THE PHOTOGRAPHIC EYE

Special Features
Application
As a glance through the table of contents will indicate, one key component
of The Photographic Eye is the sequence of exercises, each of which
is designed to achieve three essential goals:
1. reinforce concepts discussed in the text;
2. provide a gradual progression into more advanced use of the camera;
3. introduce students to the perspectives of other photographers (generally
other students undertaking the same exercise).
Another essential ingredient is the series of focal points — special sections
providing in-depth coverage of a concept or photographer mentioned
in (or relevant to) the main text. Focal points offer an opportunity for enrichment
or advanced study of some very specific topics, such as depth of field
or light meters. They may also contain biographies of outstanding photographers:
Alfred Steiglitz, Margaret Bourke-White and many others. Often
these featured photographers are especially illustrative of the concept(s) discussed
in the chapter with which they appear. For example, Margaret Bourke-
White is profiled next to the text discussing photojournalism. Diane Arbus
appears in the chapter entitled ''Breaking the Rules."
It is important to note — and point out to students — that the vast majority
of photographs in this book were taken by high school students. While
many are of exceptional quality, they are largely the work of peers — not
daunting masterpieces by famous artists. Some masterpieces have been
included, to establish standards and provide a challenge, but the overall message
of the photographic illustrations is "you too can do this."
Though it is highly recommended to proceed through chapters sequentially
in "Part 2 — The Elements of Photography," teachers are encouraged to vary
the sequence of exercises in "Part 3 — People, Places and Things" to capitalize
on local and seasonal opportunities and on the students' developing
interests and needs. For example, a town fair in October should not be missed
simply because it is "ahead of schedule" (see the exercise on "Fairs," pages
200 and 201). Conversely, if a number of students are having difficulty grasping
a particular concept, you may wish to devote more time to it than indicated
by the text (or return to it later).
Any number of variations on the exercises may, of course, be added as
well. The basic framework — succinct assignment description, explanation,
examples and tips — is infinitely expandable. (Some ideas along this line
are included in Part II of this manual.)