UDC 37.013
Cheng Qing
EI «Yanka Kupala State University of Grodno»
Scientific supervisor – T. V. Puzevich, Associate Professor of the Department of Translation and Intercultural Communication, Yanka Kupala State University of Grodno
THE APPLICATION OF MULTIMODAL TEACHING MODE IN FINE ARTS EDUCATION IN CHINA
Most people perceive the world through the five senses of sight, hearing, touch, smell and taste. The interaction between various senses and the outside world is called mode. There are five modes of communication that correspond to the five sensory channels, namely, visual mode, auditory mode, tactile mode, olfactory mode and taste mode. In art teaching, multi-modal teaching is a teaching method that utilizes a variety of channels and teaching means to mobilize learners’ multiple senses to cooperate with each other in order to improve students’ interest in learning and creativity. Art education plays an increasingly important role in modern society, it can improve the overall quality of students as well as their aesthetic appreciation. It can also cultivate students’ practical ability, inspire students’ innovative spirit so as to promote students’ all-round development of morality, intelligence and body [3].
The national compulsory education fine arts curriculum standard is “comprehensive”, while under the new curriculum reform, most teaching designs programs try to use the modern teaching theory of multiple intelligences, and adopt the modern teaching mode combining independent exploration and cooperative learning to cultivate students’ interest in learning. There are many methods of art teaching, but teachers have to choose carefully the methods suitable for their students’ needs, and the teaching method should be directly related to students’ interests in learning the course. Which method to use depends on the nature of the course and the learning state of the student. In art institutions outside school，an art course belongs to the subject of interest, so we must awake the interest of students in order to be able to put the knowledge into the minds of students. According to the learning and development rules of students in different ages, educational institutions need to conduct systematic research on the organization of teaching and the application of teaching methods, and put forward different multi-mode teaching methods for students in different periods.
The concept of out-of-school fine arts education
With the improvement of the standards of living in China, people have a higher pursuit of social cultural undertakings. Many people believe that education should be started from childhood, especially the cultivation of children’s interests and hobbies. Art education, as an important factor in the cultivation of children’s interests, the improvement of aesthetic ability and the cultivation of creativity, has gradually attracted a widespread attention from the society. Children’s art education institutions outside the school are being gradually recognized and welcomed by the society because of their flexibility and professionalism. Many parents hope to help children grow up and improve their painting ability and artistic tastes through this special field and way [1].
Out-of-school art teaching means that teachers guide students to learn art professional knowledge and painting skills, provide physical and mental development, and improve their quality abilities in non-school or non-family educational institutions. Out-of-school fine arts education is an extension of formal fine arts education. It is characterized by bigger flexibility and free space for development of teaching materials. In China, the form of out-of-school art education mainly includes art interest classes (3-6 year-olds), art special classes（6-9year-olds), art professional classes（more than 10 year-olds). Interest classes are mainly aimed at cultivating children’s thinking ability and interests. The teaching form is flexible and changeable. In the process of teaching, teachers often let children observe things around, and let children express what they see in the form of graffiti. In the specialty class, the main purpose is to cultivate children’s skills and help them master their painting skills. Art training is usually organized in the form of painting studio. Children are required to master painting skills and have a good command of character arrangement and scene setting. In the professional class, students hone their skills through mastering the basic professional knowledge and carrying out higher level painting skill training. This teaching mode is the most active social school-running mode in the society at present.
Zhang Zhaorui puts forward the teaching method of arts education activities outside school that is based on mastering arts knowledge and skills in activities, carrying out art exchange activities through cooperation and other forms to improve the fun of arts learning [4].
Since the 1990s, the fine arts education has developed outside school and the school fine arts teaching methods was aimed at exploring the diversity and science, paying attention to flexibility and interests in imparting knowledge and skills, and at the same time, paying more and more attention to scientific grasp of the youth physical and mental development laws and emphasis on youth creativity, imagination, etc.
The characteristics of multimodal teaching mode
- Emphasis on multi-sensory use
Everyone has their own learning style, and different types of students have different behavior patterns. Students’ learning types are classified according to the multi-modal types, which can be roughly divided into five types: the first type is visual learning students, the second type is auditory learning students, the third type is tactile learning students, the fourth type is olfactory learning students, and the fifth type is taste learning students. The traditional teaching model is mainly based on the teacher’s lecturing, blindly instilling knowledge in the whole class, without thinking about what kind of learning type students are suitable for. Therefore, learning enthusiasm of the majority of students is not high, teachers are tired of teaching, students learn hard. And the final learning effect is not significant. On the contrary, the multimodal teaching method is aimed at changing the status quo, the teacher in class combines text with images, video, sound to make the students see, hear, touch, smell and taste, i.e. utilize a variety of senses and actively involve into the learning process. This method raises students’ interest in learning, stimulates students’ imagination, helps students to master professional knowledge more efficiently.
- A combination of teaching methods
With the acceleration of social modernization, education is becoming more and more scientific and diversified. Walk into a classroom, and you can see an electronic whiteboard, an overhead projector and so on. In class, audio and painting synchronized video reading is used instead of recitation played by tape recorder, a dynamic picture instead of a wall chart.
The living environment of contemporary students has changed and their outlook has broadened. A single teaching method is even less applicable to them than before. In the past, a piece of chalk, a black board, and a textbook were the most common things used in teaching. However, this form of class organization is too simple, the teaching process is not perfect, the teacher takes the initiative to impart knowledge, and the students absorb it passively. When society’s expectations of students have risen, a new teaching mode was introduced in order to cultivate and develop students’ various learning abilities. When the world has become one global village, how can we still be satisfied with the single classroom model of decades ago? A rational use of multi-modal teaching mode stimulates students’ interest in learning and cultivate their initiative [2].
(3) Teachers guide and students lead
In the interactive learning environment provided by multi-mode teaching, students can easily and actively participate in it. Only when students observe and think actively, they can have a passionate and enthusiastic atmosphere, and then through the guidance of teachers give full play to their innovative ability. Through students’ continuous exploration and experience, the current classroom teaching status can be fundamentally changed, and the time and space can be returned to students to the greatest extent, so that students can gradually form innovative ability in active exploration and independent learning.
Integrating multimodal approach into art teaching can diversify teaching methods. Art class is a visual class, as people pay attention to things not only by visual, but also by auditory, tactile and other senses, it is necessary to integrate other senses to understand things, and enhance the attention of students. This can not only create a relaxed learning atmosphere, but also help students to perceive visual objects comprehensively and dynamically as three-dimensional objects, improve their interest in learning and deepen their understanding of the subject. Through observing, touching, listening, smelling, tasting and associating, we can integrate our own instincts into learning, so that our imagination and creativity can be developed. If teachers truly integrate multi-modes into teaching, students can combine knowledge with perception, be in an active learning state, and express the knowledge they have learned in their own way, rather than passively experience it in the situation set by others.
(4) Teaching benefits everyone
In the teaching process, students are the main body of the class and the main component of the multi-mode teaching process. In the multimodal teaching classroom, the teacher should not only impart knowledge to the students, but also arouse the enthusiasm of the students. The traditional idea is that the teacher is the owner of knowledge, but the new curriculum standard requires the teacher to be the learner. Multimodal teaching requires teachers to acquire knowledge beyond their major. This requires teachers to actively explore, improve their own quality to achieve teaching and learning goals.
In the lay people’s idea, art teaching is just a course that teaches students to draw. There is nothing wrong with this conception, but from a professional point of view, painting is just one part of art teaching. Before entering a formal painting stage, the arts teacher must introduce their classroom to the subject matter. In a good art class, the classroom introduction is the first step that requires the teacher to collect a lot of art pictures or art appreciation comments and other materials. However, before the introduction of the multimodal teaching method into the art course, the teaching resources available to teachers were very limited. The lack of the introduction link in the classroom makes the art teaching dull and difficult to mobilize the enthusiasm of students to learn art.
Since the introduction of multimodal teaching method to art teaching, the course import procedure in the classroom have become rich and colorful, and it fully mobilizes the enthusiasm of the students at the beginning of a lesson. Teachers use multimedia technology to collect a large number of teaching-related art materials, including pictures and videos related to the course, as well as excellent art works. Through the course import procedure in the classroom, the art teaching can be full, students can also deeply grasp the meaning and connotation of the art works in the teaching of this link. In the long run, students’ art appreciation ability, class enthusiasm and creativity can be continuously improved.
The application of multi-modal approach in art teaching
In the process of teaching, teachers should deepen the reform of the training mode of skilled talents, and embody the advanced teaching methods by integrating “teaching, learning and doing”. In the multi-mode teaching, language, image, music, video, network and other modes are organically introduced into the teaching process. The rich teaching modes can generate a stimulating classroom atmosphere, create suspense, and stimulate the imagination of students. They can fully mobilize students’ various senses to participate in classroom learning so that students generate all aspects of the picture association in their mind to produce a good draft. This method is more in-depth than a single-mode classroom explanation, and it better stimulates the learning ability of learners. Multimodal teaching method uses a variety of teaching methods to mobilize the enthusiasm, initiative and creativity of learners, attract students to take the initiative to participate in classroom interaction, and stimulate students’ interest in learning fine arts. For the art course that points to the nature of visual image from the three aspects of perception, understanding and creation, the significance of using multimodal teaching method is to mobilize students’ perception, make students actively contact things, construct their own method and knowledge system, and then express and create.
According to the requirements of the art course, based on students’ learning styles, participation, adaptation degree, life experience, practical ability, imagination, and the way of exploring knowledge, teachers as far as possible present physical objects and the organic combination of multimedia, music, film and video data that scientifically guide students’ perception. In this teaching mode, students can acquire knowledge in the process of using their own ability to see, hear, touch, smell, taste so that the whole teaching process evolves as a cycle [5].
Students explore new knowledge in the process of learning activities, and gradually improve their personal learning ability and drawing ability unconsciously in the daily practice. The purpose of multimodal teaching method is to give students sufficient autonomy so that they can find happiness in learning, and then unconsciously acquire knowledge and enhance their learning ability. The flexible use of various teaching modes makes up for the deficiency of traditional teaching methods to a great extent.
A multimodal teaching concept requires teachers to operate according to the teaching content, teaching environment, teaching goal, the basic idea for students to choose one or more of the teaching method (communicative approach, the whole body reaction method, the suggested method, direct method, situational teaching method, etc.), and its reasonable use in the teaching environment, the use of knowledge for the students to understand and master is indispensable. In the multi-mode classroom teaching, teachers collect classroom materials by various means, create real situation environment through pictures, music, video and network technology, and make learners experience the real teaching purpose of teachers through a variety of sensory stimulation, give play to their imagination, and improve students’ creative ability of painting. For example, when talking about the topic «Mount Fuji» in the interest class, the author chose the multimodal way of combining visual art and music to show it. Students were encouraged to listen to the music with their eyes closed with the purpose of experiencing the feeling of being on the scene. This process fully integrates hearing, vision, posture, and other aspects to mobilize the enthusiasm and initiative of students, enhance learning interest and participation.
Conclusion
Multimodal teaching method is one of the representatives of modern teaching methods, and its development plays an important role in the improvement of traditional teaching mode. It is beneficial to cultivate students’ comprehensive quality. The integration of multimodal teaching method and art teaching aims at the optimization of art classroom teaching effect. By optimizing teaching methods and the way students learn, it improves the students’ interest and enthusiasm in learning, and realizes the contextualization, communication and life-oriented teaching.
Bibliographic list
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