Purpose
This component covers presentation skills, including
verbal, non-verbal, and feedback processes to self-develop/improve
the interpretive talk.
Objectives
Upon completing this component, the learner will be
able to:
Demonstrate
effective use of verbal and non-verbal presentation
skills;
Describe
the purpose and value of self-assessment and auditing;
Employ
knowledge of non-verbal and verbal feedback to
read an audience and adjust presentation as needed.
Approach
Study and practice of delivery techniques is part of
Module 103--Preparing and Presenting an Interpretive
Talk. In completing the study of the material in this
module, each learner will have the opportunity to develop
self-confidence, assess his/her primary speaking instrument
- the voice - practice pronunciation and enunciation,
develop gestures and non-verbal communication skills,
read audience feedback, practice presenting talks, assess
performance, and experience the value of peer review
and auditing.
Some material within this component can be learned through
reading or classroom work, which may take an average
of 16 to 24 hours. Actual practice developing skills
will require concentrated effort over time, perhaps
one to three months.
Practice and opportunities to present interpretive talks
are essential for developing the skills outlined in
this component. This component describes the culminating
project for the entire Module 103 and presents a critical
opportunity for the learner to practice and develop
preparation and presentation skills. Practice, accompanied
by self-assessment and peer or supervisor feedback,
will build self-confidence and are essential for developing
the presentation skills the learner needs to demonstrate
benchmark competency.
The Interpreter's Guidebook: Techniques for Programs
and Presentations, Kathleen Regnier, Michael Gross and
Ron Zimmerman, University of Wisconsin-SP Foundation
Press, Inc., 1994.
The Gentle Art of Verbal Self-Defense, Suzette Haden
Elgin, Prentice-Hall Press, 1980.
The Last Word on the Gentle Art of Verbal Self-Defense,
Suzette Haden Elgin, Prentice-Hall Press, 1987.
Personal
Interpretation: Connecting Your Audience to Heritage
Resources, Lisa Brochu and Tim Merriman, National Association
for Interpretation, 2002. This book shares the traditions
and trends of developing interpretive programs. Several
elements of NPS IDP philosophy are discussed, including
the tenets, interpretive equation, tangible-intangible
links and universal concepts.
13 Steps to Better Speech Effectiveness, Donald H. Ecroyd,
Eastern National Parks and Monuments Association, 1988.
On Body Language:
Interpretive Skills Lesson Plans, "Communications"
rev. by Bill Fuchs, 1992, handouts pp. 28-34; "Communications"
1983, articulation, pronunciation exercise handouts.
Toastmasters Club
Videos
Video, Speeches of John F. Kennedy, Martin Luther King,
Paul Harvey, etc.
Suggested Developmental Activities
1. Present a three minute talk in front of a group of
colleagues. The group will critique the presentation
and provide positive feedback and constructive feedback
on your delivery skills. Note particularly whether you
were able to link tangible facts/things to intangible
ideas or concepts within the audience. The talk will
be on an impromptu topic because the delivery skills
are important here. Effective skills are those that
contribute to the success of the presentation. Non-effective
skills are those that distract listeners from your message
and those that detract from your professional image.
It should be evident in most members of the audience
that tangible/intangible linkages in this short presentation
made it possible for them to create formative meaning
and value in the subject of the talk.
2. Design a self-assessment audit form for your interpretive
talks. The form will identify areas in which feedback
is most important and useful for developing personal
presentation skills, and graphically depict the tangible/intangible
linkages attempted within a presentation. The form should
identify at least 10 delivery skills to be observed
in a talk presentation (based on the list in the content
outline in this component). Choice of skills should
reflect areas of identified need based on your previous
experience or on feedback from a supervisor or certifiers.
3. Given a series of written role-playing scenarios
where audience behavior/feedback is described, write
a description of how to react and/or alter the presentation.
For each scenario, identify the audience behavior/feedback
described and the written description of how you should
react to match the situation.
Sample scenarios:
a) The audience is composed of 30-40 adults. Five minutes
into the talk you notice that several people will not
return your eye contact. Two people in the back are
whispering to each other intermittently. One person
in the front row is crocheting. Ten minutes into the
talk a man in the third row looks sleepy, another gets
up and leaves the room, three minutes later, two more
people leave the group.
b) The audience is composed of ten people, two separate
families: one a mother, father, and two children under
age ten; the other a mother, grandmother, father, two
children under eight, and an infant. The infant is asleep.
The smallest children have trouble standing still. All
the parents return eye contact intermittently while
keeping an eye on their children. All questions you
ask are answered. Members of the group ask questions
for further information or clarification about what
you have described.
c) The audience is composed of fifteen people, mixed
adults and children, with the youngest child about age
four. Most members of the group return your eye contact,
several do so intently. At each break in the talk there
are questions but as you progress with the talk, questions
from two members of the group increase about related
subjects and asking for very specific detail. Other
members of the group have trouble standing still, two
have arms folded on their chests, and at least two more
stop returning eye contact. The children fidget.
4) Read aloud into a tape recorder from a book, memo,
letter, newspaper, or other source as if speaking to
an audience. Listen to the tape and count the words
per minute. The average rate of speaking is 120-180
words/minute. If the rate is slower or faster than this
average, comprehension may be sacrificed for some segment
of the audience. Practice until you feel the difference
in speaking rate and until you are comfortable.
5) Read the following paragraph aloud into a tape recorder
and then listen to the recording:
"You
wished to know all about my grandfather. Well, he
is nearly 93 years old; he dresses himself in an ancient
black frock coat, usually minus several buttons; yet
he still thinks as swiftly as ever. A long, flowing
beard clings to his chin, giving those who observe
him a pronounced feeling of the utmost respect. When
he speaks, his voice is just a bit cracked and quivers
a trifle. Twice each day he plays skillfully and with
zest upon our small organ. Except in the winter when
the ooze or snow or ice prevents, he slowly takes
a short walk in the open air each day. We have urged
him to walk more and smoke less, but he always answers,
"Banana Oil!" Grandfather likes to be modern in his
language."
[This paragraph was devised by Dr. Charles Van Riper
of Western Michigan University to contain all of
the speech sounds in the English language. It was
used to test astronaut candidates in the Mercury
program to see how clearly their voices would transmit
from a space capsule. (Interpretive Skills "Communications"
Lesson Plan, SER, 1983).] The assignment goal is
to assess and practice articulation, determining
whether all the words are understandable. Ask a
friend or co-worker to listen to the recording.
Does the listener understand all the words? Record
the paragraph a second time. Notice that articulating
the words slows down the rate of speaking. Practice
until the articulation and rate work together comfortably
(and sound like normal speech) to aid the comprehension
of the message.
6) Present a three-minute talk in front of a video camera.
The talk can be a children's story, a segment of a fifteen-minute
talk, or any other familiar topic. The intent is to
observe delivery style, especially the non-verbal aspects
such as gestures, mannerisms, approachability, attitude,
confidence, and friendliness. Attempts to connect facts
to universal concepts should be evident.
7) Research, develop, and present a 15-minute interpretive
talk to be videotaped in front of a group of colleagues.
The group will critique the presentation and provide
positive feedback and constructive feedback. Design
a personal evaluation form and watch the video to assess
your interpretive effectiveness: evaluation will include
a discussion of facts/universal concepts or tangibles
to intangibles; verbal and non-verbal communication
skills, audience reaction, content of talk, logistics.
The evaluation should include several written paragraphs
to describing what you thought of the presentation,
how the audience responded (including whether they maintained
eye contact, answered/asked questions, smiled, applauded,
said thank you), and what skills and techniques need
to be practiced and developed.
Practice talk preparation and presentation skills!
This assignment (#7) presents the opportunity to incorporate
the concepts of Module 101--Fulfilling
the NPS Mission: The Process of Interpretation with
practice in the preparing and presenting of an interpretive
talk. Upon completion of Module 103, the same interpretive
talk can be polished and formally presented to demonstrate
benchmark competency.
Additional Developmental Activities (Optional)
1. Pronunciation skills. With a group of friends and/or
co-workers, discuss the following list of words (and
others you may add):
Each person will take a turn at saying each word on
the list. The group will compare and discuss the differences
in pronunciation. The group will also discuss who's
right. They may also consider local custom, and as a
group choose the pronunciation that most people will
understand.
2. Find a video and text of a famous speech - i.e.,
John F. Kennedy's Inaugural Address, or Martin Luther
King, Jr.'s "I Have a Dream" speech. First, read the
speech silently, then aloud. Then watch a video of the
same speech. Next, listen to the video but do not watch
it. Next, watch the video with the sound turned off
to observe the speaker's physical movements and gestures.
Then write an essay discussing observations on the speaker's
research, structure, techniques, and delivery; concluded
with a paragraph describing what can be applied to your
own preparation or delivery techniques.
3. Join or form a peer coaching group asking others
to provide positive feedback and constructive criticism
on his/her talk(s). Watch the talks of others and provide
feedback to them.
4. Ask your supervisor for a talk audit to receive positive
reinforcement and recommendations for improvement.
