The purpose of this thesis is to investigate how to encourage communication and expression of emotion in people through artistic expression and how this changes over the years. It starts from the importance of encouraging the display of emotion through artistic expression due to the growing introversion of children and adults. People who do not have a good relationship with their own emotions, who ignore their feelings, are left with some feelings unresolved which can cause emotional problems later on. Communicating emotions to ourselves or to others helps us clarify what exactly is going on in our bodies and minds. Art can improve the quality of communicating emotions for people. This thesis explores the answers to the following questions: How can we communicate emotions more easily through artistic expression? How is symbolic language used to communicate emotions more easily? How comprehensive is the representation of emotions through artistic expression in a drawing? The research was conducted through three meetings with three different age groups, 6th grade elementary school students, 2nd grade high school students and university students (aged 22-27). At the meetings, we first encouraged thinking about emotions, guided by a journey through 3 imagination, where five stories related to emotions were told. The goal of the journey through the imagination was to name the emotions. After that, the students played a pantomime game in pairs, in which the goal was to try to feel an emotion in the body, and to try to communicate it to their partner. Conversation was used to connect body movements with different types of lines in order to encourage participants to show emotions in an abstract way through artwork. At the end, the participants analyze and present their works, i.e. emotions, with the aim of recognizing and naming them. The workshop and classes preparation was adapted to the age of the students (elementary, secondary school and university levels). For secondary school and university students' workshops, changes were made in the introductory exercise itself and in the approach to analysis, while in the elementary and secondary school students' workshops there was no introduction of the term „line“.