Aesthetic Integration in Children’s Calligraphy: Teachers’ and Experts’ Perspectives

Abstract

This qualitative study explores how aesthetic education can be integrated into calligraphy instruction for elementary-aged children. Semi-structured interviews with two primary school calligraphy teachers and three calligraphy education experts examined the need for a new teaching module, current practices, classroom challenges, and ways to engage low-interest learners. Participants highlighted age-appropriate instruction, cultural themes, and interactive activities, while noting constraints such as limited class time, short attention spans, and insufficient resources. Findings suggest that effective integration of aesthetic principles requires innovative module design, cross-disciplinary approaches, and stronger teacher development, offering guidance for future curriculum planning.