Session Information
27 SES 14 B, Emotions in Education
Symposium
Contribution
To foster creative learning environment in design education by using student project has been a promising pedagogical strategy. This paper involves two contexts: one is Problem-Based Learning (PBL) in Denmark, one is Project-Organized Group (POG) in China. This further provides a condition of a comparison of design students’ perceptions on influences of humour on their creative learning experiences between PBL in Denmark and POG in China. Accordingly, two research questions will be focused: 1) what are the similarities and differences in design students’ perceptions of humour in experiences of creativity development in project groups between China and Denmark? And 2) what are the pedagogical implications for future development of PBL and POG, based on this comparative study? In order to answer these questions, this paper links theories of humour, learning, emotion and creativity from a social-cultural approach to one framework; meanwhile, a total of 26 interviews with design students in both contexts were carried out in order to collect empirical data (n=13 in each context). The findings indicate that, in both cultures, students think all humorous people are creative and they welcome humour in project groups. They also regard humour as not only a personality or communication tool but also the outcome of applying creative ideas to design practice. Danish students think being humorous aids individual involvement in group work and that humour itself can be a kind of creativity, while Chinese students think humour is mainly used to maintain harmonious individual relationships with the group and that humour is instantaneous, a one-off ability of using language creatively in ongoing communication contexts. These findings implies how to better be aware of and use humour in building students’ creative learning environments through project strategies, and they are helpful in unpacking the black box of humour from a learners’ perspective, cross-culturally, and as a contribution to future joint studies on humour, learning, emotion and creativity in design education.
References
Chen, G. H. and Martin, R. A. (2005). Coping humor of 354 Chinese university students, Chinese Mental Health Journal, 19(5), 307-309. Freud, S. (1960) Jokes and their relation to the unconscious. (J. Strachey, Ed. & Trans.). New York: W. W. Norton & Company. (Original work published 1905). Frymier, A. B., Wanzer, M. B. and Wojtaszczyk, A. M. (2008). Assessing Students’ Perceptions of Inappropriate and Appropriate Teacher Humor. Communication Education, 57(2), 266-288. Gero, J. S. (1996). Creativity, emergence and evolution in design. Knowledge-Based System, 9, 435-448. Illeris, K. (2007). How We Learn: Learning and Non-Learning in School and Beyond. London: Routledge. Sternberg, R. J. (1999). Handbook of Creativity. New York: Cambridge University Torrance, E. P. (1970). Encouring creativity in the classroom. Dubugue, lowa: Wm. C. Brown Company Publishers. Wanzer, M. B. and Frymier, A. B. (1999). The relationship between student perceptions of instructor humor and students’ reports of learning. Communication Education, 48, 48-62. Zeng, J. M. (2002). The relationship of Playfulness, humor, creative attitude, the perception for creative climate of their department and creativity of postgraduate student. Taiwan: Taiwan National Chengchi University.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.