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HUMOR AND EDUCATION

HUMOR AND EDUCATION. by Don L. F. Nilsen and Alleen Pace Nilsen. Teaching and Learning are Inseparable. Children Laughing & Playing. Using Humor in the Classroom.

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HUMOR AND EDUCATION

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  1. HUMOR AND EDUCATION by Don L. F. Nilsen and Alleen Pace Nilsen 28

  2. Teaching and Learning are Inseparable 28

  3. Children Laughing & Playing 28

  4. 28

  5. 28

  6. 28

  7. Using Humor in the Classroom • “Humor can foster analytic, critical, and divergent thinking; catch and hold students’ attention, increase retention of learned material, relieve stress, build rapport between teacher and students, build team spirit among classmates, smooth potentially rough interactions, promote risk taking, and get shy and slow students involved in activities” (Morreall [2008]: 465). 28

  8. Critical and Divergent Thinking • Fred Stopsky’s Humor in the Classroom has ways of promoting critical and divergent thinking: • Have students design wanted posters for Adolph Hitler and Sadam Hussein • Have students research “ludicrous laws” • Have students discuss famous bad predictions, like “Heavier than air machines are impossible.” • Have students discuss interesting song lyrics like “No Irish Need Apply.” • (Morreall [2008] 465) 28

  9. Lettuce Amuse U. • One of the largest driving schools in the state of California is Lettuce Amuse U. This driving school has only comics as instructors. • Their humor allows students to relax, and when students make mistakes, their humorous reactions allow them to learn in a non-defensive way. (Morreall [2008] 466) 28

  10. Metcalf and Felible’s 3 Lighten-Up Rules of Survival • In their Lighten Up: Survival Skills for People Under Pressure, Metcalf and Felible have three rules: • 1. Be able to see the absurdity in difficult situations, • 2. Be able to take yourself lightly while taking your work seriously, and • 3. Develop your sense of joy and being alive. • (Morreall [2008] 466) 28

  11. Photo Funnies • Metcalf and Felible suggest that people visit a photo booth and take several pictures of their outlandishly distorted faces. • Then, when a major problem arises, take out the photos, and think, “You are not just the problem you’re having; you’re this too.” • (Morreall [2008]: 467) 28

  12. HUMOR IN EDUCATION • James Gordon of Brigham Young University says that “when students are having fun, the class time virtually flies by, and the 50 minutes of class seem like a mere 48.” • Sometimes he tells students that the day’s topic is so boring that it fits Mark Twain’s description of “chloroform in print.” • Then he turns away for a minute and reappears in a simple disguise. • (Nilsen & Nilsen 188) 28

  13. HUMOR IN CHILDREN’S LITERATURE • Exaggeration is the most common feature of humorous children’s literature; however there are other features as well: • Antiauthority Humor • Comedies of Manners • Intellectual Play, including fantasy and wordplay • Parody • Surprise, Incongruity and Scary, Shocking or Verboten References (Nilsen & Nilsen 68) 28

  14. ANTIAUTHORITY HUMOR • Alison Lurie in her Don’t Tell the Grown-Ups: Why Kids Love the Books They Do conjectures that one of the reasons children love the Winnie the Pooh books is that they identify with Christopher Robin, who gets to be an all-powerful, beneficent dictator, or at least the parent figure, for Eeyore, Kanga, Baby Roo, Owl, Piglet, Pooh, Rabbit and Tigger . • (Nilsen & Nilsen 68) 28

  15. COMEDIES OF MANNERS • One of the most entertaining comedies of manners is Barbara Robinson’s The Best Christmas Pageant Ever in which the worst kids in town, the Herdmans, who have even been known to smoke cigars and to steal stuff from the Sunday School cupboard, are assigned the best parts in the Christmas program. • (Nilsen & Nilsen 69) 28

  16. EXCUSES • Children are really good at thinking of excuses for being absent, or for not doing their homework assignments. When students brought excuses to Bill Haggart he would have the students place them on the bulletin board under one of the three following categories: • Helpless, • Hopeless, or • Not in Control of the Body. • (Nilsen & Nilsen 263) 28

  17. EXAGGERATION • The greedy children who get their just desserts on Roald Dahl’s Charlie and the Chocolate Factory make readers feel superior as the characters do in Harry Allard and James Marshall’s The Stupids Have a Ball, The Stupids Step Out, and The Stupids Die. • (Nilsen & Nilsen 68) 28

  18. LANGUAGE PLAY • One of Judy Blume’s strengths in such books as Are You There, God? It’s Me, Margaret, and Tales of a Fourth Grade Nothing is the witty dialogue of her characters. • A book such as Judith Viorst’s Alexander and the Terrible, Horrible, No Good, Very Bad Day makes readers laugh at Alexander’s frustrations while at the same time lending reassurance that people do survive bad days. • (Nilsen & Nilsen 69) 28

  19. Walter Redfern, in his Puns says that children play with words much like they do with toys. • He says that without humor, they would lack practice in the art of thinking—the most complex and powerful survival tool that humans have. • (Nilsen & Nilsen 70) 28

  20. The puns and double meanings in nursery rhymes and nonsense verse get children ready for the double meanings of words in the eleven Amelia Bedelia books by Peggy Parish. • Amelia is a housemaid who takes everything literally. • When she is told to “put out the lights,” she hangs the light bulbs outside on the clothesline. • When she is told to “dress the chicken,” she puts ruffles and a skirt on it. • When she is told to “draw the drapes,” she gets out a sketch pad and makes a picture. • (Nilsen & Nilsen 70) 28

  21. SHOCKING AND SURREALISTIC INCONGRUITIES • Maurice Sendak has created such imaginative books as Where the Wild Things Are and In the Night Kitchen. • Sendak’s dream sequences are as creative as the ones in Lewis Carroll’s Alice in Wonderland or Through the Looking Glass. And Sendak’s books are accessible to much younger children. • (Nilsen & Nilsen 70) 28

  22. Young children can be shocked by very simple allusions. • For example, kindergartners’ eyes grow big when they imagine Hans Christian Andersen’s Emperor without his clothes, and they giggle at the sight of holey socks, boxer shorts, garter belts, and bras in Karla Kuskin and Mark Simont’s The Philharmonic Gets Dressed. • For a similar reason, kids love Dave Pilkey’s Captain Underpants books. • (Nilsen & Nilsen 71) 28

  23. Harve and Margot Zemach’s Duffy and the Devil is for slightly older children. • This is a Cornish version of Rumpelstiltskin, in which a frustrated devil turns Squire Lovel’s newly knit clothes to ashes leaving the squire out on the moor naked except for his boots and the hat he clutches in front of his genitals. • (Nilsen & Nilsen 71) 28

  24. Roald Dahl is even more shocking in writing about his Big Friendly Giant who thinks “whizzpopping [farting] is a sign of happiness…music to our ears.” • In Dahl’s The Twits, Mr. and Mrs Twit are two of the grossest characters in all of children’s literature. • Mr. Twit is repulsive and hairy and has a disgusting beard that is a smorgasbord of moldy, rotten leftover bits of food stuck to his whiskers. 28

  25. Mrs. Twit is ugly mainly because she is filled with “ugly thoughts.” • In one scene she drops her glass eye into Mr. Twit’s beer so that when he gets to the bottom of the glass he is amazed to see it staring up at him. • “I told you I was watching you,” cackled Mrs. Twit. “I’ve got eyes everywhere so you better be careful.” • (Nilsen & Nilsen 72) 28

  26. PARODY • Children also love parodies, such as Jon Scieszka’s The True Story of the 3 Little Pigs, The Frog Prince Continued, The Stinky Cheese Man: And Other Fairly Stupid Tales, and The Math Curse. 28

  27. RIDDLES • A girl is locked in a room that is empty except for a piano, a wooden table, a saw, and a baseball bat. The door is locked and there are no windows or other openings. How does she get out? • She breaks out with the chicken pox. 28

  28. Other possible answers are: She used the saw to cut the table in half. Since two halves make a whole, she crawled out through the hole. She played the piano until she found the right key. Then she unlocked to door and let herself out. 28

  29. She ran around the room until she wore herself out. • She swung the baseball bat three times. It was three strikes, and she was out. 28

  30. What has 18 legs and red spots and catches flies? • A baseball team with the measles. 28

  31. !J. Kenneth Whitt and Norman M. Prentice wrote an article in Developmental Psychology which illustrated the stages of riddle appreciation that children experience. • PRE-RIDDLE: What did the big firecracker say to the little firecracker? • You’re too little to pop! 28

  32. !HOMONYMIC NEUTRAL RIDDLE: Why is a packed baseball field always cool? • It has a fan in every seat! • HOMONYMIC SUPERIORITY RIDDLE: Why did the little girl eat bullets?” • She wanted her hair to grow out in bangs! 28

  33. !IMPROBABLE RELATIONSHIP RIDDLE: Where can you find roads without cars? • On a map! • RIDDLE PARODY: What do squirrels have that no other animal has? • Baby squirrels! 28

  34. !A MORE SOPHISTICATED RIDDLE PARODY: • In The Joys of Yiddish, Leo Rosten tells about a father who asks his son, “What is it that hangs on the wall, is green, wet, and whistles?” • When the boy cannot guess, the father responds, “It’s a herring.” 28

  35. !!“But” says the son, “a herring doesn’t hang on the wall.” The father responds, “So hang it there.” • “But” says the son, “a herring isn’t green.” The father responds, “So paint it green.” • “But” says the son, “a herring isn’t wet.” The father responds, “It is if it’s freshly painted.” • “But” says the son in exasperation, “A herring doesn’t whistle.” “Right,” said the father, “I just put that in to make it hard.” • (Nilsen & Nilsen 257) 28

  36. !!!Alleen and Don Nilsen Teach about Humor, Linguistics & Names:http://www.phoenixartspace.com/icm/ !!!Mary Kay Morrison Teaches about Humor in the Classroom: http://www.tvo.org/cfmx/tvoorg/tvoparents/index.cfm?page_id=483&event_id=2267&sitefolder=tvoparents 28

  37. HOT POTATOES HOME PAGE • For creating interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises. • http://hotpot.uvic.ca/ 28

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  39. Students Having Fun 28

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  42. Humor in Education Web Sites HUMOR QUEST (Mary Kay Morrison): http://www.questforhumor.com/ MALCOLM IN THE MIDDLE: http://www.fox.com/malcolm/ PLAY & FOLKLORE JOURNAL: http://museumvictoria.com.au/pages/15449/play-and-folklore-53-april-2010.pdf 28

  43. SAVED BY THE BELL: http://www.imdb.com/title/tt0096694/ SIMPSONS TALK ABOUT GRAD STUDENTS: http://www.youtube.com/watch?v=x8MBDeWmMho SOUTHPARK: http://www.southparkstudios.com/clips/155394/?tab=featured THAT 70s SHOW: http://www.that70sshow.com/ THE THE IMPOTENCE OF PROOFREEDING (TAYLOR MALI): http://www.youtube.com/watch?v=p_rwB5_3PQc 28

  44. Related PowerPoint • Creativity 28

  45. References: Bergen, Doris. “Gifted Children’s Humor Preferences, Sense of Humor, and Comprehension of Riddles.” HUMOR: International Journal of Humor Research 22.4 (2009): 419-436. Bergen, Doris, and Doris Pronin Fromberg. “Play and Social Interaction in Middle Childhood.” Phi Delta Kaplan (February, 2009): 426-430. Berk, Ronald A. Professors are from Mars, Students are from Snickers: How to Write and Deliver Humor in the Classroom and in Professional Presentations. Madison, WI: Mendota Press, 1998. Bradford, Arthur L. “The Place of Humor in Teaching.” Peabody Journal of Education 42.2 (1964): 67-70. Bruner, Jerome S., Alison Jolly, and Kathy Sylva, eds. Play: Its Role in Development and Evolution. New York, NY: Basic Books, 1976. Capelli, Carol A., Noreen Nakagawa, and Cary M. Madden. “How Children Understand Sarcasm: The Role of Context and Intonation.” Child Development 61.6 (1990): 1824-1841. 28

  46. Cart, Michael. What’s So Funny? Wit and Humor in American Children’s Literature. New York, NY: HarperCollins, 1995. Chapman, Anthony J., and Hugh C. Foot, eds. Humour and Laughter: Theory, Research, and Applications. London, England, John Wiley, 1976. Chapman, Anthony J., and Hugh C. Foot, eds. It’s a Funny Thing, Humour, New York, NY: Pergamon, 1977. Cook, Guy. Language Play, Language Learning. Oxford, England: Oxford University Press, 2000. Donelson, Kenneth L., and Alleen Pace Nilsen. Literature for Today’s Young Adults, Seventh Edition. Boston, MA: Pearson, 2005. 28

  47. Droz, Marilyn, and Lori Ellis. Laughing While Learning: Using Humor in the Classroom. Longmont, CO: Sopris West, 1996. Fromberg, Doris P., and Doris Bergen. “Play and Social Interaction iln Middle Childhood.” Phi Delta Kaplan (February, 2009): 426-430. Garner, R. L. “Humor in Pedagogy: How Ha-Ha Can Lead to Aha!” College Teaching 54 (2006): 177-180. Gee, James Paul. Introduction to Discourse Analysis. New York, NY: Routledge, 1999. Gee, James Paul, et. al. “Language, Class, and Identity: Teenagers Fashioning Themselves Through Language.” Linguistics and Education 12.2 (2001): 175-194. 28

  48. Gee, James Paul. Social Languages and Literacies. London, England: Palmer Press, 1991. Gee, James Paul. What Video Games Have to Teach Us about Learning and Literacy. New York, NY: Palgrave/Macmillan, 2003. Gordon, Edward J. “What’s Happened to Humor?” The English Journal 47.3 (1958): 127-133. Hobday-Kusch, Jody, and Janet McVittie. “Just Clowning Around: Classroom Perspectives on Children’s Humour.” Canadian Journal of Education 27 (2002): 195-210. Hoffding, Herald. “A Distinction between ‘Small Humor’ and ‘Great Humor’ and its Relevance to the Study of Children’s Humor.” HUMOR: International Journal of Humor Research 14.4 (2001): 323-338. Holt, Dan G., and Colleen Willard-Holt. “An Exploration of the Relationship between Humor and Giftedness in Students.” HUMOR: International Journal of Humor Research 8.3 (1995): 257-271. Huck, Charlotte S., Susan Hepler, and Janet Hickman. Children’s Literature in the Elementary School. New York, NY: Harcourt, Brace, Javonovich, 1993. 28

  49. Hutt, Corinne. “Exploration and Play in Children.” Phi Delta Kapan (February, 2009): 426-430. José Varela, Eduardo. “Comic Strips in the Classroom Linguistically and Pragmatically Considered: A First Description of Cases.” in Dimensions of Humor: Exlorations in Linguistics, Literature, Cultural Studies and Translation. Ed. Carmen Valero Garcés.València, Spain: Universitat de València, 2010, 89-110. Kannel, Alex. “Humor in the Classroom.” Unpublished ENG 414 Paper, Tempe, AZ: ASU, April, 2009. Kaplan, Robert M., and Gregory C. Pascoe. “Humorous Lectures and Humorous Exam;les: The Effects upon Comprehension and Retention.” Journal of Educatgional Psychology 69.1 (1977): 61-65. Kher, Neelam, Susan Molstad, and Roberta Donahue. “Using Humor in the College Classroom to Enhance Teaching Effectiveness in ‘Dread Courses.’” College Student Journal 33 (1999): 28

  50. Kyrston, Victor H., Mary R. Smith, Sharon M. Collins, and Marla G. Hamilton. “Facets: The Place of Humor and Sarcasm in the English Class.” The English Journal 75.4 (1986): 18-21. Loizou, Eleni. “Humor as a Means of Regulating One’s Social Self: Two Infants ;with Unique Humorous Personas.” Early Childhood Development and Care 177.2 (2007): 195-205. Loizou, Eleni. “Young Children’s Explanation of Pictoral Humor.” Early Childhood Development and Care 33.6 (2006): 425-431. Loomis, Diane, and Karen Kolberg. The Laughing Classroom: Everyone’s Guide to Teaching with Humor and Play. Tiburon, CA: H. J. Kramer, 1993. 28

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