The Use of Humour to Stimulate Creative Writing in the Teaching of Afrikaans: A Case study/Die Gebruik Van Humor Om Kreatiewe Skryf in Die Onderrig Van Afrikaans Te Stimuleer: 'N Gevallestudie

By Kruger, Estelle | Literator: Journal of Literary Criticism, comparative linguistics and literary studies, August 2007 | Go to article overview

The Use of Humour to Stimulate Creative Writing in the Teaching of Afrikaans: A Case study/Die Gebruik Van Humor Om Kreatiewe Skryf in Die Onderrig Van Afrikaans Te Stimuleer: 'N Gevallestudie


Kruger, Estelle, Literator: Journal of Literary Criticism, comparative linguistics and literary studies


Thomas Edison: 'I never did a day's work in my life--it was all fun.' (Torok et al., 2004.)

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 ah 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.

Opsomming

Die gebruik van humor om kreatiewe skryf in die onderrig van Afrikaans te stimuleer: 'n gevallestudie

Hierdie artikel is 'n verslag van 'n kwalitatiewe ondersoek na die gebruik van humormateriaal in die onderrig van Afrikaans aan 'n groep onderwysstudente aan die Universiteit van Stellenbosch wat beoog oro Afrikaans in sekondere skole te onderrig. Die navorser toon aan hoe humor die klaskameratmosfeer kan beinvloed en det die gebruik ven humormaterieel die proses van kreatiewe skryf kan fasiliteer. Die humor ven edolessente word bespreek, vetai die gebruik van sarkasme en onsinhumor wet dalk in die klaskamer dissiplineprobleme kan veroersaak.

Uiteindelik word verslag gedoen van die navorser se ontleding van een van die onderwysstudente se parodiee as 'n gevallestudie. Verskillende vorme van kreatiwiteit wat in die parodieteks gemanifesteer het, word aangedui. Aandag word gegee aan die spesifieke parodie as burleske, die dialoog tussen kodes, postmoderne metefiksie, die manifestasies van divergente denke en die outeur se spel met woorde en grense.

1. Inleiding

Ervaring in die onderrig van Afrikaans in verskeie onderwyskontekste (huis- en addisionele taal, sekonder en tersier) het die navorser laat besef dat kreatiewe skryftake moeilik is oro te medieer en te assesseer, en dat die meeste leerders nie werklik daarin geinteresseerd is om "opstelle" te skryf nie, dalk omdat hulle tog maar net weer dieselfde punt sal ontvang as die vorige keer en nie noodwendig kan agterkom wat reg of verkeerd is in dit wat hulle geskryf het nie. Kreatiewe skryf is 'n deel van die Afrikaans-onderrigkurrikulum wat op skool nie bale aandag kry nie. Een rede hiervoor is moontlik dat daar soveel ander gedeeltes van die kurrikulum is wat geeksamineer moet word. Verder het die meeste onderwysers nie self opleiding in kreatiewe skryf ontvang nie. Leerders met kreatiewe skryftalent vorder dus of op hulle eie, of glad nie.

Leerders se onbevredigende (negatiewe) en onbelangstellende houding teenoor alie onderrig van Afrikaans (Bosch, 1995:18) is moontlik vererger deurdat hulle negatiewe stereotipes opgebou het dat taalonderrig vervelig en vol reels is en nie noodwendig met hulle lewenswerklikheid verband hou nie. Leerders se negatiewe stereotipes kan gerelativeer word indien hulle bewus gemaak kan word van Afrikaans as taal en van 'n ander aspek van die Afrikaans sprekende kultuur, naamlik die humoristiese, soos dit in humoristiese Afrikaanse tekste voorkom.

Die gebruik van humor as onderriginstrument in die taalonderrig-konteks kan bydra tot die ontwikkeling van leerders se talente (Landvogt, 2001) en kommunikatiewe vaardighede. …

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The Use of Humour to Stimulate Creative Writing in the Teaching of Afrikaans: A Case study/Die Gebruik Van Humor Om Kreatiewe Skryf in Die Onderrig Van Afrikaans Te Stimuleer: 'N Gevallestudie
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