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Chinese Calligraphy and Four Treasures - Lesson Plan: Subject: Other - World Languages/Chinese

This lesson plan introduces Chinese calligraphy and the four scholarly treasures of China to 9th/10th grade students. It includes objectives to identify the four treasures, basic calligraphy strokes, and how to write the character "Yong". Students will brainstorm what they consider valuable treasures, learn about the real four treasures through presentation and examples, practice strokes and writing "Yong", and be assessed through identification and writing the character. The lesson utilizes technology like a document camera to project examples and student work.

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William Bailey
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204 views2 pages

Chinese Calligraphy and Four Treasures - Lesson Plan: Subject: Other - World Languages/Chinese

This lesson plan introduces Chinese calligraphy and the four scholarly treasures of China to 9th/10th grade students. It includes objectives to identify the four treasures, basic calligraphy strokes, and how to write the character "Yong". Students will brainstorm what they consider valuable treasures, learn about the real four treasures through presentation and examples, practice strokes and writing "Yong", and be assessed through identification and writing the character. The lesson utilizes technology like a document camera to project examples and student work.

Uploaded by

William Bailey
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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SUBJECT: OTHER WORLD LANGUAGES/CHINESE

Chinese Calligraphy and Four Treasures - Lesson Plan


Grade Level: 9TH/10TH Title of Lesson: Calligraphy and the Four Treasures of China Time Frame: 90 MINUTES Sunshine State Standard(s): (FL.B.1.4) The student demonstrates an understanding of the relationship between the perspectives and products of culture studied and uses this knowledge to recognize cultural practices. FL.B.1.4.4 identifies and discusses artistic expressions and forms of the target culture. (FL.A.2.4) The student understands and interprets written and spoken language on a variety of topics. FL.A.2.4.4 understands various aspects of and relationships between the arts, music, literature, history, politics, or economics as presented through material produced by the target culture.

Objectives: Student will be able to (1). Identify and discuss the importance of the four scholarly treasures of China (2). Identify and draw basic calligraphy strokes (3). Properly draw the Chinese character - YONG

Preview /Warm-up Brainstorming: Project a copy of the concept map with the key word valuable in the middle. Ask students to brainstorm the following question: (1) What do you own that you think is valuable, something you might think of as a treasure? Next ask (2) What do you think people believed was valuable 1000 or 2000 years ago. As a transition question, students are asked if they can guess the four scholarly treasures of China

Presentation The four scholarly treasures are shown and discussed with the class. Each item is projected using the document camera. The Chinese Brush, Chinese Ink Stone, Ink stick and Rice Paper. Several examples of different styles of Chinese Calligraphy will be projected from original source materials. The teacher will discuss the significance of Chinese writing as an art form known as calligraphy. The teacher will demonstrate the basic calligraphy strokes using the document camera to project onto the screen. The teacher will next introduce the character YONG and highlight the

Practice Students will initially practice the individual basic strokes. The teacher will call on select students to come to the front and demonstrate their technique which will be projected to the front screen. Students will then practice the YONG character which incorporates all the major basic strokes. Again select students will be asked to demonstrate their calligraphy. Their actual writing technique will be projected as they write, both students and teacher can comment. Examples of student work can be projected for critique.

STEVEN BOLLENS SUMMERLIN ACADEMY

SUBJECT: OTHER WORLD LANGUAGES/CHINESE


component character strokes using the document camera.

Background/previous knowledge: Basic level Chinese students who have a fundamental knowledge of writing Chinese characters. Materials list: Computer, Document Camera, Chinese Calligraphy Set; Students need newsprint, ink, writing brush, water and ink bowls. Prepare handouts with basic calligraphy strokes and a ghost (tracing) image of the YONG character. Oral Assessment: Ask students to (1) identify the four treasures (2) to describe each treasure and primary use (3) name the 8 basic character strokes. Written Assessment: Students paint the Character YONG for classroom display.

Additional usage: Save clips of student work and the writing process for future incorporation into Powerpoint demo
of calligraphy by-the-numbers and for publishing student work on internet, specifically a school website under student activities. Allows documentation for student digital portfolio and can be used to compare later work. Incorporation of the document camera along with an interactive whiteboard and a touch pad would significantly enhance the use of technology in the classroom and help make students power-users.

STEVEN BOLLENS SUMMERLIN ACADEMY

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