Transcending tragedy: global communication draws us together

On Oct. 9, 2001 The New York Times featured a report, "September 11 as Seen Through Many Eyes," which described a photography exhibition in a SOHO storefront, including the works of professionals and amateur alike--all are pictures of the attack on the World Trade Center and its aftermath: "Like the shrines and missing-person posters, the images offer a measure of the enormity of the event in single personal units. They also testify to the taking of photograph as a common human response, a way to deal with a reality almost beyond comprehension.

--R.F. and J.J.H.

Each day, we awaken with certain expectations and anticipations: people we will see, things we plan to do, obligations or tasks to be fulfilled. At the end of each day, we realize there are things that happened that were not planned, even great surprises. Things do happen! Sometimes, there are happy developments; other times, there are tragic experiences.

Sept. 11, 2001 will long be remembered as a most unhappy affair: planes crashing into the World Trade Center, the Pentagon and an area outside Pittsburgh, Pa. Even with the passage of time, there are the recurring images and stories of death and destruction of innocent people injured and killed. Suddenly and without warning, we have been made aware of developments beyond our control; of pain and anguish that can be inflicted without warning or even reason.

Teachers have had to put aside planned curricula and instructional priorities to talk with their students and help young people to understand and deal with what has happened. This has not been a Hollywood film or TV serial in which the program's ending enables a return to normalcy. Something of tragic dimensions has happened. Discussions about it cannot be circumscribed with "PG" or "R" ratings.

At the same time, there should be a sense in which we confront what has happened and help provide a constructive and creative way to transcend the tragedy and maintain our common dignity and strength.

Artsonia is the world's largest student-art museum on the Internet, showcasing artwork from over 20,000 students in 90 countries. In response to the events of Sept. 11, Artsonia has created a special art collection on the theme, "Drawing Together: Kids Against Terrorism." This collection features student artwork from all over the world depicting their response to the tragedies of Sept. 11.

The collection is a tool of reassurance and comfort for individual artists as well as teachers and worldwide viewers. The images and words reestablish the human dialogue. To see these images and hundreds of other images from Artsonia's "Drawing Together: Kids Against Terrorism" collection, visit www.artsonia.com/ dtkat (see Note 1).

In this article, we are using examples of artwork by students from Canada, the Netherlands, Germany, as well as the United States--each drawn from the Artsonia Collection. It's artwork by everyday kids, displayed in an accessible manner through the Internet, that now serves as a means for communication and dialogue. These drawings reflect the feelings, hopes and interpretations of the horrific events of Sept. 11.

Following the tragedy of Sept. 11, teachers were faced with the challenge of placing these events in perspective, helping their students to understand and cope with what had happened, and, more importantly, guiding young people's attitudes and values in ways that would strengthen their ability to deal with things still to come.

So much of what children are experiencing comes via television, radio and print journalism. Daily, we are all being bombarded by images and words through our mass media. There are, of course, the many, many discussions with adults around them--and discussions with other children! Children are recipients of an overload of information and repetitive hype. How easy is it to become mesmerized and transfixed by these messages. It is as if we are all in danger of becoming "couch potatoes" for news reporting.

Engaging in art activity provides an avenue for a different kind of personal understanding and self-realization. Most people are more accustomed to thinking about art activity and its decorative or celebratory functions. These are important! But there is a deeper and more profound sense in which art serves to help us transcend events and experiences in our lives. It is no wonder that works of art can become so central to community and religious gatherings.

What is it that happened to children when they did their artwork about events of Sept. 117 For one thing, they were actively and personally involved in creating images that reflected their own ideas and feelings. How different this is from being limited to just experiencing something through the eyes of others. There is a sense in which the children can become active witnesses and participants in a major event in their lives.

Drawing or painting the image becomes a means for them to identify and objectify this human tragedy. To be sure, this is not a pretty sight, but it is a moving, dramatic moment in our history. Out of the pain and tragedy of what happened, these students came to experience their own strength and opportunity for personal growth--they could transcend the tragedy through their own action.