ABSTRACT
The aim of this research was to investigate how Year 7 children, all of whom have statements of special educational needs, respond to emotion as represented in visual art. I describe how children observe, express and articulate their interpretations of emotion in art. The lessons in which the data were gathered were structured to provide opportunities for the children to respond to different art objects. Verbal responses were also encouraged through describing, questioning and discussing. The group in the study is a Learning Support Centre class of seven boys and five girls. Three main issues are considered: the utilisation of art objects in teaching art; artistic maturation; and the development of expression and communication by visual and verbal means.
