| This qualitative analytic research study describes how the integration of humor in tandem with key philosophical concepts, as defined by French Philosopher, Gilles Deleuze, facilitates an atmosphere conducive to humorous exploration. In an attempt to connect humor with specific Deleuzian concepts and the secondary art classroom, the learning experiences were organized into three separate units of instruction that explored Experience, Lines of Flight and Sense and Nonsense. Study participants consistently exhibited evidence of higher level, complex thinking that ultimately impacted their art making. They also constructed art forms that communicated serious and provocative themes after being exposed to Deleuzian concepts. Findings confirm that designing curricula to allow for humorous exploration created an environment where students felt safe to explore and take risks. During these experiential situations students made discoveries that triggered deeper exploration into more substantive issues; further supporting that young adults are cognitively ready to explore serious themes in their work. |
