Using the 5E cycle in a Year 4 calligraphy lesson

The new exploration of the 5E learning framework for the integration of digital and intellectual elements in primary school calligraphy classes – Taking “Character Copying Practice (III)” in the fourth grade as an example  

Guo Fuyuan  

Dingxin Primary School in Hangzhou  

Abstract:The needs of primary school students for calligraphy learning in the new era are different from those in the past. Given the context of “dual innovation”, the teaching models for calligraphy in primary schools should be changed accordingly. Moreover, the trend of integrating digital and intelligent technologies is gradually reshaping the educational environment; this also provides strong innovative impetus and new technological support for current calligraphy teaching. This case study aims to explore how, under the influence of the information age, we can maintain the traditional essence of calligraphy while using information technology to innovate the teaching methods of calligraphy, thereby improving the quality of calligraphy education and the students’ calligraphy skills. It also seeks to promote the inheritance and development of calligraphy in modern educational settings, and to offer new ideas and practical references for educators involved in calligraphy teaching.    

Keywords:Integration of digital and intellectual technologies; 5E learning cycle; Primary school calligraphy    

1. The problems and opportunities in the teaching of calligraphy in primary school classes  

(1) The evils of the times  

1. The import process is boring.

The introduction phase of teaching lacks interest, the classroom atmosphere is dull, students lack enthusiasm, and learning efficiency is low. Additionally, there is a lack of diverse teaching resources, which hinders the improvement of students’ aesthetic understanding of calligraphy and their comprehension of calligraphy culture.  

2. Single methods of teaching and learning

The learning of calligraphy knowledge emphasizes the teacher’s direct instruction and example. Traditional calligraphy teaching focuses on the master-apprentice relationship, with great emphasis on the teacher’s personal guidance and demonstration. As a result, students’ writing styles in class are limited; they learn by imitating the teacher’s handwriting and the process of writing. Students simply copy what the teacher does, which leads to a lack of innovative spirit and exploration abilities among them. This is not conducive to the development of students’ creative and practical skills.  

3. Simplification of exhibition and evaluation processes

The classroom presentations are insufficient, and there is a lack of a proper platform for evaluation. In the evaluation process, teachers play a dominant role; the evaluation methods are traditional. Attention is focused on students’ understanding of calligraphy knowledge and their writing skills, while the cultivation of cultural aesthetics is neglected. The evaluation is lackluster and lacks systematicness. As a result, students’ feedback is not provided in a timely manner, and thus the evaluation cannot truly reflect the actual learning outcomes.  

(2) Opportunities  

Since December 2023, the Ministry of Education has issued the “Notice on the Comprehensive Implementation of Art Education in Schools”. This notice clearly states that digital technologies should be utilized to enhance art education in schools. It aims to promote the integration of digital technologies with traditional Chinese culture, to enrich teaching content, to innovate teaching methods, to provide more diverse artistic experiences, and to improve the evaluation process. Calligraphy is an important component of art education in schools. The current integration of digital and intelligent technologies provides an opportunity for the transformation of calligraphy teaching. As stated in the “Art Curriculum Standards for Compulsory Education (2022 Edition)”, “attention should be paid to the connections between art and other subjects, and the collaborative educational functions should be fully utilized.” This enables more possibilities for calligraphy art education. These possibilities include more convenient and efficient teaching methods, as well as more intuitive and engaging learning experiences. All of these provide a broader platform for expanding calligraphy art education.  

Compared to traditional classrooms, calligraphy classes facilitated by information technology utilize digital tools, interactive software, and abundant online resources. These tools not only create an “energy field” for mutual interaction between teachers and students, thereby improving teaching efficiency, but also stimulate students’ interest in learning. They help develop innovative thinking, aesthetic abilities, and practical skills, having a significant impact on inspiring students’ wisdom.  

II. Scenario simulation: Implementation of the “5E Learning Cycle” in classroom teaching  

The “5E Learning Cycle” teaching model originates from classic constructivist educational theories. It emphasizes the creation of problem-based situations and the students’ independent exploration under teacher guidance. The aim is to enable students to learn happily while constructing their knowledge systems, and to foster an attitude of exploration and practice. The model consists of five teaching stages: “Engagement”, “Exploration”, “Explanation”, “Elaboration”, and “Evaluation”. These stages progress in a sequential manner. Since all the names start with the letter “E”, it is simply referred to as the “5E” model. The integration of information technology, with its advantages in clarity, interactivity, and dynamism, provides strong technical support for the implementation of the “5E Learning Cycle” model. The combined use of both elements runs throughout the entire classroom process, and corresponds to each stage of calligraphy teaching. This not only improves the teaching process and its effectiveness, but also offers students a new, engaging, and exploratory learning experience, helping to develop their core competencies.  

(1) Class introduction: Digital and intelligent tools to stimulate interest  

Introduce appropriate classroom introductions, utilize information resources, and integrate digital teaching materials. This approach is no longer monotonous and boring; it stimulates students’ interest and encourages them to participate actively, thereby fostering their core cultural understanding.  

1. Create virtual reality to enhance the students’ experience.

By utilizing information technology, learning environments related to calligraphy can be created. Attention is paid to the design of the classroom environment for calligraphy lessons; for example, scenarios simulating ancient calligraphy gatherings are created, allowing students to experience calligraphy creation. In these classes, teachers emphasize the use of calligraphy elements in the classroom, such as classic calligraphy works or rubbings. Students are also encouraged to observe real calligraphy models up close, enabling them to understand the practical applications and artistic atmosphere of calligraphy within specific contexts, thereby stimulating their interest in learning and creative inspiration.  

2. Using informational materials, create interesting scenarios

During the introduction phase of classroom activities, make full use of Internet-based teaching resources to create a database of calligraphy teaching materials. For Yan Zhenqing, a figure whose name students may only know, animated videos can be used to illustrate his life, background, writing style, and works, which will be more engaging for students. Additionally, AI restoration techniques can be employed to transform the paintings of Yan Zhenqing in books into actual photographs, making this ancient figure seem like it is alive again. As a result, students’ understanding of Yan Zhenqing becomes much deeper. Before class, teachers can digitally program Yan Zhenqing based on the AI restoration, and set up knowledge databases. During the class, when students ask questions, the AI version of Yan Zhenqing can answer them, thereby helping students to better grasp the knowledge they learn.  

(II) Exploration of New Knowledge: Digital and intelligent support to enhance learning  

In the “5E Learning Cycle” teaching model, the exploration phase focuses on the learning of new knowledge. It emphasizes the development of students’ initiative and practical skills. By guiding students to participate actively and conduct in-depth exploration, the understanding and application of knowledge are enhanced.  

1. Interactive exploration to solve problems

The interactive platform should serve as a learning space that supports students’ independent learning, in-depth exploration, and active discovery. For example, in the “Exploration of the Size of Calligraphy Works” section of the “Calligraphy Copying Exercises (III)” lesson in the second semester of the fourth grade, students use the “Make a Call” function of the AI “Doubao” software to engage in real-time conversations, thereby gaining knowledge about the various sizes of calligraphy works. This changes the way knowledge is acquired; instead of being taught by the teacher, students engage in self-exploration, and learning becomes an active process.  

2. Online interaction; communication between teachers and students

Create an online learning community or teaching platform for calligraphy, so that interaction, communication, and the sharing of works between teachers and students, as well as among students themselves, can take place. Teachers can assign homework, conduct live teaching sessions, and organize discussions related to calligraphy on this platform. Students can upload their works at any time for evaluation, learn from others’ works, and participate in online calligraphy competitions or collaborative projects. This helps to break down time and space barriers and enhances students’ enthusiasm and engagement in learning. Through the UMU platform, students’ questions or in-depth discussions can be collected online. In “Calligraphy Practice (3)”, by asking questions such as “What do you consider to be the most important elements when creating a calligraphy piece?”, the most important aspects that students focus on—such as “overall appearance”, “size”, “unity”, “structure”, and “lines”—can be identified from the discussions on the platform.  

(3) New understanding (explanation): Digital and intelligent explanations to facilitate comprehension  

In the “5E Learning Cycle” model, explanation plays an important role. Its purpose is to guide students in a deeper analysis of the problems and phenomena revealed during the inquiry phase (i.e., the issues encountered during the process of self-exploration of new knowledge). Information technology is used to enhance interactions between teachers and students, helping students to understand these problems and thus resolve them.  

1. Using an intelligent assistant, explain the principles of writing with a pen

Smart calligraphy teaching tools such as smart calligraphy desks and electronic calligraphy pens are introduced. These tools feature real-time feedback capabilities, allowing for accurate analysis of students’ writing strokes and structures, and providing timely corrections. This provides data support for personalized teaching. For example, the electronic calligraphy pens can detect the thickness, length, and angle errors in students’ writing, and offer suggestions for improvement.  

2. Use Xibo whiteboards to clarify the knowledge framework

As an advanced teaching tool, Smartboard can help students gradually establish a framework for knowledge during the learning process, enabling them to develop a clear understanding of the relevant concepts. In this lesson, the teacher uses the “video recording” function of Smartboard to demonstrate on-site. By writing while explaining, analyzing examples, and marking key points during writing, students can watch the demonstrations without any obstacles, which helps them better grasp the proper way of writing those characters. Additionally, through the “take picture” function, students’ practice assignments can be displayed on a large screen for interactive discussion between teacher and students; any strengths or weaknesses can be noted, thereby greatly improving students’ ability to master the key points of character writing.  

IV. Creative practice and transfer: using digital tools to innovate  

Following the “explanation” phase, students can understand the problems they encounter during their own exploration of new knowledge. Understanding does not mean mastery. By applying information technology and engaging in innovative writing practices, these problems can be basically resolved, and students’ creative and practical abilities will be enhanced.  

1. Design various activities to develop writing skills.

In calligraphy classes, various information technology-based activities are designed to develop students’ practical writing skills. Such activities include writing competitions, discussions on calligraphy masters and related knowledge, etc. These activities stimulate students’ enthusiasm and participation in learning. During class, students are guided to use whiteboards for calligraphy competitions involving specific characters. On one hand, this greatly enhances students’ enthusiasm and improves the efficiency of classroom learning; on the other hand, it helps students better understand the length, angle, and structure of the strokes of those characters.  

2. Use the calligraphy app to assist in efficient creation.

In the creation of calligraphy works, various aspects such as the selection of characters, the size of the piece, the type of paper used, the location and content of the signature, as well as the way in which the work is framed and decorated, can be handled through calligraphy apps. With regard to character selection, it has shifted from traditional methods of finding models from reference books to using electronic calligraphy apps. This makes the process more efficient for those who are passionate about calligraphy. As for the size of the piece, users can choose the desired size—such as vertical, horizontal, square, or fan-shaped formats—allowing for more diverse options for creators. As for the type of paper, different paper types can be selected, including the background pattern, color, presence or absence of grids, and the shape of the grids, in order to achieve various aesthetic effects. As for the signature, this is often a challenge for students, as mistakes in the signature can ruin the entire work. However, we can design the signature in advance using the options available in the calligraphy app, inputting the text to be signed into “upper signature” or “lower signature,” and then clicking to complete it. If the overall appearance of the work is harmonious, the signature can be added immediately; otherwise, it is necessary to go back to the signature options to make adjustments. At this point, the work is essentially complete. It is also possible to frame the work, but if one is unsure about the most appropriate framing style, they can use the calligraphy app to directly access the framing app, where they can choose the material, color, and width of the frame, thereby presenting their work in the best possible way.  

(5) Classroom exhibition and evaluation: Digital and intelligent assistance to improve the exhibition and evaluation process  

The “Evaluation” loop refers to the evaluation of classroom presentations. Through the application of information technology, writing practices are expanded and innovated, and new knowledge is basically mastered. To master these skills proficiently, it is necessary to provide timely feedback on evaluations, reflect on and improve upon them, and thus complete a closed loop in learning.  

1. Data visualization tools, enabling intuitive presentation

Data visualization tools enable the presentation of massive amounts of learning data in the form of charts and images. This provides teachers with clear and intuitive evaluation results. After students complete their works, teachers can quickly use tablets to capture the content of the works and upload it to the cloud exhibition hall. The content is then displayed on multimedia screens, allowing teachers to observe the details of the students’ work and provide feedback together with the students, pointing out the strengths and weaknesses of the works, so that students can become aware of their own shortcomings. Additionally, through the QR codes provided by the cloud exhibition hall, parents can easily view their children’s works at home and share them with others, thereby enhancing the children’s confidence.  

2. Intelligent evaluation system to improve the efficiency of evaluations

With its advanced natural language processing and machine learning technologies, the intelligent evaluation system can carry out intelligent analysis and evaluation of students’ works and oral expressions. In the evaluation of students’ calligraphy practice, the “Aesthetic Education Assistant” tool developed by the Xiangma Art APP can be used. Teachers can input information such as students’ works, evaluation requirements, evaluation directions, student names, and types of works, or set up evaluation templates in advance. The AI will automatically generate evaluations of students’ works, and these evaluations can also be shared or used to create posters. Additionally, the collected evaluation data can be analyzed to develop personalized learning plans for each student, allowing the teaching content and pace to be adjusted dynamically. For students with weak foundations, basic techniques can be emphasized; for those with some knowledge, resources for style development and innovation can be provided, thereby meeting the learning needs of students at different levels and implementing individualized teaching.  

III. Learning outcomes  

(1) Teachers strive to cultivate beauty and artistry in the teaching process, paying attention to students’ artistic experiences, and emphasizing key courses. In terms of classroom environment, works by famous calligraphers are displayed in the classrooms, allowing students to be immersed in a cultural atmosphere related to calligraphy and to experience its charm at any time. In class, teachers use information resources such as AI digital figures to enhance students’ visual experiences. As a result, students develop a greater interest in learning calligraphy, and by exploring its cultural background, calligraphy teaching becomes more culturally rich, thereby promoting students’ cultural appreciation.  

(II) With the help of information technology, the methods of teaching and learning have become more diverse. Tools such as Smart Whiteboards and UMU platforms are used to support calligraphy teaching, thereby creating various forms of classroom teaching. This emphasizes the role of students as the main actors in the learning process; teachers act as active guides, encouraging students to explore on their own. Through this process of inquiry, students gain deeper understanding, and the interaction between teachers and students becomes more genuine and effective. Calligraphy apps, smart pens, and calligraphy desks not only help improve students’ skills in writing and practical application of calligraphy, but also enable them to express themselves creatively and deeply, thereby enhancing their core competencies. At the same time, it improves students’ digital literacy, laying the foundation for more intelligent calligraphy classes.  

(III) Through the use of digital and intelligent display platforms in classrooms, the works of more students, or even all students, can be effectively displayed. By utilizing “cloud exhibition halls”, students’ works are presented in a three-dimensional manner, overcoming the limitations of traditional flat displays. This allows students to feel as if they are in a virtual calligraphy exhibition hall, enabling them to appreciate the details of the works up close, and thus giving them a strong sense of satisfaction. At the same time, this provides a basis for evaluation. The Xiangma Art APP can quickly process large amounts of data, enabling objective and comprehensive evaluations of many students, thereby improving the efficiency of evaluation. Additionally, the convenient sharing and interaction features allow teachers to share students’ calligraphy works and systematic evaluations with parents. This promotes communication between home and school, creating a strong educational partnership that helps students develop their calligraphy skills.  

IV. Summary  

The future development trend of information technology in calligraphy classes will incorporate more technological and intelligent elements. With the further development of technologies such as artificial intelligence and big data, a modern and efficient teaching environment will be created for teachers and students. Calligraphy teaching will become more intelligent, precise, and personalized. At the same time, it is important to continue to focus on the organic integration of tradition and modernity in future teaching. It is also necessary to enhance the information literacy of teachers and their professional skills in calligraphy, so as to promote the continuous development and innovation of calligraphy education in the information age, and to make greater contributions to the preservation of fine traditional Chinese culture.  

In the future, we will further explore ways to achieve a harmonious and integrated integration of information technology and calligraphy teaching. This will create conditions for more personalized calligraphy education, provide data support for a variety of evaluation methods, and offer diverse platforms for students to showcase their creative practices, thereby promoting the comprehensive development of students.