Chapter Methods and techniques for developing calligraphy skills in primary school students

1.4.Techniques for teaching calligraphic writing skills
I use the following techniques in my work.
Impressions
I show the writing process and explain how to write letters, syllables, words, and sentences during this display. The presentation is made on the blackboard for the whole class or individually in the student's notebook.
Methods of connecting letters are shown; the display is accompanied by an explanation: where I start writing the letter, where I lead my hand, in which direction I make a rounding, and indicate the size of the element.
Copying it
I use this method to a limited extent due to the fact that the outline of the sample is carried out by the student without sufficient awareness of the writing process and even seeing the shape of the letter. However, the student exercises in performing the correct movement: portion, swing, size, direction, shape.
Copying from a ready-made sample
The technique is based on imitation, reproduction of a sample letter. The psychological significance of copying from a sample and circling a sample is different for the formation of a writing skill. Pattern tracing exercises motor representations. Since the outline of the sample is carried out mechanically, prolonged tracing tires the student.
An imaginary letter, or a letter in the air
The technique relies on motor sensations and a visually perceived pattern. In an imaginary circle, the child writes really, but in the air. This helps the student learn both the movement and the correct shape of the letter.
To see and understand that when writing down we always have the same slope, and when writing up we have a greater slope, but in all connecting movements it is also the same, is very important for conscious mastery of the shape of letters. If students analyze the shape of letters, they are more likely to develop a uniform slope in the letter and the correct shape of the letters.
When performing any graphic tasks, it is not the speed or the amount of work done that is important, but the correctness and thoroughness of each task.
Before each task, the child's goal is explained: "What we will do, why and how." When explaining, only familiar words are used. The explanation is followed by a display. You should make sure that the child understands the instructions. It is important to follow the sequence of classes, not to rush. If you haven't mastered the previous lesson, you shouldn't move on to the next ones. The child learns better if the lesson is conducted in a playful way. The duration of graphic classes should not exceed 3-5 minutes.