KOIKE Kenji

Affiliation

College of Education, Department of School Education, Specializaiton in Art Education

Job Title

Professor

Date of Birth

1964

Research Fields, Keywords

International Baccalaureate (visual arts), The Appreciation Education

Mail Address

E-mail address



The Best Research Achievement in Research Career 【 display / non-display

  • 【Book】 Required art education  2020.03

    【Published Thesis】 The International Baccalaureate Diploma Programme (IBDP)Visual Arts (2) : Focusing on the Assessment  2019.03

The Best Research Achievement in the last 5 years 【 display / non-display

Graduating School 【 display / non-display

  •  
    -
    1989

    Tokyo Gakugei University   Faculty of Education   Graduated

Graduate School 【 display / non-display

  •  
    -
    1991

    Tokyo Gakugei University  Graduate School, Division of Education  Art Education  Master Course  Completed

Degree 【 display / non-display

  • Master of Education -  Tokyo Gakugei University

Campus Career 【 display / non-display

  • 2018.04
    -
    Now

    Duty   Yokohama National UniversityCollege of Education   Department of School Education   Specializaiton in Art Education   Professor  

  • 2017.04
    -
    2018.03

    Duty   Yokohama National UniversityCollege of Education   Department of School Education   Specializaiton in Art Education   Associate Professor  

  • 2008.04
    -
    2017.03

    Duty   Yokohama National UniversityCollege of Education and Human Sciences   Department of School Education   Specialization in Art Education   Associate Professor  

  • 2019.04
    -
    Now

    Concurrently   Yokohama National UniversityOrganization for Local Collaboration Networking   Global-Local Education and Research Center   Professor  

  • 2018.04
    -
    Now

    Concurrently   Yokohama National UniversityGraduate School of Education   Department of Teacher Education   Specialization in Education Design, Art   Professor  

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External Career 【 display / non-display

  • 2018.11
     
     

      Professor  

  • 2018.04
     
     

      Professor  

  • 2015.04
    -
    2018.03

      Associate Professor  

  • 2007.04
    -
    2008.03

    Tokyo Gakugei University   International Secondary School   Teacher  

  • 1999.04
    -
    2007.03

    Oizumi Junior High School attached to Tokyo Gakugei University   Oizumi Junior High School   Teacher  

Academic Society Affiliations 【 display / non-display

  • 2019.01
     
     
     

    International Society for Education through Art in Japan

Field of expertise (Grants-in-aid for Scientific Research classification) 【 display / non-display

  • Education on school subjects and activities

 

Research Career 【 display / non-display

  • The Visual Arts as the International Baccalaureate

    Project Year: 2005.04  -   

Books 【 display / non-display

  • Required art education

    OTSUBO Keisuke, KOIKE Kenji, MISAWA Kazumi, KITAZAWA Masayo, ASA Sachiko, FUJITA Wataru, YASUTA Atsushi, NAGAYOSHI Satoshi, NAGASHIMA Harumi, HIRANO Nobuko, MIYAZAKI Hiroko, NAKAMURA Michie, KAWAI Shigeharu, OCHIAI Yoshimi (Part: Joint Work , Range: Chapter 2 Development of new teaching material and teaching method, Section 1 New viewpoint of teaching, Section 2 Subjects and teaching of expression )

    Musashino Art University Press  2020.03 ISBN: 9784864631051

     View Summary

    This book explained the Course of Study arts and crafts announced in 2017 from both theoretical and practical viewpoints. I explained the development of new teaching materials and the teaching method from the theoretical view point, focusing on the expression domain.

Thesis for a degree 【 display / non-display

  • 1.①主論文(絵画制作)1「祈る日」2模写「国宝十二天画像水天(部分)②副論文「密教美術における十二天画像についての研究-京博本(旧東寺本)を中心として-」

    小池研二 

      1991.01

    Master Thesis   Single Work

Papers 【 display / non-display

  • A Study of the Learning about the Art Education Utilizing the International Baccalaureate Middle Years Programme- With a Focus on the Theory of ATL Skills (Approaches to Learning skills)-

    Kenji Koike

    Studies in Art Education ( University Art Education Society of Japan )  ( 51 )   161 - 168   2019.03  [Refereed]

    Single Work

  • The International Baccalaureate Diploma Programme (IBDP)Visual Arts (2) : Focusing on the Assessment

    KOIKE Kenji

    BIJYUTSUKYOIKUGAKU THE JOURNAL FOR THE ASSOCIATION OF ART EDUCATION ( ASSOCIATION OF ART EDUCATION )  ( 40 )   157 - 170   2019.03  [Refereed]

    Single Work

     View Summary

    The purpose of this essay is to explore the effectiveness of IBDP, related to the currently ongoing reforms in high school/university articulation, by making clear the characteristics of the evaluation of the International Baccalaureate Diploma Programmme through literature research or field study, and characteristics of IBDP and Art, Crafts and Design of British GCE-A level through the comparison of the contents of evaluation purpose between them. There are art assignments for two external evaluations and one internal evaluation, and the students' daily attitudes in class are evaluated as they are in all evaluations. Both IB and GCE-A level utilize the grades in high school as a qualification for university enrollment. IB applies evaluations of art and other subjects to university entrance examinations. It is confirmed that IB is effective also in Japanese education for the continuity of study between high school and university and the establishment of broad academic ability.

  • Education Centering on Visual arts in the Outlying Cities of Helsinki, Finland

    Journal of the College of Education, Yokohama National University. The educational sciences,   ( 02 )   28 - 58   2019.02

    Single Work

  • A Study of the Learning about the Art Education Utilizing the International Baccalaureate Middle Years Programme: With a Focus on the Theory of ATL Skills (Approaches to Learning Skills)

    Koike Kenji

    Studies in Art Education ( University Art Education Society of Japan )  51 ( 1 )   161 - 168   2019

    Single Work

     View Summary

    <p>International Baccalaureate's ATL (Approaches To Learning) skills are versatile skills set to "learn how to learn", and it shows five categories (Communication, Social, Management, Research, Thinking) and ten clusters (Communication. Collaboration, Organization, Affective, Reflection, Information literacy, etc.) in the MYP (Middle Years Programme). Competency-based learning is the mainstream in many countries around the world, and various skills are also shown. In this paper I compare the skills shown in CCR (center for curriculum redesign) and ATC21S (Assessment and Teaching of 21st century skills) with ATL skills. As a result, it was confirmed that although the way of classification and the position are different from the purpose of each system, there is no big difference in each skill. Also, I studied how the students feel about ATL skills through art classes at a junior high school (not IB school). As a result, I learned that many students felt growing about the skills handled in learning, such as communication skills and reflection skills. It was conceived that demonstrating concrete skills such as ATL skills is sufficiently informative for the next course of study that clarified the development of competencies.</p>

    DOI CiNii

  • A Practical Research of Art Lessons applied The International Baccalaureate Middle Years Programme 2

    Kenji Koike

    Studies in Art Education ( University Art Education Society of Japan )  ( 50 )   161 - 168   2018.03  [Refereed]

    Single Work

     View Summary

    The International Baccalaureate Middle Years Programme (IBMYP) emphasizes conceptual understanding and studies inquiry-based teaching and learning. The purpose of this research is further conceptual understanding by art education, by applying the learning of IBMYP to the art education of the Japanese junior high school. In this study, I paid my attention to the IBMYP three inquiry questions: factual questions, conceptual questions and debatable questions. I researched that when they produce art works considering inquiry questions, students will strengthen conceptual understanding and feel art close to them. As the result of investigation of some questionnaires and other explorations, many students were able to consider contents of inquiry questions, and were able to have their opinions. But some students did not understand the statement of inquiry which is important theme of the lesson. It was thought that the statement of inquiry was seldom considered by the students during the art lessons. I consider that they hardly touched them. From this, I was sure that in order for students to do conceptual understanding by art education, it is effective to make art works with thinking questions and statement of inquiry simultaneously.

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Grant-in-Aid for Scientific Research 【 display / non-display

  • Grant-in-Aid for Scientific Research(C)

    Project Year: 2019.04  -  2022.03 

  • Grant-in-Aid for Scientific Research(C)

    Project Year: 2015.04  -  2017.03 

  • Grant-in-Aid for Scientific Research(C)

    Project Year: 2011.04  -  2014.03 

Presentations 【 display / non-display

  • A Study of Art Curriculum under International Baccalaureate Middle Years Programme

    2009.03.28