In monodukuri (crafting) discourse (crafting) discourse, materials used for a creative activity serve as a primary object of both the teacher’s as well as students’ attention when they are engaging in crafting. Also, their awareness toward the material contributes to the establishment of discursive practice based on common ground. From a multimodalMultimodal analytic perspective, this case study examines how a teacher educator and prospective teachers (students) construct their monodukuri discourse in a preservice teacher education module for special needs educationSpecial needs education at a Japanese university in western Japan. The author collected interaction data through ethnographic fieldwork over one semester in the module. Through the analysis, it was found that with gesturesGesture(s) and minimal verbal expressions such as demonstrativesDemonstratives, in the process of making art crafts, teacher and students were able to establish and share meaning. This material-centered, multimodalMultimodal interaction encouraged participants to become aware of not only their verbal expressions but also materials, gestures, and the goal of learning as common ground. The results showed that when the teacher educator demonstrated the making of a teaching material, the students’ attention was guided by his use of demonstrativesDemonstratives such as “kore” (this) and “koko” (here) with pointingPointing gesturesGesture(s) as well as sharing the object while crafting a sample. The teacher educator’s class demonstration also illustrates the pedagogical style useful for teaching children in special needs educationSpecial needs education.