Curriculum should include the following parts:

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1. General Information

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• Title of Curriculum
A clear, concise, and culturally appropriate title.
• Target Learners
Clearly define the learner group:

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• Age range (e.g., Grades 3–5, middle school, high school, adults)

• Language background (heritage learners, non-native learners, bilingual students)

• Learning context (public/independent school, weekend school, university, online program, etc.)

 

2. Course Description

Provide a brief but comprehensive overview (approximately 150–300 words). Include:

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• Purpose and Vision: Why is this course valuable for your target learners?

• Course Focus:

  • A general overview of Chinese calligraphy (history, multiple scripts),

  • A focused study of specific script styles (e.g., 楷書, 行書, 隸書) or techniques (e.g., 臨摹, 自創, 篆刻), or

  • Another defined area of focus (please specify).

• Course Structure: Duration, number of sessions, and delivery format (e.g., weekly classes, intensive workshops).

• Learning Approach: Explain how students will learn (e.g., teacher modeling, hands-on practice, peer critique).

 

Sample Example (for reference only):

“Course Title: The Living Art of Chinese Calligraphy: Tradition and Creativity

Course Description:

This course is designed to introduce learners to the rich tradition and evolving artistry of Chinese calligraphy. Through a thoughtfully structured program, students will explore the historical significance of calligraphy, gain exposure to multiple script styles, and develop technical proficiency and artistic expression.

Purpose and Vision:

The course aims to cultivate an appreciation for Chinese calligraphy as both a classical art form and a living cultural practice. By engaging students in both traditional study and creative exploration, the course seeks to inspire a lifelong connection to Chinese heritage and personal artistic growth.

Course Focus:

Students will receive a general overview of Chinese calligraphy, covering the evolution of key scripts such as Seal Script (篆書), Clerical Script (隸書), Regular Script (楷書), Running Script (行書), and Cursive Script (草書). Special emphasis will be placed on mastering the Regular Script as a foundation before encouraging personal experimentation and expression.

Course Structure:

The course spans 12 weeks, with one 90-minute class per week, delivered in a blended format of in-person instruction and online supplementary resources.

Learning Approach:

Students will learn through teacher demonstrations, guided hands-on practice, and peer critique sessions. Traditional methods such as 臨摹 (copying masterworks) will be combined with opportunities for 自創 (original creation), culminating in a final portfolio exhibition..”

 

3. Learning Objectives

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List well-defined, observable, and measurable learning objectives. You may reference or modify the sample objectives outlined below, and you are encouraged to include multiple objectives in your curriculum as appropriate.

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Aesthetic Objectives, for example:

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• Identify key aesthetic qualities in Chinese calligraphy, such as rhythm, spacing, and line variation.

• Analyze visual balance and composition in calligraphic works.

• Articulate personal artistic choices and reflect on individual style development.

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Knowledge Objectives, for example:

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• Describe the major script styles and their historical development.

• Recognize notable calligraphers and their representative works.

• Explain the philosophical and cultural foundations of Chinese calligraphy.

• Use correct terminology related to calligraphy techniques and structure (e.g., 起筆, 收筆, 筆劃, 結體, 布白).

 

Skill-Based Objectives, for example:

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• Demonstrate proper posture, brush grip, and stroke order.

• Reproduce characters accurately in one or more script styles.

• Practice 臨帖 using traditional model texts.

• Create original calligraphy works with appropriate layout and expressive content.

• Prepare, maintain, and use traditional tools (文房四寶) properly.

 

4. Curriculum Content Outline

Please submit a detailed and systematically organized outline of your course content. The structure may be arranged by week, unit, thematic module, or other pedagogically appropriate divisions.

 

The outline must include, but is not limited to, the following elements:

• Core topics and instructional techniques

• Specific script styles covered

• Integration of relevant cultural elements

 

The submitted outline should clearly demonstrate the course’s instructional sequence, thematic development, and learning focus. It may be presented either in narrative form or in a table format, as deemed most suitable.

 

Sample Example (for reference only):

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5. Instructional Strategies

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Describe how content will be delivered and how students will engage with it. Include:

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• Teacher modeling, guided practice, 臨摹, peer feedback

• Student-centered approaches (e.g., gallery walk, calligraphy journaling)

• Differentiation strategies for learners of varying levels

• Use of digital tools and online resources (if applicable)

 

6. Materials and Resources

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Include:

• Basic tools (e.g., brush, ink, paper, felt mat, inkstone)

• Recommended copybooks or model texts (e.g., 鄧石如篆書千字文、顔真卿多寶塔碑)

• Multimedia resources (e.g., videos, online museum tours)

• Supplemental items (e.g., stroke grids, reference slides, relevant poetry or texts)

 

7. Assessment Strategies

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Use a variety of tools to assess student learning and progress.

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Formative Assessments:

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• Weekly drills or stroke practice

• Technique checks

• Peer critique or group discussion

 

Summative Assessments:

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• Final or midterm calligraphy pieces

• Written or oral reflection

• Rubrics focused on technique, creativity, and growth

 

Project-Based Assessments:

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• Thematic projects (e.g., writing a Tang poem)

• Seasonal works (e.g., 春聯 or 扇面書法)

• Final portfolio or exhibition with artist statement

• Creative reinterpretations of classical works

 

8. Sample Lesson Plan(s)

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Include one or two full sample lessons plan (45–90 minutes each), with:

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• Learning objectives

• Materials needed

• Step-by-step procedures

• Assessment methods

• Notes on differentiation or extension

 

9. Cultural and Artistic Integration & Innovation (if applicable)

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Cultural and Artistic Integration:

Describe how students engage with traditional Chinese culture through calligraphy.
Examples may include:

• Writing classical poetry excerpts

• Exploring Confucian, Taoist, or Buddhist ideas

• Studying calligraphy’s role in festivals, temples, or rituals

 

Innovation Highlights:

Describe what makes your curriculum unique or interdisciplinary. For example:

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• Calligraphy integrated with other art forms (e.g., visual arts, music, Taiji, dance)

• Festival-based units (e.g., 春聯, Mid-Autumn scrolls)

• Use of digital tools (e.g., virtual calligraphy apps, AR galleries, AI integration)

• Cross-disciplinary links (e.g., history, archaeology, art history)

• Student-led exhibitions or community projects

• Exploration of themes such as identity, mindfulness, or global perspectives

 

10. Supporting Visuals (Optional but Encouraged)

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Include samples or documentation such as:

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• Student work

• Lesson slides, worksheets, or videos

• Classroom setting or exhibition photos

 

11. Submission Format

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Curriculum

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• Language: Chinese or English or bilingual

• File Format: PDF or Word (maximum 20 pages, excluding appendices) Please noticed that submissions in formats other than PDF and Word file will not be accepted.

• Font: Professional (e.g., Times New Roman or 宋體, 12pt)

• Maximum number of files: One File

• Maximum file size: 10MB

 

Appendices

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• Maximum number of files: 1 (It is recommended to place multiple images in the same document. If there are videos, submit the link instead of uploading the video)

• Maximum file size: 10MB

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Submission link: https://forms.gle/5CrBvui5ovNyFyBJA

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Deadline: 2025-07-15

 

12. Evaluation Criteria

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Submissions will be evaluated based on:

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• Curriculum structure, clarity, and depth

• Alignment with learning objectives

• Creativity and innovation in design

• Cultural and artistic integration

• Practical application and adaptability across learner groups​

 

See rubric below for detailed scoring guidelines:

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