CAET Journal
Volume 6, Issue 2, Pages 179-186
The properties of Chinese calligraphy and its beauty have captured the imagination and expression of artists throughout the Eastern history. Although some in the Chinese world still practice Chinese calligraphy as an art today, many first encounter it as part of the literacy education in primary school curriculum. Repetitive mimicking is often emphasized in the process without much creative element. As a Chinese calligrapher who aspires to reflect on the creative aspect of the art form, this author chose to integrate elements of Chinese calligraphy with other art modalities in work with teenagers in school setting. This article will look at applying Chinese calligraphy elements to a framework called the expressive therapies continuumin group therapy setting.
中國書法的特性及其美麗捕捉了整個東方歷史藝術家的想像力和表達。在華人社會中有不少人仍將中國書法視作為藝術來實踐，但許多初次接觸中國書法卻是小學課程中練字課程內。在教學過程中通常會強調重複模仿，而沒有太多創意元素。作為一位反思藝術形式創造性方面的中國書法愛好者，作家選擇將中國書法的元素與其他藝術形式相結合，並與學校中的青少年一起實踐。本文將探討如何將中國書法元素應用於團體治療中，並探討在表達性治療連續系統框架下的應用。
Chinese calligraphy, Expressive therapies continuum, Expressive arts therapy.
中國書法, 表達性治療連續系統, 表達藝術治療.
Received 31 December 2020
Accepted 31 December 2020
This is an open access article.
