Embracing Uncertainty Through Embracing the Arts

While I write this introduction, we are in the midst of a historical global pandemic caused by the new coronavirus (COVID-19), an infectious disease that heavily affects the lungs. Illinois, my state of residence in the United States, went under a stay-at-home order from the governor on March 21, 2020. In Illinois and many other U.S. states, all non-essential businesses were closed, so many individuals have lost their employment, while those with essential positions (such as health care and the service industry) have continued going to work, and those who were considered essential but could work from home (e.g., teachers, administrators, etc.) were ordered to do so through use of the internet. Additionally, leaving the home is only allowed for essential needs such as getting groceries or going to the pharmacy, and only with social distancing in place (i.e., staying at least 6 feet away from another person). As I write this, citizens of Illinois have been observing this order for almost 2 months. Originally slated to last through April 7, 2020, it was lengthened to go through May 30.

As a result, many individuals are starting to get restless and are feeling the impacts of job loss/unemployment, social isolation, mounting bills, high emotions, and most of all—uncertainty of the future. So what should we as arts educators do? How do we take care of ourselves, our families, and our students in the midst of a pandemic (or other traumatic event)? How do we negotiate uncertainty?

One way we can self-care and care for others is by embracing uncertainty through embracing the arts. In other words, we should do more of exactly what we are good at—making art and making art with others. Like others trying to remain socially engaged while practicing social distancing, I have turned to social media to talk to friends and find and offer support. While scrolling my newsfeed, one of the things I have noticed is the number of people (e.g., artists, non-artists, educators, non-educators, etc.) posting photos of the arts-related activities they are engaged in to pass the time or to work through the uncertainty of living through a global pandemic. To me, this innocuous action (of posting daily activities of painting or dancing or playing a musical instrument) speaks to the importance of the arts as a way of coping with discomfort, trauma, uncertainty, and lack of wellness in life. While I am a proponent of meaningful art making that explores complex human issues and/or innovatively solves a problem, I cannot overlook the cathartic effect that making art/music can have on those who are troubled or need reassurance. As arts educators we have a unique opportunity to remind others of the importance of the arts to increasing wellness and improved quality of life. We already have those creative processes in place, or in mind, and can share them with others. Together, apart, we can make daily life just a little bit more bearable for us and those we care about, and perhaps alleviate our compassion fatigue. With this in mind, this open edition of VAR addresses ways to harness the power of arts education—through building more complex curriculum, through using art to explore difficult issues, and through using the arts as a way of thinking about research.