"Humour in Children's Literature in the Tertiary and Intermediate Phases of Language education/Humor in Kinderverhale in Die Tersiere En Intermediere Fases Van Taalonderwys" by van Niekerk, Jani; van der Westhuizen, Betsie - Literator: Journal of Literary Criticism, comparative linguistics and literary studies, Vol. 25, Issue 3, December 2004 | Online Research Library: Questia
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By van Niekerk, Jani; van der Westhuizen, Betsie
Humour in children's literature in the tediary and intermediate phases of language education
Humour is essential in the development of an individual and in the development of a healthy society in general, and research on humour is currently regarded as important in a variety of disciplines in the humanities. There are various ways in which an individual may be exposed to humour, and one of these is children's stories. An instrument or model for studying humour in children's stories is necessary and very useful: an instrument that takes into account developmental psychology, literary theory and the nature of humour. When these are combined, the nature, scope and effect of humour in children's stories can be determined. This article explores ways in which such a model can be used at tertiary level in undergraduate and graduate studies, in teacher training and at the intermediate level when facilitating reading as one of the learning aims in language teaching to children from eight to twelve years (roughly Grades 4 to 6). Humour can be an instrument in the hands of authors and of adults as mediator or facilitator to sensitise young readers to humour in stories. As a consequence of this process of sensitising, readers' reading and file skills are developed and their horizon of experience is broadened.
De Villiers, Leon: Aliens en engele (1996) De Vos, Philip: Vincent van Gogga (1990) humour, children's and youth literature humour model as didactic tool in the intermediate and tertiary phase Preller, Martie: 'n Haas moet doen wat 'n haas moet doen (1997)
Humor in kinderverhale in die tersiere en intermediere fases van taalonderwys
Humor is noodsaaklik vir die ontwikkeling van die individu en vir die geestesgesondheid van 'n samelewing, en navorsing oor humor word tans beskou as belangrik in 'n groot verskeidenheid dissiplines in veral die geesteswetenskappe. Daar is talle wyses waarop 'n individu aan humor blootgestel kan word; een hiervan is die lees van kinderverhale. 'n Instrument of model vir die bestudeer van humor in kinderverhale is noodsaaklik en besonder nuttig: 'n instrument waarin ontwikkelingspsigologie, literatuurteorie en humorteoriee verreken is. Indien hierdie drie gekombineer word, kan die aard, reikwydte en effek van humor bepaal word. In hierdie artikel word wyses ondersoek waarop so 'n model geimplementeer kan word op tersiere vlak in voor- en nagraadse onderrrig--in talestudies en in onderwysersopleiding, asook in die intermediere fase--wanneer leesfasilitering gedoen word as een van die leeruitkomste vir taalonderwys vir agt- tot twaalfjariges, gewoonlik in graad 4 tot 6. Humor kan 'n instrument wees waarmee die outeur idees oordra, asook 'n instrument vir die volwassene as medieerder of fasiliteerder. Volwassenes kan 'n kind sensitief maak vir humor in kinderverhale en daardeur kan kinders/leerders se lees- en lewensvaardighede ontwikkel en huile ervaringshorison verruim word.
De Villiers, Leon: Aliens en engele (1996) De Vos, Philip: Vincent van Gogga (1990) humor, kinder- en jeugliteratuur humormodel as vakdidaktiewe middel: intermediere en tersiere fase Preller, Martie: 'n Haas moet doen wat 'n haas moet doen (1997)
1. Humor--ter inleiding
"Die (volks)nar is dood--lank lewe die nar." Met hierdie woorde bevestig Wilhelm Jordaan (2000:12) die universaliteit, die durende aard en noodsaaklikheid van humor vir die individu en vir die samelewing. Humor manifesteer op verskillende wyses in verskillende kontekste en word oor verskeie dissiplines heen beskou as 'n belangrike faktor in die mens se ontwikkeling (Braude, 1996:94; Gordon, 1996:203-206; Podilchak, 1992:383-385; Steenberg, 1987: 13; White & Winzelberg, 1992:343-355).
Sonder humor, se Marita de Sterck (1997:109), is geen groei moontlik nie. Elsabe Steenberg (1987:13) stel dit ietwat anders, maar dit kom op dieselfde neer: die ontwikkeling van 'n sin vir humor dui op 'n patroon van vooruitgang en groei. …
van Niekerk, Jani
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