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Component for Module 103

Presentation Techniques

Content Outline | Resources | Suggested Developmental Activities | Next

Purpose
The mechanical delivery of a program must be logical, connected, and easily followed by a cross-section of visitors. Effective presentation techniques let the interpreter maximize her/his chance to create an opportunity for the audience to form intellectual and emotional connections with the meanings of the resource and develop a cohesive set of relevant ideas.

Objectives
Upon completion of this component the learner will be able to:

  • Identify at least three logistical issues an interpreter might encounter when presenting a talk and describe techniques for dealing with those issues;

  • Explain the rationale for including an ice breaker at the start of an interpretive talk and give two examples of possible ice breakers;

  • Identify, describe, and demonstrate at least three presentation tools appropriate for different audiences and resources; and

  • Compare three types of questioning strategies and explain the role they play in developing a cohesive idea throughout an interpretive talk.


Approach
Once an interpreter researches the basic content and develops the overall structure of an interpretive talk, she/he is ready to craft a presentation that will effectively capture an audience's attention, sustain their interest throughout the program, and deal with any logistical issues the group may encounter. This component addresses a variety of techniques available to the interpreter in developing and presenting an effective talk. It covers methods for dealing with logistical issues that are frequently encountered during talks, methods for "breaking the ice" before a presentation to put the audience and interpreter at ease or set the tone for the program, the use of specific presentation tools to enliven a talk, and questioning strategies that stimulate audience interest and challenge them to think about the subject matter in depth. This component is not meant to comprehensively list tricks of the trade. Rather, it should be viewed as a resource guide or idea bank for the creative interpreter.

This component relates directly to, and builds on, the other components in Module 103--Preparing and Presenting an Interpretive Talk. It is recommended that the learner complete all the components of this module in sequence and relate each component's developmental assignments to the preparation and delivery of an interpretive talk which to be submitted for certification.

When individually studying this component or when teaching, it is important to continually relate the theoretical information to practical application during an interpretive talk. The developmental assignments are designed to allow the learner to develop skills which can be applied to real situations. It is recommended that the learner complete all the developmental assignments, or at least a portion of each assignment, in order to have the experience of personally using each presentation technique. In a formal classroom setting this component will take approximately three to five hours to teach. Individuals working at their own pace and doing research may take longer to complete the component.

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Content Outline:

I. Logistics
A. Rationale for planning logistics
1. Need to be ready for anything
2. Need to insure smoothest possible presentation
3. Importance of professional presentation of National Park Service (being there early etc...)
4. Other
B. Types of logistical issues
1. Sun in audience eyes
2. Varied sizes of groups
a. very large groups
b. very small groups
3. Moving groups to the talk site
4. Weather changes
5. Interpretive moments
6. Major distractions
7. Annoying sounds (airplanes, trains, coughing, etc.)
8. Audio-visual equipment
9. Special effects
10. Acoustics
11. Use of microphones/amplification
12. Other
 
C. Planning logistics
1. Preview talk site
2. Check all equipment
3. Look for new developments at talk site
4. Brainstorm all possible problems and plan solutions for each
5. Practice talk at site
6. Check position of sun at time of talk
7. Make rain/weather back-up plans
8. Other
II. Ice breaker
A. Appropriate use of ice breakers
1. Why include an ice breaker in an interpretive talk?
a. put group at ease
b. help relate talk to audience and involve audience
c. help overcome "stage fright"
d. set tone of talk
e. melt barriers between strangers
f. create group dynamic
g. learn audience's mood
h. ease tension
i. increase group energy level
j. other
2. How to select an appropriate ice breaker
a. consider content of talk
b. assess group, consider their possible response/openness
c. consider setting for talk
d. consider size and capabilities of group
e. other

B. Types of ice breakers

1. Informal discussion/mingling
2. Openers and warm-ups
3. Getting acquainted
4. Energizers and tension reducers
5. Games and brainteasers
6. Other
III. Presentation tool
A. Appropriate use of presentation tools
1. Why do we use presentation tools during talks?
a. to seize and sustain audience interest
b. to emphasize key points
c. to add variety and theatrical interest to presentation
2. When is it appropriate to use presentation tools?
a. introduction
b. body
c. conclusion
d. transitions
3. How to select an appropriate tool
a. understanding the variety of tools available and what they accomplish
b. being selective (not using too many or too few tools)
c. effective repeated use of a single tool

B. The tools

1. Grabber
2. Teaser
3. Forecasting
4. Predict outline
5. Triphammer
6. U-Turn
7. Silence
8. Volume/pitch/voice modulation
9. Choice of words (some are more descriptive than others)
10. Gestures
11. Gold plated correction
12. Recapitulate
13. Memorize key portions (example: ending paragraph)
14. Quotes, pictures or other primary documents
15. Props
16. Stories
17. Analogies
18. Anecdotes
19. Connections with audience (example: referring to where someone is from or a fact you learned about a person or family before the program.)
20. Humor
21. Others

(Note: This is not a comprehensive list but should not diverge into interpretive techniques covered in later modules. These techniques should relate directly to tools which can be used during a talk.

IV. Questioning strategies
A. Reasons for including questions in a talk
1. Spark audience interest
2. Relate to audience on a personal level
3. Maintain audience involvement
4. Provoke audience to think about a subject/resource in depth and become personally invested or involved in the subject/resource
5. Leave audience with questions and a hunger for more information
6. Other
B. Types of questions
1. Memory/recall
2. Open-ended vs. close-ended
3. Group directed/individual directed
4. Rhetorical
5. Judgmental
C. When to use questions
1. Introduction
2. Body
3. Conclusion
4. Transitions
D. Selecting appropriate questions (relate situations to specific types of questions)
1. Fitting the type of question with the talk's subject matter
2. Use of specific types of questions at different points in the talk
3. Returning to the same question periodically throughout the talk
4. Building the complexity of questions throughout the talk
5. Stimulating higher-order thinking skills as talk builds (moving visitors from concrete to abstract thinking)
6. Other

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Resources

Interpretation for the 21st Century: Fifteen Guiding Principles for Interpreting Nature and Culture, Larry Beck and Ted Cable, Sagamore Publishing, 1998.

Interpreting for Park Visitors, William J. Lewis, Acorn Press, 1989, pp. 66-91.

Interpretive Skills Lesson Plans: "Preparing and Presenting the Talk" rev. by Smitty Parratt/Sheila Cooke-Keyser, 1992; "Questioning Techniques" rev. Karen Cucurullo, 1992; "Communications" rev. by Bill Fuchs, 1992.

The Encyclopedia of Ice Breakers: Structured Activities That Warm-Up, Motivate, Challenge, Acquaint and Energize, S. Forbess-Greene, University Associates, Inc., 1983.

The Good Guide: A Sourcebook for Interpreters, Docents and Tour Guides, A.L. Grinder and E.S. McCoy, Ironwood Publishing, Scottsdale, AZ, 1983, pp. 51-85.

The Interpreter's Guidebook: Techniques for Programs and Presentations, K. Regnier, M. Gross and R. Zimmerman, UW-SP Foundation Press, Inc., 1994, pp. 21-32.

The Interpretive Process Model, National Park Service, 2002. The Interpretive Process Model provides a framework for the development of interpretive programs and products. It consists of a sequence of activities that guide an interpreter to develop opportunities for their audiences to make emotional and intellectual connections to the meanings of the resource, as well as cohesively develop an idea or ideas that are relevant to the resource and the audience.
 
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.

The Speakers Handbook, D. Sprague and D. Stuart, 1992.

13 Steps to Better Speech Effectiveness, Donald H. Ecroyd, Eastern National Parks and Monuments Association, 1988.

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Suggested Developmental Activities

1. Logistics: Choose a specific setting and topic for an interpretive talk and write a list of potential logistical concerns that could arise during the talk. Also list possible solutions for each logistical concern identified.

The list of logistical concerns should be comprehensive and suggested solutions appropriate.

2. Ice Breakers: Given an outline of an interpretive talk, develop an ice breaker for use prior to the talk. The ice breaker should be appropriate for the audience, setting, and content of the talk.

3. Presentation Tools: During a 15-minute presentation, use at least three different presentation techniques. Demonstrate the correct and effective use of at least three presentation techniques.

4. Questioning Strategies: Given an outline of an interpretive talk, write questions to add to the talk and choose where they would be added. The questions will demonstrate appropriate use of questioning strategies. Questions should be placed at strategic times during the talk and have the potential to simulate audience interest and provoke higher-order thinking.

5. Watch four different interpretive talks, speeches, or religious sermons (in person or on video/TV) and list all the presentation tools you observe the speakers using. Explain how the tools used in each instance either enhanced or detracted from the overall presentation. Develop and present four talks, each three minutes long, which demonstrate the use of four different presentation tools. Have someone view the talks and provide you with feedback on the use of the tools. Or videotape and critique the talks yourself.

6. Read three talk outlines or Individual Service Plans and develop an ice breaker for each talk. Describe why you chose each ice breaker and justify why you think it is an appropriate way to start the particular talk. (Talk outlines are frequently on file in parks.)

7. Write three examples of each type of question: Memory; convergent; divergent; and judgmental. Using one of the talk outlines from the previous assignment, write three questions that could be used during the talk. Explain when and why you would ask each question during the talk.

8. Choose a site at your park where you would like to present a 10-to-15 minute interpretive talk on a particular topic. Brainstorm all the possible logistical details you will need to consider when preparing the talk for use at that site. Develop strategies for handling all the possible logistical concerns and situations you might encounter during the presentation.

 

Next Component

Delivering an Interpretive Talk and Assessing its Interpretive Value

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Editor: STMA Training Manager Interpretation

 
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