Abstract
In the concept of contemporary education, pupils are no longer passive recipients of information. In progressive pedagogy, humour is perceived as a natural part of classroom communication.
In the context of pedagogy, humour is considered to have various positive functions - from increasing motivation to provoking divergent thinking (Bell, 2016, Mareš, Křivohlavý, 1995; Šeďová, 2013). The aim of the poster is to present partial results of research project (GA UK), which is focused on specifying humorous situations in art education and their educational potential.
The qualitative research study is based on school ethnography (Kučera, 1992) and ethnographic approaches in previous studies in art education (Brenne, 2004; Uhl Skřivanová, 2011, Brűcknerová, 2011). Data are collected by direct observation, interviews with teachers and photographic documentation of process and results of observed artistic activities.
A qualitative content analysis by P. Mayring (2000) is used to make research findings.