“If art pursues newness,
Where can we find new things in art classes?

Reflecting on the meaning of art and reflecting on the changes of the times
I suggest an art class for tomorrow.


While national curricula have evolved over time, can we truly say that art classes in schools have adequately evolved to keep pace? What constitutes a good class, and what are the starting points? This question is closely tied to two questions: "For whom is the class beneficial?" and "For what purpose is it beneficial?"
At the heart of the eight lessons introduced in this book is the growth of our children.
In other words, the 'art class of tomorrow' that the writers are talking about is 'a learning activity for children' and 'art education that creates growth.'


So how should we prepare for tomorrow's art classes? Andy Hargreaves, a world-renowned American educator and author of "The Fourth Way of Schooling," emphasized, "It's crucial for 21st-century teachers to learn how to teach in ways they weren't taught before."
The ability to teach as one has learned is based on the teacher's attitude of continuous learning.
It is a unique expertise possessed by teachers who research and practice good classes.
This is a competency that teachers who teach art education and art classes must have.
Hargreaves' words cannot but be a very meaningful message to art teachers who are most sensitive to the changes of the times and constantly seek new things.
It is said that the ontological essence of a teacher lies not in the excellence of teaching, but in the authenticity and continuity of learning.
That's why it is said that teachers are not people who teach, but people who learn.
This book can serve as a new milestone for teachers preparing for 'Tomorrow's Art Classes.'

This test started out as a way to make the first art class fun, but I wanted to show the students a test that wasn't a test.
I wanted to show them that there are exciting exams where they don't have to worry about the fear of exams, the fear and anxiety that are embedded in their minds like a rock, where they can find answers with friends and solve problems with help from others.
I wanted to help students forget, even if only for a moment, the sad reality that school exams are an endless competition with friends, and that rankings and grades are created, and that the top student takes everything and the rest become losers.
After the test, I ask the students to do their homework during the problem-solving time.


“You will face many problems as you go through life.
Rather than trying to solve difficult problems alone, we must learn how to solve them together and help each other live together.
The 'beauty of harmony' emphasized in art is also like that.
Please don't be discouraged. If there's something you want to do, go for it! From now on, in art class, don't worry about what others think, don't just sit still, and move.
It's okay to fail.
Experiment! Enjoy the adventure.”
--- From "Fun Innovation, the First Art Class Through Exams"

Having gained confidence from the effectiveness of GBL through my memory card game class and my experience teaching using the virtual world technology called Metaverse, I decided to create an art history museum in the Metaverse space and expand my classes to Metaverse game-based classes.
While searching for a platform to create a metaverse art history museum, I came across a platform called 'Cospaces Edu.'
'Cosspace Edu' provides various characters and objects in the platform's own library, so even beginners can relatively easily create buildings and terrain, and even create games using block-based coding.
It was the perfect platform to create an art history museum.
--- From "Art History Classes Using Online Media"

If students don't have the time or space to encounter contemporary artists and their work, what if they invited artists to their schools for exhibitions? What if, instead of simply exhibiting, they directly integrated the appreciation of their work into their classroom lessons? What if, after viewing the exhibited works, they collaborated with the artists themselves, allowing students to experience the artist's creative process? Furthermore, what if they collaborated with the artists to create a collaborative exhibition of the results of their creative process? This is how school gallery exhibitions and art education utilizing exhibitions began.

--- From "School Gallery: Staying, Communicating, and Being Together"

The class, which actively analyzed and critiqued games, was good in that it critiqued games themselves, but it fell short in terms of treating games as a field of art.
For a long time, artists have been studying various expressive techniques to realistically express the visible world, such as perspective to express space, chiaroscuro to handle light, and depiction of texture.


These rules of conversation were carried over to games, and game graphics were completed. However, the problem was that the class, which was centered around pure art, suddenly moved to a game critique class, and there was no connection between art and games.
So, in 2022, we revised the course content to compare and analyze traditional paintings and games.
We've omitted the story and mechanics analysis parts of the critique form we used previously, and have supplemented the critique activity sheet form to allow for comparisons between traditional paintings and games.
--- From "When Games Meet Art Class"

The 2018 "Save the Plastic Planet!" and 2021 "Climate Action Art Project" were designed to empower students to experience the power and influence of images through art classes and learn how to effectively communicate their messages using them.
Because I believe that the ability to read, critically interpret, and utilize images is an essential skill now and in the future.


By addressing the issues of plastic waste and the climate crisis as class topics, I hoped that students would become more aware of the world they live in and make efforts to create positive change.
To act responsibly as a member of a community, one must first be able to analyze phenomena and think critically.
I thought I should design this kind of experience through art classes.
--- From "Art, Facing Life and the World"

There's a banana with a cute expression stuck on the wall.
I guess you were impressed by the work of Maurizio Cattelan that you encountered during class.
They say if you come to their class after seeing this piece, they'll even give you a banana! What a kindly transformed piece.
I laugh with my students as they don't forget what they've learned and turn it into their own experiences.
Cattelan's work, which creates a confusing situation of 'Is this a work of art?' while being a work that anyone can imitate, has been interpreted in various ways.
Because of the title "Comedian," it is considered a black comedy mocking the contemporary art market.
The artistic value of this work, which has spread like wildfire and created a huge meme, will be proven only after some time has passed, but it is clear that it has become an event in art history.
The incident where the students put it up was also not a banana.
--- From "Art Classes that Experience Challenge and Experimentation"

It was the first time that the KJ (Kawakita Jiro) Professor Conference Technique (a method devised in 1964 by Jiro Kawakita, a professor at Tokyo Institute of Technology in Japan and a world-renowned cultural anthropologist, to find the real problem by combining individual data collected from various angles in a situation where the overall problem was not known and structuring it into an overall framework) was applied.
However, it was very difficult, perhaps because I was not yet familiar with the faculty meeting techniques and there was a lack of materials.
Next time, I thought it would be more efficient to create a questionnaire and use the fill-in-the-blank method.


Even so, it seems that student-led learning has been successful.
In fact, until the last project, students were given the topic and learning content in advance, and they proceeded with passive learning by acquiring and designing related knowledge and skills.
In such cases, students lack motivation and tend to give up easily when faced with difficulties, or they show a passive attitude of only accepting instructions when solving problems.
But this project definitely had a strong will to solve it and a strong desire to achieve it.

--- From "The Art Teacher's Robot Club Story"

When artists came to school, various effects were expected, one of which was a change in the teachers' perception of art within the school.
We hoped that the school culture would change through artists, and to achieve this, we decorated the hallways and stairwells, where people pass the most, with galleries displaying various activities.
It was a space that you couldn't help but see, even if you didn't want to see it or weren't interested.
Word of the bustling art activities began to spread as teachers and students passed by, curious and occasionally glanced at the activity.

--- From "Art Classes with Schools, Artists, and the Community"