Purpose
The illustrated program is fundamentally different from
the formal interpretive talk. It relies on the successful
integration of narrative and media for interpretive
success. This component is strongly based on the concepts
and philosophy learned in entry-level competencies.
Effective use of media, objects, illustrations, and
demonstrations lets the interpreter maximize her/his
chance to create an opportunity for the audience to
form intellectual and emotional connections with the
resource. This component includes the essential skills
required to integrate the medium and narrative.
Objectives
Upon completion of this component the learner will be
able to:
Explain
how the illustrated program is different from conducted
activities or an interpretive talk;
Explain
the rationale for selecting the illustrated program
as the appropriate technique for delivering a particular
interpretive message;
Prepare
and present an effective illustrated program demonstrating
the integration of narrative and media.
Approach
This component should be viewed as a resource guide
or idea bank for the creative interpreter, and is not
meant as a comprehensive list of tricks of the trade.
It provides the principles and a foundation on which
all illustrated programs are built, regardless of location,
mechanics, or media. To be successful, the interpreter
will need to build upon this framework by acquiring
the specific technical skills necessary for the chosen
illustrated approach (i.e. map programs, slide talks,).
Illustrated programs can include enhanced video presentations
and demonstrations using objects and props. Specific
guidance is provided in the Module 220 component for
demonstrations. In every instance, however, the goal
of an effective illustrated program is to integrate
visual or other aids into an interpretive narrative
which heightens the opportunity to reach broader audiences
with a wider range of connective links, resulting in
greater opportunities for visitors to create and retain
their own meanings and values.
This component builds upon the components in Modules
101 -- Fulfilling the NPS Mission: The Process of Interpretation
and 103 -- Preparing and Presenting an Interpretive
Talk. It is recommended that the learner be knowledgeable
about all aspects of the entry-level modules before
moving on to more advanced techniques in this module.
Content
Outline I. Why choose an illustrated program?
A. Accommodates wide range of learning styles/levels
B. Incorporates additional senses
C. Engages visitors through vivid images and hands-on
activities
D. Provides a substitute for resource when it is not
readily at hand
E. Includes more tangibles and intangibles (through
senses) in program
F. Creates interpretive opportunities not possible
through other delivery techniques
G. Gives opportunity for multiple points of view on
a topic
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. Interpreter abilities
1. determine special skill certifications required
for the demonstration or activity
2. assess current proficiency, your aptitude in
the skill area, or both
B. Resources
1. inaccessible or unavailable
2. need protection
3. need "distant" or indirect viewing
4. gives possibility for hands-on involvement with
the resource
5. reveals nuances not immediately apparent
C. Group characteristics
1. interests, motivations, and expectations
2. age, intellectual abilities, motor skills, visual
abilities
D. Interpretive opportunities
1. meets interpretive goals
2. enhances enjoyment
III. Program development [Use the Interpretive
Equation as you build your program. What are the tangibles?
What are the intangibles? Will they connect to a universal
concept? Are the transitions from tangible to intangible
to universal concept the best that can be made? (Module
101 - component: How
Interpretation Works)]
A. Developing the narrative and selecting supporting
media [see Module 103 component: Presentation
Techniques]
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--explanation
when necessary
5. Inflammatory or emotion-charged language
6. Silence as a tool
C. Special considerations-media selection
1. Appropriate to audience
2. Bridges language gaps
3. Provides moments for self interpretation
4. Accommodates multiple learning styles
5. Engages a variety of senses
6. Requires consumptive use of resources/objects/visuals
7. Considers audience reactions to visuals/objects
intense, either positive or negative
8. Varies ways images/objects are seen in space,
time, perspective
9. Uses diversity of images/objects
10. Uses authentic representations
11. Uses quality of visuals/objects
12. Uses available and reliable equipment/supplies
13. Possibly incorporates music, song, dance, and
drama as illustrations
D. Building a cohesive program--integrating the illustrations/demonstration
and the narrative
1. using media multiplies the number and variety
of tangible/intangible links each individual makes
because each reacts to the media in addition to
the narrative
2. sequencing thoughts/ideas/visuals/activities
a. parallel construction of thoughts/media
b. intentional redundancies between thoughts/media
c. divergent thoughts/media
d. juxtaposed thoughts/media
e. convergent thoughts/media
3. using storyboard techniques to visualize the
program
4. avoiding calling attention to the images/objects
(ex: "This is a cow..."); speak about
the subject or content.
5. maintaining balance between narrative and visuals/objects
6. presenting multiple points of view
a. differing media appeal to different audiences
b. media provide opportunity to examine the resource
from different points of view.
c. some media are more effective in communicating
certain viewpoints
d. active engagement in an illustrated program
or demonstration by the audience provides opportunity
for multiple linkages or opinions/meanings about
the resource to be formed
B. Accommodating special needs
C. Tips and pitfalls
1. Make sure dark conditions do not diminish effectiveness
of gestures, body language, and facial expressions
2. Assure ability to be heard
3. Assure adequate numbers of supplies and opportunities
to participate
4. Use vocal gestures for emphasis and emotional
content
5. Position objects for line of sight
6. Use mirror imaging ylreporp
7. Make sure media do not dominate the visitor experience
8. Avoid using merely for the sake of entertainment
Environmental Interpretation, A Practical Guide for
People with Big Ideas and Small Budgets, Ham, Sam H.,
North American Press, Golden, CO, 1992, Chapter 4, pp.
77-127; Chapter 10, pp. 349-379.
The Good Guide, A Sourcebook for Interpreters, Docents
and Tour Guides, Grinder, Alison L. and E. Sue McCoy,
Ironwood Publishing, Scottsdale, AZ, 1985, pp. 46-47;
pp. 74-75; p. 80.
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. 314-317; Chapter
13.
Interpreting the Environment, Sharpe, Grant W., John
Wiley and Sons, New York, 1982, p. 372.
The Interpreter's Guidebook: Techniques for Programs
and Presentations, Regnier, Kathleen, et al, UW-SP Foundation
Press, Stevens Point, WI, 1992.
The Interpreter's Handbook, Grater, Russell K., Southwest
Parks and Monuments Association, 1976.
Interpreting for Park Visitors, Lewis, William J.,
Eastern Acorn Press, 1980.
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.
Interpretive Slide Programs Lesson Plan, Roney, Bob,
Yosemite National Park.
Suggested
Developmental Activities
1. Watch four illustrated programs and list all the
media/objects/demonstrations you observed. Was the integration
of narrative and media evident? Describe the strengths
and weaknesses of each illustrative element. Explain
how the tools used in each instance either enhanced
or detracted from the overall presentation. Was the
illustrated program the best interpretive method in
each situation? Why or why not?
2. Create a storyboard that will use at least three
different illustrations/media/ objects/demonstrations.
Ask your supervisor for feedback. Present the program.
Make notes concerning audience feedback and reaction.
What would you change next time?
3. Write a beginning and ending statement for a slide
or media presentation that allows the visuals to tell
the bulk of the story. Show the program to peers. What
story did each one discern? Was it the same for each
viewer? Why or why not? What insights on tangible/intangible
linkages did you gain using media in this exercise?
4. Plan and produce a single-thought slide talk. Show
it to a peer audience for feedback. Were they able to
find and understand the same single message? What changes
would you make?
5. Attend a program using music, song, dance, or drama
as the illustrative media. Evaluate how the selected
media enhanced the message and audience understanding
of the resource.
6. Make a list of tangible resources at your site.
Identify several media options such as maps, slides,
objects, or illustrations, and see how many intangible
connections can be made through each one. Consider using
your findings to develop an illustrated program with
integrated media and narrative.
