The introduction of social and emotional skill acquisition in art education class may contribute to the development of quality emotional responses in pupils. When writing this paper, we wanted to determine the reaction of pupils to defiance as well as their related challenges, experience and control. In addition, we wanted to learn how the emotion itself and developing awareness of it would be expressed in their artistic solutions. In the empirical part, we performed an artistic activity comprising four school periods. The artistic activity targeted learning about the specificities of defiance and the artistic notions of warm and cool colours. Once they completed their artistic activity, the pupils assessed the activity itself and the resulting artistic solutions. While observing, we tried to excite their interest for the activity and cooperation, enhance their understanding of the specificities of defiance/stubbornness, and focus on the problems that arose during the creation and the solutions to the artistic problem. We determined that pupils are aware of their stubbornness/defiance. Some of them regret having been stubborn and are aware of their bad behaviour, while others do not regret having been stubborn and are proud if they get what they wanted. Once the artistic activity was concluded, we conducted an interview with a teacher (their class teacher) about challenges related to stubbornness/defiance in pupils, as we wanted to determine her challenges related to this emotion exhibited by pupils and the approach she adopts when facing this problem.
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