This master's thesis is focusing on the problem of humour in the educational context. We were interested in the role or the benefits of humour in education, the possibilities and ways of including humour in education, how humour develops in children, strategies for developing and nurturing a sense of humour (in both adults and children). For the purposes of the thesis, we created a lesson plan in which we included humour and an analysis of our humorous works of art, including research about the humorous impact on children.
At the beginning, we presented humour in a broader sense, and then we focused on the essence, that is, content related to the field of pedagogy and art education (humour in children, visual humour in children, humour in education and visual humour in general). In the practical part, we presented and analysed our humorous works of art (a formal art analysis and analysis according to types and forms of humour). In the empirical part, we presented the results of the research and we answered the research questions. The instrument that was used in the research is a survey questionnaire. The survey questionnaire consisted of nine questions that the students answered and 18 humorous works of art that were related to the questions. The sample included students from grades fifth to eighth of elementary schools in Slovenia (OŠ Lenart, Lenart) and in Croatia (OŠ Mate Balote, Buje; OŠ Marije i Line, Umag), age 10 to 14. A total of 315 surveys were distributed, 252 surveys (80,0 %) were returned, and 245 surveys (77,8 %) were valid.
The results of the research showed that the most humorous work for the students is the work entitled Corona Lisa. The work was done in the technique of digital photomontage, in which we combined visual parody, humour of disaster and elements of satire. As the most appropriate work for school, the students chose the work Najdi x, in which a witticism or witty remark was used as a type of humour. As the most inappropriate work for school, the students chose the work entitled Prosim za like, which contains a combination of satire and cynicism. For the students, the most offensive work is the one entitled Veliki trebuh, which contains elements of sarcasm. The vast majority of students thinks that both teachers and students are allowed to joke in class, more precisely 97,6 % of students answered that teachers are allowed to joke in class, while 94,3 % of students answered that students are allowed to joke in class.
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