The Study of Hard Standard Script Learning Using the New Nine Chequers Calligraphy Learning Models

• Main Authors: Yueh-Ying Lin, 林岳瑩
• Other Authors: Ching-Hua Liao
• Format: Others
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/79687522170739299743

碩士 === 國立東華大學 === 藝術與設計學系 === 104 === Calligraphy captures the essence of Mandarin traditional culture. Its artistic expression enriches the value and expressiveness of the entire Chinese culture. Calligraphy is not only an important cultural feature, but also a representation of exquisite lifestyle. Learning calligraphy focuses on three levels which are technique of writing, structure of writing and art of composition. To construct a more efficient model for learning calligraphy, this research summarizes the fundamental principles of technique of writing, structure of writing and art of composition with the support of Ou Yang Hsun’s Nine Chequers to propose a series of New Nine Chequers Calligraphy learning models. This research investigates the actual efficiency of the New Nine Chequers Calligraphy learning models as applied to hard standard script calligraphy learning and finds evidences that demonstrate how the learning models can help students eliminate excessive practicing time while still acquire aesthetic handwriting skills. In order to evaluate the efficiency of the learning model, this research applied standard research method on fifth grade elementary students to investigate the student’s learning outcome on hard standard script calligraphy using the New Nine Chequers Calligraphy learning models. Resulting data from the evaluation indicates that the experimental group that used the learning model achieved significant grade improvements on the hard standard script exams compared to the control group. It is recommended that Chinese learning courses in elementary schools may combine the New Nine Chequers Calligraphy learning model with the existing standard homework to help students learn to recognize Chinese characters while practice handwriting at the same time. After mastering handwriting, the students may then progress to using writing brush. At this point, the foundation that students have in handwriting will greatly boost the learning efficiency of the students in using the writing brush once the students are oriented with the characteristics of the new writing utensil.