Art and Emotions

Abstract

The article explores the different routes by which art, and especially music conveys and arouses emotions. Apart from the three formerly discussed routes: the narrative route of narration‐identification, the direct route of isomorphism and the indirect route of ego mastery, a fourth route is presented, based on the emotions produced by the listener himself as the result of his active attempt to process the musical input in his mind. This is a “Meta emotion” reflecting the sum‐total of all the disparate and opposing emotions conveyed or aroused by means of the other three routes. The point is made that the assimilation of classical polyphonic music, demands an active effort on the part of the listener. The same is true of other higher rank arts, each one of which has developed its specific means to transmit a wide spectrum of diverse emotions simultaneously. Attached to this challenge, there is the promise of earning a new experience – a Meta‐emotion emanating from the ability to integrate the contrarieties inside us. Copyright © 2013 John Wiley & Sons, Ltd.

Let’s Read a Poem! What Type of Poetry Boosts Creativity?

“…We can conclude that the features of the text, as well as the ability to actively perceive the poem, are key factors for appropriate poem reception. Noy and Noy-Sharav (2013) argue that the emotional message of art is always individually perceived. Silvia (2005) , who refers to the appraisal theory of aesthetic emotions, claims that the evaluation of art, and not art itself, arouses emotions.…”

From Constructivism to Contemplative Art Journaling: A Case Study of a Course Evolution

“…It is likely that the visual representations that emerge from feelings and implicit mental states enable the expression of "stuff" that does not lend itself to full verbal articulation (e.g., Noy & Noy-Sharav, 2013). The reflective written text adds post-hoc explicit articulation to these inner states.…”

“…This theoretical course deals with the use of arts in the educational context. In the course, students read theoretical papers on creativity (e.g., De Bono, 1985), playfulness (e.g., Winnicott, 1971), primary processes (e.g., Noy & Noy-Sharav, 2013), and art as a means of self-exploration (e.g., Storr, 1993).…”

Back To Material: The Importance Of Touching Material For Promoting Self-Fulfillment

“…The meta-emotion was mentioned by Noy (2013), who pointed to meta-emotion as the emotion one feels when observing a work-of-art reflecting the sense of integration. The meta-emotion was rarely fully experienced, and was often found to be blocked.…”