Abstract
The aim of the research study is to describe some positive effects of humour on the learning process of students in the field of art education and visual culture and to identify some features of visual humour that these students prefer. Qualitative research is based on current pedagogical knowledge that humour in school has a number of positive functions (eg Garner, 2014; Woods, 2012; Mareš, Křivohlavý, 1995).
Data were gained in focus groups and by collecting the examples of visual humour. The qualitative content analysis (Schreier, 2012) was used to analyse the data.
Research findings emphasize the educational potential of humour for art education. Based on the analysis, some signs of visual humour were recognized.
Students associated the visual humour mainly with the Internet communication. The results of the analysis can inspire art teachers, who try to deepen students' visual literacy, critical thinking about everyday manifestations of visual culture and communicative and social competencies.
