Learn beyond the textbook with a painter & quiz champion - QK GO Special Edition!

Artoon! Shota Sanada / Takuji Izawa from QuizKnock

Takuji Izawa of QuizKnock and Shotarou Sanada of Artoon!, both operated by Baton Inc. (Shinagawa-ku, Tokyo; Representative Director: Yosuke Kinugawa), visited Kawamura Junior and Senior High School on Wednesday, May 13th, and gave a lecture focusing on inquiry-based learning.
This time, in a special edition of QK GO, we explored how to cultivate the ability to tackle "problems with no single correct answer," which are essential in inquiry-based learning, through a participatory workshop using quizzes and art.
The lecture began with an introduction briefly explaining the titles, backgrounds, and current activities of the two speakers, followed by a live performance by Mr. Sanada, who actually painted on a canvas on stage. The students were able to witness firsthand his unique drawing process, utilizing charcoal and slices of bread, which I believe was a valuable experience for them. Afterwards, Mr. Izawa solicited quiz questions from the students, and as many hands went up, it was memorable to see Mr. Izawa himself running around with the microphone. The audience was greatly entertained by the questions that challenged Mr. Izawa, a quiz champion.
After the quiz concluded, Mr. Izawa explained the background leading up to this lecture. He reflected that while quizzes have only one correct answer to each question, building a career as a quiz champion is unprecedented, and that in itself is a question without a definitive answer. Art, where there is no answer and success is the right answer, sometimes sees the right answer change. Mr. Izawa said he found common ground with Mr. Sanada, who is active in this field. The two discussed the idea that there are two types of "answers": "answers" as responses to questions with a correct answer, and "responses" as responses to questions without a correct answer. They advised that when faced with a question without a correct answer, one should first formulate a hypothesis, which is a "response," then connect it to further questions, and then formulate another "response." By repeating this process of formulating questions and formulating responses, one can gradually approach the core of the matter, which is how to tackle questions without answers. Based on this, the two gave the students the task of drawing a perfect circle freehand within three minutes. The students had three chances, and both instructors watched intently, curious to see what process each student would go through to try and draw a perfect circle. Some moved the paper instead of the pen, while others folded the square paper to make it closer to a circle. Each student asked questions, using their knowledge and discoveries to arrive at their own answers. This knowledge and these discoveries were based on the experiences and education they had gained during their school days, and it wasn't a matter of which "answer" was more important, but rather that both were interconnected and inseparable. The instructors concluded by saying that they hoped the students would use this experience to face the various open-ended questions they would encounter in the future, by comparing and applying what they had seen and the knowledge they had acquired.

Author: Ayuri Nakatsu, 2nd year student at Dokkyo University

■ Interview with Takuji Izawa of QuizKnock and Shotarou Sanada of Artoon! after the lecture.

Please tell us about QK GO's activities and your thoughts on this special episode.　

Takuji Izawa: QK GO is a project that we started in 2019, where members of QuizKnock visit schools all over Japan completely free of charge to give lectures on career education and learning. So far, we have visited all 47 prefectures and more than 60 schools in total. We go wherever there is an application, and we prioritize visiting schools that show enthusiasm.
As one of our new approaches, we invited Sanada from "Artoon!", a sister group of QuizKnock. We started this project because we believe there are things that only the two of us can do. Recently, interest in inquiry-based learning has been spreading, especially in career education, and there is a growing focus on "questions without answers" and "deepening questions" in educational settings. In this context, we thought Sanada's way of deepening questions when drawing was interesting and that he could be a role model, so this project was launched.

Shotaro Sanada: "Artoon!" is a YouTube channel based on the concept of "bringing art closer to you," where eight people from the art and music fields who graduated from Tokyo University of the Arts deliver approachable content that will serve as an opportunity for people to engage with art. I've always thought that creating things and performing music is a job where you make what you've done in your own way the right answer. Mr. Izawa and I have followed similar but different career paths, and we decided to participate in this project called QK GO because we believe it would be good for education and would serve as a guide for the students' future, as we have the opportunity to explain to students that "there are these kinds of ways to answer questions."

Please tell me what sparked your interest in finding your passions and what you value most in that process.

Izawa: I encountered quizzes by chance, so I feel that chance encounters can sometimes shape who I am today. However, when you encounter something by chance, it's important to have the time and environment to cherish it and become engrossed in it. When you do encounter something, I think it's necessary to cultivate your own mental state and environment so that you can grow something from 0 to 1 into 100.
I feel that having been in such an environment at a prestigious high school was a great advantage, so through my activities with QuizKnock and QK GO, I am spreading an education that values ​​everyone's interests and passions, so that such an environment can be recreated in various places.

Sanada: I've been drawing since I was little, and I've always loved looking at the works of great artists. After I entered a prestigious junior and senior high school, in my third year of high school, I analyzed what my true interests were. As a result, I realized that drawing and thinking about the works of those who came before me were the most exciting forms of learning for me. I wanted to cherish those things, so I ultimately decided to pursue art college or art university. To make a living in the arts requires considerable determination, and it also requires work to improve my skills. However, it wasn't that difficult for me, and I felt joy in being able to do what I wanted as a result of acquiring skills, in other words, in "increasing what I can do," which led me to choose my current profession.

Having teamed up with the other person this time, what aspects did you feel were unique to the two of you working together?

Izawa: I thought it was wonderful that we simply doubled our perspectives. It's difficult to convey depth and three-dimensionality when one person is making an argument, so it was very meaningful to have it examined from multiple angles this time. Because the two of us spoke from different perspectives, I think there were people who were struck by what one of us said. In that sense, I feel it had educational significance.

Sanada: As a painter, I always try to be intellectual, but when I express myself in my own way, I tend to choose words that are quite subjective and arbitrary. This time, Mr. Izawa asked me, "This is how I see XX, but what do you think, Sanada?" and it was a great opportunity to really feel the benefits of being able to see things from two different perspectives, which allows you to see them in a more three-dimensional way and doubles what you can talk about.

Please tell me about any student reactions that were particularly memorable.

Izawa: I was impressed by how much everyone was actively working with their hands. It must have been difficult to suddenly be asked to draw, but they were drawing quite enthusiastically and seemed to have developed a desire to try something new. They were even drawing while we were talking. We were the catalyst that sparked their desire to draw. I feel like we planted the seeds and they have now bloomed, and I hope this experience will serve as a catalyst for them.

Sanada: Showing your own drawings to others can be embarrassing, and I think it's a high hurdle at first. However, the act of showing them and receiving the reactions from others is a very interesting opportunity. A painting can be a work of art because there is always someone to see it. If there is no one to see it, and it is put away in a warehouse the moment it is painted, it becomes nothing more than a piece of wood. It is only when there is someone to see it that it is called a work of art. This applies not only to creating artwork, but to all acts of expression, such as speaking or putting something into words. I think it's great that you felt the enjoyment of expressing yourself while considering how others will perceive it, and I was happy about that.

Izawa: Whether it's uttering a single word or drawing a picture, the act of expressing or making a statement requires courage. However, the things that are born from having that courage and engaging with others will surely multiply two or threefold, so I was happy that this opportunity provided a chance for people to take that first step.

Sanada: When I asked everyone to draw, I gave them the theme, "What was the most impactful thing that happened to you today?" I was happy to see that they had thought about it carefully, reflecting on their day since the morning. I was very grateful to see the traces of them having genuinely and honestly accepted the assignment and drawn accordingly.

What do you think is the kind of school education that is necessary for today's junior and senior high school students?

Izawa: I think we live in an era where other people's values ​​easily intrude, and it's easy to lose sight of what's right and what you believe in. In that context, I think one of today's keywords was "sincerity." Approaching things with sincerity. Facing things with sincerity. Deepening your understanding of things you're sincerely curious about. Everyone sincerely put these into practice. When you face difficulties, I hope you'll remember this sincere attitude of approaching things and your willingness to absorb new information. I hope that the methods we practiced today will help you develop the habit of confronting your own questions.

Sanada: I want people to understand the premise that information is inherently unstable and uncertain. I believe that each academic discipline does not inherently possess the nature to strive to be better than what is outside of its own domain. Academic disciplines themselves do not have the ambition to bridge other academic fields or to have a positive impact on human society. That is why I believe that the exchange of information and communication are essential to bridge the gap so that each academic discipline we have studied can be useful to human society.
In today's world, we are bombarded with all sorts of information through smartphones and social media. Therefore, there is a crucial human role to play in navigating this often unstable information exchange. Is the information we are currently consuming truly accurate? How do we draw conclusions and take action based on this uncertain information? However, those actions might be wrong, so we must also consider re-evaluating and adjusting our approach. I hope you will approach learning and action with this understanding.

Author: Ayatsuki Sakakura, 4th year student at Tokyo Metropolitan University

■ Interviews with teachers and students after the lecture

What words left the biggest impression on you?

Professor Atsuki Murakami: The word that left the biggest impression on me was "response" rather than "answer." I felt that the fascination of academics lies in how we respond to the questions posed by the world. Also, Mr. Sanada's words, "There is no completion in art," were very impressive. Many students at our school aspire to work in the arts, so I think that resonated strongly with them.

Asatani Kumi: What impressed me the most was when Izawa-san said, "It's okay to draw it with guts," during the part where we were drawing a perfect circle. Until now, I thought that in math and science, it was important to get the correct answer. However, I realized that the attitude towards the problem and the willingness to take on the challenge are also important. I thought that instead of just striving for the perfect answer, it is also necessary to try with enthusiasm first.

Yuka Kazama: The phrase "a question without an answer" made the biggest impression on me. I realized that finding your own questions and continuing to think about them is important when considering exams and future career paths.

Vice Principal Miho Iwasaki: The words "answer" and "response" particularly stuck with me. In regular classes, the focus is on finding a predetermined answer to a question. However, there are many problems in the world that have no single answer. I felt that it is important to build up one's own "responses" in such situations.

What resonated with you when you were considering your future career path?

Asatani: I sometimes worry about my academic performance and what others think, but I've come to realize again that I should have my own desires and reasons for wanting to go into this field, and cherish my own momentum.

Kazama: Right now, I'm still unsure about what I want to learn, and I sometimes feel lost. However, I recently had an experience where I honestly expressed my thoughts, and that resonated with this lecture. I realized that even if there isn't a right answer, it's important to take initiative and act on your own.

What do you keep in mind when conducting inquiry-based learning classes?

Mr. Murakami: At our school, first-year high school students engage in inquiry-based learning activities where they work in groups to develop solutions to missions given to them by companies. We emphasize the importance of concretizing abstract problems and formulating their own questions. Since students have little experience formulating questions, they are challenging themselves despite some initial hesitation. I believe it is important for them to learn while having contact with the real world.

Asatani-san: I value the idea that "there isn't just one right answer." In the brainstorming sessions we did, I made a conscious effort to actively express my own ideas without dismissing others' opinions. Some people lacked confidence and couldn't speak up, but through this lecture, I realized that the most important thing is to take action with determination.

Kazama: In our inquiry-based learning activities, we solve problems and develop products while thinking for ourselves. Without clear answers, we repeatedly try different approaches to get as close to our ideal as possible.

Vice Principal Iwasaki: At our school, we conduct inquiry-based learning activities to identify social issues starting in the third year of junior high school. Students focus on people in need and the challenges facing society, and then deepen their learning further in high school. I believe that the experience of tackling problems without easy answers will lead to significant growth for our students.

Message to junior and senior high school students

Professor Murakami: I teach Japanese language, but I went on to study business at university, where I studied a wide range of subjects including literature, psychology, and biology/geology. Through that experience, I came to realize that all academic disciplines are interconnected. I hope that this lecture will inspire the students to develop an interest in various fields and cherish their encounters with many people and academic disciplines.

Asatani: Now that I'm in my third year of high school, I sometimes wish I had studied more. There are so many opportunities to learn these days, even in familiar places like YouTube. I think that engaging with academics while having fun will connect to your interests and your future, so I encourage you to explore a variety of fields.

Kazama: I think it's important to think about "why things are the way they are" on a regular basis. If you deepen your curiosity from junior high school, I think it will be easier to connect it to your interests and experiences when you think about your future career path.

Vice Principal Iwasaki: I teach mathematics, and in this day and age, it's easy to get answers using AI and other technologies. Even so, I want students to value not just getting the answer, but also enjoying the "thinking process." In my lessons, I also make an effort to convey my own passion for the subject.

Author: Sakura Yamashita, 4th year student at Tsuda University

Vice Principal Miho Iwasaki / Yuka Kazama / Sora Asatani / Teacher Atsuki Murakami

Student Newspaper Online, May 13, 2026 Interview with Sakura Yamashita (4th year, Tsuda University), Ayatsuki Sakakura (4th year, Tokyo Metropolitan University), Ayuri Nakatsu (2nd year, Dokkyo University), Yurie Watanabe (3rd year, Josai International University), and Aoba Watanabe (2nd year, Hosei University).