Instructional Planning in the Visual Arts The Artistic Process

Art Creation in the Art Class The artistic processes, as defined by the National Core Art
Standards, are the physical and cognitive actions by which
The art teacher plays a crucial role in conducting an art arts making and learning are realized. These processes
class whether it is a teacher-directed or learner-directed. describe and organize the relationship between art and
Even in a learner-directed program, the teacher's job is to the student. In planning an art lesson, the teacher can use
structure the art room and create opportunities for the this as guide to provide the full experience of the art
students to maximize their art experiences. In planning an processes. These are the basic components of art process
art activity, the teacher has to consider the experiences in an elementary school program.
and interests of the students, and to determine their
present level of skill through assessment based on The Artistic Processes and Anchor Standards as Defined by the National
previous performance and artworks. The role of the Coalition on Core Art Standards (NCCAS)
teacher is to provide materials, tools, and techniques that Artistic Process Anchor Standards
the child can use to create his or her work. CREATING Conceiving and • Generate and conceptualize
developing new artistic ideas and work.
An art class is not necessarily in a classroom, rather, it is artistic ideas and work • Organize and develop artistic
typically a space where the teacher and the child-artist ideas and work.
• Refine and complete artistic
(learner) experience art creation and appreciation. Many work.
art teachers teach in the regular homeroom from an art PRESENTING Interpreting and • Select, analyze, and interpret
cart, some in a designated art studio, while some travel sharing artistic work artistic work for presentation.
school to school, teaching out of the trunk of a car. The • Develop and refine artistic
opportunities in the art room and the children's view of techniques and work for
presentation.
the world through their experiences contribute to the • Convey meaning through the
intentions of their artwork. The teacher should understand presentation of artistic work.
that art-making does not stop inside the classroom, but RESPONDING Understanding and • Perceive and analyze artistic
involves different agencies in the art world. evaluating how the work.
arts • Interpret intent and meaning in
The Conceptual Framework is a known set of four artistic work.
convey meaning
• Apply criteria to evaluate artistic
agencies that is widely used in the field of visual arts. It
work.
comprises the analysis and dynamics between the artist, • Synthesize and relate knowledge
CONNECTING Relating artistic ideas
artwork, world, and the audience. The artist is the one and work with and personal experiences to make
who creates the artwork that connects him or her to the personal meaning and art.
audience and the world. The artwork is the object that is • Relate artistic ideas and works
external context
with societal, cultural, and
used by the artist to share his or her intentions and ideas.
historical context to deepen
The audience are the people who view and respond to the understanding.
artwork and the artist. The world is the place and time Hiking Mt. Pinatubo (2018) by Enrico, 7, watercolor on
where the artist, audience, and artwork exist. paper. In this painting, the student tries to share his happy
Understanding the conceptual framework used by artists hiking experiences to the world.
can help teachers view an artwork not just as an output
but as a way for the students to connect to the world. The Eight Studio Habits of Mind
Recent research on arts education as it relates to students'
In some art programs that are more comprehensive and
social, emotional, and cognitive developmental needs
choice-based such as Teaching for Artistic Behavior (TAB),
indicates that arts experiences are consistently found to
the lessons rely mostly on the framework of the Eight
give students tools to make sense of their world and make
Studio Habits of Mind (Hetland, Hogan, Jaquith, Winner
connections between disparate ideas, while also making
2018) which enumerates the practices that artists
connections between themselves and others
incorporate in their art creation processes which then can
be implemented in the art classrooms. In their first book,
Studio Thinking, Hetland et al.

The 8 Studio Habits of Mind provides a structure on how

to create learning objectives and plan art activities for the
class. This describes what artists do and the eight thinking
tendencies that artists use in the artistic process. The
teachers and children can also assess their progress by
identifying emerging art behaviors present in their composition in her mind), Develop Craft (illustrate using a
performance. Some of the habits that can easily t computer software), Express (narrate a story), Reflect (give
introduced to kindergarten class are Observe, Stretch and meaning), and Understand Arts Community (derive
Explore, Engage and Persist, and Express. As they progress inspiration from Philippine culture).
through the middle elementary grades Reflect, Envision,
and Understand Art Worlds can be officially included in
lesson planning. WEEK 8
The Psychomotor Domain Components of An Activity Plan
in setting your learning objectives for an art activity, one A lesson plan is a detailed guide of how the teacher will
tool that teachers commonly use is the Bloom's Taxonomy conduct the flow of his or her lesson that provides
of Educational Objectives. This contains three domains structure for teaching, learning, assessment, and even
which are important in planning a holistic approach: the classroom management. The term ACTIVITY PLAN is
cognitive (knowledge), affective (attitude), and commonly used since art classes focus more on hands-on
psychomotor (skill) domains. The Cognitive domain is activity than lecture or discussions.
connected to the thinking process, Affective domain
includes attitude and feelings, while the Psychomotor Depending on the school, teacher or program, an activity
domain is related to motor skills and function. The plan can be as simple as a written outline or a complex
psychomotor domain (Simpson 1972) targets the scripted instruction. The basic components of an activity
development of physical movement and is measured in plan are the following:
terms of precision, speed, accuracy, procedures, or
techniques in execution. In creating an activity plan, COMPONENTS OF AN ACTIVITY PLAN FOR VISUAL ARTS
writing the objectives in the psychomotor domain should I. OBJECTIVES
be carefully considered because art mainly requires This is a clear statement that includes the learning goals of
physical fine motor skills, such as drawing, painting, the activity and what the teacher is trying to achieve. The
sculpting, etc. assessment will be based on the objectives set by the
Understanding these skills can really be helpful for teacher. See K to 12 Curriculum Guide Appendix.
teachers to determine the levels of technical skills they Content Standard
should teach and assess. It is important to understand the This statement includes how students will demonstrate
hierarchy of the development of psychomotor skills. understanding of concepts in the cognitive domain; the
There are mainly three popular psychomotor domains elements of art and principles of design. (Knowledge)
used: Dave (1970), Harlow (1972), and Simpson (1972). Performance Standard
Each tackles the progress of perception, and coordination, This statement includes how the students will
however, they differ in some aspects. Take note that the demonstrate a skill by creating an artwork. It describes the
term "psychomotor" is used and not just referring to technical skills required to produce the artwork. (Skill)
motor because these skills involve how the mind process
and create motor movement, such as translating one's Learning Competencies
imagination and creativity into an output. These are not This statement includes the specific tasks and activities
just merely fine motor skills but require the mind to that the students are expected to accomplish in class. The
translate these into action. LC code is indicated in the K to 12 Curriculum Guide.

A summary of the versions of The Psychomotor Domain II. CONTENT

by Simpson (1972), Dave (1970), and Harrow (1972). This includes key concepts, theories, and principles that
Source: the Psychomotor Domain of Bloom's Taxonomy in are taught and learned in specific academic courses. It may
Teacher Education. Begam, A. & Tholappan, A. (2018). also indicate themed or subject content areas integrated
in the art class.
T'boli Girl at Lake Holon (2020) by Erin, 11, digital media.
An original character inspired by traditional Philippine Learning Resources
textile design, accessories, and hairdressers. She modified Teacher's guide pages, learner's materials pages, textbook
the references and combined the elements to create her pages, additional learning pages.
own original composition without prompts or guidance
from the teacher. The Habits of Mind that were practiced
were to Observe (noticing style), Envision (imagine the
III. PREPARATION IV. PROCEDURES
Preparing the requirements needed by the teacher before The detailed process of teaching and learning in class
conducting the class
Pre-Activity
Student Materials Review
This is a list of materials that will be used. Indicate if there The teacher helps students recall previous concepts,
are preparations needed before bringing the works (e.g., techniques, or past experiences and insights. Works from
Where to put to avoid spillage). the previous activity can also be showcased. This is
Students bring their the materials: important if the current lesson requires pre-requisite skills
learned from the previous lesson, especially if it involves
Individually technical skills.
By pair
By group Ask questions about the previous lesson.
Showcase previous artworks.
If the school will provide, indicate the distribution plan Students demonstrating the technique from the previous
Per group (assign a team leader) lesson.
Materials station (materials are organized on a table) Student realization and insights
System for distributing and returning materials
Lesson Proper
Logistics Introduction
This describes the classroom setup. Teacher's with their The teacher discussed the prerequisite knowledge, skills,
own art rooms can skip this part as the setup is fixed. and expectations before proceeding with the lesson
However, art teachers who use homeroom classrooms proper. Some students tend to get excited during
that other teachers also use will need more planning, demonstrations, or proceed with the activity without
especially for complex activities, such as painting and recognizing the proper usage and discipline needed before
printmaking. Take note that some activities are not suited creating art.
for armchairs which are commonly used in regular
classrooms. Present the materials, usage, origins, and purpose.
Discuss safety precautions: What to do and what not,
Workspace (armchair, long tables, on the floor) consequences.
Groupings for sharing materials
Classroom layout (rows, U-shape, work stations) Discuss expected behaviors (Act and behave like an artist)
Wash area (placement of buckets, trash disposal) Demonstrate how to clean up and discuss standards for
Assigned drying area (for wet and messy works like paint cleanliness. It is important to specify the guidelines in
and clay) cleaning up before the start of the classroom.
Observe the teacher and the processes involved
Class Management
This describes the Art management system to be Instruction
implemented in the classroom. The teacher should decide The teacher gives students the opportunity to learn a new
and prepare these before conducting the class. concept and skill via direct instruction or choice-based
independent exploration.
Safety precautions, preventive measures, warnings,
dangers, reminders in using tools and materials (very Direct instruction through a teacher's live demonstration.
important to for little kids); Modeling the process by a student volunteer
Observation of the art process
System to monitor materials (usage and returning of
tools); Guided Practice
Time breakdown (preparation, activity proper, discussion, Exploration
cleanup); This is the initial phase of art creation. Students are
Placement of finished works or drying area; allowed to explore and make mistakes. The teacher can
Water supply (if there is no sink); observe, roam around, and give individualized feedback
Cleanup system; and encouragement.
Roles (name manager, table captain, water helper,
materials monitor, work collector, posting team, etc.); and Envision a plan by sketching on a sheet of paper.
Adaptations and modifications for children with special Experiment with the materials.
needs. Make mistakes and learn from it.
Explore possibilities
Find inspiration by narrating their own stories to a friend classes, talking turns can also be done by calling two to
or classmate. three students at a time per class.
Choose a theme, color, concept, or idea.
Troubleshoot problems Appreciation
Envision a concept or message to convey visually for the Showcase ALL works in the wall or in the school hallway to
final artwork. be appreciated by all. This can be done per session or per
quarter. Make sure ALL students have at least one work
Independent Practice displayed.
Creation
This is the part where students will apply what they have Conclusion
learned by creating an artwork based on the learning Synthesize the lesson by reviewing the concepts learned.
competencies. What have you learned?
Can you point to the primary colors?
Students work independently as this will be the basis for Can you tell which is the background, middle ground, and
assessment. background?
Please describe how you are able to achieve this
Apply the concept and skills technique.
Create the artwork Review the process.
Demonstrate authentic skill and creativity
Develop craft by using technique VI. ASSESSMENT
Engage and persist This part describes the methods and tools the teacher will
use to measure student learning.
Post-activity
STRATEGIES FOR ENGAGEMENT AND GETTING
Assignment INSPIRATION
Follow up tasks ot preparation for the next activity.
Provide a title or artist statement (shortt description of the One of the struggles that art teachers encounter in school
artwork). is that some students are not motivated enough to
participate some students do not exert effort and do not
Take home work for unfinished tasks finish within the deadline resulting in an incomplete
Assignments output.
Materials to prepare for next session Children engage more in their art creation process if they
Reminders for next class. love and believe in what they do. As an elementary art
V. ART APPRECIATION teacher, it is important to be sensitive with your students’
Opportunity for students to express themselves, reflect, thoughts and feelings. The goals of art for young students
discuss, and appreciate each other’s work. are for self-expression. These can come from their
personal experiences or feelings they encounter from their
Self-Expression environment.
Expression and Reflection When introducing a lesson, an artist, technique, or
This is a crucial part of an art class that is often skipped in concept, it is important to use different approaches and
the Philippine Art Education system because it is not the relate how these are relevant in their daily lives. Also, keep
priority. In teaching in the early grades, it is important that in mind that the artists or culture that you are featuring
students demonstrate art appreciation by talking about also got their inspiration based on their thoughts and
artwork in class. This gives them a sense of achievement experiences so they will have more understanding of
and respect for other people’s work. Talking about their WHY should they also put some heart into their own
work teaches them how to think like an artist, be open- creation. A hook is the introductory part of the lesson
minded, and learn how to properly communicate one’s where you will try to get the attention of the students. The
opinion. For little kids, it is more relevant for them to talk goal of the teacher in this part of the lesson is to engage
about their own work than talking about works of people the students and bring out their personality and creativity.
who they do not personally know with themes that they This is better than making students work hard for grades
are not familiar with. or for other external rewards. As art teachers, we should
try our best to elicit intrinsic motivation.
This is the part where students realize the SIGNIFICANCE
OF ART in their life.

Express oneself through show-and-tell. It can be done by a INSTRUCTIONAL STRATEGIES IN TEACHING VISUAL ARTS
group so all students will have the chance to share. For big
When teaching a technique for the first time, most art 2015). Take note that all the mentioned strategies can be
teachers especially in a large class tend to do a direct used in one lesson, depending on the complexity of the
instruction through a demonstration. Direct instructions activity, student’s skill, and set objectives.
give clear and precise steps to equip the student with the
concept and technique that they can follow. Time in an art Origination: Creativity and Ideation
class is limited and there won’t always be enough time to Creativity is using one's imagination to combine two ideas
do an inquiry-based approach or explode learning unless to make a new one. Originally means something that us
you are teaching in a workshop or at home. Direct new and has not been done before. Creativity in children
instruction and modeling allow teachers to reply dies not emerge from a vacuum, rather, art skills and
information teach principles demonstrate technique competence development from the nursing environment
provided feedback and guide students directly based on that provided opportunity for them to learn about art in
their needs. If a teacher is introducing a material or different ways (Dobbs 1992). It is constantly needed in the
technique for the first time, the teacher explains how to fast-changing world. It is unlimited but can be rare and
use it, how it works, how artists do it, and reasons why it is scarce because more original ideas are made every
used. Direct instruction also allows teachers to quickly and second. Right now, creative people can be of the highest
clearly explain the safety precautions, cleanup process, demand in the future because creativity is the skill of the
and expected behaviors. These activities are excellent problem solvers. It makes one resourceful in finding
methods to develop mastery of a specific skill through alternative and innovative ways to achieve goals and get
explicit instruction and modeling of behavior. Students can past obstacles. It is important that an early age, we
also practice independently, however direct instruction encourage the development of child’s creativity and
limits the use of exploration and creativity that is why, in imagination, and art is one of the best ways to nurture it.
teaching art to children, the teacher has to strategize The end goal of an art class is always to try to come up
when to use direct instruction, which is usually done only with something new and original.
at the beginning of the lesson.
The Creative Process vs. Artistic Process
Step by Step Approach
In most cases creativity is best practiced when solving
In this approach the teacher demonstrates how to draw a problems. In a tight situation people are often forced to
face one step at a time. Each student is expected to do as think outside the box. Being resourceful is one way to be
per teacher's instruction and the teacher can only move on creative. Most famous showcase of creativity is when
to the next step once student say that they are done. there is a need to find novel problems. The creative and
One Demo Approach artistic processes may be distinct from each other in a way
that creative process does not always result to artistic
In this approach, the teacher demonstrates how to make a creation and production work in the arts does not
human clay figure stand on this own. The student uses a necessarily involve creativity in terms of terms of
visual guide to try to do it independently. The teacher developing original ideas (Botella, Zenasni, Lubart 2018).
provides guidance if needed. This is also okay if the The creative process as defined by Lubart (2001) is a
process is reversible, that it allows that it allows the succession of thoughts and actions that leads to original
student to correct himself or herself without much appropriate productions. The key word is original concept
consequences such as molding with clay or drawing with a and ideas, something that the student was able to come
pencil and eraser. up on his or her own. Artistic process is mainly production
of art as painting by copying from a photograph, weaving
Artistic Creative Process by following a pattern, or creating thousand paper cranes
This process involves more input from the artist and which involves craftmanship and skills, but does not
requires envisioning (imagining the final artwork and involve creating new ideas. It is important for teachers to
picturing how to do it). This enables the artist to apply the distinguish between the two process, and aim for artistic
concept and techniques learned from the previous lesson. creative process instead (Botella et al. 2018).
The artist can also have an input on what his or her How to Promote Creativity in the Classroom
artwork wants to express to the world. In a typical art
student can learn concepts and skills from direct One way to practice creativity is to force yourself to think
instruction as well before conducting a creative artistic outside the box. Most teachers think that creativity cannot
approach. It is basically a combination of different be taught directly rather some people are just born with
approaches wherein the end goals us for the artist to the talent or grow up in an environment conducive to
practice the Eight Studio Habits of Mind (Hetland et al. nurturing it. In a space where original ideas are tolerated
and encouraged children are most likely to develop limit ourselves based on what we see in the museums and
creativity as they grow. books such as oil paintings of the masters on canvas.
Contextualizing the al materials based on what is needed
Strategies for Ideation: Adaption and available is part of the creative art process. We can
Ideation is generating new ideas. Creativity is quite a see how the indigenous people in the different parts of the
challenge to teach in the art room because the teacher country use materials that are readily available and
cannot directly teach how to be creative but can only relevant to them such as using natural dyes lo color textile,
provide opportunities to develop it. Start by imitating a and wood to make sculptures. The same can be applied in
portion from a previous work then combine those Portion our classroom. Even if we want to exactly follow the
to create one whole original piece. Adaptation lets a curriculum and competencies, the reality is that art
student modify or alter a small aspect of the work, adding materials are not easily accessible, especially if the school
own input one idea at a time. In Austin Kleon’s books Steal does not have the budget. In most cases, the teacher is
Like An Artist (2015), he mentioned that one should not discouraged to continue and enjoy the art lesson because
just steal the style, rather steal the thinking behind the not all students have the required materials or might
style. The teacher should welcome and encourage require a lot of monetary sacrifice. But what is good about
questions, thoughts, insights, and curiosity in children so art is that it can be flexible, arbitrary, and spontaneous.
they develop a habit of free thinking and not jus rely on Modifying the activities to make it relevant and more
the teacher on what to do next. Students can use accessible to the students is preferable than strictly
sketchbook, idea bank, or a journal where they put their following the mandated lesson if students cannot procure
random and even craziest ideas. materials. Teachers can make the lesson more relevant to
the students if they use everyday themes or materials that
How To Look for Inspirations they can relate to. The more concrete and familiar the
topic, the more children can understand the concept of
Creative artists are great observers. They see what other the lesson. The following are some examples.
people do not see that is why they are able to do what
other people never thought of doings. Teach students to Adapting Tools and Activities
observe and always keep an eye. Some examples are, up
cycling materials as craft items, noticing the different style As teachers, we have to ensure the active participation of
of artists and using objects that are not likely used in ALL students, with or without special needs. Some of them
normal situations. Parents also play an important role in need more support than others whether it is physical,
reinforcing and extending their children’s art education by mental, behavioral, or socio emotional. Some students
taking their children to art museum, galleries, and art who 8% challenged with verbal communication and
centers, acquiring and encouraging them to learn about. expression such as children with autism can use art as a
tool to express their thoughts, interests, wishes, and
How Limitation Fosters Creativity feelings.

One way to be creative is to think outside the box but the Adapting Tools for drawing or writing:
problem with other art classes is the teachers do not
provide a box. In other words when students are always Tissue roll for stiff or weak grips.
given the ideal materials, tools, and methods, there would Weighted pencils using metal hex nuts for stability and
be no more room to be resourceful, solve problems and body awareness (proprioception)
creativity. Third world countries like the Philippines has a Triangular sponge for small hands and better grip.
lot of boundaries but being creative knows no boundaries, Paper clip with rubber bands to practice tripod grip.
in fact, creativity can be more evident when there’s Plastic or toy ball for a larger grip.
limitation of resources, Teachers have their unique ways of Pen with lace attached to the wrist to secure the pencil
being resourceful because they lack something and they back to the center of the thumb
are forced to think of innovative ways to solve their Planning the activities can be done by consulting and
problem. collaborating with the student’s adviser or Special
CONTEXTUALIZATION, ADAPTATION AND Education teacher. Art has no definite right or wrong
CLASSROOM MANAGEMENT answers or methods and that makes inclusion of children
of all abilities easier. Adaptations can be made after
Contextualization careful observation of the student’s needs or reading their
Resourcefulness and self-expression are some of the skills Individualized Education Plan (IEP). At the beginning of the
that can be developed through art practice and creation, academic year, the teacher can give easy tasks that aim to
especially in elementary students. However, we tend to observe students’ basic skills in art, such as gripping
writing tools, using scissors, and ability to follow Stations - (optional) to make your art room more
instructions independently. manageable – You can layout the room with the
designated areas: wash area, drying area, materials area,
Differentiation and Modification work area, and art display area.
Art teachers are not only creative in coming up with art Preparing for Fast Finishers
lessons, but in differentiating their activities as well. Tasks
and expectations can be modified into Level 1, Level 2, and Some students are fast finishers. Either they rush their
Level 3 according to difficulty. The differentiated approach work, or they are simply efficient and good at what they
to teaching is usually practiced in mixed-level classes and do. To prevent students from disturbing other students,
inclusive classes where there are students with special prepare some coloring pages or activities that the
needs. fast finishers can do.
Other Helpful Strategies in Managing The Classroom Postproduction and Cleaning up
Time Management Cleaning is crucial. Students need to learn how to clean
Art production can be very time-consuming. It takes time their own space and recognize shared responsibility of
to set up and to clean up. Sometimes when you are in “the cleaning common spaces. Showing respect to materials is a
zone” or when they are engaged, your kids even lose track skill they can apply for the rest of their lives. It is important
of time. So, it is important that you choose an activity that that these ate ingrained in them during their early years.
can be realistically done in a given amount of time. Break
down long processes into several sessions so that students
won’t rush. It is important to announce the allotted time
WEEK 7
at the beginning of the class and reminders every 15
minutes, 10 minutes, and 5 minutes Technology as a Way of Revealing
Managing Student Expectations through Visual Schedule At a Glance: Who is Martin Heidegger?
Cards “The essence of technology is by no means anything
technological”.
Visual cards help students keep track of the process.
Students tend to gel more engaged when they know what He is widely acknowledged as one of the most important
they are supposed to do next and when they know how philosophers of the 20th century. He was a German
much more they need to do. Put a schedule vertically and philosopher who was part of the Continental tradition of
process horizontally. When they get lost, just point to philosophy. His stern opposition to positivism and
remind them on what activity they should do. technological world domination received unequivocal
support from leading postmodernists and post-
Setting up the Teacher’s Demo Area and Student
structuralists of the time, including Jacques Derrida,
Workspace
Michael Foucault, and Jean Francois Lyotard In 1933, he
Position yourself in a space where you can see all students joined the Nazi Party (NSDAP) and remained to be a
and all students can see you. Seating arrangement and member until it was dismantled toward the end of World
classroom layout are also important because these War II. This resulted in his dismissal from the University of
dictates how students interact and share materials. Freiburg in 1949. He was only able to resume teaching in
1951. Heidegger’s membership to the Nazi Party made him
Demo Table - A teacher needs a demo table to put his or controversial – his philosophical work was often eclipsed
her materials. It is usually a long table where one side is by his political affiliation, with critics saying that his
for demo and theother side is for the materials. philosophy would always be rooted in his political
consciousness.
Work area/student seating arrangement - Students should
Heidegger’s work on philosophy focused on ontology or
have ample workspace. Ideally, a long table that is
the study of ‘being’ or dasein in German. His philosophical
waterproof should be sed. Individual tables and chairs are
works are often describe as complicated, partly due to his
also okay but can be sometimes hard to go around and
use of complex compound German words, such as
guide individually. It is better to work on the floor if you
are painting especially placed in such a way that the Seinsvergessenheit (forgetfulness of Being),
teacher can move to the back of the room to the demo Bodenstandigkeit (Rootedness-in-soil), and
table with ease. Wesensferfassung (Essential Constitution).
The Essence of Technology In philosophy, techne resembles the term episteme that
Martin Heidegger, in his treatise, The Question Concerning refers to the human ability to make and perform.
Technology (1977) explains the two widely embraced
definitions of technology; Techne also encompasses knowledge and understanding.

1. Instrumental Definition: Technology is a means to an In art it refers to tangible and intangible aspects of life.
end. The Greeks understood techne in the way that it
2. Anthropological Definition: Technology is a human encompasses not only craft, but rather acts of mind, and
activity. poetry.
Instrumental Definition: Technology is a means to an end. Technology as Poiesis
Technology is not an end in itself, it is a means to an end. Heidegger, in The Question Concerning Technology,
posited that both primitive crafts and modern technology
In this context, technology is viewed as a tool available to are revealing.
individuals, groups, and communities that desire to make
an impact on society. Modern technology challenges nature by extracting
something from it and transforming, storing, and
How technology is used varies from individual to distributing it.
individual, groups to groups, and communities to
communities according to their individual and collective Digging deeper into Heidegger’s question it becomes clear
functions, goals, and aspirations. that the essence of modern technology is not to bring
forth in the sense of poiesis.
While technology is omnipresent, knowing its functions
requires paying attention to how humans use it as means He considers modern technology’s way of revealing as way
to an end. of challenging forth.

Anthropological Definition: Technology is a human activity. It makes people think how to do things faster, more
effectively, and with less effort.
Alternatively, technology can also be defined as a human
activity because to achieve an end and to produce and use It prompts people into dominating and enframing the
a means to an end is, by itself, a human activity. earth’s natural resources

The production or invention of technological equipment, Challenging forth reduces objects as standing-reserve or
tools and machines, the products and inventions, and the something to be disposed of by those who enframe them
purpose and functions they serve are what define –humans.
technology. Challenging forth as a result of modern technology is also
Technology as a Way of Revealing evident in the information age, such that greater control of
Heidegger stressed that the true can only be pursued information to profit from its value gives rise to concerns
through the correct. Simply, what is correct leads to what about privacy and protection of human rights.
is true. The challenging forth of modern technology is seen
He envisioned technology as a way of revealing – a mode everywhere in the rise and depletion of petroleum as
of ‘bringing forth.’ strategic resource; the introduction and use of synthetic
dyes, artificial flavorings, and toxic materials into the
Bringing forth can be understood through the Ancient consumer stream that bring about adverse effects on
Greek philosophical concept, poiesis, which refers to the human health; and the use of ripening agents in
act of bringing something out of concealment. agriculture that poses threats to food safety and health
security.
The truth is understood through another Ancient Greek
concept of Aletheia, which is translated as unclosedness, Enframing as Modern Technology’s Way of Revealing
uncocealedness, disclosure, or truth. Enframing, according Heidegger, is akin to two ways of
looking at the world: calculative thinking and mediative
Thus, for Heidegger, technology is a form of poiesis – a thinking.
way of revealing that unconceals aletheia or the truth.
In calculative thinking, humans desire to put an order to
This is seen in the way the term techne, the Greek root nature to better understand and control it.
word of technology, is understood in different contexts.
 more questioning we become. For questioning is the piety
of thought .
In mediative thinking, humans allow nature to reveal itself
to them without the use of force or violence. Heidegger underscored the importance of questioning in
the midst of technology.
Calculative thinking tends to be more commonly utilized,
primarily because human’s desire to control due to their Questioning is the piety of thought.
fear of irregularity.
It is only through questioning that humans are able to
Enframing happens because of how humans desire for reassess their positions not only in the midst of technology
security, even if it pulls all of nature as a standing reserve around them, but also, and most importantly, in the grand
ready for exploitation. scheme.

Modern technology challenges humans to enframe nature. Thus humans need to take a step back and reassess who
they were, who they are, and what they are becoming in
Thus, humans become part of the standing reserve and an the midst of technology in this day and age.
instrument of technology, to be exploited in the ordering
nature. WEEK 8 Human flourishing and de-development

The role humans take as instruments of technology Things to Ponder

through enframing is called destining.
Despite efforts to close out the gap between the rich and
In destining, humans are challenged forth by enframing to poor countries, a BBC report in 2015 stated that the gap in
reveal what is real. growth and development just keeps on widening.

The Dangers of technology With this backdrop and in the context of unprecedented
The Brazilian novelist, Paulo Coelho, once remarked that it scientific and technological advancement and economic
is boastful for humans to think that nature needs to be development, human must ask themselves whether they
saved, whereas Mother Nature would remain even are indeed flourishing, individually or collectively.
humans cease to exist.
If development efforts to close out the gap between the
As mere tenants on Earth, people must not allow rich and the poor countries have failed, is it possible to
themselves to be consumed by technology lest they lose confront the challenges of development through a
the essence of who they are as human beings. nonconformist framework?

In this sense, humans are in danger of becoming merely In the succeeding article, Jason Hickel, an anthropologist at
part of the standing reserve or, alternatively, may find the London School of Economics, criticizes the failure of
themselves in nature. growth and development efforts to eradicating poverty
seven decades ago. More importantly, he offers a
Art as saving paper nonconformist perspective toward growth and
Friedrich Holderlin, a German poet quoted by Heidegger, development.
said “But where danger is, grows the saving power also”
Forget ‘developing’ countries, it’s time to ‘de-develop’ rich
Following this, the saving power can be traced exactly countries By: Jason Hickel
where the danger is – in the essence of technology.
This week, heads of state are gathering in New York to sign
Heidegger proposed art as the saving power and the way the UN’s new sustainable development goals (SDGs). The
out of enframing: “And art was simply called techne. It was main objective is to eradicate poverty by 2030. Beyoncé,
a single, manifold revealing” (1977, p 18). One Direction and Malala are on board. It’s set to be a
Heidegger saw art as an act of the mind, i.e., techne, that monumental international celebration.
protected and had great power over the truth. The idea of “de-developing” rich countries might prove to
Questioning as the Piety of Thought be a strong rallying cry in the global south, but it will be
Heidegger concluded his treatise on technology by saying: tricky to sell to westerners.

The closer we come to the danger, the more brightly do

the ways into the saving power begin to shine and the