Potential of humour for art and cultural education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F20%3A43960671" target="_blank" >RIV/49777513:23420/20:43960671 - isvavai.cz</a>

Výsledek na webu

<a href="http://kopaed.ciando.com/ebook/bid-2873842" target="_blank" >http://kopaed.ciando.com/ebook/bid-2873842</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Potential of humour for art and cultural education

Popis výsledku v původním jazyce

The main aim of the contribution is to present findings gained from a qualitative research study in secondary education focused on manifestations of humour in art education. Firstly, the research findings will be described. Secondly, they will be interpreted in the context of cultural education, and the political aspects of the theme will be accentuated. With humour, we can fight against mechanical communication between teachers and pupils who are at risk of becoming passive performers of institutionally-defined roles (Mareš/ Křivohlavý 1995). Humour may have a positive impact on learning and teaching. It causes divergent mental associations, maintains the pupils&apos; attention, helps to store information in long-term memory, and deepens the motivation to participate in the process of education (Šeďová 2013; Bell/Pomerantz 2016). Some benefits of humour are described also for art education (Sheri Klein 2013, Evans-Palmer 2010). The main objective of the research realized in 2017 was to map the character of humour utilized in art education on a sample of 36 lessons at 3 schools of secondary education (Czech Republic). The main research question was: &quot;What manifestations of humour can be observed in art lessons?&quot; The data were collected with the aid of participant observation, interviews and photo documentation. Thanks to Mayringˊs Qualitative Content Analysis (Mayring 2000; Uhl Skřivanová 2011) three categories of humorous manifestations were defined: 1) humour connected to subject matter and process of education; 2) humour connected to picture, its interpretation and its creation; 3) social humour in the classroom. Based on qualitative research and the examples of observed humorous manifestations, two themes are opened for discussion: 1) visual and verbal forms of humour are part of cultural education ; 2) humour shared during lessons of art education can provoke political discussion.

Název v anglickém jazyce

Potential of humour for art and cultural education

Popis výsledku anglicky

The main aim of the contribution is to present findings gained from a qualitative research study in secondary education focused on manifestations of humour in art education. Firstly, the research findings will be described. Secondly, they will be interpreted in the context of cultural education, and the political aspects of the theme will be accentuated. With humour, we can fight against mechanical communication between teachers and pupils who are at risk of becoming passive performers of institutionally-defined roles (Mareš/ Křivohlavý 1995). Humour may have a positive impact on learning and teaching. It causes divergent mental associations, maintains the pupils&apos; attention, helps to store information in long-term memory, and deepens the motivation to participate in the process of education (Šeďová 2013; Bell/Pomerantz 2016). Some benefits of humour are described also for art education (Sheri Klein 2013, Evans-Palmer 2010). The main objective of the research realized in 2017 was to map the character of humour utilized in art education on a sample of 36 lessons at 3 schools of secondary education (Czech Republic). The main research question was: &quot;What manifestations of humour can be observed in art lessons?&quot; The data were collected with the aid of participant observation, interviews and photo documentation. Thanks to Mayringˊs Qualitative Content Analysis (Mayring 2000; Uhl Skřivanová 2011) three categories of humorous manifestations were defined: 1) humour connected to subject matter and process of education; 2) humour connected to picture, its interpretation and its creation; 3) social humour in the classroom. Based on qualitative research and the examples of observed humorous manifestations, two themes are opened for discussion: 1) visual and verbal forms of humour are part of cultural education ; 2) humour shared during lessons of art education can provoke political discussion.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Auftrag Kunst : zur politishen Dimension der kulturellen Bildung

ISBN

978-3-86736-466-9

Počet stran výsledku

9

Strana od-do

167-175

Počet stran knihy

194

Název nakladatele

kopaed

Místo vydání

München

Kód UT WoS kapitoly

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