Purpose
This component contains key elements of interpretive
talk organization and sequencing, as well as audience
characteristics. The interpreter must consider organization
in preparing his/her program to provide a cohesive development
of relevant ideas and to maximize interpretive opportunity.
Objectives
Upon completion of this component, the learner will
be able to:
Produce
a written outline or organizational tool with
citations for an interpretive talk;
Describe
two characteristics of typical audiences that
would attend programs at the park;
Demonstrate
the ability to prepare an interpretive talk
that includes an introduction, body, transitions,
and conclusion which develop a cohesive set
of relevant ideas or concepts;
Describe
two or more types of outlines or organizational
tools.
Approach
With the guidance of goals, themes, and objectives,
strong organization is the next vital element that
allows an interpreter to mold original research into
an interpretive talk that develops ideas in a cohesive,
relevant manner.
Different people tend to organize their thoughts and
materials in different ways. Likewise, various audience
types process information in different ways. There
is no single correct way to organize a subject into
an interpretive program. Most organizational techniques
include certain elements. Through organization the
interpreter creates a meaningful introduction, develops
strong points to support the thesis, blends those
points smoothly in a cohesive development of ideas,
connects tangible objects or facts to universal concepts,
and summarizes them in a powerful conclusion supporting
the park's compelling story.
Interpretive talks are attended by a wide variety
of visitors. The specific makeup of the audience will
influence the organization and presentation of any
interpretive activity. To the extent possible, interpreters
must prepare themselves for the types of audiences
that may attend.
Successful completion of this component can be accomplished
in two to four hours, if delivered in the classroom.
B.
Students
C. Physically/mentally challenged
D. International visitors
E. Organized tour groups
F. Other
II. Organizational tools
A.
Traditional outline "I.A.1.a."
B. Block outline
C. Mind-mapping
D. Brainstorming
E. Memory model
F. Other
III. Organizational theory
A.
Why?
1.
What's in it for me?
2. What's in it for them?
IV. Organizational structure
A.
Introduction
1.
Self identification
2. Agency identification
3. Safety message/announcements
4. Introduction of theme - though not necessarily
in an obvious, self-conscious way, the best
themes clearly emerge from the talk. Not every
talk must follow the structure, "Tell them what
you will tell them, tell them, and then tell
them what you told them."
NPS management documents including General Management
Plans, Interpretive Prospectus, Resource Management
Plan, Statement for Management, NPS-6, NPS-77, NPS 28,
and others.
Adventures of a Nature Guide, Enos Mills, New Past Press,
1990.
Environmental Interpretation-A Practical Guide, by Sam
Ham, Part Two, Chapter 3, North American Press, 1992.
Interpretation for the 21st Century: Fifteen
Guiding Principles for Interpreting Nature and Culture,
Larry Beck and Ted Cable, Sagamore Publishing, 1998.
Interpreting for Historic Sites, William T. Alderson
and Shirley Payne Low, AASLH, 1976.
Interpreting for Park Visitors, William J. Lewis, Acorn
Press, 1989.
Interpreting Our Heritage, Freeman Tilden, University
of North Carolina Press, 1957.
Interpreting the Environment, Grant Sharpe, Chapter
9, John Wiley and Sons, 1982.
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.
The
Interpreter's Guidebook: Techniques for Programs and
Presentations, Regnier, Zimmerman and Gross, University
of Wisconsin, 1992.
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.
1. Write a one-page essay with references that describes
the different audiences that visit their park.
2. Explain two or more different ways of organizing
an interpretive talk. Produce an outline including an
introduction, body, transitions, conclusion, and citation
of references, and a graph which indicates understanding
of how tangible/intangible and universal linkages occur
within the talk.
3. Review two or more outlines, Interpretive Service
Plans, planning documents, transcripts of prepared speeches,
and other similar organizational methods noting strengths,
weaknesses, thoroughness, and clarity.
