As art educators are facing challenges in the social and political dynamics related to COVID-19, the authors as Asian American art educators recognize the urgent need to address and respond to the "racial pandemic" with arts in practice, as well as provide curricula examples for art educators to engage students in addressing these difficult issues. The authors examined historical and social-psychological contexts and discovered possible causes for the recent anti-Asian and anti-Asian American incidents, prejudice, and xenophobia in the United States. The "Voice for the Voiceless" project, as a pedagogical example, can guide art educators in how to utilize the arts creatively to confront, discuss, and address racial prejudice and other social issues in art classrooms. The authors learned from this project that art can be a powerful, effective, and creative medium for activism and that empathy (emotional self-awareness) is a necessary skill to forge a better understanding of others. Through art, students can effectively nurture their empathy toward people (through emotions/feelings, beliefs, values, thoughts, and behaviors) from different cultures, critically examine their own and others' attitudes and biases, understand current racial/social issues and challenges, creatively voice and/or propose solutions for the voiceless, and eventually advocate for social justice in a global world with diversity, respect, and harmony.