AccScience Publishing / DP / Online First / DOI: 10.36922/dp.4554
Submit to DP
Cite this article
52
Download
630
Views
Journal Browser
Volume | Year
Issue
Search
Forthcoming Issue
Current Issue
View All
News and Announcements
View All
REVIEW

Multimodality in art teacher education in China

Sze Seau Jill Lee1* ,  Li Ling Siew2 ,  Ngee Derk Tiong3 ,  Na Ma1,4
Show Less
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
DP 2024, 1(1), 4554 https://doi.org/10.36922/dp.4554
Submitted: 16 August 2024 | Accepted: 25 September 2024 | Published: 15 October 2024
© 2024 by the Author(s). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC-by the license) ( https://creativecommons.org/licenses/by-nc/4.0/ )
Download PDF
Cite
XML
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 education in China reviews its evolution and its influence on art teacher education, highlighting the persistent issues within the field. The articles’ findings chart the “working space” for multimodality within the Chinese art education context, offering insights and recommendations for practitioners, researchers, and policymakers. We position multimodality as an approach that has the potential to contribute to the development and internationalization of Chinese art teacher education in the current era.

Keywords
Multimodality
Multimodal social semiotics
Teacher education
Art education
SDG 4
Quality education
Funding
None.
Conflict of interest
The authors declare that they have no competing interests.
References
  1. Yang Y. Development and current status of art education in China: From policy to practice. In: Chemi T, Wang L Du X, editors. Arts-Based Education: China and Its Intersection with the World. Vol. 2. Netherlands: Brill; 2019. p. 142-163. doi: 10.1163/9789004399488_009

 

  1. Cope B, Kalantzis M. Pedagogies for digital learning: From transpositional grammar to the literacies of education. In: Multimodal Literacies Across Digital Learning Contexts. United Kingdom: Routledge; 2021. p. 34-54.

 

  1. Lim FV, Cope B, Kalantzis M. A metalanguage for learning: Rebalancing the cognitive with the socio-material. Front Commun. 2022;7:1-15. doi: 10.3389/fcomm.2022.830613

 

  1. Bezemer J, Kress G. Multimodality, Learning and Communication: A Social Semiotic Frame. United Kingdom: Routledge, Taylor and Francis Group; 2016.

 

  1. Jewitt C, Bezemer J, O’Halloran K. Introducing Multimodality. United Kingdom: Taylor and Francis; 2016. doi: 10.4324/9781315638027

 

  1. Kress G. Multimodality: A Social Semiotic Approach to Contemporary Communication. United Kingdom: Routledge; 2010.

 

  1. Kress G, Van Leeuwen T. Reading Images: The Grammar of Visual Design. United Kingdom: Routledge; 2006.

 

  1. Yang J. Chinese contemporary art teachers’ professional development in the 20th and 21st centuries within the multicultural framework. Herit Sci. 2022;10(56):2-16. doi: 10.1186/s40494-022-00692-8

 

  1. Saris B. Review of engagement with creativity and creative design processes for Visual Communication Design (VCD) learning in China. Int J Art Des Educ. 2019;39(2):306-318. doi: 10.1111/jade.12262

 

  1. Cope B, Kalantzis M. The things you do to know: An introduction to thepedagogy of multiliteracies. In: A Pedagogy of Multiliteracies: Learning by Design. United Kingdom: Palgrave Macmillan; 2015. p. 1-36.

 

  1. Bateman J, Wildfeuer J, Hiippala T. Multimodality: Foundations, Research and Analysis - A Problem-Oriented Introduction. Germany: De Gruyter; 2017.

 

  1. Halliday MAK, Matthiessen CMI. An Introduction to Functional Grammar. 3rd ed. London: Arnold; 2004.

 

  1. New London Group. A pedagogy of multiliteracies: Designing social futures. In: Cope B, Kalantzis M, editors. Multiliteracies: Literacy Learning and the Design of Social Futures. United Kingdom: Routledge; 1996. p. 9-38.

 

  1. Van Leeuwen T. Multimodal literacy. Metaphor. 2017;4:17-23. doi: 10.3316/aeipt.219392

 

  1. Lim FV. A design-based research approach to the teaching and learning of multiliteracies. Asia Pac Educ Res. 2022;32:641-653. doi: 10.1007/s40299-022-00683-0

 

  1. Lim FV, Toh W, Nguyen TTH. Multimodality in the English language classroom: A systematic review of literature. Linguist Educ. 2022;69:1-30. doi: 10.1016/j.linged.2022.101048

 

  1. Stein P. Multimodal Pedagogies in Diverse Classrooms: Representation, Rights and Resources. United Kingdom: Routledge; 2008.

 

  1. Michelson K, Lee JF, Abdennebi M. Textual thinking as evidenced through think-alouds: Designing meanings in interpreting authentic L2 web texts. Lang Teach Res. 2022;1-30. doi: 10.1177/13621688221096782

 

  1. Paesani K, Allen HW. Teacher development and multiliteracies pedagogy: Challenges and opportunities for postsecondary language programs. Second Lang Res. 2020;1(1):124-138.

 

  1. Rajendram S. Potentials of the multiliteracies pedagogy for teaching English Language Learners (ELLS): A review of the literature. Crit Intersect Educ OISE/UT Stud J. 2015;3:1-18.

 

  1. Lim FV, Weninger C, Nguyen TTH. I expect boredom”: Students’ experiences and expectations of multiliteracies learning. Literacy. 2021;55(2):102-112. doi: 10.1111/lit.12243

 

  1. Fariza PB, Ramiaida D, Yuslina M. Implementation of a Western-based multiliteracies pedagogy in Malaysia: A socio-cultural perspective. GEMA Online J Lang Stud. 2015;15(1):1-24. doi: 10.17576/GEMA-2015-1501-01

 

  1. Edwards N. Multimodality in science education as productive pedagogy in a PGCE programme. Perspect Educ. 2015;33(3):159-175. doi: 10.38140/pie.v33i3.1922

 

  1. Ibarra-Rius N, Ballester-Roca J. Digital storytelling in teacher training: Development of basic competences, creativity and multimodal literacy through book trailers. In: Carrió-Pastor ML, editor. Teaching Language and Teaching Literature in Virtual Environments. Singapore: Springer; 2019. p. 241-254. doi: 10.1007/978-981-13-1358-5_13

 

  1. Li M. Multimodal pedagogy in TESOL teacher education: Students’ perspectives. System. 2020;94:102337. doi: 10.1016/j.system.2020.102337

 

  1. Accurso K, Gebhard M. SFL praxis in U.S. Teacher education: A critical literature review. Lang Educ. 2021;35(5):402-428. doi: 10.1080/09500782.2020.1781880

 

  1. Choi J, Yi Y. Teachers’ integration of multimodality into classroom practices for English language learners. TESOL J. 2016;7(2):304-327. doi: 10.1002/tesj.204

 

  1. Loo SY. Professional development of teachers: Using multimodality and reflective peer review approaches to analyse digitally recorded teaching practices. Teach Dev. 2013;17(4):499-517. doi: 10.1080/13664530.2013.838602

 

  1. Yi Y, Angay-Crowder T. Multimodal pedagogies for teacher education in TESOL. TESOL Q. 2016;50(4):988-998. doi: 10.1002/tesq.326

 

  1. Aagaard T, Lund A. Mind the gap: Divergent objects of assessment in technology-rich learning environments. Nord J Digit Lit. 2013;8(4):225-243. doi: 10.18261/ISSN1891-943X-2013-04-04

 

  1. Tan L, Zammit K, D’warte J, Gearside A. Assessing multimodal literacies in practice: A critical review of its implementations in educational settings. Lang Educ. 2020;34(2):97-114. doi: 10.1080/09500782.2019.1708926

 

  1. Tan L, Chai CS, Deng F, Zheng CP, Drajati NA. Examining pre-service teachers’ knowledge of teaching multimodal literacies: A validation of a TPACK survey. Educ Media Int. 2019;56(4):285-299. doi: 10.1080/09523987.2019.1681110

 

  1. Lee SS. Design principles of a responsive pedagogical model for multimodal skills of oral presentation. Malays J ELT Res. 2021;18(1):36-51. doi: 10.52696/UQBF6793

 

  1. Sang G, Liang JC, Chai CS, Dong Y, Tsai CC. Teachers’ actual and preferred perceptions of Twenty-first century learning competencies: A Chinese perspective. Asia Pac Educ Rev. 2018;19(3):307-317. doi: 10.1007/s12564-018-9522-0

 

  1. Karkar Esperat TM. The pedagogical content knowledge of a multiliteracies survey instrument for preservice teachers that meets the needs of diverse populations. Teach Educ. 2022;58:406-427. doi: 10.1080/08878730.2022.2147615

 

  1. Tiong ND. Appraising ‘Professional Learning Communities’ (PLCs) for Malaysian schools through the lens of sociocultural theory: A critical review of literature with implications for research and practice. Malays J ELT Res. 2019;16(2):1-17.

 

  1. Ye J, Zhu X, Lo LNK. Reform of teacher education in China: A survey of policies for systemic change. Teach Teach. 2019;25(7):757-781. doi: 10.1080/13540602.2019.1639498

 

  1. Ministry of Education of the People’s Republic of China. 中共中央办公厅 国务院办公厅印发《关于全面加强和改进新时代学校体育工作的意见》和《关于全面加强和改进新时代学校美育工作的意见》[The General Office of the CPC Central Committee and the General Office of the State Council Issued the ‘Opinions on Comprehensively Strengthening and Improving School Physical Education in the New Era’ and ‘Opinions on Comprehensively Strengthening and Improving School Aesthetic Education in The new Era’]; 2020. Available from: https://www.moe.gov.cn/jyb_xxgk/ moe_1777/moe_1778/202010/t20201015_494794.html [Last accessed on 2024 Aug 12.

 

  1. Wang Y, Liu X, Zhang Z. An overview of e-learning in China: History, challenges and opportunities. Res Comp Int Educ. 2018;13(1):195-210. doi: 10.1177/1745499918763421

 

  1. Zhou B. From scale to quality: Experiences and challenges in teacher education in China. ECNU Rev Educ. 2019;2(2): 196-204. doi: 10.1177/2096531119853081

 

  1. Ministry of Education of the People’s Republic of China. China Issues New Guideline to Improve Compulsory Education; 2019. Available from: https://en.moe.gov.cn/ documents/laws_policies/201912/t20191219_412680.html [Last accessed on 2024 Aug 12].

 

  1. Xue E, Jian L. What is the ultimate education task in China? Exploring “strengthen moral education for cultivating people” (“Li De Shu Ren”). Educ Philos Theory. 2021;53(2):128-139. doi: 10.1080/00131857.2020.1754539

 

  1. Zhang Q, Siribanpitak P, Charoenkul N. Creative leadership strategies for primary school principals to promote teachers’ creativity in Guangxi, China. Kasetsart J Soc Sci. 2020;41:275-281. doi: 10.1016/j.kjss.2018.08.007

 

  1. Ministry of Education of the People’s Republic of China. 教育部关于推进学校艺术教育发展的若干意见 [Opinions of the Ministry of Education on Promoting the Development of Art Education in Schools]; 2014. Available from: http://www.moe.gov.cn/srcsite/A17/moe_794/ moe_795/201401/t20140114_163173.html [Last accessed on 2024 Aug 12].

 

  1. Han SS. 中国高校设计艺术教育的现状分析与发展 [Current situation analysis and development of design art education in Chinese universities]. 品牌 [Brands]. 2015;2:272.

 

  1. Niu W, Sternberg RJ. Societal and school influences on student creativity: The case of China. Psychol Sch. 2003;40(1):103-114. doi: 10.1002/pits.10072

 

  1. Duncum P. Visual culture isn’t just visual: Multiliteracy, multimodality, and meaning. Stud Art Educ. 2004;45(3): 252-264.

 

  1. Serafini F, Reid SF. Analyzing picturebooks: Semiotic, literary, and artistic frameworks. Vis Commun. 2022;23(2):330-350. doi: 10.1177/14703572211069623
Share
Back to top
Design+, Electronic ISSN: 3060-8953 Published by AccScience Publishing
We use cookies on our website to ensure you get the best experience.
Read more about our cookies here
Accept