Chihiro Tetsuka

6.36 A Comparative Study of Curriculum Design Principles for “Inquiry-Based Learning” in Art Education (Paper)

Chihiro Tetsuka – Meiji Gakuin University, Tokyo, Japan

Abstract:

This research aims to identify the principles of curriculum design for inquiry-based learning specific to art education through a comparative study of artistic inquiry and scientific inquiry. Inquiry-based learning has recently been incorporated into the Japanese national curriculum. This shift aligns with global trends as Japanese education transitions from content-based to competency-based learning, making inquiry-based learning practical. While the theory of inquiry-based learning has developed primarily within the context of science education, it is often overlooked that “inquiry” has different meanings in various academic fields. Each field has its unique processes and purposes associated with inquiry. In this presentation, I would like to discuss how we can understand inquiry-based learning in art education from the perspective of arts-based research.

10.21 Sumi Ink Painting × ABR Workshop (Workshop)

Chihiro Tetsuka – Meiji Gakuin University, Tokyo, Japan

Satoshi Ikeda – Hiroshima University, Japan

Kazuji Mogi – Atomi University, Niiza, Saitama, Japan

Soko Takemaru – Arts Council Tokyo, Japan

Abstract:

In this workshop, we will explore sumi ink as a material, traditionally used for ink painting in Asia since ancient times. Instead of creating traditional paintings, our focus will be on the “uncontrollability” and “ambiguity” that emerge when sumi ink and water interact. The workshop involves both individual and group activities. During group work, rather than relying on speech or writing, we will practice non-verbal, art-based communication. Through these exercises, participants will learn about an Eastern concept of the individual – not as an isolated entity but as one shaped through interactions, communication, and relationships with others. Art-based research is considered an intellectually creative process that involves understanding, interpreting and critiquing a subject, while engaging the physicality and sensitivity of the creator, with the aim of personal transformation as a form of living inquiry (Irwin, 2013). This workshop aims to foster a mindset that transcends the dichotomies between Eastern and Western, traditional and contemporary, and self and other, by rediscovering tradition.