HUMOROUS ELEMENTS IN ADOLESCENT ART

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F22%3A43966996" target="_blank" >RIV/49777513:23420/22:43966996 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.dropbox.com/s/bvs938cy9tcv3w7/Gladis%20Falavigna%20%284%29.epub?dl=0" target="_blank" >https://www.dropbox.com/s/bvs938cy9tcv3w7/Gladis%20Falavigna%20%284%29.epub?dl=0</a>

DOI - Digital Object Identifier

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Jazyk výsledku

portugalština

Název v původním jazyce

ELEMENTOS HUMORÍSTICOS NA NA EXPRESSÃO VISUAL DOS ADOLESCENTES

Popis výsledku v původním jazyce

Atualmente, os professores nas escolas concordam com o fato deque novas tecnologias estão entrando profundamente nas vidas das crianças edos adolescentes. No marco da pesquisa de campo no ensino elementar sobreos elementos humorísticos na disciplina de artes plásticas, podemos ver que ostrabalhos dos alunos estão inspirados no mundo das tecnologias digitais.Inserir elementos parecidos nos trabalhos escolares de artes plásticas temmuitas vezes o objetivo de divertir. O artigo trata da reflexão pedagógica sobreesses elementos de expressão na área de artes plásticas. A fonte para os dados éa pesquisa atual científica (GA UK) com o objetivo de estudar diretamente aeducação de artes plásticas no ensino elementar e especificar a expressão doselementos humorísticos nas artes plásticas e sua contribuição e potencialeducativo. A pesquisa qualitativa tem os seus pontos de partida na etnografiaescolar (Kučera, 1992, Woods, 2012) e nos procedimentos etnográficosutilizados nas pesquisas atuais da pedagogia de arte (Brenne, 2004; UhlSkřivanová, 2011, Brücknerová, 2011). A coleta de dados foi feita durante aobservação direta das aulas e mediante a conversação com os professores ecoleta dos documentos fotografados. Para avaliação da pesquisa usamos aanálise qualitativa mediante o conteúdo de P. Mayringa (2000).

Název v anglickém jazyce

HUMOROUS ELEMENTS IN ADOLESCENT ART

Popis výsledku anglicky

In the concept of contemporary education, pupils are no longerpassive recipients of information. In progressive pedagogy, humour isperceived as a natural part of classroom communication. Humour isconsidered to have various positive functions influencing educational process– from increasing motivation to provoking divergent thinking (Bell, 2016,Mareš, Křivohlavý, 1995; Šeďová, 2013). According to Peter Woods (1979)laughter in schools can also become a remedy for routine, rigidity andboredom experienced by pupils or teachers in educational institutions.The aim of the contribution is to present partial results of research project(GA UK), which is focusing on describing humorous situations emergingduring lessons of art education (lower secondary education). The qualitativeresearch study is based on school ethnography (Woods, 1979, Kučera, 1992)and ethnographic approaches in previous studies in art education (Brenne,2004; Uhl Skřivanová, 2011, Brűcknerová, 2011). Data are collected by directobservation, interviews with teachers and photographic documentation ofprocess and results of observed artistic activities. A qualitative content analysisby P. Mayring (2000) is used to make research findings.In accordance to the theme of this conference, the presentation of researchfindings will be concentrated on some humorous elements of pupils’ artworks,which are related to digital technologies. Teachers in contemporary schoolsoften agree that new technologies influence lives of children and adolescents.The ongoing field research has revealed a number of pupils´ artworks withmotifs from the virtual world. For example, some adolescents’ artworksinclude elements of graphic design of social network websites or variousemojis. The goal of pupils inserting these elements into an school artwork isoften to amuse their classmates. Humorous incongruence is often caused byusing traditional media (crayons, pen, collage) to depict objects known onlyfrom the digital environment. The contribution is devoted to the pedagogicalreflection of these new visual signs in teenage artistic expression.

Druh

O - Ostatní výsledky

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

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2022

Kód důvěrnosti údajů

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