OFTEN, WE ARE DEEP WITHIN THE INTERVIEW PROCESS before the
heart of a person’s story comes to light. However, in answering my very first
question, Elizabeth Graham, in one paragraph, shed vivid light on her passion
for art, explaining, “Since I was young I’ve felt a desire to be different. I’ve
wanted to stand out and make a difference in the world in a positive way.
My art allows me to express these ideals and advocate for the significance
of the arts in schools and communities. A huge part of being an artist is
practicing art for art’s sake. As an artist, I enjoy sharing my work, creating
for others, selling work, and even advocating for the arts; however, creating
just to create is the best feeling of all. This is the center of what my work
means to me. It’s a release for my brain and a representation of the way that I
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taken from others throughout my life that have impacted me. In life,
people are a combination of their life experiences. When I was able to
explore concepts such as art journaling, collage, and bookmaking outside of
think. I love getting lost in my art. The world fades away a bit, and my brain is
the classroom, I began to learn more about myself and my work. By adopting
completely engaged while I’m creating. Piecing together collages and com-
the techniques, subject matter, and ideas [with which I connected], I began
posing paintings or drawings are what my brain does naturally, and I love
to find my artistic voice.”
allowing my brain to do what it does best.”
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graham
She continues, “Teaching my passion is rewarding but also challenging
Elizabeth Graham’s artistic voice was awakened by her third grade teach-
at times. Sharing what I adore feels awesome, but it also hurts when others
er. Once she learned he nominated her for Horizons, Florence School District
don’t connect with your passion, and often they don’t. Letting go of other’s
One’s gifted and talented visual arts program, Elizabeth created a small port-
opinions is tough to do. I often have to remind myself that basing my worth in
folio consisting of a landscape, portrait, and still life. After gathering recom-
anything other than Christ will never be satisfying. I view my ability to create
mendations from teachers, she interviewed for the position. “My dedication
as a reflection of God my creator. It’s also tough at times to find time and
paid off, and as an imaginative third grader, I was accepted to participate
energy to create art for myself. I look at a lot of art throughout the day, I help
in one of the most meaningful summers of my life. I was immersed in clay,
my students wit h their work, and I talk about art. After a day full of art, it’s
sketchbook prompts, and art critiques, along with a wealth of new media,
sometimes tough to find the desire to create when I get home. I am so thank-
ideas, and techniques each day. My experiences that summer made me
ful to have summer break to devote to my art. I also do a lot of work on the
ealize that I have always been an artist. I often wonder where I might be
weekends. I’m thankful to use my talents and my passion to earn a living.
today if my elementary art teacher hadn’t verbalized his belief in me and my
Using my talents at work is really rewarding.” Every day brings a challenge
artwork at this early stage in my life.”
of its own in the education field, but the tougher moments are worth it when
By the time she was a senior at South Florence, Elizabeth knew she wanted
Elizabeth witnesses those students who do feel a connection to the world
to study art education in college. Once she enrolled at Francis Marion Univer-
of art. “My favorite part of teaching is seeing my students realize that they
sity, she changed her major within the arts several times, but ultimately she
can create great art, sometimes with no instruction from me. Often students
returned to her passion for art and art education.
come to my classes having not studied art since middle school or even el-
Today, Elizabeth is an art teacher of seventy-five students at South
ementary school. On the first day of Art 1, I require my students to create
Florence. One of the most important lessons she stresses is one she
a realistic drawing of a plant. Usually they’re really surprised with how well
learned herself in college - to develop your craft outside of the classroom.
they’re able to draw without having learned anything yet. Seeing them realize
“I try to help my students understand that finding your artistic voice is often
their talent is really exciting, and I’m thankful that I get to be a catalyst for
something that requires soul searching and much work outside of the class-
fueling this excitement. This school year, I was blessed with the opportunity
room. I’m still traveling on this journey myself. My development as an artist
to teach upper level visual art courses. The students who return to me to take
has always traveled further when I create art that is just for myself; howev-
Art 2 and Art 3 inspire me every day. I’ve had so much fun working with them,
er, I’ve gained insights, techniques, ideas, and much knowledge from many
reading their ideas, and seeing them work to create their artistic voice. The
people along the way to further myself. For my first solo show in the fall, I’ve
best things to see are the students’ smiles when they are proud of their work.
chosen to concentrate on this concept of ‘taking things’ through a body of
I’m so thankful for how many of these moments I’ve been able to witness as a
work titled Pieces. These works will show the inspiration and lessons I’ve
teacher at South Florence.” CONTINUED...
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