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.
Return to the Top
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
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.
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
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.