Page 52 - DP-1-1

Design+ Multimodality in art teacher education in China

Table 1. Adapting multimodal social semiotic approach for analyzing art
Metafunction Prompt
Ideational metafunction • How do the choices in the semiotic modes and artistic techniques express the overall message of the art artifact?
• Do you see any local and global cultural elements in the art artifact?
• What moral values do you perceive through the semiotic mode choices in the artifact?
Interpersonal metafunction • What does the artist want you to think through the semiotic modes in the art artifact?
• What does the artist want you to feel through the semiotic modes in the art artifact?
• Do you see any art techniques being used to represent power relationships or social connections in the art artifact?
Textual metafunction • Do you think the composition of the art artifact applies any art principle (e.g., golden ratio)?
• What are the semiotic modes and art techniques used by the artist to emphasize specific aspects of the art artifact?
• How do the semiotic modes (e.g., colors, textures, sounds, and materials) in the composition contribute to the overall
message of the artifact?

Table 2. Codesigned lesson packages in Singaporean schools 15, p. 6
Teacher Lesson topic Viewing and representing skills incorporated
Basil Pri T1 Instructional text Viewing skill: Unpacking the multimodal meaning of instructional videos, focusing on gaze, shot, angle,
and perspective
Representing skill: Making a short instructional video clip
Basil Pri T2 Picture book Viewing skill: Unpacking the multimodal meaning of a picture book, based on encounter, engagement,
and evaluation framework
Representing skill: Extending a story with words and illustration
Aspen Pri T1 Narrative text Viewing skill: Unpacking the multimodal meaning of a football video clip, focusing on perspective, shot,
angle, and facial expression
Representing skill: Multimodal planning of narrative composition, reflecting the perspective of the
narrator and facial expressions of the characters
Eurya Sec T1 Visual text Viewing skill: Unpacking the multimodal meaning of a visual text, focusing on form, audience, message,
and integration of meaning
Representing skill: Making a poster
Dahlia Sec T1 Personal recount Viewing skill: Unpacking the multimodal meaning of a short film clip, focusing on mood and gesture
Representing skill: Oral representation of a personal recount, focusing on the use of mood and gesture
Dahlia Sec T2 Visual text Viewing skill: Unpacking the multimodal meaning of a visual text, focusing on form, audience, message,
and integration of meaning
Representing skill: Making a poster

international literature shows that while the training of basis for art teacher education in China. In summary, we
teachers to apply multimodality is promising, it is also posit that the critical and creative aspects of multimodality
accompanied by challenges, and similar challenges should can facilitate a productive and meaningful mediation
logically be expected in China. The rural-urban gap in of meaning in art teaching, aligning harmoniously
teacher quality in China will not be fully resolved by with the aspirations of the Chinese state. However,
adapting multimodality alone, nor will concerns regarding this critical discussion also highlights the caveats and
teachers’ burden of work. More action research and case limitations of implementing multimodality across various
studies are needed to explore how multimodality can educational contexts, based on empirical evidence. These
be adapted in ways that respect local Chinese practices considerations should be carefully weighed by pedagogical
and beliefs, especially in a society accustomed to single leaders and policymakers, especially considering the
authority and teacher-centeredness in the classroom. deeply entrenched ideologies in teacher education that
Nonetheless, we contend that a meaningful attempt to favor print-based literacy. It is important to emphasize
explore multimodality in art education holds substantial that multimodality must not merely be mimicked but
promise. adapted in a reflexive and critical manner—an approach
6. Conclusion that is integral to multimodality itself. In keeping with
this reflexive and critical stance, we also recommend that
In this paper, we attempt to describe the conceptual multimodality receives further attention from researchers
richness of multimodality and its potential as a theoretical in China, both through teacher action research and larger

Volume 1 Issue 1 (2024) 8 doi: 10.36922/dp.4554