Oral History Interview with Juan Sánchez, 2018 October 1-2
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Whose Art Is It? - the New Yorker 2/8/16, 11:06 AM
Whose Art Is It? - The New Yorker 2/8/16, 11:06 AM Save paper and follow @newyorker on Twitter In the South Bronx DECEMBER 21, 1992 ISSUE Whose Art Is It? BY JANE KRAMER t could be argued that the South Bronx John Ahearn PHOTOGRAPH BY DUANE bronzes fit right into the neighborhood MICHALS —that whatever a couple of people said about bad role models and negative Iimages and political incorrectness, there was something seemly and humane, and even, in a rueful, complicated way, “correct,” about casting Raymond and his pit bull, Daleesha and her roller skates, and Corey and his boom box and basketball in the metal of Ghiberti, Donatello, and Rodin and putting them up on pedestals, like patron saints of Jerome Avenue. John Ahearn, who made the statues, says that he thought of them more as guardians than as saints, because their job was ambiguous, standing, as they did for a couple of days last year, between the http://www.newyorker.com/magazine/1992/12/21/whose-art-is-it Page 1 of 47 Whose Art Is It? - The New Yorker 2/8/16, 11:06 AM drab new station house of the city’s 44th Police Precinct and what is arguably one of its poorest, saddest, shabbiest, most drug-infested, AIDS-infected, violent neighborhoods. John himself is ambiguous about “ambiguous.” He says that when the city asked him to “decorate” the precinct he thought of the Paseo de la Reforma, in Mexico City, with its bronze heroes—a mile of heroes. He thought that maybe it would be interesting—or at least accurate to life on a calamitous South Bronx street, a street of survivors—to commemorate a few of the people he knew who were having trouble surviving the street, even if they were trouble themselves. -
SPRING 2012 25 a Nuyorican Absurdist: Pedro Pietri and His Plays of Happy Subversion David Crespy
SPRING 2012 25 A Nuyorican Absurdist: Pedro Pietri and His Plays of Happy Subversion David Crespy Jerzy Grotowski once wrote of the visionary Antonin Artaud, “He wasn’t entirely himself;” the same might be said of the late poet Pedro Pietri—who wasn’t entirely himself since he began writing plays (Grotowski 117). Pietri’s body of plays, having been produced in New York since the late sixties and early seventies, recommends itself as an example of the wave of Nuyorican theatre in the US prominent at that time—characterized by experimentation in form and the merging of social issues within that form (Mohr 92). For Raphael Dalleo and Elena Machado Sáez, Pietri is a transi- tional figure, moving from the “anti-colonial project” of his early 60’s poetry to “reconcile himself to the emergence of the Post-Sixties Order” and, in so doing, reaching out to a broader audience (Dalleo and Sáez 12). After the 1960s, Pietri chose to “disorient” himself from the mass of populist social- realism that had characterized much of Latino/a playwriting prevalent before and up to the late 1960s, and to find his voice in his own brand of Nuyorican absurdism that has at its heart “a strong affirmation of puertorriqueñismo, pride in one’s essence and heritage” (Mohr 95). Reading Pietri is a great deal like reading Ionesco; there is the same cheerful dismemberment of language, the same static violence, and above all, a calculated disorientation which serves to scourge and reinvest language (in this case, three languages: English, Spanish, and Spanglish) in ways which skew all reasoned attempts to make sense. -
View Centro's Film List
About the Centro Film Collection The Centro Library and Archives houses one of the most extensive collections of films documenting the Puerto Rican experience. The collection includes documentaries, public service news programs; Hollywood produced feature films, as well as cinema films produced by the film industry in Puerto Rico. Presently we house over 500 titles, both in DVD and VHS format. Films from the collection may be borrowed, and are available for teaching, study, as well as for entertainment purposes with due consideration for copyright and intellectual property laws. Film Lending Policy Our policy requires that films be picked-up at our facility, we do not mail out. Films maybe borrowed by college professors, as well as public school teachers for classroom presentations during the school year. We also lend to student clubs and community-based organizations. For individuals conducting personal research, or for students who need to view films for class assignments, we ask that they call and make an appointment for viewing the film(s) at our facilities. Overview of collections: 366 documentary/special programs 67 feature films 11 Banco Popular programs on Puerto Rican Music 2 films (rough-cut copies) Roz Payne Archives 95 copies of WNBC Visiones programs 20 titles of WNET Realidades programs Total # of titles=559 (As of 9/2019) 1 Procedures for Borrowing Films 1. Reserve films one week in advance. 2. A maximum of 2 FILMS may be borrowed at a time. 3. Pick-up film(s) at the Centro Library and Archives with proper ID, and sign contract which specifies obligations and responsibilities while the film(s) is in your possession. -
What Role Can Museums Play in Street Art and Graffiti? Hannah
ABSTRACT The Permanent Impermanence Project: What Role Can Museums Play in Street Art and Graffiti? Hannah Quinn Director: Dr. Julie Holcomb Street art and graffiti in the public conscience is a topic that is often left out of academic journals. The need to find a way to preserve this art form is the key concept at the heart of this project. While online documentation plays a significant role in this process, I am primarily interested in the possible role of the museum in the preservation process. Even though I am advocating museum involvement in the world of street art and graffiti, I am in no way suggesting that the process is as simple as taking the work off of the streets and putting it into a “sterile, disinfected gallery or a restrictive museum.” The context of this art form is as important as the actual content. That being said, museum professionals have certain skills and backgrounds that can help the street art and graffiti community grow and further connect with the culture and environment around them. To do this though will require a rethinking of what it means to be a museum. APPROVED BY DIRECTOR OF HONORS THESIS: ______________________________________ Dr. Julie Holcomb, Department of Museum Studies APPROVED BY THE HONORS PROGRAM: ______________________________________ Dr. Andrew Wisely, Director DATE: ________________________ THE PERMANENT IMPERMANENCE PROJECT: WHAT ROLE CAN MUSEUMS PLAY IN STREET ART AND GRAFFITI? A Thesis Submitted to the Faculty of Baylor University In Partial Fulfillment of the Requirements for the Honors Program By Hannah Quinn Waco, Texas May 2015 TABLE OF CONTENTS List of Figures . -
Introduction and Will Be Subject to Additions and Corrections the Early History of El Museo Del Barrio Is Complex
This timeline and exhibition chronology is in process INTRODUCTION and will be subject to additions and corrections The early history of El Museo del Barrio is complex. as more information comes to light. All artists’ It is intertwined with popular struggles in New York names have been input directly from brochures, City over access to, and control of, educational and catalogues, or other existing archival documentation. cultural resources. Part and parcel of the national We apologize for any oversights, misspellings, or Civil Rights movement, public demonstrations, inconsistencies. A careful reader will note names strikes, boycotts, and sit-ins were held in New York that shift between the Spanish and the Anglicized City between 1966 and 1969. African American and versions. Names have been kept, for the most part, Puerto Rican parents, teachers and community as they are in the original documents. However, these activists in Central and East Harlem demanded variations, in themselves, reveal much about identity that their children— who, by 1967, composed the and cultural awareness during these decades. majority of the public school population—receive an education that acknowledged and addressed their We are grateful for any documentation that can diverse cultural heritages. In 1969, these community- be brought to our attention by the public at large. based groups attained their goal of decentralizing This timeline focuses on the defining institutional the Board of Education. They began to participate landmarks, as well as the major visual arts in structuring school curricula, and directed financial exhibitions. There are numerous events that still resources towards ethnic-specific didactic programs need to be documented and included, such as public that enriched their children’s education. -
ESPA 4232. Literatura Puertorriqueña II Prof. Juan Otero Garabís Correo Electrónico: [email protected] Oficina LPM 320 Horas De Oficina M J 11Am-12M
ESPA 4232. Literatura puertorriqueña II Prof. Juan Otero Garabís Correo electrónico: [email protected] Oficina LPM 320 Horas de oficina M J 11am-12m Prontuario Descripción La segunda parte del curso Literatura puertorriqueña tiene como objetivo contribuir al desarrollo intelectual de los y las estudiantes mediante el contacto con las expresiones literarias de Puerto Rico del siglo XX. Para ello, las y los estudiantes examinarán diferentes textos que abordan las situaciones de la isla a lo largo del siglo XX. La temática de este curso gira en torno al estudio de las características que definen la literatura y la identidad puertorriqueña, según representadas en textos de creación y de crítica literarias del siglo XX. Es un curso panorámico que persigue desarrollar la capacidad de análisis de los y las estudiantes, por lo que se requiere su participación en las discusiones de los textos. Además, intenta promover el interés de los y las estudiantes por ampliar sus estudios en literatura y la historia de Puerto Rico en el futuro, ya sea por su cuenta o prosiguiendo cursos más especializados. Se entiende el estudio de la literatura como un proceso de creación de conocimiento, por lo que se considera a éste como una actividad y no como un objeto que el profesor pueda otorgar a los estudiantes. El profesor servirá de guía para las lecturas y su contexto social y crítico, pero tanto él como los/las estudiantes son responsables de cubrir el material asignado y de contribuir en las discusiones en clase. El/la estudiante es responsable de haber leído los Textos Primarios asignados y seleccionará un Texto Secundario sobre el cual presentará un informe en clase. -
Portafolio Conmemorativo Taller Alma Boricua M Useo De L As a Méricas , C Uartel De B Allajá 2 3 H O M E N a J E Alma Boricua X X X a N I V E R S a R I O
H OMENAJE A LMA B ORICUA X X X A NIVERSARIO 1 Taller Alma Boricua Portfolio Exhibiton PRESENTACIÓN PORTAFOLIO CONMEMORATIVO TALLER ALMA BORICUA M USEO DE L AS A MÉRICAS , C UARTEL DE B ALLAJÁ 2 3 H O M E N A J E ALMA BORICUA X X X A N I V E R S A R I O Recuerdo que fué en el invierno de 1970 - la mañana estaba fría y no teníamos calefacción en el Taller Boricua - al abrir la puerta nos dimos cuenta que había sido forzada durante la noche anterior. Penetramos y encontramos que el F.B.I. y la C.I.A. nos habían visitado, levataron y destrozaron las maderas del piso del taller - estaban buscando armas ocultas tal como hacían en el local de los “Young Lords”, nuestros vecinos que tenían su cuartel frente a nosotros en la 4 5 calle 111 y Madison. Comenzamos a reírnos; Carlos, Rafael, Marcos, Adrían, Armando, Manuel, Neco* y yo ... y comemtamos “ Aquí no hay armas...lo que si hay es Alma... Alma Boricua... N i t z a T u f i ñ o *Carlos Osorio, Rafael Tufi ño, Marcos Dimas, Adrían García, Armando Soto, Manuel ‘Neco’ Otero Ta l l e r Al m a Boricua P ortf ol io Exh ib iton P RESENTACIÓN P ORTAFOLIO El diseño de la portada incorpora detalle del Cartel Comemorativo. Diseño de Juan Sánchez C OMEMORATIVO T ALLER A LMA B ORICUA The cover design incorporates a detail of the commemorative poster. Design Juan Sánchez M U S E O D E L A S A M É R I C A S , C U A R T E L D E B A L L A J Á 1 9 D E S E P T I E M B R E D E 2 0 0 1 A L 1 9 D E F E B R E R O D E 2 0 0 2 I Wish I Could for Taller Alma Boricua C ONTEN IDO I wish I could tell you how beautiful you are, I wish I could show you that you are more than a fl ag, C ONTENTS how you emerged from the darkness of an ancient mud mother your hands stronger than chains that bound them, Introducción / Introduction who breathed life into your rainforest root, your words more powerful than a gun, Almas Sin Fronteras 8 into the Cordillera symmetry of the heights of you your thoughts faster than the speed of light, Lourdes R. -
Around the Block from El Museo Educator Resource Guide
Around the Block from El Museo Educator Resource Guide Program ATB a previous from a student by taken Photograph Portion of the Graffiti Hall of Fame, 106th Street and Park Avenue, New York City 1 Table of Contents: Program Overview 3 Program Design, Goals, and Objectives 4 Suggested Pre-Visit Activities 5 Suggested Post-Visit Activities 6 Background Information about El Barrio and El Museo 7 Folks and Places to Know in El Barrio 14 Related Vocabulary List 18 Bibliography 21 Conclusion/Credits & Acknowledgements 24 2 PROGRAM OVERVIEW School and Educator Programs Programs at El Museo del Barrio are dedicated to providing school programs rooted in cultural empowerment and civic engagement. Our various school programs, including Around the Block from El Museo, offer students and teachers multiple entry points from which to explore the its Permanent Collection, exhibitions, and cultural celebrations. Learning about the diverse histories and cultures within Latin America and the Caribbean allows students to make meaningful connections between social and cultural topics relevant to their lives and classroom instruction. Around the Block from El Museo (ATB) is an innovative program that seeks to deepen s understanding of the relationship between culture and neighborhoods by exploring the relationship between El Museo and El Barrio. Visiting students will go on a walking tour of El Barrio with an Artist Educator, who works with the students to explore the rich and diverse history and culture of the neighborhood and its people through guided discussions about public artworks, community gardens, and local stores. Students will learn and discuss the ways in which the neighborhood has been shaped by both the cultural and social practices of its residents as well as of the Museum. -
The Guerilla Tongue": the Politics of Resistance in Puerto Rican Poetry
University of Massachusetts Amherst ScholarWorks@UMass Amherst Open Access Dissertations 2-2012 The ueG rilla Tongue": The olitP ics of Resistance in Puerto Rican Poetry Natasha Azank University of Massachusetts Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/open_access_dissertations Part of the English Language and Literature Commons Recommended Citation Azank, Natasha, "The ueG rilla Tongue": The oP litics of Resistance in Puerto Rican Poetry" (2012). Open Access Dissertations. 512. https://doi.org/10.7275/5rm4-z450 https://scholarworks.umass.edu/open_access_dissertations/512 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. “THE GUERILLA TONGUE”: THE POLITICS OF RESISTANCE IN PUERTO RICAN POETRY A Dissertation Presented by NATASHA AZANK Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February 2012 English © Copyright by Natasha Azank 2012 All Rights Reserved “THE GUERILLA TONGUE”: THE POLITICS OF RESISTANCE IN PUERTO RICAN POETRY A Dissertation Presented by Natasha Azank Approved as to style and content by: _______________________________________ Deborah Carlin, Chair ____________________________________ Rachel Mordecai, Member -
Comparative Literature in the Spanish Antilles, Cuba, Dominican Republic, and Puerto Rico
City University of New York (CUNY) CUNY Academic Works Open Educational Resources City College of New York 2019 Antillean Literature - Comparative Literature in the Spanish Antilles, Cuba, Dominican Republic, and Puerto Rico Mariana Romo-Carmona CUNY City College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/cc_oers/211 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Antillean Literature LALS 22600 Comparative Study of literature in the Spanish Antilles, Cuba, Puerto Rico, and the Dominican Republic Professor: M. Romo-Carmona Lecture: Tuesdays & Thursdays, 3:30-4:45 pm Fall 2019 Classroom: TBA. Program Office: NAC 6/108 Office Hours: Thursday 11:00am -12pm at NAC 6/331-C Email: [email protected] Course Summary This course will cover literature from Spanish Antilles and will be conducted in English. We will include a study of foundational texts in translation, from the 19th and 20th centuries, as well as contemporary works by Cuban, Dominican, and Puerto Rican authors. Required Reading • Reading needs to be done before class. • All required reading will be posted on Blackboard (Bb) and will be available for download for the duration of the course. Class discussion will require specific reference to these texts. • Additional articles may be added during the course. • Students are encouraged to supplement their reading with critical articles and primary texts, and to share these findings with the class. Learning Objectives • To develop a broader understanding of literature from the Spanish Antilles, including historical and political context of principal writers, literary currents in relationship to global literature, and particular understanding of literary currents in Latin American literature. -
Mexican Americans* Guide Questions*
English 4256 US Latino/a Literature Prof. Carmen Haydee Rivera Class Schedule and Reading List (subject to change) Thursday, January 10 First Day of Classes - Student introductions Print Syllabus and Reading List from website - Seminario Jose Emilio Gonzalez (http://humanidades.uprrp.edu/smjeg)* other option (http://www.inglupr.blogspot.com) Tuesday, January 15 Syllabus discussion E-mail contact list Group Exercise - The Book of Questions Thursday, January 17 Ed Morales - Living in Spang/ish* Bill Santiago - Pardon My Spang/ish* Guide Questions* Luis Trelles - El ingles anglicado* Tuesday, January 22 Documentary- Dos Minutos en NY (Engl. Dept. Screening Room) Thursday, January 24 Himilce Novas - Everything You Need to Know About Latino History: Mexican Americans* Guide questions* Tuesday, January 29 Bartolome de las Casas- The Devastation ofthe Indies (p. 13-20) Alvar Nunez Cabeza de Vaca- Chronicles (p. 20-37) Gracilaso de Ia Vega- The Florida of the Inca (p. 61-70) Thursday, January 31 Maria Amparo Ruiz de Burton - The Squatter and the Don (p. 235-248) Leonor Villegas- The Rebel (p. 379-389) Tuesday, February 5 Documentary Film: "Struggle in the Fields" (Engl. Dept. Screening Room) Guide Questions* Cesar Chavez (p. 760-779) Thursday, February 7 Tomas Rivera- This Migrant Earth (p. 1077-111 0) Rudolfo Anaya- Bless Me, Ultima - Uno (p. 1160-1161; 1169-1177) Tuesday, February 12 John Rechy- City ofNight (p. 1023-1031) Luis Valdez- Zoot Suit. Act I (p. 1244-1278) Thursday, February 14 Gloria Anzaldua- from Borderlands/La Frontera (p. 1490-1507); Borderlands- How to Tame a Wild Tongue* Richard Rodriguez- Hunger of Memory: Aria (p. -
SPRING 2004 the House of Pretension: Space And
SPRING 2004 77 The House of Pretension: Space and Performance in Miguel Piflero's Theatre Roberto Irizarry In "A Lower East Side Poem" (1980), the speaker employed by Nuyorican poet and playwright Miguel Pinero (1946-1988) claims his diasporic space as his ultimate destination, and, in doing so, negates the possibility of escape to any past or future utopias: I don't wanna be buried in Puerto Rico I don't wanna rest in long island cemetery I wanna be near the stabbing shooting gambling fighting & unnatural dying & new birth crying so please when I die... don't take me far away keep me nearby take my ashes and scatter them thru out the Lower East Side ... {La Bodega Sold Dreams, 8) By embracing his current location and closing himself up to the outside world, Pinero's poetic voice echoes a Puerto Rican tradition first studied by canonical island author Antonio S. Pedreira in his controversial essay Insularismo (1933). Pedreira here recognizes in a purported knack for self-isolation (hence the title) a national defensive stance toward invading armies and pirates throughout the island's history. In a way he proposes the same reactionary attitude to the presence of the United States on the island by calling for a turning back of the national psyche toward the Spanish motherland's seminal contribution to the local culture.1 Pinero, on the other hand, suggests a more realistic acceptance of the ills and transformations brought upon Puerto Rican immigrants and their descendants. More importantly, he urges the spectator to recognize borders and links with other marginal beings that inhabit the 78 LATIN AMERICAN THEATRE REVIEW urban setting of New York City.