Harvard Educational Review
  1. Spring 2013 Issue »

    Art Means a Lot

    VICTOR B. ALMANZAR
    Art means a lot to me. Growing up in New York as a young teenager who came from another country, I felt as if I was an outcast from society due to the language barrier and numerous ethnic groups different than mine. Coming to New York from the Dominican Republic, I was placed in an ESL (English as a Second Language) class at Leonardo da Vinci IS 61 in Queens. I remember trying to speak to a girl who was not an ESL student. She was playing with her friends, tossing an orange back and forth, when she failed to catch it and the orange landed by my feet. She did not notice where it had gone, so I picked it up and tried to toss it back to her, at the same time telling her in Spanish, “Here it is.” The girl jumped back surprised and thought that I tried to hit her with the orange, so she began to curse me out. I didn’t know what she was saying, but it was clear that it wasn’t nice. I tried to explain myself, but she was not trying to hear me. This experience made me feel terrible.

    This is an excerpt from Expanding Our Vision for the Arts in Education.

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    Victor B. Almanzar is a New York-based actor and teaching artist. As an actor, he has appeared in theatrical productions at numerous venues in the United States and United Kingdom. He has been an invited guest actor at LAByrinth Theater Company’s Summer Intensive and developed work with Stephen Adly Guirgis for HBO. Most recently he was featured in the TV pilot The Come Up, alongside Michael Kenneth Williams. As an educator, Victor worked as an actor-teacher at the City University of New York’s Creative Arts Team, where he facilitated interactive educational theater workshops throughout New York City. Almanzar is currently pursuing a master’s of fine arts in acting at the Actors Studio Drama School at Pace University. He is also a proud veteran of the United States Marine Corp.
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    Spring 2013 Issue

    Abstracts

    Foreword: Exploding Parameters and an Expanded Embrace
    A Proposal for the Arts in Education in the Twenty-First Century
    STEVE SEIDEL
    Editors’ Introduction
    Expanding Our Vision for the Arts in Education
    Edward P. Clapp and Laura A. Edwards
    Expanding Our “Frames” of Mind for Education and the Arts
    JENNIFER S. GROFF
    Expanding Our Vision of Museum Education and Perception
    An Analysis of Three Case Studies of Independent Blind Arts Learners
    SIMON HAYHOE
    Universal Design for Learning and the Arts
    Don Glass, Anne Meyer, and David H. Rose
    Graphica
    Comics Arts-Based Educational Research
    STEPHANIE JONES AND JAMES F. WOGLOM
    Why the Arts Don’t Do Anything
    Toward a New Vision for Cultural Production in Education
    RUBEN A. GAZTAMBIDE-FERNANDEZ
    Afterword: The Turning of the Leaves
    Expanding Our Vision for the Arts in Education
    MAXINE GREENE

    Book Notes

    The Learner-Directed Classroom
    Diane B. Jaquith and Nan E. Hathaway (Editors)

    Critical Aesthetic Pedagogy
    Yolanda Medina

    Hip Hop Genius
    Sam Seidel

    Design and Thinking
    Mu-Ming Tsai (Director)

    Changing Lives
    Tricia Tunstall

    Art Education Beyond the Classroom
    Alice Wexler (Editor)