Abstract
This research investigates how students from two different backgrounds in a conflict-affected area—one group being internally displaced (IDP) and the other residing in permanent homes—express their emotions through art. The study aims to understand the emotional experiences of these students and explore the potential therapeutic benefits of art for children in conflict-affected areas. Two experiments were conducted: in the first, students drew freely without specific instructions; in the second, they were asked to express their emotions through their drawings and provide reasons for their choices. In the first experiment, students mostly used dark and dull colors, suggesting feelings of sadness and anxiety. In the second experiment, IDP students used vibrant colors reflecting resilience, while town students used monochromatic shades likely due to their recent experiences with conflict. Living conditions and recent traumatic events significantly influence the emotional expressions in students' artwork. Art-based interventions can be tailored to address their unique emotional needs.
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