Based on Regular Script: The Integration and Mutual Advancement of Normativity and Aesthetics in Calligraphy Aesthetic Education in Primary and Secondary Schools
DOI:
https://doi.org/10.54097/qft52368Keywords:
Regular Script, Calligraphy Aesthetic Education in Primary and Secondary Schools, Writing Norms, Calligraphic Aesthetics, Cultural EducationAbstract
In accordance with the Guidelines for Calligraphy Education in Primary and Secondary Schools and the Opinions on Comprehensively Strengthening and Improving School Aesthetic Education in the New Era, calligraphy education in primary and secondary schools now embodies comprehensive educational values encompassing technical training, aesthetic cultivation, and cultural inheritance, rather than being limited to basic handwriting instruction. Current regular script (kaishu) teaching suffers from evident misconceptions: either it is overly instrumentalized, prioritizing technique over aesthetics; or artistic individuality is pursued prematurely, out of step with students' foundational abilities. The core issue lies in the separation of the inherent unity between writing norms and calligraphic aesthetics. Regular script, with its rigorous formal rules and upright temperament, aligns with the cognitive and physical-psychological developmental patterns of primary and secondary school students, serving as a high-quality vehicle for aesthetic education. Combining traditional calligraphy theory with frontline teaching practice, this paper establishes a pedagogical logic of "uprightness as the foundation, innovation as extension, symbiosis throughout the process, and differentiation by educational stage," breaking the binary opposition between normativity and creativity. It constructs a feasible hierarchical teaching pathway, providing theoretical support and practical reference for the optimization of regular script aesthetic education in primary and secondary schools.
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