VISUAL AND TEXTUAL SEMIOTICS IN GONGBI PAINTING: A STUDY ON AN INNOVATIVE ART TEACHING MODEL BASED ON MULTIMODAL ANALYSIS

ABSTRACT

Background: This study investigates the impact of a multimodal and semiotic teaching paradigm on student engagement with Gongbi painting, a traditional Chinese art form abundant in symbolic and literary significance. Theoretical Framework: This research is grounded in Social Semiotics and Multimodal Learning Theory and examines how visual and textual components in Gongbi facilitate interpretative, cultural, and critical thinking abilities in art education. Methods: A qualitative case study was performed with five students aged 16–18 from a multicultural secondary school over a six-week visual arts program. Data were gathered via semi-structured interviews and evaluated thematically, in conjunction with semiotic interpretations of three chosen Gongbi paintings. Results: Research demonstrates that students cultivated symbolic literacy, employed digital tools (ThingLink, Padlet, Canva) to customise and reinterpret conventional symbols, and participated in collaborative meaning-making. Digital annotation and narrative facilitate identity expression and critical reflection, particularly for non-Chinese learners. Conclusion: The research illustrates the efficacy of incorporating digital platforms and semiotic analysis into conventional art curricula, providing a reproducible framework for culturally inclusive, reflective, and interactive art education. It enhances the sparse study on Gongbi pedagogy by connecting traditional art with modern instructional methods.