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REVIEW ARTICLE
Multimodality in art teacher education in China

Sze Seau Jill Lee * , Li Ling Siew 2 , Ngee Derk Tiong 3 , and Na Ma 1,4
1
1 Department of Education, Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala
Lumpur, Malaysia
2 Sunway Diploma Studies, Sunway College, Bandar Sunway, Petaling Jaya, Selangor, Selangor,
Malaysia
3 School of Education, Faculty of Arts and Social Sciences, University of Nottingham (Malaysia),
Semenyih, Selangor, Malaysia
4 Department of Art Education, Faculty of Education, Faculty of Art Education, Baotou Light Industry
Vocational Technical College, Baotou City, Inner Mongolia, China

Abstract

Multimodality research offers a rich paradigm for revitalizing and enhancing art
education practice; however, its successful implementation depends on evidence-
informed integration into the educational system, particularly in the training
and development of art teachers. This review interrogates the existing literature
on multimodality in education, teacher education, and art education, drawing
recommendations tailored for the implementation of multimodality in Chinese art
teacher education. The interpretation of multimodality in education encompasses
both a multimodal social semiotic approach and multimodal pedagogies. The critical
discussion of teacher education in China draws attention to its specific ongoing
issues, as well as its developmental and reform history. The discussion on art
*Corresponding author: education in China reviews its evolution and its influence on art teacher education,
Sze Seau Jill Lee highlighting the persistent issues within the field. The articles’ findings chart the
(leess@ucsiuniversity.edu.my) “working space” for multimodality within the Chinese art education context, offering
Citation: Lee SSJ, Siew LL, insights and recommendations for practitioners, researchers, and policymakers.
Tiong ND, Ma N. Multimodality in We position multimodality as an approach that has the potential to contribute to
art teacher education in China. the development and internationalization of Chinese art teacher education in the
Design+. 2024:1(1):4554.
doi: 10.36922/dp.4554 current era.
Received: August 16, 2024
Accepted: September 25, 2024 Keywords: Multimodality; Multimodal social semiotics; Teacher education; Art education;
SDG 4; Quality education
Published Online: October 15, 2024
Copyright: © 2024 Author(s).
This is an Open-Access article
distributed under the terms 1. Introduction
of the Creative Commons
AttributionNoncommercial License, Art education inherently requires expression through multiple modes, making it
permitting all non-commercial use,
distribution, and reproduction in any a natural context for the application of multimodal pedagogies and social semiotics,
medium, provided the original work which can enrich the learning process in a culturally appropriate manner. Specifically,
is properly cited. China’s National Standard for Art Education in the Compulsory Stage focuses on
Publisher’s Note: AccScience developing student abilities in “feeling and experiencing, creating and expressing,
Publishing remains neutral with reflecting and commenting.” 1,p.153 The application of multimodal pedagogies can enhance
regard to jurisdictional claims in
published maps and institutional teaching and learning experiences in experiencing, conceptualizing, analyzing, and
2,3
affiliations. applying. Furthermore, a social semiotic approach, which uncovers the social and

Volume 1 Issue 1 (2024) 1 doi: 10.36922/dp.4554