Unknowingly, a wonderful event has ended. I believe it is full of gratitude and memories, harvests and experiences. There must be a lot to summarize. Never think that summary of activities can be dealt with casually. Below is a summary of primary school calligraphy interest activities that I compiled for you (selected 6 articles). I hope it will be helpful to everyone. Summary of primary school calligraphy interest activities 1
The calligraphy training activities for the school year are coming to an end. We are stimulating students’ interest in learning calligraphy, cultivating students’ good calligraphy habits, promoting students’ individual strengths, and educating students on the excellent traditional Chinese culture. A certain amount of effort has been put into cultivating students' art and enhancing students' understanding and love for the art of calligraphy. It has received the attention and care of the school leaders. The teachers in the Chinese subject have also given a lot of support, especially the head teacher who is very supportive. In order to make the calligraphy interest group better, we would like to summarize the work of this school year:
1. The plan is practical and feasible, and the guidance is step-by-step.
At the beginning of the school year, I was responsible for establishing a calligraphy interest group based on a thorough investigation, formulated a detailed activity plan, and conducted calligraphy interest cultivation and basic skills training for the students in the interest group according to the plan. Stimulating interest is mainly carried out by watching calligraphy videos, listening to calligraphy anecdotes, and inviting our school's superb calligraphy teachers to perform on-site. Basic skill training starts with sitting and holding pen training, first explaining the essentials, then imitating on the calligraphy, and finally practicing without the calligraphy. At the beginning, students lacked confidence and always felt that their skills were inferior to others. So I encouraged my students to increase their self-confidence and strengthen three practices: one is eye training, the other is writing practice, and the third is comprehension practice. You can write a stroke two or three times at the beginning, but it must be completed in one go without repetition. The completed writing can be compared with the copybook, and finally submitted to the teacher for review. This level is the most important, not only to point out the advantages and disadvantages, but also to encourage continued efforts.
2. Keep close contact between home and school and gain support from parents.
In the calligraphy activity group, we must give full play to the exemplary role of the top performers. We have opened a calligraphy activity column and regularly display good calligraphy homework to the group members. In addition, students can fully express their opinions and talk about their feelings and experiences in the group. This not only enlightens students' thinking, but also mobilizes their enthusiasm, making the calligraphy group activities more vivid and colorful. Every time the school bell rang, they still didn't want to leave. At the same time, we actively contact parents to obtain their support. During each training exercise, students are required to take their exercises home at the weekend for parents to see, so that parents can see their progress and quality. Many parents of students called me after seeing their children's calligraphy homework and said that their children improved every time they wrote. They said that this is something that cannot be done with money. They hope that the school will continue to provide calligraphy training activities. Go down. School leaders also inspected and inspected many times and provided financial and material support. The praise from parents and the attention from leaders are the greatest compliments to us.
3. Practice perseverance and the activities will go smoothly.
Students’ time is very precious. Calligraphy training activities are only held once every two weeks. We cherish the time of Wednesday activity class very much. Strict training, careful tutoring, and enthusiastic encouragement are what we need to carry out the activities in depth. Adhere to the methods and measures for carrying out activities. The old teacher who guided calligraphy was diligent in his legs and mouth and even more diligent in his hands. This school year, I mobilized students with strong organizational skills to invite teachers with profound calligraphy skills from the school to perform on-site: wonderful lectures by Lei Jiping, Mou Lirui, Huang Gang, Liu Shizheng, Shi Tailing, Liu Shiwen, Zhao Zonglin, Zhan Chengming, Jiang Shengmei and many other teachers , superb skills and exquisite demonstrations, which made the students in the interest group full of praise and listened with gusto. It has greatly improved the students' interest in calligraphy and ignited their passion for calligraphy. The enthusiastic guidance of the teachers and the active participation of the students make the teaching mutually beneficial and make progress together.
4. Carry out calligraphy exhibition reviews and achieve remarkable results.
In order to reflect the learning level and training results of the calligraphy interest group students over a period of time, students are encouraged to actively participate in the calligraphy exhibition evaluation activities held by the school and the calligraphy competition column opened by the group to provide students with space for exercise and improvement. Create a platform for competition and competition. This school year the school organized two large-scale calligraphy exhibitions: one before July 1st and one before New Year's Day. The group also held multiple issues of "Comparing Progress, Competing Skills" to share their homework. Some students who have strong interest in calligraphy, good calligraphy quality and high writing skills can show their talents. In two calligraphy exhibitions held by the school, the calligraphy works of the students in the interest group were well received and praised by the teachers and students of the school. Among them, four students, Chen Qingchi, Wang Ying, Liu Jinlian and Yang Jinrong, won the first prize; Zhou Liang Eight students, Liu Qian, Jiang Xi, Li Chunyan, Shi Zinan, Zhao Xu and Wang Kaisong, won the second prize. We believe that as long as we strengthen our confidence and persist in efficient training, our students' works will surely achieve impressive results in the county's primary and secondary school calligraphy competitions and win more honors.
5. It is found that there are problems that need to be studied and solved.
During the calligraphy guidance and training activities, some students have weak will, their interest is strong and weak, and they lack perseverance; sometimes the staff is not uniform, and some use the excuse of having too much homework and are busy doing homework and do not attend on time. ; There are also a few students who buy copybooks that are not standardized, the writing tools are not up to standard, and the quality of the pens is poor, which affects the writing quality; the calligraphy tutorials and calligraphy teaching materials are not precise enough; the most troublesome thing is that sometimes teachers from other subjects (high school entrance examination subjects) in order to grab Time improves quality and squeezes our only once-in-two-week activity training time. Some of the above problems can be solved by ourselves, while some difficulties can only be reported to the head teacher and school leaders and asked them to coordinate and solve them.
In short, through the guidance and training in this school year, overall, students' writing ability has been greatly improved, their study habits have also been strengthened, and their serious, patient and meticulous learning attitude has been better cultivated. . On this basis, we still need to constantly sum up experience and draw lessons to keep the calligraphy interest group in our school long-lasting and healthy, set new goals in terms of seeking novelty, refinement, and speed, add new measures, and innovate performance . Summary of primary school calligraphy interest activities 2
This semester’s calligraphy interest group is based on the school’s work plan and based on the students’ strengths, focusing on training top calligraphy students, and opened a calligraphy interest class after the second class in the afternoon , so that they can enrich their artistic accomplishment in the process of learning cultural knowledge, be life-oriented, and focus on developing their personality and expertise.
Through the study of interest groups this semester, the students have a very strong interest in learning. Many students asked for the opportunity to study again, and under the guidance of these interested people, many students participated in the study. group study. The following is a summary of the work of the calligraphy interest group this semester:
1. Cultivated students’ interest in calligraphy
Students who participated in the interest group all had this feeling: It was just like before Calligraphy is just to cope with the teacher's homework, sometimes even to "deliver" to my parents. But through learning, they realize that they are no longer passive but become active learners. Their learning can be completed consciously and they can also introduce the knowledge they have learned to their classmates in a clear and logical manner. Under their influence, more students want to participate in interest groups, especially in the third grade.
2. Cultivate students’ knowledge
In this interest group, it is not only limited to the basic knowledge of calligraphy, but also allows students to master many basic techniques of calligraphy. , life, ancient characters, calligraphy history and other extra-character content greatly expanded their knowledge.
3. Increased opportunities for practice
Since the interest group not only has indoor theoretical learning but also participates in practice, it gives many students hands-on opportunities, calligraphy display activities, and calligraphy exhibitions Calligraphy competitions such as those of the School of Education and the District Education Bureau provide students with the opportunity to create. In particular, they showed their talents in the live calligraphy competition and won praise from teachers and students. The bigger thing is that "calligraphy comes from life and beautifies life", which makes them aware of the usefulness of learning calligraphy, and of course increases their interest in learning.
4. Enriching students’ second classroom
Enriching students’ after-school life from a quality perspective. Their lives are no longer limited to the classroom, allowing them to realize the joy of learning. , more interested in learning.
5. Students’ writing habits and hygiene have been greatly improved
From being unable to wash ink trays and brushes to now being able to clean all kinds of writing utensils smoothly, and Papers that have been written on will be neatly stacked. In addition, the Chinese teacher reported that since learning calligraphy, these students' Chinese homework has obviously improved a lot than before, and their handwriting is more neat, which is a good start for future calligraphy learning.
Of course, there are still shortcomings in our work, and we look forward to our work being improved faster and developing better. We will work harder with the idea of ??working for students to better improve the quality of students. Summary of Primary School Calligraphy Interest Activities 3
In order to develop students’ writing skills, carry forward students’ individual strengths, educate students in traditional Chinese art, and cultivate students’ understanding and love for art, the school has specially organized weekly activities A one-class calligraphy interest group activity. This semester, 16 second-grade children who love calligraphy have joined the calligraphy interest group. Some of them are young calligraphers with a certain foundation, and some of them have a strong interest in calligraphy even though it is their first time to pick up a brush. After a semester of diligent study and practice, the children have gained a lot, mainly in the following aspects:
1. Understand calligraphy and develop a strong interest.
Brush calligraphy is a unique art form of the Chinese nation and the essence of the traditional culture of the Chinese nation. In its thousands of years of inheritance and development, it has left behind countless fine works of art, and a large number of famous masters have emerged whose names have been passed down through the ages. In the first few classes, we did not get into writing immediately, but told stories about famous calligraphers. For example, from the story of Wang Xizhi who went to the pond to study calligraphy every day, the clear pond turned into an ink pond, and the story of Liu Gongquan who worked hard to practice calligraphy, they learned that hard work will lead to success; the story of Yue Fei practicing calligraphy on the sand taught them to constantly strive for self-improvement, and Wang Xizhi's The old woman’s book fan is willing to help others... through the ancient stories about calligraphy, it inspired a strong interest in calligraphy.
2. Appreciate calligraphy and improve your aesthetic taste.
To write well, you must first appreciate it. Therefore, the next few lessons will help students form an intuitive understanding by showing the calligraphy works of celebrities in different historical periods. For example, the calligraphy of the pre-Qin Dynasty is simple and elegant, the calligraphy of the Wei and Jin Dynasties is elegant and open, the calligraphy of the Tang Dynasty is strict, the calligraphy of the Ming and Qing Dynasties is individualistic, and the calligraphy of the Ming and Qing Dynasties is brilliant. From the thinness of oracle bone inscriptions to the solemnity of bronze inscriptions, from the casualness of big seal script to the regularity of small seal script, from the softness of official script to the rigor of regular script, from the agility of running script to the wildness of cursive script, etc., they are all excellent ways to provide students with aesthetic education. Therefore, through learning, viewing and commenting on excellent calligraphy works, it can not only enrich students' sense of beauty, cultivate students' aesthetic and appreciation abilities, but also generate aesthetic experience in calligraphy practice and receive aesthetic education.
3. Practice calligraphy and master writing skills.
After the preparation in the previous lessons, we officially entered the study of calligraphy, starting with the most basic "five-finger" writing method and the basic strokes of Chinese characters. When children practice calligraphy, they emphasize that each stroke should pay attention to "start, stroke, (pause), and end" and start the stroke against the front, follow the line, return to the front, and end the stroke, etc. Students are also taught to use "Yong" The stroke order of the Ziba method should be used as the key point to copy.
After a few classes, they have mastered the writing method of basic brush strokes, and some children have already written quite well.
Learning calligraphy is also a kind of education for students to develop abilities and study habits. Therefore, on this basis, we should sum up experience, learn lessons, further carry out work creatively, and strive to make our school's calligraphy interest group better and better. Summary of primary school calligraphy interest activities 4
One semester of teaching work is coming to an end. Looking back on the activities of the art group this semester, although certain results have been achieved, there are also some shortcomings. In order to better carry out interest groups in the next school year, the activities of this year are summarized as follows, so that we can learn from each other's strengths and make improvements in the future.
1. Overview of the basic situation:
At the beginning of the school year, we followed the school’s requirements and combined with the school’s actual situation to formulate a practical interest group work plan, and tried our best to follow the plan Carry out implementation. Carry out activities on time during outdoor activities.
2. Achievements and experiences:
This semester, calligraphy, simple drawings, and children's drawings (pencil drawings, colored pencil drawings, sketches, etc.) were offered based on the interest group work plan. According to the actual situation of the school, the method of "concentrated education and decentralized tutoring" is adopted, focusing on teaching calligraphy and pencil drawing to students.
1. Calligraphy teaching.
Since students are exposed to soft-pen calligraphy for the first time, it can be said that students are starting from scratch. In response to this situation, we first let students appreciate some calligraphy works, let them feel the charm and profoundness of calligraphy, and cultivate students The understanding of the art of calligraphy allows students to enjoy learning calligraphy and learn to appreciate the beauty of calligraphy art.
At the beginning of students’ introductory calligraphy education, we are not in a hurry to give students examples. We first let them conduct the following trainings.
⑴Experience training on brushes. Teach students to draw some simple drawings. First of all, it is strictly required to hold the pen.
Make sure that the fingers are pointed and the palm is empty, and the pen should be lowered. While painting, you need to explain the simple use of brushes, know what hidden front, exposed front, center, return front, etc. are, and gradually understand them. By learning simple drawings, you can master the performance of the brush in terms of technique.
⑵ Experiential training on line beauty. Specifically, you can show lines of different lengths, thicknesses, shades, and wetness, or compare and analyze lines of different models, so that students can fully observe and then conduct imitation training.
2. Teaching children’s painting (pencil drawing, colored pencil drawing, sketch, etc.).
Pencil, the most common drawing tool, can be accepted by every primary school student. Therefore, by using this drawing tool in art interest group activities, students can express themselves easily, and at the same time, some students without foundation can use it. Students have overcome their fear. Of course, art interest groups should have their own characteristics. If they only teach simple pencil drawings, the significance of carrying out this interest class will be lost, and the other students who have basic knowledge will not be able to further develop. Therefore, this group is conducting crayon basics. At the same time, crayon technique teaching was also added to the teaching, and two more targeted contents, imaginative painting and decorative pattern design, were introduced: on the one hand, students have a clear understanding of this type of content in art books; on the other hand, students have a clear understanding of this type of content in art books; In this regard, let them experience the fun brought by painting.
In the activities, teaching methods such as appreciation, imitation, addition, imagination, and creation are used to stimulate students' enthusiasm for participation, thereby achieving better teaching results. Pay attention to the teaching of model paintings, pay equal attention to demonstration and guidance, give students more opportunities to understand the works of art during teaching, and guide students to imagine and make comparisons. Get rid of the simple explanations in the past to replace students' perceptions and understanding, and guide students to experience, think and judge through comparison, discussion and other methods, and strive to improve their aesthetic taste. Special attention is paid to protecting students' personality development, respecting their personal creativity, and giving full play to the unique charm of painting, so that students can make great progress and development on their original basis.
3. Directions for future efforts:
Of course, there are still shortcomings in our work. We look forward to our work being improved faster and developing better. In the future, we will continue to improve our professional quality and teaching level through standardized teaching activities and rich teaching and research activities, cultivate students' ability to discover, appreciate and create beauty, and promote them to be comprehensive in moral, intellectual, physical, aesthetic and labor aspects. development while creating a strong culture and art. Summary of primary school calligraphy interest activities 5
This semester’s calligraphy interest group is based on the school’s work plan and based on the students’ strengths, focusing on training top students in calligraphy, and allowing them to practice after class. In the process of learning knowledge about various cultures, they can enrich their artistic accomplishments and be life-oriented, focusing on developing their individual strengths. Through the study of interest groups this semester, the students' interest in learning is very strong. The following is a summary of the work of this semester:
1. Cultivated students’ interest in calligraphy:
Students who participated in interest groups all have this feeling: they learned calligraphy before Just to deal with the teacher's homework, sometimes even to "deliver tasks" to my parents. But through learning, they realize that they are no longer passive but become active learners. Their learning can be completed consciously and they can also introduce the knowledge they have learned to their classmates in a clear and logical manner. Under their influence, more students want to join interest groups
2. Regularly organize students to conduct calligraphy training.
In order to cultivate students' sentiments, enrich students' extracurricular cultural activities, and guide students to give full play to their interests and hobbies. At the beginning of this semester, the third and fourth classes every Tuesday afternoon were calligraphy interest group activity classes, so there was a fixed time for training. Each class carries out soft pen exercises, starting from the structure, to train students in the basic knowledge and basic skills of calligraphy. Through the intensive training structured in this semester and the joint efforts of teachers and students, the calligraphy level of all students has been further improved. And let students realize that learning soft pen is not difficult.
3. Cultivate students’ knowledge:
In the calligraphy group, we not only cultivate students’ calligraphy skills, but also guide students to master many basic knowledge of calligraphy, so that their knowledge can be improved. Great expansion.
4. Increased opportunities for practice:
Since the interest group not only has indoor theoretical learning but also participates in practice, it gives many students the opportunity to practice and show their talents. The school holds a writing competition every term. There is a special display column to display students' works. Allowing students to apply what they have learned demonstrates their talents and of course increases their interest in learning.
Of course, there are still shortcomings in my work, and I look forward to my work being improved faster and developing better. I will work harder with the idea of ??working for students to better improve the quality of our students. Summary of Primary School Calligraphy Interest Activities 6
In order to cultivate students’ writing skills, carry forward students’ individual strengths, educate students in traditional Chinese art, and cultivate students’ understanding and love for art, the school specially organizes weekly Two classes of hard-tipped calligraphy club activities. The activities of this club mainly correct students' incorrect pen holding methods and writing postures, cultivate their interest in calligraphy practice, and enable them to develop good writing habits, master certain writing skills, and be able to actively think about the structure of words.
1. Start with basic stroke exercises to lay a solid foundation for writing Chinese characters.
Writing the basic strokes well is the basic prerequisite for writing Chinese characters. However, it is often found that students do not like to write basic strokes. There are two reasons for this: First, some students think that they can write basic strokes, so they don’t pay much attention to the writing of basic strokes. However, often the basic strokes they write are not standardized, and are affected by their daily homework writing and write their own strokes. Second, writing basic strokes is boring, and students lose patience as they write. In response to the above two situations, I first ideologically let students realize the importance of writing basic strokes.
In the practice correction at the beginning of the period, I did not focus on the rationality of their character structures, but mainly pointed out the irregularities in the strokes. When explaining, I focused on analyzing the success or failure of a character from the perspective of strokes. Over time, students began to recognize that a stroke Improper writing will affect the overall image of the entire character, slowly changing the view of the basic strokes. Secondly, because students lack interest in simply practicing basic strokes, I use different methods to teach students basic strokes using visual teaching methods, so that students can realize that practicing basic strokes also has its fun. Finally, while practicing basic strokes, students are also allowed to practice some Chinese characters related to these basic strokes. Strokes and Chinese characters are practiced together. They practice both strokes and Chinese characters, and the students' interest is also improved. So far, except for a few students, the rest of the students have a good grasp of basic strokes.
2. Start with the understanding of the structure of Chinese characters and cultivate the habit of diligent thinking in students.
Writing Chinese characters is not a simple repetition, but requires drawing inferences from one example. Students can write the Chinese characters they have practiced beautifully, but problems often arise when they encounter Chinese characters they have not practiced, mainly in the arrangement of the frame structure. In order for students to write all 3,000 commonly used Chinese characters beautifully, it is impossible for us to practice all 3,000 Chinese characters. Here we need students' ability to compare and analyze words of the same type and structure. In teaching, I first give students a table of Chinese character structure types to let students know so many Chinese characters. In summary, there are only five major types of frame structures and a total of thirteen structural forms. The students were very interested in this type list, so I tried to give a few words to let the students find which type they belonged to, and what should be paid attention to in the structure arrangement of the words of this type. In this way, students initially learn how to identify the structural type of each character. Secondly, in the process of arranging exercises, I refined the typical Chinese characters of each type for practice according to the structure type from simple to difficult, and gradually deepened it. After practicing, ask students to give examples of other words with similar structures. In this way, students not only understand the characters of this structural type, but also develop their comparative and analytical thinking ability, so that they can draw inferences from one example in future writing. Finally, self-evaluation and peer-evaluation are combined. Once you have learned how to analyze the structure of Chinese characters, you must learn to correctly understand the Chinese characters you write. In daily practice, a teacher helps with corrections and guidance. If there is no teacher by your side, how can you tell whether the words you write are appropriate? That can only cultivate students' self-evaluation ability. Therefore, in teaching, I provide opportunities. Every time I practice to a certain point, I ask students to say, which of these Chinese characters do you think is better and why? Which word is not very good and why is it bad? In this way, students can make some good and bad suggestions on their own handwriting, and that is the beginning of student progress. With this ability, we start to let students make good and bad suggestions on other people's characters, enhance students' ability to analyze and compare the structure of Chinese characters, and lay the foundation for students to learn independently.
3. Use the creation of calligraphy works as a platform to cultivate students’ appreciation of calligraphy.
As stated in the activity goals, the calligraphy club activities are aimed at cultivating students' writing skills, educating students in traditional Chinese art, and cultivating students' understanding of art and appreciation of calligraphy. Cultivating the ability to appreciate calligraphy is actually a long-term process that requires teachers to slowly integrate it into teaching. In daily life, the teaching of the basic strokes and frame structure of Chinese characters is actually a part of calligraphy appreciation, but these are partial appreciations, and calligraphy works are most suitable for overall appreciation. At the end of each semester, I will organize students to create and teach calligraphy works. This semester is no exception. Towards the end of the semester, I organized students to start preparing for the creation of calligraphy works. First, let students choose materials. Ask students to search for ancient poems, quotes from famous people, excerpts from excellent articles, etc. You can choose whatever you like. The number of words should be between 40 and 100. Because students are allowed to make their own choices, students are very enthusiastic. Second, start practicing.
Conduct selective exercises on the words you have chosen, especially key exercises on words that are not often written. Of course, I still need to help them make appropriate corrections and corrections. Again, select the artwork style. I downloaded a large number of various calligraphy work patterns from the Internet for students to choose from. Finally, start writing the work. After completing my own work, I organized the students to conduct a "Small Appreciation Meeting of Our Calligraphy Works" so that everyone could appreciate their own works and talk about their opinions on other people's works based on the actual situation, so as to improve their calligraphy appreciation ability. nourish. Throughout the process, students were given a lot of free space and their individuality was respected, so students were highly motivated. This process also cultivates students' various abilities all the time.
The semester’s activities have ended, and some problems have been exposed, mainly as follows.
1. Lack of reserve force. This problem has been existing since last year. At the beginning of each school year, those who sign up to join the hard-tipped calligraphy club are all veteran students, which means they are basically third- to fourth-grade students. There is none for first and second graders. If this continues, there may be a "break" in the middle. Like this year, the lowest class is in the third grade, and there are only 2-3 students, not the first and second grade students. I hope that first and second grade students can send students to participate.
2. Students’ participation in club activities is unstable. When we signed up at the beginning of the semester, the number of people in our club reached 25, but in subsequent activities, the number of participants was basically around 15 each time. The rest of the students come in twos and threes and don't come at all. After understanding it, I found that there is indeed a problem. The main ones are: First, it overlaps with the main course. Several classes are actually English classes. They can only take English classes and cannot participate in club activities. The second is the overlap with soft pen calligraphy. At the beginning of the semester, the hard writing class was from 12 noon to the first period, and the soft writing class was from the second to the third class. Several students participated in both hard writing and soft writing, which was just right. But later, after the time adjustment, Soft Pen was changed to the first and second periods. After it overlapped with ours, some students participated in Soft Pen. I hope students can adjust. Third, the Tuesday afternoon arrangements for each class are unreasonable. Many classes ask students to do homework, resulting in some students not coming to activities and doing homework in the classroom.