Instructor Interview
Below, Kang Zhou describes the purpose, teaching philosophy, and goals of 21G.111 Chinese Calligraphy.
An Integration of Technique, Culture, and Self-Cultivation
Since 2018, I have been teaching Chinese calligraphy at MIT. What began as a short IAP offering has gradually grown into a full-semester course offered in both the spring and fall, thanks to strong student interest and support. This course has been especially well-received, drawing students from a wide range of academic backgrounds.
At its core, 21G.111 Chinese Calligraphy is more than a technical training in brush writing—it is a holistic practice that blends artistic appreciation, cultural inquiry, and personal reflection. Structured around three pedagogical pillars—Facts (knowledge and understanding), Acts (practice and experience), and Calligraphy Concepts (aesthetic and philosophical insight)—each week the course encourages students to explore historical foundations, develop hands-on skills, and engage in conceptual inquiry. This tripartite structure allows students not only to do calligraphy but also to understand and internalize it.
Why Students Take the Course
Based on a student survey, their motivations for taking the course can be grouped into three main themes:
- Passion for Chinese culture and curiosity about the art of calligraphy: Many students are fascinated by the intersection of art and culture. They view calligraphy as a unique skill that can deepen their understanding of Chinese culture and allow them to create meaningful artistic work in the future.
- Cultural identity and personal connection: For Chinese heritage learners, the course offers a way to strengthen their connection to cultural roots and family traditions. For non-heritage students, it provides an opportunity to engage with Chinese culture in a personal and meaningful way, even if they have not previously had direct exposure.
- Cross-cultural interest in writing systems: Some students have had prior exposure to other scripts (such as Japanese kanji or Arabic calligraphy) and are eager to explore similarities and differences through the study of Chinese calligraphy.
Slowing Down in a Fast-Paced Environment
At MIT, where academic life is often defined by speed and innovation, learning calligraphy creates a mindful counterbalance. The course invites students to slow down, observe carefully, and connect deeply with their perceptions and feelings. Through regular practice, they cultivate not only motor precision but also patience, spatial awareness, and focused attention—qualities essential in both the arts and STEM disciplines.
Over the years, I’ve seen how even students with no background in Chinese art discover unexpected focus and joy through the practice of calligraphy.
Learning through Practice and Projects
The course is rooted in project-based learning, encouraging students to learn by doing, observing, creating, and reflecting. Projects range from personal calligraphy pieces to interdisciplinary video explorations and conceptual works inspired by contemporary artists like Xu Bing. These projects give students space to synthesize technique and meaning, while expressing their own voice within a traditional art form.
Bridging Tradition and Innovation
While deeply rooted in classical practice and historical study, the course also embraces innovation. Students explore how calligraphy interacts with other fields—dance, music, engineering, and modern design. Assignments such as creating calligraphy-inspired English “characters” challenge conventional boundaries between language systems and visual art. In this way, the course nurtures both respect for tradition and creative experimentation.
A Lifelong Artistic Journey
Calligraphy is taught not as a short-term skill, but as a lifelong discipline—an evolving dialogue between brush and mind, form and feeling. Through reflective writing, in-class sharing, and final presentations, students learn to articulate their journey and deepen their personal connection with the art. The practice of Chinese calligraphy becomes not only a cultural education, but also a path toward artistic and intellectual growth.
What Happens During Class Sessions
Each class is organized into three interrelated components:
- Facts (Understanding and Discussion): Students learn about the history of Chinese calligraphy, its cultural context, and related traditions. This part of the class often includes group activities, such as researching a famous calligrapher and presenting findings to their peers.
- Acts (Practice and Technique): The second portion of the class focuses on hands-on practice. The instructor demonstrates key skills and techniques, guiding students as they observe, imitate, and practice writing. Individualized feedback is an essential part of this process, as each student requires close attention to refine their strokes and overall expression.
- Calligraphy Concepts (Philosophy and Aesthetics): The final portion explores core calligraphic concepts, highlighting the connections between calligraphy, Chinese philosophy, and aesthetics. Through these concepts, students are encouraged to reflect on the broader meanings of the art form.
In addition, the class regularly incorporates student presentations, collaborative discussions, and interactive formats. At times, we host open classes that invite other MIT students to join. For example, in one session in 2024 our students guided newcomers in writing calligraphy, and together they created a scroll featuring words that represent MIT’s core values—an experience that was both collaborative and deeply meaningful.
A Holistic Learning Experience
The assessment methods are intentionally diverse. Some tasks are completed individually, while others require collaboration with peers or engagement with the broader community. For example, students sometimes work together on creative projects, present their work in exhibitions, or design pieces that connect calligraphy with cultural events.
Reflection plays a central role, as students are asked to consider how calligraphy, as both an art form and a cultural practice, could be applied to their personal lives and broader social contexts. In particular, the hands-on projects encourage students to experiment creatively and often lead to cross-disciplinary applications, connecting calligraphy with fields such as science, technology, and design. This combination of technical practice, creative expression, personal reflection, and community engagement creates a holistic learning experience that extends beyond the classroom.
Curriculum Information
Prerequisites
There are no formal prerequisites, but the course requires extensive one-on-one guidance, and each student needs to see demonstrations and receive individualized feedback, so enrollment is limited. In the event that the course is over-enrolled, preference is given in the following order: declared Chinese minors, declared Chinese concentrators, students who have taken Chinese language courses at MIT, seniors, juniors, sophomores, freshmen, graduate students, and students from other institutions.
No prior knowledge of Chinese language is required, as the course is taught in English.
Requirements Satisfied
21G.111 can be applied toward the Humanities, Arts, and Social Sciences (HASS) portion of MIT’s General Institute Requirements (GIRs), specifically as a HASS-A (arts) course.
Offered
Most semesters.
Assessment
Grade Breakdown
- 10% Attendance and participation
- 40% Weekly assignments
- 15% Hands-on projects
- 15% After-class reflections
- 10% Final artwork
- 10% Final video presentation
Student Information
Enrollment
20
Breakdown by Year
Primarily third- and fourth-year undergraduates.
Breakdown by Major
Primarily science and engineering majors.
Typical Student Background
Typically, all or most of the students have studied Chinese, but none have prior training in Chinese calligraphy.
Enrollment Cap
20 students maximum.
How Student Time Was Spent
Class Sessions
- Met once per week for three hours per session; 13 sessions total; mandatory attendance.
- In class, students learn the history, philosophy, and aesthetics of Chinese calligraphy, engage in hands-on practice, deliver presentations, and participate in collaborative discussions.
Out of Class
- Outside of class, students compose written reflections, work on calligraphic projects, and prepare presentations.
