Needs Analysis for Designing an Aesthetic-Oriented Chinese Calligraphy Teaching Module via the ADDIE Model
Abstract
This study addresses the limited integration of aesthetic education in primary school calligraphy instruction and highlights the need for a more child-centred teaching approach. The research reports the analysis phase of the ADDIE instructional design model in developing an Aesthetic-Oriented Chinese Calligraphy Teaching Module (AO-CTM) for children aged 9-12. A mixed-method needs analysis was conducted through document review and semi-structured interviews involving calligraphy teachers, experts, and parents. The findings revealed that current calligraphy teaching is overly focused on repetitive technical drills, with insufficient attention given to aesthetic appreciation, cultural understanding, creativity, and learner engagement. Participants consistently emphasised the necessity of a new teaching module that balances technical skill with aesthetic experience, integrates cultural and heritage elements, and incorporates interactive and contemporary teaching strategies. The study also identified key challenges, including limited instructional time, lack of aesthetic-oriented teaching resources, and insufficient teacher preparation. Based on the findings, several design principles were proposed to guide the subsequent ADDIE development phases, including cultural storytelling, aesthetic appreciation activities, creative practice, and multimedia integration. This study contributes a systematic needs-analysis framework for innovating calligraphy education and provides a theoretical and practical foundation for developing an aesthetic-oriented Chinese Calligraphy Teaching Module for children.
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