The infrastructures of time in schools constrain teachers’ and students’ responses to intense social, political, and climate events. Aided by affect theory and historical studies of the making of feeling-bodies in and through time, this chapter reconsiders time’s impact on educators’ capacity to respond to social upheavals. Through a case study of a university curriculum lab during the Covid-19 pandemic, the chapter describes arts- and movement-based activities that responded to the question, What do we need from curriculum, now? This question reoriented traditional approaches to curriculum selection and organization and welcomed a range of affects, discussion registers, and participation modalities. The time of lab felt different, and this case study speculates that this had to do with making time for emotions, including grief. As crises become increasingly ordinary, dedicating time for teachers to support and educate in the midst of traumatic events is vital.