Calligraphy Curation Pedagogy for Children’s Aesthetic Development:  A narrative review

XI CHEN; Siti Zuraida Maaruf; Akmal Ahamed Kamal

doi:10.21834/e-bpj.v10i34.7336

Authors

XI CHEN FACULTY OF EDUCATION
Siti Zuraida Maaruf Department of Art and Design Education, Faculty of Education, Universiti Teknologi MARA, UiTM Puncak Alam Campus, 42300 Puncak Alam, Selangor, Malaysia
Akmal Ahamed Kamal Department of Art and Design Education, Faculty of Education, Universiti Teknologi MARA, UiTM Puncak Alam Campus, 42300 Puncak Alam, Selangor, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v10i34.7336

Keywords:

Calligraphy Education, Curation Pedagogy, Intangible Cultural Heritage

Abstract

This review aims to respond to UNESCO’s call to embed intangible cultural heritage in schooling, examining how a curation-inspired pedagogy can cultivate Chinese children’s aesthetic literacy through calligraphy practice. A narrative review of relational aesthetics, policy documents, and artist-led fieldwork (e.g., community projects by artist Qiu Zhijie) identifies three core pedagogical moves: place-based embodiment, techno-cultural mediation, and participatory exhibition design. These moves enhance students’ aesthetic sensitivity, cultural awareness, and civic engagement. A practical framework and assessment rubric are proposed to guide educators, bridging traditional calligraphy instruction with culturally responsive practice.

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