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Die gebruik van humor om kreatiewe skryf in die onderrig van Afrikaans te stimuleer: ’n gevallestudie
Literator | Vol 28, No 2 | a158 |
DOI: https://doi.org/10.4102/lit.v28i2.158
| © 2007 E. Kruger
| This work is licensed under CC Attribution 4.0
Submitted: 30 July 2007 | Published: 30 July 2007
Submitted: 30 July 2007 | Published: 30 July 2007
About the author(s)
E. Kruger, Kurrikulumstudie, Fakulteit Opvoedkunde, Universiteit van Stellenbosch, South AfricaFull Text:
PDF (212KB)Abstract
The use of humour to stimulate creative writing in the teaching of Afrikaans: a case study
This article reports on of a qualitative research programme in which humouristic material was used as part of an Afrikaans language teaching programme. The primary participants in this programme were education students at Stellenbosch University who intend to teach Afrikaans in secondary schools. The ways in which humour can influence the classroom atmosphere and form part of cultural experience are also discussed. Specific attention is given to the use of humouristic material to facilitate creative writing as part of the relevant teaching programme. The humour of adolescents is discussed, especially the use of sarcasm and non-sense humour which can possibly contribute to discipline problems in the classroom.
Finally, the researcher reports on the analysis of one of the students’ parodies as a case study. Analysis and interpretation of the parodic text revealed several forms of creativity – parody as burlesque, dialogue between codes, postmodern metafiction, manifestation of divergent thinking, and play with words and boundaries.
This article reports on of a qualitative research programme in which humouristic material was used as part of an Afrikaans language teaching programme. The primary participants in this programme were education students at Stellenbosch University who intend to teach Afrikaans in secondary schools. The ways in which humour can influence the classroom atmosphere and form part of cultural experience are also discussed. Specific attention is given to the use of humouristic material to facilitate creative writing as part of the relevant teaching programme. The humour of adolescents is discussed, especially the use of sarcasm and non-sense humour which can possibly contribute to discipline problems in the classroom.
Finally, the researcher reports on the analysis of one of the students’ parodies as a case study. Analysis and interpretation of the parodic text revealed several forms of creativity – parody as burlesque, dialogue between codes, postmodern metafiction, manifestation of divergent thinking, and play with words and boundaries.
Keywords
Adolescence; Creative Writing; Creativity; Humour; Language Teaching; Parody
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