Curriculum Development
My work moves between studio, history, and classroom. From oldest sibling to camp counselor and finally to Asian American Studies instructor at City College of San Francisco, these experiences laid the groundwork for REALSOUL LLC, an evolving platform through which I continue to formalize and extend this educational practice.
Independent Teaching (2017-ongoing)
For more than a decade, I worked with students from upper elementary through college, teaching and designing courses rooted in Asian American Studies, Ethnic Studies, and art-making. My approach weaves history with dialogue, and art-making. The goal is to invite students to become active agents in their own communities. I have partnered with organizations and institutions including Au Co Vietnamese Cultural Center, City College of San Francisco, and San Francisco State University.
REALSOUL Lesson Guides (2022-ongoing)
REALSOUL Educator Guides emerged from my desire to extend storytelling beyond art spaces and into classrooms. Rooted in Ethnic Studies pedagogy, these interdisciplinary units empower and challenge students in examining local histories and self-reflection through dialogue and civic engagement. The goal is not only to learn about historical topics, but to encourage students to see themselves as changemakers in their communities.
Children’s Book: Hilwa’s Gifts Lesson Guide (2025)
I worked with writer, Safa Suleiman to create a grades 2-3 lesson guide, based on Hilwa’s Gifts, a poignant story about land, life, and family. This lesson connects to California’s English Language Arts standards. Using the REALSOUL ART methodology, we have students reflect upon the messaging of the book, the meaning of the olive tree in Palestinian culture, and how plants connect back to students and their own lived experiences.
Film: Chinatown Rising Study Guide (2019)
Independent project prior to the founding of REALSOUL LLC
I served as one of the lead curriculum writers for Chinatown Rising (2019), developing an eight-lesson unit for middle and high school students. The curriculum introduced the film’s historical context, guided discussion, and incorporated arts-based and inquiry-driven activities connecting the 1960s Chinatown movement to students’ contemporary experiences.