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.
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)
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)
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.
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.
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.