Artist Statement 

This body of work is anchored in the premise that the natural world constitutes humanity’s earliest and most enduring pedagogical text. Long before formal language or theory, creation offered a coherent system of order—its geometries, rhythms, and equilibria shaping our perceptual frameworks and informing our earliest notions of beauty, structure, and meaning. This series engages with that ancestral syllabus, treating nature not merely as subject matter but as an epistemological foundation from which artistic inquiry emerges. Each work becomes an interpretive act that extends the innate intelligence embedded within creation.

Within this framework, I aim to move beyond the passive reproduction of scenic beauty, acknowledging that to simply document nature is to replicate divine authorship rather than exercise my own. As a being fashioned in the image and likeness of God, I carry both the responsibility and the capacity to generate forms that bear the imprint of human agency—original not in absolute terms, but in their interpretive authenticity. The works in this series thus function as mediations between observation and invention, respecting the primacy of creation while asserting the distinct role of the artist as a participant in, rather than a spectator to, the creative continuum.

Ultimately, The Creation Curriculum investigates how artistic practice can illuminate the principles woven into the fabric of the created order—principles of harmony, resilience, emergence, and transcendence. By translating these natural theologies into visual forms, the series suggests that art is not a departure from creation but a continuation of it, a means through which humans contribute to the unfolding dialogue between the world as given and the world as imagined. In this sense, the work affirms art as both an act of reverence and an act of co-creation, reflecting the enduring conversation between Creator, creation, and the creative mind.