Media
I create videos and animations as part of my narrative practice.
Working with motion forces me to slow down, sequence ideas, and understand the story beneath the work. Every frame becomes a reflection: What is essential? What is the throughline? What does this reveal about how people make sense of who they are becoming?
These pieces are not just documentation—they are another form of dialogue.
When I animate a concept or edit a workshop clip, I’m engaging with the material again, discovering new meaning, and reshaping the way the ideas speak back to me. The media becomes a partner in thinking: a space where reflection, narration, and design intersect.
This page gathers a growing collection of those explorations. Some are prototypes, some are teaching tools, and others are fragments of process that later evolve into larger systems. Together, they form a moving archive of how I work, think, and tell stories.
How Dots Become Lines
Description
This short animation introduces the core metaphor behind my work with students: experiences as dots, and meaning as the lines that connect them. The piece walks through how scattered jobs, classes, projects, and side interests can be rearranged into visible patterns—revealing themes like curiosity, care, experimentation, or persistence that don’t always show up in a résumé.
I use this video in workshops and advising sessions as a visual prompt for reflection. It helps students see that their path doesn’t need to be linear to be coherent; it just needs a language and a structure. By watching the dots cluster, link, and form trajectories, they begin to recognize similar moves in their own story and practice narrating who they are becoming in more intentional ways.
Creating this animation was also part of my own narrative practice. Storyboarding, sequencing, and animating each transition forced me to clarify the logic of the framework: what a “dot” really is, what qualifies as a “line,” and how identity emerges through the act of connecting them. The video becomes both a teaching tool and a form of reflection—a way to think with motion, not just with text.
Software
This animation was created using:
Adobe Illustrator – to design the dots, lines, and basic visual system as clean vector graphics.
Adobe After Effects – to animate the movement, transitions, easing, and on-screen timing of each element.
Adobe Premiere Pro – for final editing, sequencing, and export.
Metamorphic: Designing Through Drawing and Making
Description
This film documents Metamorphic, a two-week architecture workshop I co-created and taught with Professor Sung Ho Kim from the Sam Fox School of Design & Visual Arts at Washington University in St. Louis. Designed for high school students, the workshop offered a full immersion into architectural thinking—learning design not by receiving instructions, but by drawing, making, iterating, and reflecting.
Each day introduced a new way of seeing and transforming ideas: observational drawing, conceptual sketching, material studies, spatial modeling, and collective critique. Together, these exercises created a studio environment where students learned how design evolves—how a thought becomes a sketch, a sketch becomes a model, and a model becomes a larger concept.
I directed and produced the film to capture more than the final outcomes. It traces the lived experience of the workshop: the energy of the studio, the discoveries made through repetition, the exhibition that closed the program, and the sense of possibility students gained through the process. The documentary serves as both a record of the collaboration and a reflection of the teaching philosophy behind Metamorphic: that design becomes meaningful when students are invited to explore, make, and think with their hands.
Software
This documentary was created using:
Adobe Premiere Pro – for editing, sequencing, sound shaping, and narrative construction.
Adobe After Effects – for titles, overlays, and subtle motion enhancements.