My impression of Winai Madaree stems from his exceptional skill in
photography. He is a highly accomplished photographer whose work consistently presents exquisite and captivating images—ranging from scenic landscapes to cultural and artistic expressions of Southern Thailand showcased during various festivals over the past decade. His portfolio includes photographs from the international Red Whiskered Bulbul birdcage competition held in Yala Province, cultural movements and traditional festivities, beauty pageants of the *kolek* boat communities whose boats are used for daily fishing, as well as unique fishing festivals and boat races found nowhere else. 
He also documents the distinctive batik attire of the South, which is no less beautiful than batik from Malaysia or Indonesia, along with Muslim singing, dancing, and musical performances in traditional instrument competitions. His work features the kris, a symbolic weapon of Muslim men, and long standing performances involving drums and violins. Additionally, he captures the visits of neighboring Malaysians, Chinese from Singapore, and Indonesians who regularly participate in local events. 

His primary profession is as an art teacher at Ban Juenuerae School in Yala Province. His teaching is engaging and has earned numerous awards. His academic background from Prince of Songkla University—both Phuket and Pattani campuses—has shaped his identity and vision in teaching art and visual learning. His work contributes to fostering peaceful coexistence among students in the southern border provinces, where political unrest has been a recurring challenge.

JY. Please share your personal background, family, and educational history
WM. I was born in Yala Province on 19 August 1976. I am currently 49, turning 50. I am married with three children and practice Islam. I am a government teacher at Ban Juenuerae School, Yala Province, holding the position of Teacher, Senior Professional Level, specializing in Visual Arts. I teach visual arts for Grades 4–6 and have served for 21 years. 

My education began at Phensiri School, Yala (Grades 1–6), followed by Ratrbumrung School, Yala (Grades 7–12). I pursued higher education at Prince of Songkla University, Phuket Campus, Community College, majoring in Applied Arts (Years 1–2), and continued at Prince of Songkla University, Pattani Campus, Faculty of Education, majoring in Art Education (Years 3–4), earning a Bachelor of Education degree.

JY. How do you incorporate local culture or the identity of Yala Province into your art teaching?
WM. The school is situated in a Muslim community on the outskirts of town, and all students are Muslim. The school’s local curriculum emphasizes literacy and strong Thai communication skills, alongside all core subjects mandated by the Ministry of Education, with a focus on instilling love for the Nation, Religion, and the Monarchy. Yala is one of the three southern border provinces where multiculturalism is deeply rooted—Buddhists, Muslims, and Chinese descendants have lived together harmoniously for generations. Although cultural practices differ, they do not divide the community. The region is rich in natural resources, beautiful landscapes, unique cuisine, and distinctive ways of life. 
Yala’s cultural highlights include kite‑flying, *Nang Talung* shadow puppetry, *Sila* dance, Javanese dove and Red‑Whiskered Bulbul competitions, kris making in Raman District, and various religious and ethnic festivals such as Hari Raya for Muslims, *Chak Phra* for Buddhists, and deity parades for Chinese communities. 

I have always been interested in the history and lifestyles of people in the southern border provinces. After graduating, I worked as a contract teacher at three schools in Yala over four years, teaching art to primary and secondary students to determine whether I was suited for this profession. I eventually passed the civil service examination. 
This coincided with the outbreak of unrest in the southern border provinces around 2004. I was appointed to Ban Juenuerae School, which had been burned down due to the unrest just four months before I began my service.

JY. What concepts or methods do you use to encourage students to develop interest in art and confidence in self expression?
WM. From that point onward, I realized the importance of helping students understand the situation, fostering shared awareness of the beauty of the area, and appreciating the harmony among its people. I used art as a medium to heal, nurture positive perspectives, and strengthen emotional resilience.

JY. What obstacles or challenges have you encountered in teaching art at Ban Juenuerae School, and how did you address them?
WM. At that time, students rarely used Thai in communication. They placed little importance on Thai language skills—listening, speaking, reading, and writing—and were also hesitant to express themselves artistically. 
As an art teacher for primary students, I used guided thinking to build shared awareness of the beauty of the southern border provinces. I encouraged students to take pride in themselves through storytelling, photographs, and videos. I created art activities that emphasized positive expression. Students painted joyful stories from their surroundings—local traditions, community roles, and everyday occupations. 
I emphasized love for the nation, religion, and monarchy. I used discussion based learning, encouraging students to share perspectives and participate actively. I also integrated art with other subjects

JY. What student development have you observed clearly after they studied art? Please provide examples.

WM. I have grown and refined my mindset through social activities, teaching, and extracurricular involvement. I joined the Deep South Photographer Volunteer Network (DSP) and the South Free Art Group, participating in field photography, painting, and exhibitions with volunteers and fellow artists. 
I absorbed knowledge and understanding of the local context and conveyed positive perspectives to my students. I used photographs and artworks as inspiration to cultivate love, understanding, and unity among them.

JY. What are your expectations or goals for developing art education for students in the future?
WM. As the situation in the southern border provinces gradually improves, teaching methods have evolved. Instead of relying solely on teacher produced materials such as photos and artworks, I now focus on helping students create their own pieces.

I want students to feel proud of their artistic creations—designs inspired by nature such as flowers, plants, chickens, and birds, symbolizing growth, freedom, and love for the environment. They work on paper using mixed media: colored pencils, oil, pastels, and poster colors. 
The school now has an art room—a studio, exhibition space, and learning center. Student works and activities are shared on Facebook: 
https://www.facebook.com/profile.php?id=100051575007074

We are currently developing student artworks into school souvenirs—transforming paper designs into batik fabric products to generate income for the students in the future.