The Comparison Of Stele Study And Rubbing Study

The Chinese calligraphy history is of long standing. Two schools, namely Stele and Rubbing, have come into being since Qing Dynasty. From then on many Calli-- graphy theoreticians, such as Ruan Yuan, Bao Shicheng and Kang Youwei, struggled for them. Especially, Kang Youwei discussed the schools incisively in his literature Guang Yi Zhou Shuang Ji. These theoreticians summarized the theories and practices of Stele Study in Qing Dynasty comprehensively and systematically, which boosted the development and prosperity of calligraphy in Qing Dynasty. Then lots of calli- graphy theoreticians stated Stele Study and Rubbing Study. In order to summarize previous conclusions and understand and compare the Stele Study and Rubbing Study, this paper investigates and verifies lots of historical materials, and expatiates the uni- que traits of the two schools. The traits of Stele Study are square, powerful, plain, steep, close, hard-nosed, and tight, while those of Rubbing Study are naive, gainly, rotund, smart, and elegant. This paper analyses the traits one by one and lists the re- presentative calligraphers and their works. Concrete comparisons reveal Stele Study and Rubbing Study are both excellent culture tradition of Chinese nation. Nowadays calligraphy learners should absorb the nutrition of both schools so as to inherit and develop Chinese calligraphy in deed.In addition, this paper also analyzes the policy and culture background for Guang Yi Zhou Shuang Ji and the living status of Kang Youwei concretely. Kang Youwei incorporated policy ideas into the change of calligraphy and considered the chronically pursued elegant style should be changed and Bei Wei style should be advocated. The author discusses why Kang Youwei advocated Stele Study and re-- strained Rubbing Study. Besides, the author let the readers know art possesses of the property of extreme by itself and suggests artists should do their best to break down the shackles of thought to make art reach a perfect state.