Bu çalışmada, sanat eğitiminin bireyin hayata bakış açısına, milli ve manevi değerlerin bireye kazandırılmasında etkisinin olup olmadığı sorusuna cevap bulunmaya çalışılmıştır. Bu amaçla Malatya'da 20152016 eğitim-öğretim yılında öğrenim gören 148 Güzel Sanatlar Lisesi öğrencisi ile 346 genel lise öğrencilerinden oluşan gruba Schwartz ve arkadaşları tarafından geliştirilmiş Demirutku tarafından Türkçe'ye uyarlama çalışması yapılmış Portre Değerler Ölçeği, Puhlik-Doris ve Martin tarafından geliştirilen ve Yerlikaya tarafından Türkçe'ye uyarlanmış olan Mizah Tarzları Anketi ve araştırmacı tarafından geliştirile Kişisel Bilgi Formu uygulanmıştır. Elde edilen bulgulara göre;İki olumlu mizah türü olan kendini geliştirici mizah ve katılımcı mizahta kız öğrenciler lehine anlamlı farklılık bulunmuş,saldırgan mizah türünde ise erkek öğrenciler lehine anlamlı farklılık ortaya çıkmıştır.Elde edilen bulgulardan bir diğeri ise; öğrencilerin toplam değer puanları ile Kendinigeliştiricimizahpuanlarıarasındaortadüzeydepozitifyönlübirilişki nin olmasıdır. Katılımcı mizah puanları arasında ise düşük düzeyde pozitif yönlü bir ilişki vardır. Bu sonuca göre; öğrencilerin değer puanları artıkça olumlu mizah tarzlarından olan katılımcı mizah ve kendini geliştirici mizah puanları da artmaktadır. Öğrencilerin toplam değer puanları ile Kendini yıkıcı mizah puanları arasında düşük düzeyde saldırgan mizah puanları arasında orta düzeyde negatif yönlü bir ilişki vardır. Buna göre öğrencilerin değer puanları artıkça kendini yıkıcı mizah ve saldırgan mizah puanları azalmaktadır.

In this study, it was managed to find an answer to the question of whether the art education is influential on the individual's viewpoint of life and on adding the national and spiritual values. For this purpose, The Portrait Values Scale, adapted to Turkish by Demirutku, developed by Schwartz and colleagues, the Humour Styles Survey adapted to Turkish by Yerlikaya, developed by Puhlik-Doris and Martin and the Personal Information Form developed by the researcher were applied to a group consisting of 148 Fine Arts High School students and 346 general high school students who educated in Malatya during the 2015-2016 academic year. According to the findings obtained; In two positive types of humour, self-enhancing humour and participatory humour, it was found significant differences in favor of female students, while aggressive type of humour revealed a significant difference in favor of male students. Another of the findings obtained is; There is a moderately positive relationship between the total value and self-enhancing humour scores of the students. There is a low positive correlation between participatory humour scores. According to this result; Participatory humour and selfenhancing humour scores which are positive humour styles also increase, as the students' value scores increase. There is a low level of relationship between total value scores and self-destructive humour scores of students, while there is a moderately negative relationship between aggressive humour scores. Accordingly, as students' value scores increase, self-destructive humour and aggressive humour scores decrease.The purpose of this study is to try to find the answer to the question of whether the art education is effective on the individual's viewpoint of life and on adding the national and spiritual values. In the research; A descriptive survey model was used to determine the types of humour and basic value levels according to high school students’ visual arts education. For this purpose, The Portrait Values Scale, adapted to Turkish by Demirutku, developed by Schwartz and colleagues, the Humour Styles Survey adapted to Turkish by Yerlikaya, developed by Puhlik-Doris and Martin and the Personal Information Form developed by the researcher were applied to a group consisting of 148 Fine Arts High School students and 346 general high school students who educated in Malatya during the 2015-2016 academic year. It was tried to find answers to the following subgoals developed in accordance with the purpose of the study 1. Do The Humor Style Scores Of The Students DifferentiateAccording To Gender? 2. Do The Humor Styles Scores Of The Students Differentiate According To The Types Of School Where They Study? 3. Are There Significant Relationships Between Students' Total Value Points and Humor Types Points? The findings obtained in this study; Two positive types of humour, self-enhancing humour and participatory humour, found significant differences in favor of girls. There was no difference in the kind of selfdestructive humour, one of the incompatible humour types. The aggressive humour type showed a significant difference in favor of male students. The result is that girls use more compatible types of humour than male students. This can be effective in the different social roles that our society imposes on girls and boys. Girls are grown more harmonious, delicate, rootstock, boys are grown as if they should be stronger and more bellicose. The toys we bought for our children are a sign of it. Like babies for girls, like guns for boys. These findings show that female students use humour in their social relationships in a way which is not harmful when compared to male students. It can be concluded that male use humour as a humiliating manner against people or the escape from the problems which they live, a form of denial, a defense mechanism. Another of the findings obtained is; There is a moderately positive relationship between the total value and self-enhancing humour scores of the students. There is a low positive correlation between participatory humour scores. According to this result; Participatory humour and selfenhancing humour scores which are positive humour styles also increase, as the students' value scores increase. There is a low level of relationship between total value scores and self-destructive humour scores of students, while there is a moderately negative relationship between aggressive humour scores. Accordingly, as students' value scores increase, self-destructive humour and aggressive humour scores decrease. There is a positive relationship between the total value scores of the students and their compatible humour scores. According to this, the students’ value scores increase, compatible humour scores also increase. On the contrary, there is a negative relationship between total value scores the students and incompatible humour scores in negative humour styles. Accordingly, as students’ value scores increase, incompatible humour scores decrease.. Individuals with national and spiritual values can look more positively towards life. Art education enables the individual to develop an innovative, open, dynamic and qualified personality and that the individual thinks versatile and dimensional. Thus, it is meaningful that the self-destructive humour and humiliating humour, which are shown as incompatible humour, are high in favor of fine arts with the thought that art education has been able to grow up the society and the people who have adopted and adapted the cultures they live in. The reasons for this should be investigated. Profiles of students studying in the Fine Arts High School should be examined and joint programs with the guidance teachers should be followed. As a result; Young people will encounter many incidents and people who make their lives difficult throughout their lives. In this process, the values and viewpoints on life of the individual are important to combat these difficulties and to improve their quality of life. Humour is also a skill and culture that is later acquired in values. For this reason, while we prepare young people for lives, we have a lot of work to do with education system and especially teachers. The curriculum should be updated on a regular basis and the teachers should be informed inservice trainings and emphasized the importance of the subject. Experimental studies can be conducted in which compatible humour styles and values are effectively used. In the development of children's humour feelings, opportunities should be provided for using and understanding humour. For this, students should be encouraged to read and do different studies.