Humor as a source for collaborative storytelling
Perspectives on dynamic and static stories
Bibliographic Data
| ID | 12196748 |
|---|---|
| Authors | Juli-Anna Aerila (0000-0002-1109-8803, University of Turku , Turku , Finland, corresponding author), Marja‐Leena Rönkkö (0000-0001-8141-7366, University of Turku), Marja-Leena Rönkkö (University of Turku , Turku , Finland), Tuula Stenius (0000-0002-8519-5243, University of Helsinki , Helsinki , Finland) |
| Year | 2023 |
| Volume | 36 |
| Issue | 4 |
| Pages | 607-629 |
| Publication date | 2023-09-12 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Humor - International Journal of Humor Research (JOURNAL) |
| Journal identifiers | ISSN: 0933-1719 • E-ISSN: 1613-3722 |
| Publisher | De Gruyter Mouton (PUBLISHER • DE) |
| DOI | 10.1515/humor-2023-0047 |
| OpenAlex | W4386689222 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
In this article, we investigated a creative learning process aimed at a shared story with humor in a group of 7- and 8-year-olds. In this integrated learning process, children first created an individual drawing and a guided writing assignment on a character that would make others laugh and then placed these characters in a story. The stories were collected via collaborative storytelling and the activity was a problem-solving assignment on a humorous children’s book. The data were analyzed via theory-driven content analysis using Kyriakou and Loizou’s categories of flexibility and originality, as well as the theories of empowerment and the absurd. The results showed that the children preferred scatological humor, which evolved from non-flexible humor to flexible and original humor during the process. The shared stories were divided into static and dynamic stories: static stories presented a solution to the problem, but the humor did not evolve during the collaborative storytelling. The dynamic stories concentrated on the process of problem solving and contained versatile, flexible and original features. It seems that the structure of the creative learning process supported participation and sharing individual perceptions of humor. Further, humor created an engaging starting point for the process and underlines the pedagogical possibilities of humor
Aesthetics · Art · Character (mathematics · Creativity · Dynamics (music · Empowerment · Flexibility (engineering · Literature · Narrative · Originality · Pedagogy · Perception · Point (geometry · Process (computing · Storytelling · Computer Science · Digital Storytelling and Education · Humor Studies and Applications · Literacy, Media, and Education · Mathematics · Psychology · Social Psychology
Content Analysis
The qualitative content analysis process
Humor with backgrounded incongruity
Gifted children's humor preferences, sense of humor, and Comprehension of riddles
An explorative study into the possible benefits of using humor in creative tasks with a class of primary five pupils
Young children’s appreciation and production of verbal and visual humor
From ambivalent spaces to spaces of reciprocal encountering
Sense of community
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |