Artist's Statement

I think people have always been able to relate to subjects portrayed in traditional forms of art and to appreciate the technical aspects of application, use of color, perspective and precisely recorded details.

These works reflect an art form to which others can relate. Most of these works I consider to be portraits, in which I have attempted to capture the essence of the American culture. In an attempt to capture this culture, I best express myself through my pencil. However, the introduction of color to some works achieves a mood or records the authenticity of the subject matter. For the exhibit I really enjoyed working with pastels and colored pencils on different colors of paper and texture. In the process, I could feel the third dimension come alive; the richness of the color was dynamic - the color studies document the re-enactors stunning period regalia and natural landscapes.

I want people, whose lives are moving at an ever-faster pace, to look at my portraits as a moment of historical contemplation, where we can look back and give recognition to those who have come before us.


Want to book at the exhibition at your school or event? Check out our bookings or contact Linda to learn more.

Purpose and Benefits

"A Living History Exhibition" provides traditional art galleries (community art centers, college and/or university galleries) and non-traditional spaces (libraries, historical societies, etc.) with an educational opportunity to bring history to various segments of the community.

Although art galleries often intimidate many people, this historical art exhibition has the potential to draw new groups of people, young and old, to the exhibit space. The appeal of the subject matter and historical significance will provide a rich artistic viewing experience, an art appreciation moment, and a unique insight into our heritage.

Local schools in the area will receive information about the exhibition (historical timeline and location) so that teachers may use the exhibition as an extension of the classroom through an educational field trip designed to bring history and social studies alive for their students at all grade levels. For example, after viewing the exhibit, high schools students in a journalism or creative writing class might utilize the images to stimulate their imaginations, create character narratives, or to write their own short story. Elementary students might research, write and perform their own play. Information posted beside each illustration/portrait will include an original historical diary entry, researched from within that historical timeline, which will reinforce the educational aspect of the exhibition.

All parts of the exhibition are designed to enhance the total educational experience. During an opening reception, period music - live or taped - will be played. Re-enactors dressed in their authentic finery, will share stories and period food.

While the exhibit is on display, period music will create an atmosphere in which the portraits and illustrations can be viewed and enjoyed.


The Process

To begin the process of the Living History Exhibition, I read and researched my historic timeline (1700-1870).

After verifying the historic accuracy, I then began to travel to historical re-enactments to photograph the re-enactors in their authentic regalia and the breath-taking natural landscapes around them. Each experience was like stepping back in time. I talked with the re-enactors I photographed, and soon learned they all shared the same intense passion for history. For a day or weekend, they could live, dress, and think the character they were portraying-Longhunter, Native American Indian, Scout, Militiaman, or skilled craftsman of that period.

As I photographed my subjects, I attempted to focus on the effects of the light and texture, which surrounded them. During the process, I also sketched and took notes in a journal. The re-enactors had many stories to share, and I knew I needed to record them. Weeks would pass before I could work on the original portraits, so by writing in the journal, I could recall events and conversations with each of the re-enactors.