Harvard Educational Review
  1. Spring 2013 Issue »

    Art and Its Tantalizing Effects

    KELLY HUYNH
    I walk into the room and take a seat. Immediately I am captivated by the image I am about to recreate; the adrenaline pumps through my veins. My fingers seem to have a mind of their own, and I am filled with an urge to sweep the paper with images.

    “Ew! Why are you taking art classes outside of school?” my friends would constantly ask. I would wave my hand in a casual manner and say, “It’s just a hobby.”

    When I first decided to take art classes, I did so only out of curiosity. But art gradually changed my perspective on life and became a medium through which I saw myself. This hobby became a process by which I began to create an artwork of my own life.

    Over the years, art became my asylum from the obstacles I wanted to avoid in my life, such as family, relationships, or schoolwork. I found that once I sat down, all my difficulties were laid aside. In the winter of my fifteenth birthday, my parents’ relationship seemed to deteriorate, and I was afraid to face the problem that I believed no fifteen-year-old should have to encounter. Consequently, I decided to ignore the problem that seemed to be on the verge of destroying my family and threw myself furiously into painting.


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

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    Order the Spring 2013 special issue.

    Kelly Huynh, born and raised in San Francisco, is a first-year undergraduate student at University of California, Los Angeles. She is majoring in political science and economics and has been passionate about art since she was in middle school. Her essay “Art and Its Tantalizing Effects,” shows how art has affected her way of life. It speaks of the transformation of a girl who refuses to see the problems and difficulties in her life, to one who, through the deep connection with art, gradually matures and accepts both the good and bad in life. She hopes it will serve as encouragement to others who have difficulties in their life, inspiring them to view their hardships in a more positive light.
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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)