4, HANDWRITING Writing has two aspects, the manual or calligraphic skill and the creative skill which is more commonly known as composition. It is the first aspect that is referred to here. Handwriting or calligraphy is a skill which is more complex than reading an and eye as well as muscular contro! to form the symbols. wolves coordination of hand ‘The teaching of writing in Schools in India has some peculiar problems, and the approaches and techniques. used in English speaking countries are not alway’ applicable. (i) In most schools in India, pupils ate required to learn three languages. (ii) In most states the three scripts are different. (ii) In Indian Languages there are no capital letters. (iv) Children in Schoots in India are expected to master these scripts ata relatively young age. (¥) Most Anglo-Indian and other English medium schools introduce the second language at a very early stage and letter formation of the second language interferes with the letter formation of the English Writing systems or vice versa. Because of the number of scripts @ pupil in India has to master, much more writing practice should be given than ia those countries where a single script is taught. As with reading, the approach should be graded. Stage I - Pre Writing Activities which help to develop muscle control and increase hand eye coordination. These activities will include paper crushing, paper tearing, threading beads, stacking bricks and scribbling with a variety of materials and media-charcoal, thick pencils, crayons, chalk or a wet finger on states, boards, sand, newspaper ‘etc, The children will also learn finger rhymes to develop muscular control. Stage II - Beginning Hand writing ‘The children will do patterns to develop rhythm and flow. These patterns depend on the script to be followed. ‘There are several recognised systems of script e.g. Marion Richardson, Sheila Strover, Vere Foster etc. Pupils should practice on uaruled paper. The pupils should trace the pattems on prepared sheets first, then. follow dotted lines and lastly make the designs themselves. By this time interest in reading is also developing, so the children should want to write words e.g. their names, labels etc. Introducing Handwriting* ‘As a first step in writing it is recommended that the teacher should make the pupils practice the pattems ‘numbered (1) to (10), given on the next page: @) inthe air (i) with felt pens on sheets of newspaper or with chalk, crayon or bits of rag using poster paints on newspaper or brown paper. Gii)_ in sand with their fingers, if possible. (iv) on blackboards, chalk-boards or large sheets of paper with chalk or crayon, ‘This section is taken from Rhythm in writing by Sheila Strover (Orient Longman). Pre-writing patterns: Introductory book. 14Method: ‘A. The teacher stands facing the blackboard and makes the appropriate movements in the ai saying” clearly the words printed above each pattern, D. The pupil must imitate the movements of the teacher in the air and repeat aloud (not shout) the "direction words" of each pattern. . The teacher then makes several pupils go to the blackboard and facing it repeat the movements im the air at the same time repeating the “direction words”. D. When she is satisfied that movement and “direction words" are known, she draws the pattern on the ‘blackboard repeating the “direction words" and the children draw the pattern on chalk boards or on paper with chalk ot crayon. Note: The direction of each movement is most important. ‘Stage III - Handwriting Once the pupils have had sufficient practice in the formation of letters and single short words, practice in ‘writing should be given in the following graded manner: {a) Only 2 lines after a "model" “The fines on the paper should be 2 cm apart (Prep - Std 1) (b) Transcription from a writing card on single-lined paper. (Std I-III) {© Transcription from a textbook on single - lined paper. (Std IV & V) Criteria of Good Handwriting (@) It should be distinctive - each letter should have a characteristic of its own, (b) It should be simple with no unnecessary flourishes. (©) Letters and words should be evenly spaced, neither too far apart nor crowded together. {a) ‘There should be uniformity in size of letters, spacing, alignment and direction of slant. (© The sezipt should be such that it can be executed ata reasonable speed. It should not be laboured, It must however be emphasised that speed should not be aimed for in the earlier stages of writing, It should be kept in mind as a goal to be achieved by older pupils. ‘Note: See Entitlement, Attainment & Assessment Targets App. I. Recommended Books. 1. Joy of Writing - Jay Cee Publications 2, Macmitlan Graded Handwriting Series - Macmillan, 43, Beautiful Handwriting - Graded series - Evergreen Publishers. 4, -Leaming to write (series) - MadhubanI @ down, across, across; down, across, scrott;.... Foo ed boned toe Dee tne eekel IIIS @) up, down; up, down;. ® down, up; down, up;.. (®) round, across; round, across; (@) little loop, swing up; little loop, swing UPi...u.00 ~ GAGIIN IRVIN LORD, (10) up loop, down loop; up loop down loop;. BERRIES Note : Teachers are advised before using the Pupils’ Introductory Book to make charts or fissh cards of the patterns. These are eatily made with felt pens on eardpaper. 16Suggested Patterns and Letter Formation After the introduction of writing, as suggested, a graded scheme should be followed. The patterns and letters (given below) based on Sheila Strover's "Rhythm In Writing”, (Orient Longman) wiil form a good basis for the development of legible handwriting. CAPITALS MIEIN/ «EFHIKULNTXYZ (2) WWW ss ANMW (9) UJ 2 U 4) COLLEY. C og =Q (6) CODOOCOO . 0 7) QQQQQQ0= Q. 8) deeaianar= J (9) 483588858388% = S “i =BDPR SMALL LETTERS: (Qo eam 1 hee 2) Wu, «i wh by Warns x 4) wns vr