Abstract
The purpose of this research is to clarify the function of emotions during artistic activities using well-being as a guiding principle. The research method involves analysis and examination of the previous literature and artistic activities in practice. There is a correlation between emotional function, and the function of qualities and abilities. Because well-being is taken as a guide, it is shown what sort of qualities and abilities are necessary, and the significance arises of perceiving childrenʼs emotional function relating to that. The findings from the literature survey are compared against artistic activities in practice, and the qualities and abilities for achieving well-being are examined based on childrenʼs emotional expressions. As a result, it is found that emotional function generates high-quality learning, and the key elements of learning environment design necessary for that purpose are summarized.
