Infini Illustrations

Infini Illustrations

Offers online services
Offers online services


I often enjoy a lasting friendship with my students. One cannot teach a horse how to drink water; its thirst is the teacher from the start. But I can kindle that love, and further, I can provide tools and tips for making the uphill climb toward our creative aspirations more streamlined and effortless. At the point in which we exercise our artistic drives well, life makes all the more sense.

Art gives life flavor, in that it provides the unique taste of satisfaction in an artwork well done. It breathes joy for those that seek joy in it, it expresses a pain that words cannot describe for those that feel that need; it makes known something other and essential about ourselves; an introvert can now find the images and feelings that move them, and bring thought to life, express that mood in a vision, a work of art, through craft and experience, seasoned eyes and deft hands mixing and maturing a final image.

There are no short-cuts, per se, as practice ever makes progress, but with the right mind-set, and the elements of the trade, one can explore one own living relationship with style, technique, and subject.


1 employee
32 years in business
Serves Santa Monica , CA
Offers online services

Payment methods

Cash, Venmo, Apple Pay, Zelle, Bitcoin


Experience level

No experience, Beginner

Painting type

I can make recommendations, Acrylics, Oil, Watercolor

Painting medium

I can make recommendations, Traditional canvas or paper, Wall or mural art, Face or body painting, Watercolor art, Pottery

Number of students

One person, Two people, A group of 3 – 5 people, A group of 6 – 10+ people

Student age(s)

Under 5 years old, 5 – 10 years old, 11 – 13 years old, 14 – 18 years old, 19 – 25 years old, 26 – 45 years old, 46 – 65 years old, Over 65 years old

Photos and videos

  • Digital Illustration
  • Digital Illustration
  • Digital Illustration
  • Digital Illustration
  • Digital Illustration

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    Frequently asked questions

    It is very important to first discuss the student's own artistic goals. "Becoming good at art" isn't specific enough a goal to measure progress. However, I don't expect that the student will always already have learning goals beyond this nearly universal standard. Nevertheless, developing a general sense of creative goals with the student's input helps me tailor my approach to their needs. This can make all the difference between simply using art as an expressive outlet and being able to make a career of it. And of course, we need to establish that they have access to the necessary tools for creating their works of art.

    Once we establish that, we will proceed to work through basic aesthetic theories and practical skills, with warmups that focus on flow and style, working our way up to goal-oriented projects, that will involve and develop the artist's understanding of composition, contrast, perspective, color theory, and symbology.

    I have been a highly dedicated student and creator of art from my earliest youth. I have illustrated about  a half dozen published works through multiple publishers, and have worked with numerous clients, both small and large. I have taken decades worth of academic art courses over that time, and have read great classics on art theory. 

    I have also spent years teaching all levels of education. Most recently, I have taught perspectival illustration, character creation, and sculpture to students from 2nd thru 8th grade at a Spanish-medium school, and color theory for highschoolers in Los Angeles. 

    $30/hr: standard fee per student for group classes with two or more students. 

    $65/hr: one-on-one sessions.

    plus travel fees of 60¢/mile for distances in excess of 20 miles. 

    After the first session, I require a minimum four week commitment if I must travel to you. 

    I began tutoring students in artistic method as early as my freshman year of highschool.
    I began teaching courses on philosophy (including the philosophy of aesthetics) back in my early twenties, and have always have a knack for constructive criticism throughout my education. 

    I've worked primarily with students from 4 - 21, but am adaptable to whatever my students need. 

    As for artistic events: I recently published the first issue of my ongoing graphic novel series. In some respects, the publication came after a tragic loss, but I am proud to have reached a point where I can move on to the next phase of the work. 

    Update: I've been working on volume 2 ofmy graphic novel series, as well as resuming work on the Jeve & Steve saga. In addition to all that, I recently began work on an introduction to Color Theory for digital media (CT), and am excited by how fast the work is progressing. I have other publications lined up once CT is released. 

    As a professional artist, I'm primarily an illustrator who works with publishers, so I anticipate primarilly working with students who seek a similar career. If that's you, it's never a bad idea to research the world of publications, by attending conferences where publishers gather, or by spending time networking in forums with writers who might have an immediate or longterm need for your skills. And certainly, it's never a bad idea to research the market value of your skills, so that you can make the most of your time creating for a living. 

    There are plenty of good questions to ask, depending on the artist's own set goals. Here's just a few that come to mind right off the bat:

    Can they identify inspiring artists or artworks? Are they looking to emulate an existing style or trying to "break the artistic mold"? How much time (daily/weekly/monthly) are they willing to commit to their self-cultivation as an artist? Are they looking to making art as a personal form of therapy or as a source of regular income? Or both? Are they comfortable with taking feedback on works they've been commissioned to produce? 

    How independent are the student's artistic practices? Do they need proding to complete their work? Are they willing and able to take encouragement from criticism? Are they generally self-guided in their determination and practice? Are theyprimarily looking for encouragement or problem-solving? How constructively can they engage with criticisms of their artistic works? 

    The more clear they are on these questions, the more productive their time with any art tutor is bound to be. 

    Services offered

    Adobe Photoshop
    Graphic Design
    Adobe Illustrator