Performance information

• Education and research in the field of TAKUMI related to the inheritance of techniques and culture of traditional architecture and crafts　　　　　　　　　　　　　　　
  NIITSUMA Junko; FUJII Naoko; ARAKAWA Tomoko; HIRANO Eiji; ODA Iori
  Volume：23, Number：1, First page：111, Last page：126, Mar. 2023
  In 2019, the Department of Design was expanded to include the field of TAKUMI, with the aim of acquiring knowledge and basic skills in traditional architecture and crafts, cultivating human resources capable of creating new designs that can respond to modern society. This study reports on the results of education, research, and regional collaboration through traditional architecture that have been continuing since 2017, the positions of "KOUGEI" and "TAKUMI", the craftsmanship design project of “TAKUMIMONO”, the relationship with the Enshu region and the "weaving" education program, as well as the exhibition of student works using former Tashiro residence. It also examines "TAKUMI" in design education amid the major issue of inheriting traditional architecture, craft techniques, and culture.
  Japanese, Research institution
  DOI：https://doi.org/10.69182/0000001886
  DOI ID：10.69182/0000001886, CiNii Books ID：AA11576760
• A Study of Goyosaku Fuji’s Teaching Aids for both Manual Arts and Science: Focusing on Analysis of Books and Magazines　　　　　　　　　　　　　　　
  HIRANO Eiji
  The Journal for Japanese Association of Art Education, Volume：40, First page：323, Last page：337, 2019
  This paper analyses and examines Fuji Goyosaku’s research process for teaching aids for both manual arts and science, and reveals the following three points. First, Fuji developed manual arts teaching aids compliant with science textbooks. Originally, experiment equipment, toys for demonstrating the laws of physics, and other aids for teaching science did exist, but textbooks were rarely referred to. Second, he researched teaching aids in education for young children. Originally, manual arts teaching aids related to science were often assigned from the upper grades of ordinary elementary school to higher elementary school, as well as in middle school, but Fuji conducted research on teaching aids that kindergarten children could handle with their level of skill. Third, Fuji proposed educational methods with the aim of getting work in industry. He went beyond the category of school education to practice courses for nurturing product development skills in industry.
  Japanese Association of Art Education, Japanese
  DOI：https://doi.org/10.24455/aaej.40.0_323
  DOI ID：10.24455/aaej.40.0_323, ISSN：0917-771X, eISSN：2424-2497, CiNii Articles ID：130007837180, CiNii Books ID：AN10180722
• Development of New Training Materials for Science-related Teacher-training Workshops for Elementary School Teachers using an Inexpensive Computer： Analysis of Questionnaire Survey of Workshop for Public Elementary School Teachers　　　　　　　　　　　　　　　
  小池 守; 杉本 望; 外川 竜成; 小畑 直輝; 平野 英史; 佐藤 仁紀; 内田 恭敬
  Volume：14, First page：77, Last page：87, Mar. 2018
  Japanese, Research institution
  DOI：https://doi.org/10.18881/00000508
  DOI ID：10.18881/00000508, ISSN：1880-0580, CiNii Articles ID：120006466042, CiNii Books ID：AA12036066
• A Basic Study on the Cross-Curricular Materials between Arts and Crafts Education and Physical Education : A Focus on the Course for Study of Elementary School　　　　　　　　　　　　　　　
  赤羽根 直樹; 小池 守; 杉本 信; 平野 英史
  Volume：2, Number：2, First page：11, Last page：18, Mar. 2017
  小論は，小学校図画工作科および体育科における教科横断型教材の研究を行うにあたり，その根拠となる小学校学習指導要領および小学校学習指導要領解説において，教科横断の可能性を検討することを目的とした基礎的研究である． 研究は，対象とする資料から表現活動に関する記述を抽出し，分析・検討することで進めた．また，小学校学習指導要領だけでなく，幼稚園教育要領，保育所保育指針，中学校学習指導要領についても参考とした．研究の結果，次の方法からの横断が可能であることが明らかになった．第１に小学校低学年における遊びを起点とした方法，第２に小学校高学年における総合芸術として音楽を含めた演劇による方法である．第３は，図画工作科の学習指導要領に示された「共通事項」という教科内容を起点とした方法である．「共通事項」には，造形活動の基礎的内容（色・形・リズム・素材などといった造形要素の法則）にかかわる学習が定められている．
  Japanese, Research institution
  DOI：https://doi.org/10.18881/00000366
  DOI ID：10.18881/00000366, ISSN：2424-1253, CiNii Articles ID：120006347944
• A study of the concept of handicraft education at four elementary schools attached to higher normal schools from the late Taisho era to the early Showa era: Through analysis of articles in educational journals　　　　　　　　　　　　　　　
  HIRANO Eiji
  The Journal for Japanese Association of Art Education, Volume：38, First page：395, Last page：407, 2017
  This paper aims to clarify claims by elementary school teachers in the early Showa period.
  The method of study is a comparison of articles by the teachers (Shinichiro Ito, Yutaka Yamagata, Soichi Yokoi, Setsuzo Otake) at elementary schools attached to higher normal schools.
  As a result of the research, I found that elementary school teachers in the early Showa era laid claim to diverse views of handicraft education.
  In particular, diversity was seen in the meaning of “handicraft” (industrial, art, labor, play etc.).
  Japanese Association of Art Education, Japanese
  DOI：https://doi.org/10.24455/aaej.38.0_395
  DOI ID：10.24455/aaej.38.0_395, ISSN：0917-771X, eISSN：2424-2497, CiNii Articles ID：130007701898, CiNii Books ID：AN10180722
• The Development of a Curriculum for Handicraft Education in the Early Showa Era: A Comparison of Elementary Schools Attached to Higher Normal Schools　　　　　　　　　　　　　　　
  HIRANO Eiji
  The Journal for Japanese Association of Art Education, Volume：37, First page：361, Last page：374, 2016
  This paper aims to clarify the elementary school curriculum of craft education in the early Showa era. The method of study is a comparison of the curricula created by teachers at Elementary Schools Attached to Higher Normal Schools. I compared the characteristics of the elements that constitute the curriculum (such as teaching materials and subject matter). The study found that the curricula were strongly influenced by the teachers’ views on handicraft (such as art, industry, crafts, expression, play etc.).
  Japanese Association of Art Education, Japanese
  DOI：https://doi.org/10.24455/aaej.37.0_361
  DOI ID：10.24455/aaej.37.0_361, ISSN：0917-771X, eISSN：2424-2497, CiNii Articles ID：130007695902, CiNii Books ID：AN10180722
• A Study of the Handicraft Contents in Primary School Drawing Education in the Late Meiji Era　　　　　　　　　　　　　　　
  HIRANO Eiji
  The Journal for Japanese Association of Art Education, Volume：36, First page：351, Last page：364, 2015
  In order to analyze and discuss the introduction of the theory and practice of handicrafts in drawing education in the late Meiji era, this study focuses on class content concerning reading and drawing shapes, through contemporary materials. The results make it clear that class content connecting drawing and handicraft education gradually developed from drawings of made objects and craft drawings of objects such as geometric pictures, three-aspect and two-aspect pictures for practice in design drafting and perspective drawing into the introduction of creation of three-dimensional objects.
  Japanese Association of Art Education, Japanese
  DOI：https://doi.org/10.24455/aaej.36.0_351
  DOI ID：10.24455/aaej.36.0_351, ISSN：0917-771X, eISSN：2424-2497, CiNii Articles ID：110010042573, CiNii Books ID：AN10180722
• 美術科教育法の授業展開について（大学での実践の検証から）　　　　　　　　　　　　　　　
  Number：1, First page：241, Last page：249, Mar. 2014, [Lead]
• A Historical Overview of Toys in Abe Shimekichi's Handicraft Education Theory　　　　　　　　　　　　　　　
  HIRANO Eiji
  The Journal for Japanese Association of Art Education, Volume：35, First page：427, Last page：439, 2014
  This paper presents a historical overview of toys in Abe Shimekichi's handicraft education theory. I paid particular attention to the curriculum of handicraft education and to its planning from the late Meiji era through the early Showa era. The following conclusions arose from the practices employed in Abe's mature period. 1. Abe organized a handicraft education curriculum that attached great importance to toys, focusing on a structure which transferred children's interests from "play" to "research." 2. The toys which Abe made much of in the handicraft education curriculum were related to science. 3. The influence of Abe's work on the handicraft education curriculum was seen in the theories of his student Yamagata Yutaka.
  Japanese Association of Art Education, Japanese
  DOI：https://doi.org/10.24455/aaej.35.0_427
  DOI ID：10.24455/aaej.35.0_427, ISSN：0917-771X, eISSN：2424-2497, CiNii Articles ID：110009913031, CiNii Books ID：AN10180722
• 阿部七五三吉の手工教育における実践上の留意点について　　　　　　　　　　　　　　　
  Number：45, First page：327, Last page：334, Mar. 2013, [Lead]
• The Development of Shimekichi Abe's Curriculum Concepts for Handicraft Education in the Early Showa Era : A Comparison with Takashi Ishino　　　　　　　　　　　　　　　
  HIRANO Eiji
  The Journal for Japanese Association of Art Education, Volume：34, First page：431, Last page：442, 2013
  This paper investigates the curriculum concepts for handicraft education proposed by Abe Shimekichi. Abe Shimekichi was involved in handicraft education from the later half of the Meiji era to the first half of the Showa era. The development of liberal education during the Taisho era influenced handicraft education, and also Abe's curriculum concepts. This paper presents a comparison of Abe's handicraft education techniques with those of Takashi Ishino, a contemporary of Abe's. The comparison revealed that Abe's method showed a move away from a method based on efficiency through teaching all together, to a method which allowed individual children to set their own topics.
  Japanese Association of Art Education, Japanese
  DOI：https://doi.org/10.24455/aaej.34.0_431
  DOI ID：10.24455/aaej.34.0_431, ISSN：0917-771X, eISSN：2424-2497, CiNii Articles ID：110009823794, CiNii Books ID：AN10180722
• 阿部七五三吉の図画教育論　　　　　　　　　　　　　　　
  Number：44, First page：367, Last page：374, Mar. 2012
• The Practical Development of Shimekichi Abe's Handicraft Education Theory : A Comparison with Hidekichi Okayama's Elementary School Handicraft Education Theory　　　　　　　　　　　　　　　
  HIRANO Eiji
  The Journal for Japanese Association of Art Education, Volume：33, First page：389, Last page：399, 2012
  This paper focuses on the handicraft education theory of Shimekichi Abe in the early Showa era and compares it with Hidekichi Okayama's curriculum theory. The results showed that Abe's curriculum theory was structured to combine teaching materials units and experiential units. Abe allotted units concentrating on experience through play for the lower grades of elementary school, described training of knowledge and technical skills as important for middle grades of elementary school, and allotted experiential units related to social life to upper grade elementary school. Abe's curriculum proposal was based on research carried out in schools.
  Japanese Association of Art Education, Japanese
  DOI：https://doi.org/10.24455/aaej.33.0_389
  DOI ID：10.24455/aaej.33.0_389, ISSN：0917-771X, eISSN：2424-2497, CiNii Articles ID：110009437631, CiNii Books ID：AN10180722
• 阿部七五三吉の手工教育における教科課程案の特質 : 昭和戦前期における手工科・作業科・実業科に着目して—The Feature of the Curriculum Proposal in Handicraft Education Theory by Shimekichi Abe : Focusing on Handicraft Education, Work Education, Business Education, in Early Showa Era—第45回日本美術教育研究発表会 ; A群の部 理論・実践研究論文
  平野 英史
  Number：45, First page：43, Last page：50, 2012
  Japanese
  ISSN：2189-4655, CiNii Articles ID：40020457514
• A Study of the Curriculum Based on Shimekichi Abe's Handicraft Education Theory　　　　　　　　　　　　　　　
  HIRANO Eiji
  The Journal for Japanese Association of Art Education, Volume：32, First page：381, Last page：392, 2011
  This paper investigates the curriculum of handicraft education in elementary school at the beginning of the Showa era. It focuses on Shimekichi Abe, a member of the committee of the Ministry of Education that made the curriculum for handicraft at the time. The teaching material based on Abe's theory was analyzed. From this study, we could see that although handicraft education at the time was often based on single disciplines, Abe's theory was not confined to one single discipline. In other words, Abe compiled a curriculum for handicraft education which incorporated content of various fields.
  Japanese Association of Art Education, Japanese
  DOI：https://doi.org/10.24455/aaej.32.0_381
  DOI ID：10.24455/aaej.32.0_381, ISSN：0917-771X, eISSN：2424-2497, CiNii Articles ID：110008799313, CiNii Books ID：AN10180722
• 阿部七五三吉の手工教育論に於ける労作教育思潮の展開について　　　　　　　　　　　　　　　
  Number：42, First page：303, Last page：310, Mar. 2010, [Reviewed], [Lead]
• The Handicraft Education Theory of Shimekichi Abe : About the Research of The Education Method from about 1907 to about 1921　　　　　　　　　　　　　　　
  HIRANO Eiji
  The Journal for Japanese Association of Art Education, Volume：31, First page：305, Last page：317, 2010
  This article looks at Shimekichi Abe, a researcher of prewar handicraft education. Attention is paid to his articles from around 1907 to around 1921. Shimekichi Abe at that time was a teacher in an elementary school. He left a lot of material concerning educational practice for that. Looking at his research, we see that Abe's handicraft education theory in corporated an understanding of the development phases of children. And, his handicraft education theory valued a premeditated production activity. Moreover, Shimekichi Abe studied uniting drawing education and handicraft education, but this did not go well.
  Japanese Association of Art Education, Japanese
  DOI：https://doi.org/10.24455/aaej.31.0_305
  DOI ID：10.24455/aaej.31.0_305, ISSN：0917-771X, eISSN：2424-2497, CiNii Articles ID：110007580683, CiNii Books ID：AN10180722
• The Change of The Creation Concept in The Handicraft Education Theory of Shimekichi Abe : From the Dispute with Takashi Ishino etc　　　　　　　　　　　　　　　
  HIRANO Eiji
  The Journal for Japanese Association of Art Education, Volume：29, First page：473, Last page：486, 2008
  Abe Shimekichi is the person who studied handicraft education from the latter half of the Meiji era to the first half of the Showa era. The development of liberal education during the Taisho period influenced the handicraft education as well. As a result of the influence, the creation concept of Abe changed. In this study, I thought about the change of the creation concept of the handicraft education theory of Abe. As for what I understood here, while Abe changed the creation concept delicately from the period of the early days of the study, he did not change the purpose of the handicraft education. This handicraft education theory was suggestion from a teacher-centered way of thinking.
  Japanese Association of Art Education, Japanese
  DOI：https://doi.org/10.24455/aaej.29.0_473
  DOI ID：10.24455/aaej.29.0_473, ISSN：0917-771X, eISSN：2424-2497, CiNii Articles ID：110006999373, CiNii Books ID：AN10180722

• 美術 表現と鑑賞 －想いを形に－ 埼玉県版　　　　　　　　　　　　　　　
  日本造形教育研究会編, [Contributor]
  Apr. 2025
• 新・教職教養シリーズ第8巻 図工・美術科教育　　　　　　　　　　　　　　　
  増田金吾ほか, [Joint work]
  Mar. 2015

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