This study aims at exploring multimodality and its didactical use in the art subject in secondary and upper secondary school. Correspondingly, the purpose of our study is to understand how the pupil’s multimodal experiences and abilities can be integrated into the art subject considering today’s digital development. Multimodality is a significant area to explore because of its ubiquitous nature in the pupil’s life. Our rationale rests on the importance of our material surroundings for a description of our contemporary existence. We also consider the relevance of an aesthetic experience for effective learning. Our research method was a systematic search in different pedagogical databases. This study draws on data from various scientific texts and reports about art education and digital, new multimodal media. Our result indicates that art teachers should view the pupil as a resource. Our review also shows that working with multimodal media can promote social awareness while supporting creativity. However, our result also indicates that there are obstacles and challenges to be met and resolved before a positive effect is achieved, for instance, art teachers that have an inadequate digital-media education. The results imply a need for change in how current and soon-to-be art teachers use new media in the art classroom. Our study provides examples of successful integration of multimodality in the art classroom; this contributes to the art subject by providing didactical resources that go hand in hand with learning objectives in the art syllabus.