What are Experts Saying about the Book?
"Today's photography student is a citizen of a connected, collaborative, image-intensive world. Garin Horner's extremely useful book gives both new and veteran photo teachers innovative and effective strategies to help 21st century students learn and thrive in the contemporary photography classroom." -Jeff Curto, Board Chair, Society for Photographic Education
"Many photo instructors love teaching because they learn just as much from the students as students learn from them. The concepts Horner offers in this book effectively launch this reciprocal process, inspiring both teachers and budding photographers." -Jill Enfield, author of Jill Enfield's Guide to Photographic Alternative Processes
"Many photo instructors love teaching because they learn just as much from the students as students learn from them. The concepts Horner offers in this book effectively launch this reciprocal process, inspiring both teachers and budding photographers." -Jill Enfield, author of Jill Enfield's Guide to Photographic Alternative Processes
The Art, Science, & Magic of Teaching Photography
It is assumed that readers of this handbook know how to teach, so the purpose of this book is not to tell educators how to teach their courses. It is assumed that readers have collected a lot of practical teaching skills from many years of observing great teachers at work. In addition, teachers may even have practical experience in the classroom. On-the-job training might have begun at a time when students used film and made prints in the darkroom. Or, one's teaching practice may have started more recently with digital cameras and editing software. In any case, readers have amassed a lot of experience and knowledge about photography and have a good idea about how to deliver a quality education to students.
Photography teachers have embraced the challenge of practicing two major professional fields, photography and teaching. Gaining some degree of mastery over either of these fields individually requires many years of study and practice. It is common for photography teachers to concentrate much of their formal education in the field of photography and have taken little opportunity to commit equal attention to study of education. The example of past teachers and on-the-job training are the two main sources for learning the skills required to be an effective teacher.
But if the reader is like the author, he or she may be interested in finding new ways to become better at the job they love most, teaching photography. Educators may be motivated by the desire to become a more effective, engaging teacher, but may find themselves working in their own isolated bubble of academia that is one's institution (or department) and wondering about what other photography teachers, or even teachers at large, are doing in their classrooms that is working. Sometimes learning about successes other photography teachers are discovering in their bubbles can support and invigorate one’s own teaching.
How is this book different from other books on teaching photography?
All the books on teaching photography are very different, yet complimentary. The Photography Teacher's Handbook (PTH) is a perfect companion to several books currently in print, like Teaching Photography: Tools for the Imaging Educator, Second Edition by Glenn Rand, Jane Alden Stevens, & Garin Horner, The Photographer's Playbook: 307 Assignments and Ideas By Jason Fulford & Gregory Halpern, and Photography 4.0: A Teaching Guide for the 21st Century: Educators Share Thoughts and Assignments by Michelle Bogre.
Rand, Stevens, and Horner's book is about teaching from a perspective contemporary classroom pedagogy. It stresses the how and why of teaching photography. The Photographer’s Handbook is a very practical perspective on the flipped model of classroom teaching. The purpose of this book is to strengthen student performance by introducing evidence-based, brain-science based, practical tools that can be used to help increase student learning and engagement. There has been a revolution in the understanding of teaching/learning over the last 8-10 years due to studies conducted on the conditions in which human's best learn and retain knowledge. Instead of basing pedagogy on anecdotes and traditional educator practices, the Photography Teacher’s Handbook is about utilizing what has been proven to work in the photography classroom.
All the books listed above are recommended for photo-educators even though they have very different views about what a teacher should know and how to apply what they know successfully. At the same time, they are complimentary. For example, if a teacher first reads Teaching Photography, the Second Edition, they would completely understand the historical foundations of the methods and strategies that are presented in PTH. That understanding could motivate teachers to experiment with their own teaching approaches with the intention of increasing engagement, motivation, and achievement.
Check out links with more information
Photography teachers have embraced the challenge of practicing two major professional fields, photography and teaching. Gaining some degree of mastery over either of these fields individually requires many years of study and practice. It is common for photography teachers to concentrate much of their formal education in the field of photography and have taken little opportunity to commit equal attention to study of education. The example of past teachers and on-the-job training are the two main sources for learning the skills required to be an effective teacher.
But if the reader is like the author, he or she may be interested in finding new ways to become better at the job they love most, teaching photography. Educators may be motivated by the desire to become a more effective, engaging teacher, but may find themselves working in their own isolated bubble of academia that is one's institution (or department) and wondering about what other photography teachers, or even teachers at large, are doing in their classrooms that is working. Sometimes learning about successes other photography teachers are discovering in their bubbles can support and invigorate one’s own teaching.
How is this book different from other books on teaching photography?
All the books on teaching photography are very different, yet complimentary. The Photography Teacher's Handbook (PTH) is a perfect companion to several books currently in print, like Teaching Photography: Tools for the Imaging Educator, Second Edition by Glenn Rand, Jane Alden Stevens, & Garin Horner, The Photographer's Playbook: 307 Assignments and Ideas By Jason Fulford & Gregory Halpern, and Photography 4.0: A Teaching Guide for the 21st Century: Educators Share Thoughts and Assignments by Michelle Bogre.
Rand, Stevens, and Horner's book is about teaching from a perspective contemporary classroom pedagogy. It stresses the how and why of teaching photography. The Photographer’s Handbook is a very practical perspective on the flipped model of classroom teaching. The purpose of this book is to strengthen student performance by introducing evidence-based, brain-science based, practical tools that can be used to help increase student learning and engagement. There has been a revolution in the understanding of teaching/learning over the last 8-10 years due to studies conducted on the conditions in which human's best learn and retain knowledge. Instead of basing pedagogy on anecdotes and traditional educator practices, the Photography Teacher’s Handbook is about utilizing what has been proven to work in the photography classroom.
All the books listed above are recommended for photo-educators even though they have very different views about what a teacher should know and how to apply what they know successfully. At the same time, they are complimentary. For example, if a teacher first reads Teaching Photography, the Second Edition, they would completely understand the historical foundations of the methods and strategies that are presented in PTH. That understanding could motivate teachers to experiment with their own teaching approaches with the intention of increasing engagement, motivation, and achievement.
Check out links with more information