This article focuses on the way in which teacher might reconstruct and redesign teaching and learning curriculum based on multimodal literacy education. The research was originally intended to analyse what and how the non-verbal cue․semi-verbal language of animation might construct and design on teaching and learning curriculum in terms of 'knowledge construction, 'thinking ability' and 'express and product ability'. The analysis show that knowledge on the non-verbal cue․semi-verbal language of animation is present as a rigid scheme. Thinking ability is limited by insufficient information and the paper book is not adequate to present contextual elements and stimulate higher thinking sills. What if fantasy is not regarded to express the non-verbal cue․semi-verbal language of animation, children might not achieve creativity. These three key findings imply that field academy should promote for multimodal literacy education for example animation and the practical principle is provided for teacher who reconstruct and redesign on multimodal literacy education.