Purpose
The interpretive demonstration is a type of illustrated
program which is fundamentally different from the formal
interpretive talk. It relies on the successful integration
of interpretive narrative and a specific demonstrated
activity (by the interpreter, the audience, or both),
for interpretive success. Effective use of objects,
crafts, technical and scientific processes, recreation
skills, living history, and others allow the interpreter
to create opportunities for the audience to form intellectual
and emotional connections with the resource. This component
includes the essential skills required to integrate
the demonstration and interpretive narrative. The component
is strongly based on the concepts and philosophy learned
in entry-level competencies.
Objectives
Upon completion the learner will be able to:
Explain
how an interpretive demonstration is different from
conducted activities or an interpretive talk;
Explain
the rationale for selecting the interpretive demonstration
as the appropriate technique for delivering a particular
interpretive message;
Prepare
and present an effective interpretive demonstration
which integrates narrative and activity.
Approach
It is important that the learner understands the basic
differences between components of interpretive demonstrations
and the interpretive talk described in Module
103 - Preparing and Presenting an Interpretive Talk.
Interpretive demonstrations must integrate activities
performed by the interpreter and/or the visitor to create
the opportunity for an interpretive outcome.
In a demonstration, the interpreter is trying to create
an interpretive opportunity for and with the visitor,
not just show or perform a task. Demonstrations are
based on the premises that audience understanding will
be greatly enhanced, or that basic comprehension can
only be gained through performing the task versus telling
how it is done.
All demonstrations carry an obligation for the interpreter
to be sensitive to and convey proper respect for cultures
and alternate points of view. Interpreters using cultural
demonstrations have an additional responsibility to
make sure that the audience understands that it is never
possible to completely and accurately portray another
time, place, or person. The interpreter's job is not
to presume that she/he can recreate a time, place, or
person, but to use the tangible impression to reveal
intangible meanings. Successful interpretation of time,
place, or person is possible, if preparation and the
highest standards are applied in developing and presenting
the program.
This component should be viewed as a resource guide
or idea bank for the creative interpreter, and not as
a comprehensive list of tricks of the trade. It provides
the principles and a foundation on which demonstrations
may be developed, regardless of location, mechanics,
or activities used. To be successful, the interpreter
will need to build upon this framework by acquiring
the specific technical skills necessary for the demonstration
chosen.
Content
Outline I.
Why choose an interpretive demonstration?
A. General attributes
1. Incorporates additional senses
2. Allows hands-on involvement with resources
3. Provides opportunity for multiple points of view
4. Accommodates a wide range of learning styles
5. Allows opportunity for audience participation
6. Reveals nuances which are not immediately apparent
B. Specific attributes
1. Recreational demonstrations
a. Provides for visitor safety and protection
of resources
b. Improves range of opportunities for visitor
enjoyment (i.e., canoeing/snowshoeing)
c. Provides for emotional connections through
physical involvement with resources
d. Provides access for visitor immersion in resources
2. Cultural and natural processes, trades, crafts,
and technology demonstrations (i.e., living history,
bird calls, animal tracking and identification,
domestic and agricultural arts)
a. Graphically illustrates the intricacies of
a process or period
b. Helps preserve systems and processes
c. Makes tangible connection to lifeways, attitudes,
meanings, other intangibles
3. Applied physical science and social/historical
study demonstrations (i.e., water sampling/analysis,
archeology, animal behavior patterns, analysis of
the written record, architectural analysis, curatorial
methods)
a. Allows comparative studies to see relationships
and the complexity of preservation needs
b. Directs hands-on involvement with resources
to overcome misconceptions and provide a basis
for understanding
c. Provides exposure to resource management issues
and professional standards and knowledge
II.
Decision to present
["The successful interpreter chooses and uses
the appropriate vehicle based on professional judgment
not personal preference." (Module 101 component:
Why We Do Interpretation)]
A. Interpretive demonstration has a direct tie to
a specific park theme and identified outcomes
B. Interpreter abilities
1. special skill certifications required for the
demonstration or activity
2. current proficiency and/or your aptitude in the
skill area
C. Resources
1. Use of original vs. reproduction materials
2. Resource protection issues (potential impacts
of consumptive use, damage to resources, specimen
collection)
3. Possibility for hands-on involvement with the
resource
4. Readily accessible resources
D. Group characteristics
1. Interests, motivations, and expectations
2. Age, intellectual abilities, motor skills, visual
abilities
E. Interpretive opportunities
1. Meets interpretive goals
2. Enhances enjoyment
3. Balances with other programs offered
4. Addresses specific resource management issue
at site
5. Addresses specific visitor or resource safety
concern
F. Safety of group/individuals
III.
Program development-Ensuring that the interpretive demonstration
meets the objective of tying the tangible activity to
its intangible meanings.
A. Developing a program that integrates narrative
and supporting demonstration
1. Research
2. Goals, themes, and objectives
3. Accuracy and authenticity
4. Up-to-date, reputable scholarship/sources
B. Special considerations-narrative
1. Narration does not stand alone
2. Language appropriate to audience
3. Transitions
4. Technical terms, jargon, archaic language--explaining
when necessary
5. Inflammatory or emotion-charged language
6. Silence as a tool
C. Special considerations-demonstration selection
1. Appropriate to audience
2. Bridges language gaps
3. Provides moments for self interpretation
4. Accommodates multiple learning styles
5. Engages variety of senses
6. Does require consumptive use of resources/objects/visuals
7. Considers audience reaction to demonstrations
and activities, intense, either positive or negative
8. Varies the way visitors can get involved in program
9. Uses diversity of activities and objects
10. Uses authentic representations
11. Uses quality of objects and activities
12. Assures available and reliable equipment/supplies
13. Takes into account cost of start-up and maintenance
of activities
D. Building a cohesive program-integrating the demonstration
and the narrative
1. Program does not consist of simply naming tools
used, identifying objects encountered, describing
individual elements of a process; it ties the objects
to larger intangibles to create linkages and meanings
2. Use of activity/object multiplies the number
and variety of tangible/intangible links each individual
makes because each reacts to the activity in addition
to the narrative
3. Sequencing thoughts/ideas/demonstrations
a. Parallel construction of thoughts/demos
b. Intentional redundancies between thoughts/demos
c. Divergent thoughts/demos
d. Juxtaposed thoughts/demos
e. Convergent thoughts/demos
4. Using storyboard techniques to visualize the
program
5. Maintaining balance between narrative and demonstration
6. Presenting multiple points of view
a. Vary the demonstrations to appeal to differing
interests in audiences
b. Examine the resource from different points
of view.
c. Aware that some activities may be more effective
in communicating certain viewpoints
IV.
Considerations
A. General
1. Visitor participation
2. Adapting for different learning styles
3. Anticipating audience reaction
4. Accommodating special needs
5. Ability to be heard
6. Adequate numbers of supplies and opportunities
to participate
7. Positioning objects for line of sight
8. Using descriptors from audience's physical perspective
(mirror imaging: your right is their left)
9. Demonstration is clearly theme related
10. Not used merely for the sake of entertainment
11. Creating opportunities for visitor involvement
throughout the program
12. Audience understands mechanical, scientific,
archaic, and specialized terms
13. Alternative delivery plans (weather, materials,
objects, etc)
14. Address real or perceived ethical inconsistencies
in using original objects or items from the resource
(i.e. bones, live animals, petrified wood, artifacts,
fruits and nuts)
B. Specific
1. Recreation demonstrations
a. Equipment is in safe operating condition and
there are adequate supplies
b. Skills and physical limitations of audience
are known
2. Natural and cultural process demonstrations
a. Accurate data, time period, context
b. Respect and sensitivity when demonstrating
(i.e., collecting samples from sacred places,
speaking for others/cultural arrogance, assuming
only one "truth" in history or science)
c. Contemporary issues regarding environment or
cultures
d. Living history--first- or third-person
3. Applied physical science and social/historical
study demonstrations
a. Professionally approved methodologies
b. Theme related
c. Multiple points of view and differing opinions
regarding resource issues (i.e. control of wildlife
populations, military encounters, lifestyle and
class differences, evolution/creation, traditional
beliefs)
V.
Program delivery
A. Site considerations
1. Organizing materials and activities to involve
all
a. Sight lines
b. Access to materials
c. Sufficient supplies
d. Weather/elements which may affect demo
2. Safety
B. Accommodating special needs
C. Sequencing the activity/demonstration
1. Create an interpretive foundation to establish
relevance of demonstration and potential intangible
linkages
2. Explain what the audience will see or do in the
demonstration in clear language, including audience
safety and other potential concerns
3. Use mirror imaging when explaining or performing
a demonstration
4. Allow audience involvement (depending on "type"
of demo--participatory or passive)
a. Interpreter conducts entire demonstration
while audience observes
b. Interpreter describes the demo and audience
does
c. Interpreter and audience participate in all
or part of demonstration
5. Check audience understanding and involvement
and assure that intangible connections are made throughout
a. Review audience products and performance
b. Review audience understanding of interpretive
message through questioning strategies (process?
application?)
c. Repeat elements of the interpretive message
or demonstration if needed
6. Assess remedial needs; be sensitive to audience
anxiety or failure
7. Close the demonstration by connecting to interpretive
intent/opportunities
D. Common pitfalls
1. Demonstration fails to link to intangible meanings
and concentrates primarily on the "stuff"
2. Interpreter pretends to have all the answers;
draws unsubstantiated conclusions
3. Interpreter does not allow time for audience
to successfully participate in the activity
4. Interpreter uses unclear directions or descriptions
of the mechanics or process
VI.
Evaluating program outcomes - See Module
103--Preparing and Presenting the Interpretive Talk;
Developing an Interpretive Talk and Assessing Its Interpretive
Value
A. Qualitative assessments
B. Quantitative assessments
C. Visitor feedback and evaluation
Considerations for Interpretive Demonstrations and
Living History, Stuckey, Michael, Sunset Crater Volcano
National Monument, 1997.
Interpretation for the 21st Century: Fifteen Guiding
Principles for Interpreting Nature and Culture, Larry
Beck and Ted Cable, Sagamore Publishing, 1998.
Interpretation of Cultural and Natural Resources,
Knudson, Douglas M., et al, Venture Publishing, State
College, PA, 1995, Chapter 12, pp. 303-328.
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, Kathleen, et al, UW-SP Foundation
Press, Stevens Point, WI, 1992, pp. 28-29, Chapter 5,
pp. 45-64.
The Interpreter's Handbook, Grater, Russell K., Southwest
Parks and Monuments Association, 1976, Chapter 8, pp.
93-102.
Interpreting for Park Visitors, Lewis, William J.,
Eastern Acorn Press, 1980, pp. 79-80, p. 88.
Interpreting the Environment, Sharpe, Grant W., John
Wiley and Sons, New York, 1982, Chapters 17 and 23.
Personal
Interpretation: Connecting Your Audience to Heritage
Resources, Lisa Brochu and Tim Merriman, National Association
for Interpretation, 2002.
Suggested
Developmental Activities
1. Compare an interpretive talk to a demonstration with
similar desired interpretive outcomes. Apply an assessment
tool in your analysis. Which interpretive technique
proved to be the most effective in achieving the desired
outcome? Discuss your findings with your interpretive
supervisor or manager.
2. Create a graph to show the tangible or intangible
links in your demonstration. Match each pair to the
cohesive idea (theme) of your program. Try changing
the tangible/intangible link or the activity/demonstration
if either does not support the cohesive idea. Does the
demonstration flow smoothly? If necessary, adjust your
cohesive idea or the demonstration.
3. Create a list of the objects, and equipment you
will need for your demonstration, and analyze how each
will enhance the tangible and intangible/universal concepts.
4. Prepare and present a short demonstration for adults.
Prepare a second program with a similar theme, but not
using the demonstration. Which worked better? Why? Analyze
what these differences mean to your ability to effectively
create intangible meanings.
5. Describe and demonstrate a process using primarily
technical terms. Try the same activity using non-technical
terms. Now use a blend of technical and non-technical
descriptors. Try each version on a friend, relative,
or co-worker and discuss with them the strengths and
weaknesses of each version. Which would you choose for
which kind of public audience?
