ISSN: 2226-6348
Open access
With the development of multimodal learning theory in the field of education, music teaching is gradually shifting from the traditional auditory-based teaching mode to the teaching method of multi-sensory integration. As a visual representation tool of musical elements, graphic notation provides an effective way to concretize the concept of abstract music. Although multimodal learning and gamified learning have been widely studied, the teaching framework that integrates graphic notation, multimodal interaction and gamified teaching system is still lacking, especially the empirical research on the characteristics of teachers' teaching implementation. In this study, a multimodal music game teaching model supported by graphic notation was constructed by using design-based research method. The study collected data through teacher training, lesson plan analysis, classroom observation, and reflection records, and analyzed the characteristics of teachers' teaching implementation under the teaching framework. The results show that the teaching mode effectively reduces the abstraction of music learning and improves the operability of teaching practice through the integration of graphic visualization representation, multimodal sensory participation and gamified interaction. At the same time, the study further reveals the key teaching strategy characteristics of teachers in the implementation of multimodal music teaching. By bridging instructional design and classroom practice, this study contributes to the literature through an integrated framework that combines graphic notation, multimodal learning, and gamified teaching, offering both theoretical advancement and practical implications for music education.
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