Kaz was eight years old when she became my very first art student in manila. the beginning of a mentorship that would span fourteen years and quietly shape the foundation of my teaching practice. At that time, there were no written programs, no structured curriculum, and no formal studio. What existed instead was something far more essential: trust. pat and pauline entrusting a teacher, and a teacher shaping each lesson week by week in response to the curiosity, growth, and evolving voice of a young artist. What began as simple one hour sessions slowly grew into full days spent in the studio. long stretches of focused work, experimentation, and discovery. Over the years, Kaz created an extraordinary body of work. She explored watercolors, printmaking, acrylics, mixed media, sculpture and installation, photography, and oil painting. not as isolated exercises, but as part of a continuous journey of artistic development. Kaz was not only a student; she was the beginning of the studio itself. Through fourteen years of steady practice, countless artworks, and a shared commitment to learning, she helped shape the spirit of teaching and mentorship that continues in the studio today.

Kaz began her journey in the studio as an eight year old student. Today, she returns not as a student, but as the Lead Art Teacher at AAS, carrying forward the same values that shaped her early years in the studio. Her path reflects what long term mentorship in the arts can become. Fourteen years of steady practice, experimentation, and commitment to making did not simply produce a body of work. it formed an artist who understands the depth, patience, and discipline required to grow creatively. Now, as an educator working with students in the IB program, Kaz brings with her a rare perspective: she has lived the entire journey herself. She understands the uncertainty of beginning, the persistence required to develop ideas, and the importance of sustained studio practice. What she offers young artists is not only technical knowledge, but a culture of learning rooted in curiosity, rigor, and thoughtful exploration. The same values that guided her growth now shape the way she mentors the next generation of IB art students. In many ways, Kaz’s return completes a quiet circle. from the studio’s first student to a teacher who now helps guide others through their own artistic journey.

A few months after Kaz began her lessons, the quiet rhythm of the studio welcomed another young artist. Her cousin, Raia, soon joined. At the time, Kaz was nine and Raia was eight. two young cousins beginning their own journeys in art, each arriving with curiosity and a willingness to explore. From then on, the weekends found their own gentle structure. i would visit kaz in sanjuan on Saturdays, while i see raia at paranaque during Sundays. Week after week, visits formed a steady rhythm. two young artists growing side by side, each in their own time, each discovering the language of making through drawing, painting, and experimentation. What began as a simple decision by two families became something quietly meaningful: a shared beginning. Two cousins nearly the same age, each committing to the slow and patient process of learning art. Those early weekends became part of the my earliest memories. a reminder that the beginnings of an artistic journey are often small, quiet moments of trust, curiosity, and return.

Over the years, both Kaz and Raia grew into confident and capable visual artists. What began as childhood curiosity gradually developed into a mature artistic practice. one that led them to sell their paintings and take on commissioned work while still very young. Yet what makes their journey truly remarkable is the balance they maintained along the way. While nurturing their artistic voice, they never allowed their academic responsibilities to fall behind. Discipline in the studio was matched by the same commitment in their studies. In the end, both paths flourished together. As artists, they built bodies of work that found collectors and audiences. As students, they pursued excellence with equal dedication. Both Kaz and Raia graduated cum laude from Ateneo. a quiet but powerful testament to the idea that creative passion and academic rigor do not compete with one another, but can grow side by side when guided by focus, discipline, and purpose.

Kaz guiding Kenzo through an important lesson often overlooked by young artists: begin early, explore widely, and document the journey. She reminds him that a strong IB Visual Arts portfolio is not built at the last moment. It grows from consistent experimentation, early studies, and the careful documentation of practice pieces. the sketches, trials, and explorations that reveal how ideas evolve over time. By encouraging Kenzo to start early and record his creative process, Kaz is helping him understand that the strength of an IB portfolio lies not only in finished works, but in the depth of thinking, risk-taking, and sustained practice behind them. These early habits. exploring, reflecting, and documenting. become the foundation upon which a thoughtful and compelling body of work is built.

Deliberate practice, even in small daily moments, has the power to transform an artist’s growth. Spending just 30 minutes each day sketching and studying fundamentals may seem modest, but over the course of a year it becomes 182.5 hours of focused practice. Those hours accumulate quietly, strengthening observation, refining technique, and deepening an artist’s understanding of form, light, and composition. Artistic progress is rarely the result of sudden bursts of inspiration. It is built through steady, disciplined practice. the kind that happens day after day, often unnoticed, until the results begin to reveal themselves in the work. The image shown is an oil sketch by Raia Castillo, a reflection of the kind of sustained practice that gradually shapes skill, confidence, and artistic voice.

In 2017, eleven students from the studio took part in a remarkable international collaboration that brought art beyond the walls of the classroom and into a meaningful public cause. Working alongside the renowned art materials brand Daler‑Rowney and supporting the mission of the British Heart Foundation, the students were invited to design the racing team uniforms for a fundraising project dedicated to heart health research. For the students, this was more than a design exercise. It was an opportunity to see how creativity can serve a larger purpose. how visual ideas can contribute to awareness, community, and charitable work on an international stage. Each student approached the project with imagination, discipline, and a sense of responsibility, translating artistic concepts into designs that would be worn by teams participating in the fundraising event. The collaboration became a powerful moment for the studio: eleven young artists using their creativity not only to express themselves, but to contribute to a cause that supports life-saving research. It was a reminder that art, at its best, can move beyond the canvas and become part of something larger than the studio itself.

We extend our deepest gratitude to Daler-Rowney for their generous support through the years. Their commitment to artists has reached far beyond providing materials. Through their encouragement and partnership, our students were able to explore ideas more freely, experiment with confidence, and develop their artistic practice using tools trusted by generations of artists. From daily studio work to student exhibitions, their support has quietly strengthened the learning environment in which young artists grow. Access to quality materials allowed our students not only to practice, but to push their creative boundaries and present their work with pride. We are sincerely thankful to Daler-Rowney for believing in the value of young artists and for helping nurture a culture of dedication, exploration, and meaningful artistic practice in the studio.

In many families, the journey with art class begins with one child and over time it naturally opens the door for the younger sibling who grow up watching from the side. Kenzo was one of those younger siblings. While his older brother, Kian, attended art classes, Kenzo would often sit besides us, quietly drawing simple shapes and figures, long before formally becoming a student himself. Years later, Kian would go on to pursue his studies at LASALLE College of the Arts, (singapore) continuing his path in the arts. Kenzo’s own journey took a different rhythm. For a time, he stepped away from art to focus on competitive football leagues. Yet the connection to the studio remained. Now, he has returned to art classes with renewed focus as he prepares for the IB program at KSM in Grade 11. His story reflects something deeply meaningful about the studio: sometimes the younger siblings who once sat quietly observing eventually find their own place at the table. What begins as curiosity slowly becomes commitment, and the creative journey continues into the next chapter.