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Sunday 8/6 - Opening eventsOpening ceremony (dinner & events)
*Dinner fee: 5,000 Japanese yen (about $36 US dollar in June '23) *The info will be announced shortly! |
1st & 2nd floor maps
編集するにはここをクリックします。
3rd floor map
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Monday 8/7 - SymposiumPanel discussions & presentations & art workshops:
Tentative Schedule: 9AM~: registration starts at Amami city community and culture center 9:30AM – 10AM: Greetings & Opening talk 10 AM - 1 PM: 3 Panel discussions each category: 1) Arts, 2) Science & Tech, 3) others (e.g. high schools in Amami) 10 - 10:55 AM: Panel discussion 1 (About Arts by 3 panels) 11 - 11:55 AM: Panel discussion 2 (Science & Tech by 3 panels) 12 - 12:55 PM: Panel discussion 3 (*SDGs by 3 high schools) *SDGs: Sustainable Development Goals 1:00 – 2:00 PM: Lunch break *2 - 6 PM: Individual OR group presentations at 3 different multi-purpose rooms (40 min. each) and 1 art room (1 to 2 hours per art workshop) 1:15 -1:55 PM: Presentations & Workshop 2 - 2:40 PM: Presentations & Workshop 2:45 - 3:25 PM: Presentations & Workshop 3:30 - 4:10 PM: Presentations & Workshop 4:15 - 4:55 PM: Presentations & Workshop 5 - 5:40 PM: Presentations & Workshop 6:30 – 8PM: Welcome event (ceremony) Tuesday 8/8 - Special Panel Discussions 6:30 - 7:30 PM: Panel discussion 1 7:30 - 8:30 PM: Panel Discussion 2 ＊The detail is also announced at Japanese site: Click here below! Panelists & Presenters’ Info Symposium Schedule and Abstracts |
Mon., 8/7: Panel Discussions & Presentations & Art Workshops
Panel 1 |
Panel 2 |
Panel 3 |
Q & A |
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1. 10:00 - 11:00 AM Panel Discussion 1 (STEAM - ARTS) |
7. A proposal to introduce "Gei 藝" into STEAM instead of "Arts" by Mitsuru FUJIE |
24. Fukushima Contemporary Art Biennale in Fukushima by Koichi Watanabe |
17. Woven Voices: Bringing the Life of Textiles into the Museum by William Nitzky |
Q & A |
2. 11:00 - 12:00 PM Panel Discussion 2 (STEAM - STE) |
21. STEAM: Launching Arts Education Into the Stratosphere by Osamu Sahara |
22. Introduction about our history of vegetable seed development：Why it link to botanical art? by Takako Sakai |
3. Designing for Humans by Kai Aull |
Q & A |
3. 12:00 - 1:00 PM Panel Discussion 3 (STEAM + SDGs) |
Amami HS |
Ohshima HS |
Ohshima Kita HS |
Q & A |
1:00 - 2:00 PM: Lunch Break
＊Panel (Round Table) at Machinaka Living (1st floor) & Art Installation at Machinaka Gallery (2nd floor)
1:15 - 5:40 PM: Presentations at Multi-purpose rooms on 3rd floor at Amami Culture Center
＊Panel (Round Table) at Machinaka Living (1st floor) & Art Installation at Machinaka Gallery (2nd floor)
1:15 - 5:40 PM: Presentations at Multi-purpose rooms on 3rd floor at Amami Culture Center
Room 1 (cap 100) |
Room 2 (cap 50) |
Room 3 (cap 25) |
Art Room |
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1) 1:15 - 1:55 PM |
9. 知的ワクワクのあふれるまちづくり(奄美の高等教育を考える) by Katsunori Honda & Tadahiro Arimura |
7. < A proposal to introduce "Gei 藝" into STEAM instead of "Arts"> by Mitsuru FUJIE |
1. Describing images through “force interactions”: A comparison with expressions of taste by Sayaka Abe |
20. Eigo DE Art&Science 1 by Samuel Rossi & Theo Aull |
2) 2 - 2:40 PM |
18. Development of STEAM Education to Bring Inquiry-Based Learning Through Arts in Elementary School, Grade 6. by Hiroyasu NISHIGUCHI, Yasuko Fujii, Ryota Aso, Kazuhumi Shirasawa, Toshiaki Ito |
8. A Model Proposal in STEAM Education in the Teacher Training Program and its Practiocal Issues by Kinichi Fukumoto |
5. Arts Standards: Well-Being, Environmental Justice, Ethnic Studies and STEAM by Teresa Cotner |
Same as above Continued |
3) 2:45 - 3:25PM |
19. Verification of an integrated curriculum structure in art and handicraft education (K-12th G.) Proposal of four models by affiliated schools based on "Common Matters" by Tokuyoki Nishimura, Takuya Kiriyama, Takeru Moriya |
11. 「造形実験」〜緊張感を考える〜 by Satoshi Konishi & Kazumi Misawa |
10. How to grow a painting: An artist talk with multimedia storyteller by Dylan Jones |
20. Eigo DE Art&Science 2 by Samuel Rossi & Theo Aull |
4) 3:30 - 4:10PM |
26. 再生の島ー奄美を感じてー by Kan Tanaka& Koichi Morita |
14. 旅するムサビと朝鑑賞-批評力を高める取り組み by Kazumi Misawa & Yoshiyuki Numata |
12. Engaging Young Learners in STEAM Education: Design Thinking for Creative Problem-Solving by Christine Liao |
Same as above Continued |
5) 4:15 - 4:55PM |
27. Comparative research on inquiry processes in STEAM learning - Focusing on "A", "S", and "M" by Chihiro Tetsuka, Yuuri Kimura, Hiroko Tsuji, Kenji Matsubara |
21.STEAM: Launching Arts Education Into the Stratosphere by Osamu Sahara |
23. Waste Managment Practices in Amami Oshima by Sargun Saluja |
16. "The Images of Distant You" Thinking MediaArt with the Darkroom Program by NiiMOTO, Daisuke |
6) 5 - 5:40PM |
31.STEAM and Outreach activities under the Amami-Kuroshio project UTokyo by Yusuke Yokoyama, Shoko Hirabayashi, Zihan Huang, Yosuke Miyairi, Naoto Fukuyo |
29. ３Dメディアを活用したSTEAM教育の研究 by Koichi Watanabe |
25. How can metaphorical thinking exercises enhance a STEAM curriculum? by Rebecca Shipe |
30. Dynamic preservation of visual culture through workshops/ by Tsuyoshi Yamabata |
6:30 - 8:00 PM: A Music Event, "Jazz and Shima-uta"
by Maeyama, Shingo and Chico Jazz Collective
Maeyama, Shingo: https://www.tunecore.co.jp/artists/shingomaeyama?
Chico Jazz Collective: https://rockywinslow.weebly.com/
Tue., 8/8: Special Panel Discussion
MC |
Panel 1 |
Panel 2 |
Q & A |
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6:30 - 7:30 PM Panel Discussion 1: "Gender through Shojo Manga (Girls' Comics)" |
28. Dr. Masami Toku |
6. Dr. Hiromi Tsuchiya Dollage |
13. Nozomi Masuda |
Q & A |
7:30 - 8:30 PM Panel Discussion 2: Living with Disabilities |
24. Chiyono Shigenobu |
15. Fumi Mukai |
2. Jon Aull |
Q & A |
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Here is a list of presentation abstracts, in alphabetical order based on presenter last name.
1. Describing images through “force interactions”: A comparison with expressions of taste
（「力」のインタラクションを用いた絵の言語化：味覚表現との比較を通して）
by Sayaka Abe (安部さやか) Professional website: http://abe.middcreate.net/website/
With the abundance of images and videos shared online today, it seems as if we have less need for verbalizing what comes within sight. At the same time, conveying visual information through language is considered to be a difficult task, and for that reason, many educators endorse its merits for fostering expressiveness. In this presentation, I focus on the figurative aspects of writing about artwork and sceneries in Japanese, in particular, “force” (Talmy, 1988), as depicted, for example, in terms of “conflicting pressures” that elements in the scene give one another and a sense of awe or “pressure” that a viewer might feel from an image. Drawing from my previous research on descriptions of food (Abe, 2022), I show that the language of vision resembles that of taste in terms of the use of figurative force, followed by discussions of selected characteristic examples.
Abe, S. (2022). Applying force dynamics to analyze taste descriptions in Japanese online columns. K. Toratani (Ed.) The language of food in Japanese: Cognitive perspectives and beyond (pp. 319-343). John Benjamins. https://doi.org/10.1075/celcr.25.11abe
Talmy, L. (1988). Force dynamics in language and cognition. Cognitive Science, 12, 49–100. https://doi.org/10.1207/s15516709cog1201_2
2. Forest Therapy: Natural Solutions to Trauma in Post-Wildfire California
森林浴セラピー: カリフォルニア州大火後のトラウマからの自然な回復へ
by Jon Aull
Nine out of ten of the largest wildfires in California history have happened in the last 20 years, including the deadliest, the Camp Fire of 2018. The Big Chico Creek Ecological Reserve (BCCER) is located in this wildland/urban interface where many of these fires occur. As a response to trauma experienced by local communities, in 2021 the BCCER funded the certification of 15 local therapists, educators, and community leaders in the methods of the Association for Nature and Forest Therapy, a worldwide organization. Forest Therapy is inspired by the Japanese practice of “shinrin-yoku” which translates literally to “forest bathing,” a response to the spike in illness corresponding to Japanese urbanization in the 1980s.
Studies from around the world have shown that Forest Therapy can improve respiratory and cardiovascular function, decrease anxiety and depression, improve mood, focus, academic performance, and creativity, reduce cortisol and adrenaline levels, and enhance immune system function by increasing the production of natural killer cells that fight cancer.
Forest Therapy is an opportunity to slow down and experience the natural world through your senses, and share that experience with others. This presentation will discuss the method and its effects in restoring meaningful relationships with nature to a community that has been traumatized by catastrophic natural disasters.
3. Designing for Humans
by Kai Aull - SJSU / Aull Design Works aulltheo@gmail.com
https://aulltheo.com
How do you design a chair that is comfortable for everyone? A cellphone that anyone can use? How do you decide the optimal layout of an office or home? If everyone is different, how do you design something that everyone will love? In a world where everything we use and see was designed by another person, it is important to understand human behavior and perception and use this understanding to drive the design of everything from simple doors, to cars, to computer systems and jobs. You can consider the Japanese concept of omotenashi, and think of Human Factors as the science behind what makes a product, place, or experience “good” or “hospitable”. Through anthropology, observation, and testing, we can use techniques from this very broad science to “fill the circle” of our understanding and design a world that is safe, efficient, and enjoyable for all.
4. STEM to STEAM Overseas: "Learning English in Art, Engineering and Science" International Summer Internship Program
by Theo Aull & Samuel Rossi（デモンストレーションを含んだワークショップ形式）
This presentation examines the value of an international summer program with art educational workshops (K-12th G.) with US students who are from diverse majors such as art education, engineering and science in Japan and the US. This summer project is composed of two events: 1) art educational workshops with the concept of STEAM and STREAM entitled, “Eigo DE Art, Engineering and Science (Art, Engineering and Science in English)." These workshops are a K-12th G. student-centered outreach program for children who may not otherwise have a chance to explore professional artworks and art-activities. This is also a project of developing their English skills (learning by doing) through art activities with native English speaking students from CSUC and 2) an art exhibition and related lectures at museums based on artworks created at the workshops by CSUC students and children in Amami.
5. Arts Standards: Well-Being, Environmental Justice, Ethnic Studies and STEAM
by Teresa Cotner, Chico State
GOAL: This session reviews and discusses implications of how the California Arts Standards can support arts curriculum and pedagogy towards enhanced well-being, environmental justice, and ethnic studies utilizing STEAM cross disciplinary education. OUTCOMES: The California Arts Standards can support teacher and student development in responsive, personalized/localized and culturally respectful/relevant/responsive approaches that invite cross disciplinary educational content through a combination of: Process Components, for example, “Investigate;” Enduring Understandings, for example, “People create and interact with objects, places, and design, and this defines, shapes, enhances, and empowers their lives” (2.3); Essential Questions, for example, “How do objects, places, and design shape lives and communities?;” and Grade Level Performance Standards, for example, (PK.VA:Cr2.3) “Create and tell about art that communicates a story about a familiar place or object” (natural or constructed), or ([High School]Acc.VA:Cr2.3) “Redesign an object, system, place, or design in response to contemporary issues.”
6. 日本語の授業におけるデジタルストーリープロジェクトの試み
（Implementation of Digital Storytelling Project in Japanese Language Class
by ドラージ土屋浩美（Hiromi Tsuchiya Dollase) 日本語・日本文学（Japanese Language and Literature) ヴァッサー大学（Vassar College)
Today, the adaptation of technology is vigorously encouraged in the field of foreign language education. In my advanced Japanese language course, I have been using a video editing program called Final Cut Pro for my students’ final projects. The theme of the course is the environment; we read newspaper articles, literary works, manga, etc. in the Japanese language, and discuss various environmental issues. At the end of the semester, I require each student to create his/her own story, record it, and apply images and sound, using the Final Cut Pro. The digital storytelling project is an effective integration of technology, art, and language.
7. < A proposal to introduce "Gei 藝" into STEAM instead of "Arts">＜STEAMに「Art」ではなく「藝」を入れる提案＞
by Mitsuru FUJIE, Aesthetics and Art Education, Professor Emeritus of Aichi University of Education
藤江充、美学・美術教育、愛知教育大学・名誉教授
The concept of "Art" to be introduced into STEM, gets no common understanding among STEAM theorists yet. "Art" is derived from the Latin "ars", which is from the Greek " technē". "Art" also stands on the side of technology (and STEM) for controlling the power of nature, therefore, "Art" should not complement STEM. I propose the idea of "Gei 藝" based on Taoism, instead of "Art". The chinese letter "藝" means originally "plant cultivation", that employs the power of nature cooperatively with the human technology. "藝" (Gei?) should bring divergent, intuitive, and an accidental "surprise" (as E.W. Eisner said) to STEM based on convergent, logical, and necessary procedures. Advocators of "New Science" have pointed out that the philosophy of "taoism" has something in common with the discovered new theory by modern physicists.
8. 教員養成課程におけるSTEAM教育のモデル化と実践上の課題
A Model Proposal in STEAM Education in the Teacher Training Program and its Practiocal Issues
by 福本謹一 Kinichi Fukumoto, 美術科教育 art education, 兵庫教育大学 Hyogo University of Teacher Education
The purpose of this presentation is to introduce a training model for STEAM teachers that have been proposed during the process of examining a desirable educational program, in the age of Society 5.0, for teacher training courses at Hyogo University of Teacher Education. It is also important to report the practical challenges found in the course of the relevant study. This program identified commonly required competencies for prospecting teachers at both undergraduate and graduate programs corresponding to the age of Society 5.0, it assumes a multi-layered teacher training model with more emphasis on formulation of a core curriculum based on the philosophy of STEAM education. One of the practical challenges discovered is how to secure compatibility with science and technology education, considering the “A” of “STEAM” as a humanities approach.
9. 知的ワクワクのあふれるまちづくり(奄美の高等教育を考える)
本田勝規(独立行政法人奄美群島開発基金理事長)
有村忠洋(奄美大島法人会会長)
奄美にて初のSTEAM教育イベントが開催されるにあたり、これからの奄美の高等教育の場づくりについて市民目線で討議する。すでにフィールドを活用した研究や実践をしている機関の紹介をしながら、経済循環や地域振興につながり、地域が夢を持てるような高等教育機関づくりの可能性を探る。世界自然遺産登録そしてSDGｓ推進が謳われる今、「奄美発！高等教育のデザイン」をみんなで描いてみたい。
10. How to grow a painting: An artist talk with multimedia storyteller Dylan Jones
by Dylan Jones, https://dylanjones01.wixsite.com/mysite
This presentation is a survey of the art practice of LA based multimedia artist Dylan Jones. Since graduating from the California Institute of the Arts in 2021, Dylan has been creating and showing works that are part of a broader world building project in which his body, memories, and art objects are reimagined as a biological substrate for a sprawling fantasy ecosystem. The presentation will be a survey of work created from 2020-present, culminating with an introduction to a proposed interactive storytelling and map making project called the Tendrils of Hoobis. The presentation will place emphasis on the experience, advantages, and challenges of creating art and fostering creative community through an animistic and ecosystemic lens. As a guiding question, I ask, “How can artists and the work they make transcend the role of luxury commodity and become integrated, nourishing parts of their communities?”
11. 「造形実験」〜緊張感を考える〜
by 小西悟士 埼玉大学教育学部附属中学校 and 三澤一実 武蔵野美術大学
「造形実験」とは、小学校の「造形遊び」に対して、行為を通して造形の言葉を獲得していく中学校の学習活動を「実験」と呼び、「造形実験」という新しい授業の提案である。多様な材料や表し方、捉え方を試しながら自分としての答えを探求する造形活動のことであり、資質・能力ベースの授業として作品づくりに終始しない、「過程」を大切にした授業づくりの提案である。また「造形実験」は、表現及び鑑賞の基礎となる知識を効果的に、そして実感を通して学ぶことができる新しい授業である。今回は造形実験の理論と実践について発表する。
12. Engaging Young Learners in STEAM Education: Design Thinking for Creative Problem-Solving 幼い学習者をSTEAM教育に参加させる―創造的な問題解決のためのデザイン思考
by Christine Liao, Art Education, University of North Carolina Wilmington
クリスティーン・リョウ , 美術教育, ノースカロライナ大学ウィルミントン校
This presentation highlights a workshop conducted in an early childhood teacher education art course at a Japanese university. The workshop aimed to teach undergraduate students the Design Thinking process and how to integrate children's picture books to foster creative problem-solving in STEAM education. During the workshop, participants engaged with children's picture books and were tasked with creating an art project that expressed their creative problem-solving solution for the story. Through this hands-on experience, participants not only learned about the Design Thinking process but also gained valuable insights into its practical application in the context of early STEAM education. The presentation will discuss the benefits of using Design Thinking to teach STEAM concepts and share the process as well as the results of the workshop.
13. 少女漫画から読み解くジェンダー問題（仮題）
by 増田のぞみ、甲南女子大学教授
14. 旅するムサビと朝鑑賞-批評力を高める取り組み
by 三澤一実 美術教育 武蔵野美術大学 and
沼田芳行 前中学校校長, 現教諭（教科社会） 所沢市立安松中学校
旅するムサビの対話鑑賞を始めて15年となる。奄美大島に関わって8年、そして旅するムサビで取り組んできた対話鑑賞から、朝鑑賞が生まれ7年となる。この朝鑑賞は朝始業前10分間の絵画鑑賞をする取り組みであり、学力向上と批判的思考力の育成を図る目的で,所沢三ヶ島中学校長の沼田芳行校長と開始した。この朝鑑賞の取り組みは学校教育に変化をもたらした。一つは学力向上であり、全国学力調査などの数値に表れた。さらには教師の指導力向上にも繋がった。さらには他教科連携を生み出したり、教師間のコミュニケーションが活発化した。学校の全教員が美術作品の鑑賞に取り組むことで、教育に広がりが生まれている。現在、ICT活用で全国での朝鑑賞に取り組む環境づくりに取り組み、離島や僻地教育においても実施できる方策を検討している。
15. 奄美における障害学習：自立への支援
by 向井扶美
16. "The Images of Distant You" Thinking MediaArt with the Darkroom Program
「遙かなるあなたのイメージ」メディア表現を考える暗室プログラム
by NiiMOTO, Daisuke, Photography Art, formerly of History of Art and Design, Musashino Art University 仁井本 大介, 写真表現, 武蔵野美術大学 元美学美術史研究室所属 (http://nimotik.net/)
The purpose of this presentation and exhibition is to introduce the outcome of my participatory program using (complete) darkroom and to give you an opportunity to think about its potential. Because the light trail images brought about by physicality and the textual information (gender, age, occupation, etc.) of the participants do not always match. I would like to consider a stance on the instability of media arts, such as a work on the theme of "diversity".
17. Woven Voices: Bringing the Life of Textiles into the Museum
by William Nitzky
Textiles are central to telling us who we are, where we came from, and where we are going. Stories are found within them. The beauty and history of a culture, the expression of identity and values, as well as the myriad of experienced hardships can all be heard through clothes. Museums offer an important space to interweave diverse voices, dialogue, and the social life of textiles. This presentation introduces the application of a participatory approach to museum curation of textiles across Asian cultures. Consequently, I show that textiles are not mere signs or representations of social relations and individuals. As recognized and celebrated through collaborative exhibition practices, rather, textiles are seen to have agency and are part of what constitutes and forms lives and relationships with our environment.
18. Development of STEAM Education to Bring Inquiry-Based Learning Through Arts in Elementary School, Grade 6.
芸術教科を通して探究的な学びを展開するSTEAM型学習の開発 ―小学校6年生の実践から―
by Hiroyasu NISHIGUCHI, Photochemistry, Environmental Science, Institute for Research management, Oita University, JAPAN (西口宏泰, 光化学、環境科学, 大分大学 研究マネジメント機構)
- Yasuko FUJI, Art education, Faculty of Education, Oita University (藤井康子, 美術教育, 大分大学 教育学部), Ryota ASO, Educational psychology, Faculty of Education, Oita University (麻生良太, 教育心理学,大分大学 教育学部), Kazufumi SHIRASAWA,Teacher of the Elementary school, Saiki Municipal Meiji Elementary Schoo (白澤和文, 小学校教諭, 佐伯市立明治小学校), Toshiaki ITO, Principal of the Elementary school, Saiki Municipal Meiji Elementary Schoo (伊東俊昭, 小学校校長, 佐伯市立明治小学校)
We developed STEAM education that is practiced with the unit w theme of “Shellfish Aquaculture (Mimachlamys nobilis) and People’s Lives” for 6th grade students. This unit is based on exploratory learning centered on the artsand it aims to comprehensively enhance various qualities and abilities in children by setting up four academic perspectives — artistic, scientific, sociological, and linguistic . We tried to make effective curriculum management for enhancing qualifications and abilities in each subject through the learning process. In this occasion, students who experienced STEAM learning based on art education made some reports and creative works such as Lampshade by Seashells and other original music. As a result of analyzing student’s assignments and the questionnaire measuring “the motivation to learn and humanity” of basic ability for adaptation, we found specific curiosity and perseverance among children have improved.
19, 図画工作・美術における幼小中高一貫カリキュラム構造の検証 〜〔共通事項〕を基盤とした附属４モデルの提案〜 Verification of an integrated curriculum structure in art and handicraft education at kindergarten, elementary school, junior high school, and high school Proposal of four models by affiliated schools based on "Common Matters"
西村德行，美術科教育，東京学芸大学／Tokuyuki NISHIMURA，Art education，Tokyo Gakugei University, Japan
桐山卓也，美術科教育，東京学芸大学附属竹早小学校 Takuya KIRIYAMA，Takehaya Elementary School attached to Tokyo Gakugei University／
守屋建，美術科教育，東京学芸大学附属小金井小学校 Takeru MORIYA，Art education，Koganei Elementary School attached to Tokyo Gakugei University
Based on an analysis of the Courses of Study, Kindergarten Courses of Education, and textbook content, this joint research will examine a competency-based (common items) integrated curriculum structure for arts and crafts at elementary, junior high, and high schools. By presenting the curriculum structure with a wealth of practical examples, we believe that it will promote collaboration in learning between school types and contribute to the development of teachers' competency-based teaching material developmental skills. This study will be conducted in collaboration with the Arts and Crafts Division of the Tokyo Gakugei University Affiliated Schools Research Association and researchers from kindergartens, universities, and other schools. We will propose an integrated curriculum for kindergarten, elementary school, junior high school, and high school as a model for four affiliated schools, taking advantage of the unique characteristics of the affiliated schools, and will also examine it from the viewpoint of inclusive education.
20. Eigo DE Art and Science workshops 1 & 2
by Samuel Rossi & Theo Aull
21. STEAM: Launching Arts Education Into the Stratosphere
(STEAM :芸術教育を成層圏へうちあげる！？）
by Osamu Sahra, Media Design and Art Education, Tokushima University.
(佐原 理, メディアデザイン・美術教育、徳島大学)
Workshop（デモンストレーションを含んだワークショップ形式）
One day, two elementary school students who go by the name "Space Boys" contacted me via email with an impressive presentation, comparable to that of university students, expressing their desire to launch a balloon into the stratosphere. Despite the challenges posed by the COVID-19 pandemic, they were able to raise approximately 18,000 USD (equivalent to 2.35 million JPY) through crowdfunding. How did their hope of delivering a message to extraterrestrial life forms, reminiscent of the Voyager project, come to fruition? This project epitomizes the essence of STEAM education, where ART plays a crucial role in re-evaluating the nature of technology and society, and integrating and optimizing the entire approach. It is particularly essential to guarantee creative thinking that allows for diverse solutions and the unique creativity of children, which is a fundamental cornerstone of STEAM education.
22. ”種子”のビジネスについてのご紹介：なぜアートと関係があるのでしょうか？
Introduction about our history of vegetable seed development：Why it link to botanical art?
by Takako Sakai Vilmotin-Mikado Japan takako.sakai@mikadokyowaseed.com
酒井隆子 コンサルタント（種子業および植物育種関連）
Vilmorin-Mikado is a French-Japanese seed company, aiming the creation of a new vegetable variety to be sold to worldwide customers. France and Japan are two historical countries where seed businesses developed. Our company has a long history of business in France and Japan. Vilmorin has a big botanical art collection. It was created 250 years ago, as an image of our new variety to show our customers. During the presentation, I will try to explain about our company history and our collection of botanical arts, to invite you on a journey of vegetable seeds and arts.
23. Waste Managment Practices in Amami Oshima
by Sargun Saluja, Environmental Studies, public sector/UC Santa Cruz
Amami O ̄shima is limited by its current landfill capacity to sup- port the great influx of waste that is produced on the island. The main source of landfill disposal are waste burning sites, or the removal of waste to larger processing areas off the island. Landfill removal limitations provide an opportunity for greater diversion techniques. At this moment recycling collection is not standardized, leading to only a small amount of material ending in this stream. Significant proportions of landfill waste are also made up of organic materials, however there is no in- frastructure to prevent these materials from heading into the landfill. Organics headed to the landfill possess a great threat to local air quality as well as the emission of green house gasses. Improper waste disposal will substantially effect human health and the environment, issues that are made extremely critical due to the remote nature of island life. Through the guidance of United Nations chartered Sustain- ableDevelopmentGoals,AmamiO ̄shimacanreachofagreater regenerative future. Areas of with extreme landfill diversion potential, will require several key pieces: infrastructure, attain- able goals, continuous leadership and community involvement.
24. Chiyono Shigenobu (重信千代乃)
25. How can metaphorical thinking exercises enhance a STEAM curriculum?
by Rebecca Shipe, Associate Professor, Rhode Island College, USA
https://usseastudentart.weebly.com/
This presentation will explore how metaphorical thinking exercises can enhance the STEAM curriculum. Metaphorical thinking explicitly occurs during the exploration stage of STEAM projects. While imagining multiple solutions to a problem, students must activate divergent thinking skills to push beyond obvious answers. Metaphorical thinking involves casting one entity as another while discovering unanticipated connections between seemingly unrelated things. Engaging in metaphorical thinking exercises also promotes students’ abilities to recognize similarities and connections between each separate STEAM discipline. The presenter will share a collection of metaphorical thinking exercises that can apply to a diversity of students and learning environments. The presentation will also highlight how exposure to others’ metaphorical solutions can enhance independent and collective creative problem solving. The presenter will invite attendees to participate in USSEA’s Student Art Exchange, an initiative that allows participants to view a variety of visual responses to a common theme prior to contributing their own.
26. 再生の島ー奄美を感じてー
田中 完（鹿児島県酒造組合専務理事・元鹿児島県大島支庁長)
森田 紘一(奄美市社会教育委員・元鹿児島県中学校教諭（校長）)
海外と奄美をつなぐSTEAM教育イベントの開催あたり、奄美に暮らしてみてはじめてわかる島人との出会いを通じて経験した奄美固有の文化、本土とは違う奄美の歴史、シマに暮らして感じた奄美の魅力やユニークさ、多様性を伝えたい。また、明治維新から戦中戦後の奄美の経済、生活文化、言語の伝承などを奄美の教育者である森田紘一氏とともに語る。世界自然遺産として認められた「環境文化」の島のあり方や、SDGsを実践する生き方を提言したい。来島される研究者の方々にとっても、奄美を知るひとコマにしていただければ幸いです
27. Comparative research on inquiry processes in STEAM learning - Focusing on "A", "S", and "M" (STEAM学習における探求／探究過程の比較研究ー「Ａ」「Ｓ」「Ｍ」を中心に)
by Chihiro Tetsuka, Art education, Meiji Gakuin University (手塚千尋, 美術教育,明治学院大学）
Yuuri Kimura, Science education, Meiji Gakuin University(木村優理, 科学教育,明治学院大学）,Hiroko Tsuji, Ｍathematics education, Meiji Gakuin University(辻 宏子, 数学教育,明治学院大学）, Kenji Matsubara, Science education, National Institute for Education Policy Research(松原憲治, 国立教育政策研究所)
This study aims to establish STEAM education's learning theory and design principles. One characteristic of integrated STEAM learning is inquiry-based education and learning. To cause a deep inquiry process, necessary to examine the task structure of STEAM in which inquiry occurs and the design of the learning environment. In previous research on the learning structure of STEAM, the central issue was how to integrate knowledge, concepts, and skills from each domain to make STEAM learning possible. Therefore, in this study, we investigated the literature on inquiry-based learning activities specific to the "A," "S," and "M" domains and created a comparison table of their respective inquiry learning processes and aspects. As a result, it shows that the objectives and endpoints of inquiry-based learning differ depending on the domains, affecting the inquiry process. In the future, they will be combined to design and implement effective learning environments.
28. STEM, STEAM and STREAM: Education with Visual Pop-Culture (Manga) in Diverse Disciplines
(ステム、スティーム＆ストリーム：ヴィジュアルポップカルチャーと教育
Masami Toku, Art Education, California State University-Chico, Art Education
（徳雅美、美術教育、カリフォルニア州立大学チコ校）mtoku@csuchico.edu
Hiromi Dollase-Tsuchiya, Japanese Study, Vassar College
（ドラージ浩美、日本文学、バッサーカレッジ）
Nozomi Masuda, Konan Women's University (増田のぞみ、甲南女子大学）
The goal of this presentation is to introduce the value of the upcoming collaborative book of Theory and Practice with visual pop-culture in conjunction with the current topic of STEAM (and STREAM). This collaborative and pedagogical book has a theory and practice basis that explores the power of visual pop-culture and how to adapt the value and characteristics into diverse educational disciplines as a communicative tool. In another words, this book will be an integration of diverse subjects and will correlate with other subjects with the theme of manga and visual pop culture. The content is mainly composed of two parts (each part has ten+ chapters): 1) one is theory and practice in visual and performing art educations and 2) one is also theory and practice in language and cultural studies. (131 words)
29. ３Dメディアを活用したSTEAM教育の研究
渡邊晃一、絵画・現代美術、福島大学
本研究は最先端の3Dスキャンと3Dプリンターで作成した教材資料を起点に、STEAM教育の理論と実践を美術の立場から再構築していくものである。 発表者はレオナルド・ダ・ヴィンチの「生命形態」をテーマに、美術と哲学，自然科学を包摂する研究を推進してきた。人体、動植物，地球に関連する「生命形態」の研究を起点に、３D（three dimensions・三次元）の空間認識を理論とともに実践的な活動を行っている。本発表では、それらの研究を通して，＜自然＞と＜文化＞に向けた視点や仮想（サイバー）空間と身体的（フィジカル）空間の高度に融合した教科横断的な視点を提示していきたい。
30. Dynamic preservation of visual culture through workshops/
ワークショップを介した映像文化の動態保存について
by 山端健志 Tsuyoshi Yamabata / 板橋区立教育科学館 研究員 Itabashi Science and Education hall / Researcher
Workshop（デモンストレーションを含んだワークショップ形式）
This presentation will focus on the dynamic preservation of visual culture through workshops with examples of the presenter's practice. The workshop was held in 2019 on the Nickelodeon Wagon, a human-powered mobile cinema that uses sunlight and a hand-cranked projector. The paper film projector, a Japanese invention, and other old hand-driven devices such as lanterns, phonographs, and hand-cranked organs were found to enable people to understand phenomena by moving them with "their own hands," and to bring about a proactive experience of transmitting information. It was shown that the reliving of this old media can be sublimated as contemporary art as well as cultural preservation, and that it is possible to participate in this project even without expertise. The first half of the presentation will introduce examples of implementation, and the second half will relive them using the original materials that are the source of this presentation.
31. STEAM and Outreach activities under the Amami-Kuroshio project UTokyo（亜熱帯・KuroshioプロジェクトにおけるSTEAMおよびアウトリーチ活動 "海と希望の学校 in 奄美"）
by Yusuke Yokoyama, Atmosphere and Ocean Research Institute, The University of Tokyo
（横山祐典・東京大学 大気海洋研究所） yokoyama@aori.u-tokyo.ac.jp
Shoko Hirabayashi, Zihan Huang, Yosuke Miyairi, Naoto Fukuyo (平林頌子, Zihan Huang(ミヤ）, 宮入陽介, 福與直人)
Our project "Amami-Kuroshio Project" was started in 2021 to understand the current status of the Earth's environment scientifically. In the meantime, the project aims to collaborate with residents of Amami in particular high school students to promote public awareness of science. In this presentation, we will introduce our activities during the past years to seek further collaborative opportunities that includes The AORI Science Camp (Yoron High School), Special Lecture Series (Yoron, Koniya, and Oshima high schools), Advising Sango-gumi, Presentations with Sakana-kun, and the Ocean Crayon Project.
....................................
Here is a list of presentation abstracts, in alphabetical order based on presenter last name.
1. Describing images through “force interactions”: A comparison with expressions of taste
（「力」のインタラクションを用いた絵の言語化：味覚表現との比較を通して）
by Sayaka Abe (安部さやか) Professional website: http://abe.middcreate.net/website/
With the abundance of images and videos shared online today, it seems as if we have less need for verbalizing what comes within sight. At the same time, conveying visual information through language is considered to be a difficult task, and for that reason, many educators endorse its merits for fostering expressiveness. In this presentation, I focus on the figurative aspects of writing about artwork and sceneries in Japanese, in particular, “force” (Talmy, 1988), as depicted, for example, in terms of “conflicting pressures” that elements in the scene give one another and a sense of awe or “pressure” that a viewer might feel from an image. Drawing from my previous research on descriptions of food (Abe, 2022), I show that the language of vision resembles that of taste in terms of the use of figurative force, followed by discussions of selected characteristic examples.
Abe, S. (2022). Applying force dynamics to analyze taste descriptions in Japanese online columns. K. Toratani (Ed.) The language of food in Japanese: Cognitive perspectives and beyond (pp. 319-343). John Benjamins. https://doi.org/10.1075/celcr.25.11abe
Talmy, L. (1988). Force dynamics in language and cognition. Cognitive Science, 12, 49–100. https://doi.org/10.1207/s15516709cog1201_2
2. Forest Therapy: Natural Solutions to Trauma in Post-Wildfire California
森林浴セラピー: カリフォルニア州大火後のトラウマからの自然な回復へ
by Jon Aull
Nine out of ten of the largest wildfires in California history have happened in the last 20 years, including the deadliest, the Camp Fire of 2018. The Big Chico Creek Ecological Reserve (BCCER) is located in this wildland/urban interface where many of these fires occur. As a response to trauma experienced by local communities, in 2021 the BCCER funded the certification of 15 local therapists, educators, and community leaders in the methods of the Association for Nature and Forest Therapy, a worldwide organization. Forest Therapy is inspired by the Japanese practice of “shinrin-yoku” which translates literally to “forest bathing,” a response to the spike in illness corresponding to Japanese urbanization in the 1980s.
Studies from around the world have shown that Forest Therapy can improve respiratory and cardiovascular function, decrease anxiety and depression, improve mood, focus, academic performance, and creativity, reduce cortisol and adrenaline levels, and enhance immune system function by increasing the production of natural killer cells that fight cancer.
Forest Therapy is an opportunity to slow down and experience the natural world through your senses, and share that experience with others. This presentation will discuss the method and its effects in restoring meaningful relationships with nature to a community that has been traumatized by catastrophic natural disasters.
3. Designing for Humans
by Kai Aull - SJSU / Aull Design Works aulltheo@gmail.com
https://aulltheo.com
How do you design a chair that is comfortable for everyone? A cellphone that anyone can use? How do you decide the optimal layout of an office or home? If everyone is different, how do you design something that everyone will love? In a world where everything we use and see was designed by another person, it is important to understand human behavior and perception and use this understanding to drive the design of everything from simple doors, to cars, to computer systems and jobs. You can consider the Japanese concept of omotenashi, and think of Human Factors as the science behind what makes a product, place, or experience “good” or “hospitable”. Through anthropology, observation, and testing, we can use techniques from this very broad science to “fill the circle” of our understanding and design a world that is safe, efficient, and enjoyable for all.
4. STEM to STEAM Overseas: "Learning English in Art, Engineering and Science" International Summer Internship Program
by Theo Aull & Samuel Rossi（デモンストレーションを含んだワークショップ形式）
This presentation examines the value of an international summer program with art educational workshops (K-12th G.) with US students who are from diverse majors such as art education, engineering and science in Japan and the US. This summer project is composed of two events: 1) art educational workshops with the concept of STEAM and STREAM entitled, “Eigo DE Art, Engineering and Science (Art, Engineering and Science in English)." These workshops are a K-12th G. student-centered outreach program for children who may not otherwise have a chance to explore professional artworks and art-activities. This is also a project of developing their English skills (learning by doing) through art activities with native English speaking students from CSUC and 2) an art exhibition and related lectures at museums based on artworks created at the workshops by CSUC students and children in Amami.
5. Arts Standards: Well-Being, Environmental Justice, Ethnic Studies and STEAM
by Teresa Cotner, Chico State
GOAL: This session reviews and discusses implications of how the California Arts Standards can support arts curriculum and pedagogy towards enhanced well-being, environmental justice, and ethnic studies utilizing STEAM cross disciplinary education. OUTCOMES: The California Arts Standards can support teacher and student development in responsive, personalized/localized and culturally respectful/relevant/responsive approaches that invite cross disciplinary educational content through a combination of: Process Components, for example, “Investigate;” Enduring Understandings, for example, “People create and interact with objects, places, and design, and this defines, shapes, enhances, and empowers their lives” (2.3); Essential Questions, for example, “How do objects, places, and design shape lives and communities?;” and Grade Level Performance Standards, for example, (PK.VA:Cr2.3) “Create and tell about art that communicates a story about a familiar place or object” (natural or constructed), or ([High School]Acc.VA:Cr2.3) “Redesign an object, system, place, or design in response to contemporary issues.”
6. 日本語の授業におけるデジタルストーリープロジェクトの試み
（Implementation of Digital Storytelling Project in Japanese Language Class
by ドラージ土屋浩美（Hiromi Tsuchiya Dollase) 日本語・日本文学（Japanese Language and Literature) ヴァッサー大学（Vassar College)
Today, the adaptation of technology is vigorously encouraged in the field of foreign language education. In my advanced Japanese language course, I have been using a video editing program called Final Cut Pro for my students’ final projects. The theme of the course is the environment; we read newspaper articles, literary works, manga, etc. in the Japanese language, and discuss various environmental issues. At the end of the semester, I require each student to create his/her own story, record it, and apply images and sound, using the Final Cut Pro. The digital storytelling project is an effective integration of technology, art, and language.
7. < A proposal to introduce "Gei 藝" into STEAM instead of "Arts">＜STEAMに「Art」ではなく「藝」を入れる提案＞
by Mitsuru FUJIE, Aesthetics and Art Education, Professor Emeritus of Aichi University of Education
藤江充、美学・美術教育、愛知教育大学・名誉教授
The concept of "Art" to be introduced into STEM, gets no common understanding among STEAM theorists yet. "Art" is derived from the Latin "ars", which is from the Greek " technē". "Art" also stands on the side of technology (and STEM) for controlling the power of nature, therefore, "Art" should not complement STEM. I propose the idea of "Gei 藝" based on Taoism, instead of "Art". The chinese letter "藝" means originally "plant cultivation", that employs the power of nature cooperatively with the human technology. "藝" (Gei?) should bring divergent, intuitive, and an accidental "surprise" (as E.W. Eisner said) to STEM based on convergent, logical, and necessary procedures. Advocators of "New Science" have pointed out that the philosophy of "taoism" has something in common with the discovered new theory by modern physicists.
8. 教員養成課程におけるSTEAM教育のモデル化と実践上の課題
A Model Proposal in STEAM Education in the Teacher Training Program and its Practiocal Issues
by 福本謹一 Kinichi Fukumoto, 美術科教育 art education, 兵庫教育大学 Hyogo University of Teacher Education
The purpose of this presentation is to introduce a training model for STEAM teachers that have been proposed during the process of examining a desirable educational program, in the age of Society 5.0, for teacher training courses at Hyogo University of Teacher Education. It is also important to report the practical challenges found in the course of the relevant study. This program identified commonly required competencies for prospecting teachers at both undergraduate and graduate programs corresponding to the age of Society 5.0, it assumes a multi-layered teacher training model with more emphasis on formulation of a core curriculum based on the philosophy of STEAM education. One of the practical challenges discovered is how to secure compatibility with science and technology education, considering the “A” of “STEAM” as a humanities approach.
9. 知的ワクワクのあふれるまちづくり(奄美の高等教育を考える)
本田勝規(独立行政法人奄美群島開発基金理事長)
有村忠洋(奄美大島法人会会長)
奄美にて初のSTEAM教育イベントが開催されるにあたり、これからの奄美の高等教育の場づくりについて市民目線で討議する。すでにフィールドを活用した研究や実践をしている機関の紹介をしながら、経済循環や地域振興につながり、地域が夢を持てるような高等教育機関づくりの可能性を探る。世界自然遺産登録そしてSDGｓ推進が謳われる今、「奄美発！高等教育のデザイン」をみんなで描いてみたい。
10. How to grow a painting: An artist talk with multimedia storyteller Dylan Jones
by Dylan Jones, https://dylanjones01.wixsite.com/mysite
This presentation is a survey of the art practice of LA based multimedia artist Dylan Jones. Since graduating from the California Institute of the Arts in 2021, Dylan has been creating and showing works that are part of a broader world building project in which his body, memories, and art objects are reimagined as a biological substrate for a sprawling fantasy ecosystem. The presentation will be a survey of work created from 2020-present, culminating with an introduction to a proposed interactive storytelling and map making project called the Tendrils of Hoobis. The presentation will place emphasis on the experience, advantages, and challenges of creating art and fostering creative community through an animistic and ecosystemic lens. As a guiding question, I ask, “How can artists and the work they make transcend the role of luxury commodity and become integrated, nourishing parts of their communities?”
11. 「造形実験」〜緊張感を考える〜
by 小西悟士 埼玉大学教育学部附属中学校 and 三澤一実 武蔵野美術大学
「造形実験」とは、小学校の「造形遊び」に対して、行為を通して造形の言葉を獲得していく中学校の学習活動を「実験」と呼び、「造形実験」という新しい授業の提案である。多様な材料や表し方、捉え方を試しながら自分としての答えを探求する造形活動のことであり、資質・能力ベースの授業として作品づくりに終始しない、「過程」を大切にした授業づくりの提案である。また「造形実験」は、表現及び鑑賞の基礎となる知識を効果的に、そして実感を通して学ぶことができる新しい授業である。今回は造形実験の理論と実践について発表する。
12. Engaging Young Learners in STEAM Education: Design Thinking for Creative Problem-Solving 幼い学習者をSTEAM教育に参加させる―創造的な問題解決のためのデザイン思考
by Christine Liao, Art Education, University of North Carolina Wilmington
クリスティーン・リョウ , 美術教育, ノースカロライナ大学ウィルミントン校
This presentation highlights a workshop conducted in an early childhood teacher education art course at a Japanese university. The workshop aimed to teach undergraduate students the Design Thinking process and how to integrate children's picture books to foster creative problem-solving in STEAM education. During the workshop, participants engaged with children's picture books and were tasked with creating an art project that expressed their creative problem-solving solution for the story. Through this hands-on experience, participants not only learned about the Design Thinking process but also gained valuable insights into its practical application in the context of early STEAM education. The presentation will discuss the benefits of using Design Thinking to teach STEAM concepts and share the process as well as the results of the workshop.
13. 少女漫画から読み解くジェンダー問題（仮題）
by 増田のぞみ、甲南女子大学教授
14. 旅するムサビと朝鑑賞-批評力を高める取り組み
by 三澤一実 美術教育 武蔵野美術大学 and
沼田芳行 前中学校校長, 現教諭（教科社会） 所沢市立安松中学校
旅するムサビの対話鑑賞を始めて15年となる。奄美大島に関わって8年、そして旅するムサビで取り組んできた対話鑑賞から、朝鑑賞が生まれ7年となる。この朝鑑賞は朝始業前10分間の絵画鑑賞をする取り組みであり、学力向上と批判的思考力の育成を図る目的で,所沢三ヶ島中学校長の沼田芳行校長と開始した。この朝鑑賞の取り組みは学校教育に変化をもたらした。一つは学力向上であり、全国学力調査などの数値に表れた。さらには教師の指導力向上にも繋がった。さらには他教科連携を生み出したり、教師間のコミュニケーションが活発化した。学校の全教員が美術作品の鑑賞に取り組むことで、教育に広がりが生まれている。現在、ICT活用で全国での朝鑑賞に取り組む環境づくりに取り組み、離島や僻地教育においても実施できる方策を検討している。
15. 奄美における障害学習：自立への支援
by 向井扶美
16. "The Images of Distant You" Thinking MediaArt with the Darkroom Program
「遙かなるあなたのイメージ」メディア表現を考える暗室プログラム
by NiiMOTO, Daisuke, Photography Art, formerly of History of Art and Design, Musashino Art University 仁井本 大介, 写真表現, 武蔵野美術大学 元美学美術史研究室所属 (http://nimotik.net/)
The purpose of this presentation and exhibition is to introduce the outcome of my participatory program using (complete) darkroom and to give you an opportunity to think about its potential. Because the light trail images brought about by physicality and the textual information (gender, age, occupation, etc.) of the participants do not always match. I would like to consider a stance on the instability of media arts, such as a work on the theme of "diversity".
17. Woven Voices: Bringing the Life of Textiles into the Museum
by William Nitzky
Textiles are central to telling us who we are, where we came from, and where we are going. Stories are found within them. The beauty and history of a culture, the expression of identity and values, as well as the myriad of experienced hardships can all be heard through clothes. Museums offer an important space to interweave diverse voices, dialogue, and the social life of textiles. This presentation introduces the application of a participatory approach to museum curation of textiles across Asian cultures. Consequently, I show that textiles are not mere signs or representations of social relations and individuals. As recognized and celebrated through collaborative exhibition practices, rather, textiles are seen to have agency and are part of what constitutes and forms lives and relationships with our environment.
18. Development of STEAM Education to Bring Inquiry-Based Learning Through Arts in Elementary School, Grade 6.
芸術教科を通して探究的な学びを展開するSTEAM型学習の開発 ―小学校6年生の実践から―
by Hiroyasu NISHIGUCHI, Photochemistry, Environmental Science, Institute for Research management, Oita University, JAPAN (西口宏泰, 光化学、環境科学, 大分大学 研究マネジメント機構)
- Yasuko FUJI, Art education, Faculty of Education, Oita University (藤井康子, 美術教育, 大分大学 教育学部), Ryota ASO, Educational psychology, Faculty of Education, Oita University (麻生良太, 教育心理学,大分大学 教育学部), Kazufumi SHIRASAWA,Teacher of the Elementary school, Saiki Municipal Meiji Elementary Schoo (白澤和文, 小学校教諭, 佐伯市立明治小学校), Toshiaki ITO, Principal of the Elementary school, Saiki Municipal Meiji Elementary Schoo (伊東俊昭, 小学校校長, 佐伯市立明治小学校)
We developed STEAM education that is practiced with the unit w theme of “Shellfish Aquaculture (Mimachlamys nobilis) and People’s Lives” for 6th grade students. This unit is based on exploratory learning centered on the artsand it aims to comprehensively enhance various qualities and abilities in children by setting up four academic perspectives — artistic, scientific, sociological, and linguistic . We tried to make effective curriculum management for enhancing qualifications and abilities in each subject through the learning process. In this occasion, students who experienced STEAM learning based on art education made some reports and creative works such as Lampshade by Seashells and other original music. As a result of analyzing student’s assignments and the questionnaire measuring “the motivation to learn and humanity” of basic ability for adaptation, we found specific curiosity and perseverance among children have improved.
19, 図画工作・美術における幼小中高一貫カリキュラム構造の検証 〜〔共通事項〕を基盤とした附属４モデルの提案〜 Verification of an integrated curriculum structure in art and handicraft education at kindergarten, elementary school, junior high school, and high school Proposal of four models by affiliated schools based on "Common Matters"
西村德行，美術科教育，東京学芸大学／Tokuyuki NISHIMURA，Art education，Tokyo Gakugei University, Japan
桐山卓也，美術科教育，東京学芸大学附属竹早小学校 Takuya KIRIYAMA，Takehaya Elementary School attached to Tokyo Gakugei University／
守屋建，美術科教育，東京学芸大学附属小金井小学校 Takeru MORIYA，Art education，Koganei Elementary School attached to Tokyo Gakugei University
Based on an analysis of the Courses of Study, Kindergarten Courses of Education, and textbook content, this joint research will examine a competency-based (common items) integrated curriculum structure for arts and crafts at elementary, junior high, and high schools. By presenting the curriculum structure with a wealth of practical examples, we believe that it will promote collaboration in learning between school types and contribute to the development of teachers' competency-based teaching material developmental skills. This study will be conducted in collaboration with the Arts and Crafts Division of the Tokyo Gakugei University Affiliated Schools Research Association and researchers from kindergartens, universities, and other schools. We will propose an integrated curriculum for kindergarten, elementary school, junior high school, and high school as a model for four affiliated schools, taking advantage of the unique characteristics of the affiliated schools, and will also examine it from the viewpoint of inclusive education.
20. Eigo DE Art and Science workshops 1 & 2
by Samuel Rossi & Theo Aull
21. STEAM: Launching Arts Education Into the Stratosphere
(STEAM :芸術教育を成層圏へうちあげる！？）
by Osamu Sahra, Media Design and Art Education, Tokushima University.
(佐原 理, メディアデザイン・美術教育、徳島大学)
Workshop（デモンストレーションを含んだワークショップ形式）
One day, two elementary school students who go by the name "Space Boys" contacted me via email with an impressive presentation, comparable to that of university students, expressing their desire to launch a balloon into the stratosphere. Despite the challenges posed by the COVID-19 pandemic, they were able to raise approximately 18,000 USD (equivalent to 2.35 million JPY) through crowdfunding. How did their hope of delivering a message to extraterrestrial life forms, reminiscent of the Voyager project, come to fruition? This project epitomizes the essence of STEAM education, where ART plays a crucial role in re-evaluating the nature of technology and society, and integrating and optimizing the entire approach. It is particularly essential to guarantee creative thinking that allows for diverse solutions and the unique creativity of children, which is a fundamental cornerstone of STEAM education.
22. ”種子”のビジネスについてのご紹介：なぜアートと関係があるのでしょうか？
Introduction about our history of vegetable seed development：Why it link to botanical art?
by Takako Sakai Vilmotin-Mikado Japan takako.sakai@mikadokyowaseed.com
酒井隆子 コンサルタント（種子業および植物育種関連）
Vilmorin-Mikado is a French-Japanese seed company, aiming the creation of a new vegetable variety to be sold to worldwide customers. France and Japan are two historical countries where seed businesses developed. Our company has a long history of business in France and Japan. Vilmorin has a big botanical art collection. It was created 250 years ago, as an image of our new variety to show our customers. During the presentation, I will try to explain about our company history and our collection of botanical arts, to invite you on a journey of vegetable seeds and arts.
23. Waste Managment Practices in Amami Oshima
by Sargun Saluja, Environmental Studies, public sector/UC Santa Cruz
Amami O ̄shima is limited by its current landfill capacity to sup- port the great influx of waste that is produced on the island. The main source of landfill disposal are waste burning sites, or the removal of waste to larger processing areas off the island. Landfill removal limitations provide an opportunity for greater diversion techniques. At this moment recycling collection is not standardized, leading to only a small amount of material ending in this stream. Significant proportions of landfill waste are also made up of organic materials, however there is no in- frastructure to prevent these materials from heading into the landfill. Organics headed to the landfill possess a great threat to local air quality as well as the emission of green house gasses. Improper waste disposal will substantially effect human health and the environment, issues that are made extremely critical due to the remote nature of island life. Through the guidance of United Nations chartered Sustain- ableDevelopmentGoals,AmamiO ̄shimacanreachofagreater regenerative future. Areas of with extreme landfill diversion potential, will require several key pieces: infrastructure, attain- able goals, continuous leadership and community involvement.
24. Chiyono Shigenobu (重信千代乃)
25. How can metaphorical thinking exercises enhance a STEAM curriculum?
by Rebecca Shipe, Associate Professor, Rhode Island College, USA
https://usseastudentart.weebly.com/
This presentation will explore how metaphorical thinking exercises can enhance the STEAM curriculum. Metaphorical thinking explicitly occurs during the exploration stage of STEAM projects. While imagining multiple solutions to a problem, students must activate divergent thinking skills to push beyond obvious answers. Metaphorical thinking involves casting one entity as another while discovering unanticipated connections between seemingly unrelated things. Engaging in metaphorical thinking exercises also promotes students’ abilities to recognize similarities and connections between each separate STEAM discipline. The presenter will share a collection of metaphorical thinking exercises that can apply to a diversity of students and learning environments. The presentation will also highlight how exposure to others’ metaphorical solutions can enhance independent and collective creative problem solving. The presenter will invite attendees to participate in USSEA’s Student Art Exchange, an initiative that allows participants to view a variety of visual responses to a common theme prior to contributing their own.
26. 再生の島ー奄美を感じてー
田中 完（鹿児島県酒造組合専務理事・元鹿児島県大島支庁長)
森田 紘一(奄美市社会教育委員・元鹿児島県中学校教諭（校長）)
海外と奄美をつなぐSTEAM教育イベントの開催あたり、奄美に暮らしてみてはじめてわかる島人との出会いを通じて経験した奄美固有の文化、本土とは違う奄美の歴史、シマに暮らして感じた奄美の魅力やユニークさ、多様性を伝えたい。また、明治維新から戦中戦後の奄美の経済、生活文化、言語の伝承などを奄美の教育者である森田紘一氏とともに語る。世界自然遺産として認められた「環境文化」の島のあり方や、SDGsを実践する生き方を提言したい。来島される研究者の方々にとっても、奄美を知るひとコマにしていただければ幸いです
27. Comparative research on inquiry processes in STEAM learning - Focusing on "A", "S", and "M" (STEAM学習における探求／探究過程の比較研究ー「Ａ」「Ｓ」「Ｍ」を中心に)
by Chihiro Tetsuka, Art education, Meiji Gakuin University (手塚千尋, 美術教育,明治学院大学）
Yuuri Kimura, Science education, Meiji Gakuin University(木村優理, 科学教育,明治学院大学）,Hiroko Tsuji, Ｍathematics education, Meiji Gakuin University(辻 宏子, 数学教育,明治学院大学）, Kenji Matsubara, Science education, National Institute for Education Policy Research(松原憲治, 国立教育政策研究所)
This study aims to establish STEAM education's learning theory and design principles. One characteristic of integrated STEAM learning is inquiry-based education and learning. To cause a deep inquiry process, necessary to examine the task structure of STEAM in which inquiry occurs and the design of the learning environment. In previous research on the learning structure of STEAM, the central issue was how to integrate knowledge, concepts, and skills from each domain to make STEAM learning possible. Therefore, in this study, we investigated the literature on inquiry-based learning activities specific to the "A," "S," and "M" domains and created a comparison table of their respective inquiry learning processes and aspects. As a result, it shows that the objectives and endpoints of inquiry-based learning differ depending on the domains, affecting the inquiry process. In the future, they will be combined to design and implement effective learning environments.
28. STEM, STEAM and STREAM: Education with Visual Pop-Culture (Manga) in Diverse Disciplines
(ステム、スティーム＆ストリーム：ヴィジュアルポップカルチャーと教育
Masami Toku, Art Education, California State University-Chico, Art Education
（徳雅美、美術教育、カリフォルニア州立大学チコ校）mtoku@csuchico.edu
Hiromi Dollase-Tsuchiya, Japanese Study, Vassar College
（ドラージ浩美、日本文学、バッサーカレッジ）
Nozomi Masuda, Konan Women's University (増田のぞみ、甲南女子大学）
The goal of this presentation is to introduce the value of the upcoming collaborative book of Theory and Practice with visual pop-culture in conjunction with the current topic of STEAM (and STREAM). This collaborative and pedagogical book has a theory and practice basis that explores the power of visual pop-culture and how to adapt the value and characteristics into diverse educational disciplines as a communicative tool. In another words, this book will be an integration of diverse subjects and will correlate with other subjects with the theme of manga and visual pop culture. The content is mainly composed of two parts (each part has ten+ chapters): 1) one is theory and practice in visual and performing art educations and 2) one is also theory and practice in language and cultural studies. (131 words)
29. ３Dメディアを活用したSTEAM教育の研究
渡邊晃一、絵画・現代美術、福島大学
本研究は最先端の3Dスキャンと3Dプリンターで作成した教材資料を起点に、STEAM教育の理論と実践を美術の立場から再構築していくものである。 発表者はレオナルド・ダ・ヴィンチの「生命形態」をテーマに、美術と哲学，自然科学を包摂する研究を推進してきた。人体、動植物，地球に関連する「生命形態」の研究を起点に、３D（three dimensions・三次元）の空間認識を理論とともに実践的な活動を行っている。本発表では、それらの研究を通して，＜自然＞と＜文化＞に向けた視点や仮想（サイバー）空間と身体的（フィジカル）空間の高度に融合した教科横断的な視点を提示していきたい。
30. Dynamic preservation of visual culture through workshops/
ワークショップを介した映像文化の動態保存について
by 山端健志 Tsuyoshi Yamabata / 板橋区立教育科学館 研究員 Itabashi Science and Education hall / Researcher
Workshop（デモンストレーションを含んだワークショップ形式）
This presentation will focus on the dynamic preservation of visual culture through workshops with examples of the presenter's practice. The workshop was held in 2019 on the Nickelodeon Wagon, a human-powered mobile cinema that uses sunlight and a hand-cranked projector. The paper film projector, a Japanese invention, and other old hand-driven devices such as lanterns, phonographs, and hand-cranked organs were found to enable people to understand phenomena by moving them with "their own hands," and to bring about a proactive experience of transmitting information. It was shown that the reliving of this old media can be sublimated as contemporary art as well as cultural preservation, and that it is possible to participate in this project even without expertise. The first half of the presentation will introduce examples of implementation, and the second half will relive them using the original materials that are the source of this presentation.
31. STEAM and Outreach activities under the Amami-Kuroshio project UTokyo（亜熱帯・KuroshioプロジェクトにおけるSTEAMおよびアウトリーチ活動 "海と希望の学校 in 奄美"）
by Yusuke Yokoyama, Atmosphere and Ocean Research Institute, The University of Tokyo
（横山祐典・東京大学 大気海洋研究所） yokoyama@aori.u-tokyo.ac.jp
Shoko Hirabayashi, Zihan Huang, Yosuke Miyairi, Naoto Fukuyo (平林頌子, Zihan Huang(ミヤ）, 宮入陽介, 福與直人)
Our project "Amami-Kuroshio Project" was started in 2021 to understand the current status of the Earth's environment scientifically. In the meantime, the project aims to collaborate with residents of Amami in particular high school students to promote public awareness of science. In this presentation, we will introduce our activities during the past years to seek further collaborative opportunities that includes The AORI Science Camp (Yoron High School), Special Lecture Series (Yoron, Koniya, and Oshima high schools), Advising Sango-gumi, Presentations with Sakana-kun, and the Ocean Crayon Project.
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