Abstract
Teachers in contemporary schools often agree that new technologies influence lives of children and adolescents. The ongoing field research at schools of secondary education, which is focusing on humour in art education, has revealed a number of pupils' artworks with motifs from the world of digital technologies.
For example, some adolescents 'artworks include elements of graphic design of social network websites or various emoticons. The goal of pupils inserting these elements into an artwork is often to amuse their classmates.
Humorous incongruence is often caused by using traditional media (crayons, pen, collage) to depict objects known only from the digital environment. The contribution is devoted to the pedagogical reflection of these new visual signs in teenage artistic expression.
The data were gained from qualitative research project (GA UK), which is focused on specifying humorous situations in art education and their educational potential. The qualitative research study is based on school ethnography (Kučera, 1992) and ethnographic approaches in previous studies in art education (Brenne, 2004; Uhl Skřivanová, 2011, Brűcknerová, 2011).
Data are collected by direct observation, interviews with teachers and photographic documentation of process and results of observed artistic activities. A qualitative content analysis by P.
Mayring (2000) is used to make research findings.