This paper showed how emotions exist in the artistic teaching of playing an instrument. In the first part, different definitions of emotions are presented, and the meaning, role and division of emotions are explained by authors of different profiles. The basic division of emotions into their valence, i.e. positive and negative, is shown, the role of emotions in everyday life and the impact of different emotions on the teaching process are described. With regard to the topic and goal of the work, which is to show the emotions that are characteristic for the teaching of the instrument, it was decided to determine the academic emotions. Those emotions are elaborated in more detail because they perfectly describe the emotions characteristic of the educational process in general education, and they can also be excellently explained in artistic playing lessons. Since the topic of this paper is to point out emotions and all emotional experiences in teaching an instrument, i.e. teaching in musical art, the second part describes art teaching in music schools, and the types of teaching organization with an emphasis on individual instrument teaching. With the playing skill that the student acquires through the entire musical education, and in direct contact with the teacher of the instrument, the task is to arouse emotion both towards the piece of music, but also towards the entire process of learning to play the composition and, as the ultimate goal, towards the process of artistic musical expression. The paper describes how and where certain emotions appear and what are the areas in which the teacher intervens in order to develop the correct emotions in the student towards practicing and acquiring the art of playing.