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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Portraits and Emotions Developing Emotional Intelligence Through Art School Intervention
Author(s)
Marinela Rusu
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DOI:10.17265/2159-5542/2018.05.001
Affiliation(s)
Romanian Academy, Iasi, Romania
ABSTRACT
Emotional Intelligence (EI) is a relatively new concept in psychology. The theory of multiple
intelligences created by Howard Gardner (1993) has been enriched by adding a
new and complex concept: Emotional Intelligence (Goleman, 1995; 2004; Salovey &
Mayer, 1990; Wood & Tolley, 2003). This concept puts into question the
emotional level of personality (feelings, affections, emotions, passions,
dispositions, along with motivation, self-control, and the ideal of life) and represents an important
basis for structuring and developing the personality of the children. Our paper
proposes an art intervention within
the school, having as a working hypothesis the positive effect of art in the development of emotional intelligence at
school age. Expression through art contributes to the harmonious development of personality,
to the refinement of
emotional meanings, and to a better communication and interaction with others.
It can also contribute to shaping the ideal of life, to a better integration
into the community. The correlation between portraits and emotions provides
educators with an opportunity to better understand the children’s personality, a
precious means of educational intervention. This work proposes an experimental
model that can be approached by any educator at different levels of education.
KEYWORDS
emotional intelligence, education, personality, art, portraiture, emotions
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