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Fulfilling the NPS Mission 101
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Interpretive Talk 103
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Planning Park Interpretation 310
Interpretive Media Development 311
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Component for Module 103

Themes, Goals, and Objectives

Content Outline | Resources | Suggested Developmental Activities | Next

Purpose
This component provides the interpreter with an essential framework to develop a logical progression of ideas which will lead the visitor to opportunities to make intellectual and emotional connections within the resource. Without this systematic approach, talks may become random and rambling.

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

  • Identify the rationale for using the interpretive talk;
  • Develop the theme, goals, and objectives for an interpretive talk;

  • Present a program with a relevant theme, developed cohesively through the program to allow audience to form intellectual and emotional connections with the resource

 

Approach
Effective interpretation connects the meanings of park resources to the interests of the visitor. The interpretive talk is one of many available tools that may be used to make this connection.

People assimilate information in many ways. The interpretive talk allows visitors to receive information in a personal, in depth, and interactive manner. It allows for give and take and discussion.

An interpretive talk can be brief, opportunistic, flexible, current, and quickly developed. A skilled interpreter will be adept at spontaneous development of themes, goals, and objectives, with compelling stories to support them at a moment's notice. The skills required to present an effective interpretive talk function as building blocks for other forms of interpretation.

Themes, goals, and objectives can be applied to all aspects of interpretive programming including talks, conducted activities, demonstrations, other personal services, writing, exhibit planning, design and construction, audio-visual services, publications, long- and short-range planning, and other applications. They are basic building blocks sometimes not quickly or easily understood and comprehended. Carefully developed, they direct and focus an interpretive program, providing a strong foundation for the audience to form their own intellectual and emotional connections with the meanings/significance inherent in the resource.

The process is theoretical and esoteric, requiring thought and careful selection of words and actions. It is a process that is often misunderstood. Many interpreters have a wealth of knowledge and information to share with visitors, partners, their peers, other agencies, and people who may never visit their park but rather receive information through publications and electronically. A tendency exists in presentations of any type to digress and try to "fit this neat information in somewhere", resulting in both personal and media interpretation which lack focus and direction, and try to tell everything, instead of leaving room for discovery.

Interpreters come to understand themes, goals, and objectives in different ways. Many start with themes and comprehend the overall "take home message" they try to convey. Others do better when first considering goals because they seem most motivated by what appears to affect the visitor. Either approach, when fully understood, works well. Instructors, supervisors, and interpreters are encouraged to examine both.

It all revolves around wording. Goals generally refer to things you are striving to attain. You may or may not reach them, and goals in and of themselves may not be measurable. Goals try to "increase visitor understanding"; or "provoke visitors to learn more;" or "acquire an appreciation of the ..." Goals can also be thought of as "outcomes." The goals or outcomes of an individual's program or interpretive media should support the overall goals or outcomes as indicated in Module 101--Fulfilling the NPS Mission: The Process of Interpretation:
- Interpretation should provoke the visitor to think in personal terms about the value and meanings in each resource;

- Interpretation should provide experiences that strengthen the recognition, understanding, enjoyment, and preservation of the nation's heritage.


Objectives support the goal but are much more specific. They involve action, require the learners to do or complete something, and are measurable and testable if you choose. Usually objectives are written such as; "By the end of the activity, the learner will be able to ..." list, describe, demonstrate, complete, write, explain in their own words, or similar action items that require the completion of a specific task.

Themes, or theme statements, tie it all together. Properly constructed and worded they can be used as the opening of a presentation and also the conclusion. Themes act as a thesis supporting and expanding upon the goal, foreshadowing the objectives. Themes may be the trigger for creating meaning within visitors. A strong theme statement contains a tangible linked to an intangible; often the intangible is a universal concept. In a sophisticated and elevated form, the theme simply emerges, or becomes apparent in the presentation. At full performance, a theme is fully understood without being obviously stated.

Designing effective themes, goals, and objectives requires practice and persistence. The concepts can be learned in any order but it is essential that all be covered. Some will grasp them immediately and others will need more time. The information can be presented in a group setting or one on one utilizing a supervisor, mentor, or peer to provide guidance and assistance.

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Content Outline:

I. Critical thinking

A. Why do a talk?
B. Characteristics/advantages
II. Definitions
A. Themes
B. Goals
C. Objectives
III. Theme
A. Thesis
B. Statement that ties activity together
C. Provides an opportunity to link tangible to intangible
IV. Goals
A. Esoteric
B. May or may not attain
C. Striving for
D. Words used in goals


V. Objectives

A. Specific
B. Behavioral; measurable
C. Support goal; use to attain goal
D. Words used in objectives; how to write; not all trivial, contain breadth and depth


VI. Relationships

A. How themes, goals, and objectives differ
B. How themes, goals, and objectives support each other


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Resources

Goal Analysis, Robert F. Mager.

Interpreting Our Heritage, Freeman Tilden, University of North Carolina Press, 1957.

Interpreting for Park Visitors, William J. Lewis, Acorn Press, 1989.

Interpreting for Historic Sites; Alderson and Low, AASLH, 1976.

Interpreting the Environment, Grant Sharpe, 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.

Interpretive Skills Lesson Plan: "Themes and Objectives" rev. by Steve Thede, Dave Dahlen, 1992.

Interpretive Themes, David Larsen.

Preparing Instructional Objectives, Robert F. Mager, David S. Lake Publishers, 1984.

Park Specific Management Documents including; General Management Plan, Statement for Management, Interpretive Prospectus and others.

Program Organization Worksheet, NPS Handout.

The Good Guide: A Sourcebook for Interpreters, Docents, and Tour Guides, Alison L.Grinder and E. Sue McCoy, Ironwood Publishing, 1989.

The Interpreter's Guidebook: Techniques for Programs and Presentations, Kathleen Regnier, Michael Gross and Ron Zimmerman, University of Wisconsin-SP Foundation Press, Inc., 1994.

Where's the Me in Museum; Waterfall and Grusin.

"Goals and Objectives in the Field of Interpretation" - NPS Handout

"Writing Behavioral Objectives" - NPS Handout

Group Exercise on Writing Behavioral Objectives - NPS Handout

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.

Other Resources:
"A Program for Writing Instructional Objectives" - from Writing Behavioral Objectives: A Programmed Article, The Speech Teacher 21, 1972; Cegala, et. al.

Behavioral or Instructional Objectives courses at colleges or universities

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Suggested Developmental Activities
1. Analyze a talk and provide a one-page written explanation why it is, or is not, the most appropriate interpretive vehicle for that situation; or explain in writing a situation where an interpretive talk would be the most appropriate interpretive vehicle.

2. Observe two or more talks and identify the theme, goals, and objectives of each.

3. Demonstrate the differences between a goal and an objective by writing out samples of each for three different talks. One of these should then become the talk that continues to be developed in succeeding components. Theme statements shall also be included for each talk and shall relate the overall goal and objectives of the talk to the compelling story or established overall interpretive themes for the site.

Practice and review in this component can be accomplished by completing talks on one's own, observing talks given by others in person or on video, and reading and reviewing information available in references.

Next Component

Presentation Techniques

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