Multimodal teachers behaviors in online music classes for Chinese primary and secondary schools: an analysis of six demonstration videos

While music classrooms are vital to aesthetic education in China, empirical investigation into the instructional practices within them remains limited. To illuminate current pedagogical characteristics, a multimodal analysis was conducted on six music demonstration lessons from the National Smart Education Platform for Primary and Secondary Schools (NSEPPSS). The analysis reveals two key patterns in teaching. First, although educators employed a variety of modalities, verbal instruction was the dominant method. Non-verbal modalities like eye contact, gestures, and PowerPoint slides served supplementary roles. In stark contrast, embodied practices such as demonstrative singing and rhythmic gestures—often considered vital to music pedagogy—were underutilized. Second, significant differences in modality use emerged across educational levels. The most pronounced divergence in teaching behaviors occurred between primary and middle school, whereas the patterns of middle and high school teachers were more closely aligned. Consequently, educators should place greater emphasis on the potential of non-verbal and embodied modalities, which can reinforce instruction and diversify expressive repertoires. Rather than over-relying on a single mode like spoken language, teachers should purposefully select modalities best suited to the learning objective. Fostering synergy between different modes is crucial, as their effective combination can stimulate student interest and cultivate a more engaging learning environment.