Mentorship Rooted in Sincerity has slowly grown into a dedicated studio space where young artists explore ideas, materials, and their own creative voice. 

Many students remain in the studio for years, developing their artistic voice through sustained practice and mentorship.

Today, Andelino Art Studio continues that same spirit of personal guidance and thoughtful teaching, welcoming students who are preparing for International Baccalaureate Visual Arts (SL and HL) programs, as well as those who wish to seriously develop their artistic practice.

The story of Andelino Art Studio is inseparable from the families who have supported it since the very beginning.

Long before the studio had a dedicated space, Jheng Marzan visited students’ homes as a private tutor, guiding each child patiently through drawing, painting, and creative exploration. Word of his mentorship spread naturally, and a small community of young artists slowly began to form.

Through the trust and encouragement of these families, the studio grew into the creative, focused environment it is today. Many new students come because parents remember how Andelino helped their older children develop confidence, discipline, and a deep understanding of art.

Today, the studio stands as a reflection of over two decades of shared growth, mentorship, and trust a place where young artists are guided to explore, experiment, and develop their own creative voice.

Students from the studio have consistently performed well in the IB Visual Arts Diploma through disciplined preparation and early portfolio development.

Recent results include:

7 — Process Portfolio

6 — Exhibition

7 — Comparative Study

Overall Diploma Score: 37 / 45

Students work in a focused studio setting using professional easels, archival canvases, artist grade paints, and high quality drawing papers.

Beyond creating artwork, students are also guided in presenting their work thoughtfully and professionally.

Programs are designed for students at different stages of artistic development.

• Foundations Program

   (Grade 7 and below)

• Studio Practice Program

   (Grade 8–9)

• IB Visual Arts Preparation

   (Grade 9 and above)

Students from outside the studio may join guided art sessions remotely through online or asynchronous mentorship.

This program allows students to continue developing their practice while receiving structured feedback and portfolio guidance.

Many students begin their journey with simple drawings and remain in the studio for years as their practice develops.

Through consistent work, experimentation, and mentorship, they gradually build confidence and a strong artistic voice.

Students are encouraged to use art as a way to contribute to communities.

Projects include collaborations with:

Seattle’s Best Coffee

Boysen

Autism Society Philippines

In 2017, students from the studio participated in an international design collaboration with Daler-Rowney and the British Heart Foundation to design racing team uniforms for a fundraising project.

The studio is guided by practicing artists who support students through regular feedback, critique, and thoughtful guidance.

Students learn not only how to create artworks, but also how to think critically about their ideas and creative process.

Even 30 minutes of deliberate practice per day builds nearly 180 hours of artistic development in a year.

The studio encourages students to develop consistent work habits that support long-term growth.

Students work with high quality materials including:

• Artist-grade paints

• Archival canvases and papers

• Professional studio easels

• Mixed media tools

Many families continue enrolling younger siblings in the studio as they witness the growth, discipline, and confidence their children develop through art.

Over 20 years ago, Jheng Marzan began teaching art one student at a time. not in a formal classroom, but in the living rooms and bedrooms of students’ homes.

At first, it was simply about sharing skills: how to observe closely, draw thoughtfully, and understand materials. But it quickly became something more, a practice of patient mentorship, steady guidance, and meaningful artistic growth.

Parents noticed the difference. Their children were not only producing artworks, but thinking critically, experimenting bravely, and developing confidence in their creative decisions. Word spread, and over time, a small, trusted community of young artists began to form. 

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