Page 47 - DP-1-1

Design+ Multimodality in art teacher education in China

understanding intercultural meanings afforded by local texts. These may include drawings, paintings, photographs,
and social diversity, and the need to embrace flexible, moving images, toys, digital games, dramas, music
experiential, and situated knowledge within the complex compositions, and performances, which are widely studied
and ever-changing communicative and semiotic in art education. These all-pervading visual “texts” have
landscape. Hence, multiliteracies imply two main “multi”s: unique functions and affordances in meaning-making.
2
the multiple cultural, social, and domain-specific contexts Adopting a social semiotic approach in meaning-making
of communication, and the multiple modes of meaning- and knowledge representations may uncover the ideological
making that fall under multimodality. 2 or, more specifically, the social, cultural, and political
positions of the text producer, This may serve as a crucial
4-8
In recent decades, multiliteracies have constantly
challenged print-based notions of literacy and literacy window for researchers and educators to comprehend the
practices and processes of teaching, learning, and creation
pedagogy that may not adequately address contemporary in specific contexts. The approach is relevant as it addresses
issues, such as the increasing salience of images in text-based the construction and representation of experience, social
knowledge representations. The multiliteracies framework identities, and relationships, all of which are crucial in
aims to develop learners’ abilities to communicate and education.
represent knowledge, as well as to negotiate differences in
meaning across contexts with multiple variables, such as Compared to MSSA, the applications of multimodality
culture, gender, life experience, subject matter, and social in education, or multimodal pedagogies, take into
or disciplinary domains. 2 consideration literacy practices and experiences drawn
13
from students’ lifeworlds. These pedagogies encourage
Multimodality and multiliteracies have significant
pedagogical implications. In particular, the dynamic and educators to create learning spaces where students can
navigate, interpret, and produce multimodal texts using
multimodal nature of modern communication technologies a wide range of semiotic resources, thus enhancing their
calls for literacy pedagogy that teaches learners how to multimodal literacy. 3
navigate, interpret, and produce multimodal texts using
a range of semiotic resources. Multimodal literacy, which Teachers can also design learning experiences through
includes knowledge, skills, and semiotic awareness, should the application of multiliteracies pedagogy or multimodal
3
be cultivated to help learners engage with multimodal texts pedagogies. These approaches integrate four knowledge
composed of semiotic resources, such as written language, processes to enhance teaching and learning: experiencing
spoken words, body language (e.g., gestures, facial (situated practice), conceptualizing (overt instruction),
expressions, proxemics, tone, and pitch), music, symbols, analyzing (critical framing), and applying (transformed
2
images, drawings, or moving images. Van Leeuwen practice). In the literature, these four processes have
14
adds that multimodal literacy encompasses both esthetic been purposefully and creatively applied to inform the
and critical dimensions, both of which are crucial for art teaching of multimodal oral presentation skills in tertiary
20
production and appreciation in contemporary digital education, design lesson packages for secondary school
15
environments. In teaching and learning, multimodal English, and guide the teaching of foreign languages. 19
literacy may be taught to provide more engaging and Applications of multimodal pedagogies in the English
interactive learning experiences for students. language teaching field have shown largely encouraging
results. A recent systematic review of literature on
2.2. Multimodality in education
multimodal pedagogies in English language classrooms
Developments in multimodality research have shaped reports that these pedagogies provide opportunities to
the curricula of several education systems, notably in engage with multimodal texts from students’ lifeworlds,
15
Singapore, Finland, Australia, and Hong Kong. In support critical, creative and culturally responsive
this respect, two theoretical threads guide educators in pedagogies, enhance the explicit teaching of multimodal
designing learning experiences in formal education: literacy, and increase sensitivity to the role of affect in
(i) A MSSA for interpreting and creating multimodal learning. Likewise, Rajendram highlights the benefits of
16
20
compositions; 4,6,16,17 multiliteracies for fostering student agency, language and
(ii) A multiliteracies approach 18,19 and multimodal literacy development, affirmation of cultural identities,
pedagogies, positioning teachers as designers of student engagement and collaboration, and critical literacy.
3
learning experiences. Therefore, the research suggests that multimodality offers
The MSSA expands the definitions of “text” to include significant benefits to learners.
broader modes of meaning-making and knowledge However, multimodality in education is not without its
representation through the production of multimodal challenges. One notable challenge to maximizing its full

Volume 1 Issue 1 (2024) 3 doi: 10.36922/dp.4554