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نظام آموزش در خوش نویسی | ||
| نشریه هنرهای زیبا: هنرهای تجسمی | ||
| مقاله 3، دوره 2، شماره 42 - شماره پیاپی 489374، تیر 1390، صفحه 25-32 اصل مقاله (5.65 M) | ||
| نویسنده | ||
| مینا صدری | ||
| دانشجوی دکتری پژوهش هنر، دانشکده هنر، دانشگاه شاهد | ||
| چکیده | ||
| هنر خوش نویسی از جمله رشته های هنری است که نظام آموزش آن در پرتو سنت های برگرفته از آموزه های دینی شکل گرفته است. عوامل و عناصری در این نظام قوام یافت که به حفظ و تکوین و گسترش آن منجر شد. سؤال این است که این عناصر کدام هستند و چگونه موجب حفظ و گسترش آن شده اند؟ عواملی چون تربیت اخلاقی، حقوق متقابل استاد و شاگرد و شیوه های آموزشی (مشق نظری، مشق قلمی و مشق خیالی) با ویژگی ها و شرایط خاص خود بر تداوم و تکوین خوش نویسی اثر داشته است. یاد گیری قرآن و متون حدیث در کودکی بستری اخلاقی برای تداوم و ثبات دیگر عوامل آموزش فراهم می کند. استاد و شاگرد در این شرایط با رعایت حقوقی که بر ذم? هم دارند و با بهره بردن از شیوه های آموزشی مانند تعلیم زبانی و قلمی از طرف استاد و انجام مشق نظری، مشق قلمی و مشق خیالی از طرف شاگرد به حفظ، گسترش و تکوین آن مدد می رسانند. این مقاله با استفاده از متون قدیم، چون کتب عرفانی و رسائل خوش نویسی، به روش کیفی و تحلیل محتوا به بحث در باب آموزش خطاطی در نظام استاد ـ شاگردی پرداخته است. | ||
| کلیدواژه‌ها | ||
| مشق خیالی؛ مشق قلمی؛ مشق نظری؛ نظام استاد ـ شاگردی | ||
| عنوان مقاله [English] | ||
| System of Education in Persian Calligraphy | ||
| نویسندگان [English] | ||
| Mina Sadri | ||
| چکیده [English] | ||
| Training and upbringing tradition and educational system in Iran because of its religious content, at first has accentuated to moral and intellectual foundations and then has recommended to teaching of since and art. Calligraphy is one of art branches that its education system has formed in the shine of religious meanings. Doubtless, this tradition has caused to the formation of properties and elements in this system and has helped to its preservation and genesis. The question is that what these factors are and how affords on calligraphy preservation and genesis. The review of properties of these factors can make clear the reasons of growth and spread of this field in past periods and display the position of each factor in education system. The factors such as moral education, the reciprocal rights between teacher and student and methods and steps of education like as theory practice, pen practice and imaginary practice, by their special properties and qualifications has had effect on calligraphy continuity and genesis. Moral upbringing is the beginning of calligraphy education and learning. Learning of Koran and hadith (Islamic holy persons’ phrases) texts in childhood, provides moral status for other educational factors. In addition of Koran and hadith learning texts, there are another educations such as fine writing. Because of duplicating manuscripts, calligraphy learning has been ordered much since childhood. So people have learned calligraphy from masters since childhood. Teacher and student is main pillar of education. Relation between Teacher and student was formed gradually and was hearty. In this style of communication, teacher’s pace maker has placed in the students’ hearts as executable laws and be accepted as the most important educational basics. Teacher and student by conditions that religious educations would create due mutual rights. Master should always thinks about the student’s teaching, and should not begrudge anything from student, examines his talents and recognizes the student’s abilities and prepares the student for education. Against, student must, has perfect devotion and hears the teacher’s orders by heart, leaves indolence and be strong and firm in the way. Ingredients of calligraphy have two parts: acquisitive and non- acquisitive. Principles and manners have formed, for entrance to calligraphy acquisitive part. Practice is one of these methods. Practice is done in three levels. First level that is called “theory practice” is the study of teacher’s style. In this step Student get familiar with spirituals qualitative of teacher’s style. Second level that is called “pen practice” is applicative study as well as teacher’s style. Third level that is graduation step devotes to imaginary practice. Student can sign under his work with teacher’s permission in this level. Teacher and student, with consideration of rights which have own to each other, and use of educational methods such as verbal and slender education by teacher and doing theory practice, pen practice and imaginary practice by student, help to preservation and genesis of calligraphy. This article has done by using of old context such as Gnostic books and calligraphy treatises, and studying calligraphy education in teacher-studentship system by qualitative and content analyses method. | ||
| کلیدواژه‌ها [English] | ||
| Imaginary Practice, Pen Practice, Teacher-Studentship System, Theory Practice | ||
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