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Fulfilling the NPS Mission 101
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Interpretive Talk 103
Conducted Activity 210
Interpretive Demonstration 220
Interpretive Writing 230
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Planning Park Interpretation 310
Interpretive Media Development 311
Leaning Interpreters 330
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Component for Module 210

Human Interactions

Content Outline | Resources | Suggested Developmental Activities

Purpose
A conducted activity gives the interpreter a greater opportunity to use more complex communication skills. This component explores skills that can be integrated into these programs to heighten visitors' experiences in the resource.

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

  • Address multiple points of view;

  • Demonstrate knowledge of group dynamics by planning for group interaction;

  • Embrace spontaneous situations as interpretive moments which enhance the continuity of the program;

  • Create a climate of respect;

  • Experiment successfully with alternative methods of interpretation.


Approach
The interpreter's interaction with the audience should be greater in a conducted activity than in the basic interpretive talk. Opportunities for the audience to interact with the resource and each other are more numerous. The interpreter must understand and facilitate group dynamics. As individuals in the group are encouraged to interact with one another, the interpreter may need to react to someone who disagrees with some point made in the activity. The interpreter must respond to individuals with diplomacy and tact. To communicate with the greatest number of people, and to facilitate the widest variety of connections possible, the story should present multiple points of view.

The conducted activity allows more opportunities for spontaneous interpretive moments. An interpreter should be ready to capitalize on them in a way that supports the continuity of the program. In many conducted activities, thorough familiarity with the resource will identify potential spontaneous situations (i.e., the turtle that usually suns on the log, and the train that comes by the historic home at 3:00) and allow for their inclusion.

The longer, more in-depth conducted activity also allows use of nontraditional approaches. Additional sensory items can be added to enhance the connection between the visitor and the resource.

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Content Outline
I. Multiple (alternate) points of view

1. Audience sovereignty
2. Knowledge of audience

B. Introduce cultural points in a natural resources tour and vice-versa

C. How different people view your resource

1. Different ages
2. Different cultural and ethnic backgrounds
3. Urban vs. rural areas

D. Different sides to a controversial issue

II. Group dynamics and facilitation

A. Introductions and icebreakers that establish group dynamics
B. Group structures
C. Drawing out audience responses and participation
D. Planning group activities

III. Spontaneity

A. Using spontaneous moments effectively

1. Planning
2. Audience focus changes
3. Acknowledging focus changes and incorporating spontaneous moments within program's continuity of thought

B. Planning for spontaneous situations (resource knowledge)

IV. Creating a climate of respect

A. Acknowledge individual sovereignty
B. Promote open and honest dialogue
C. Resolve misunderstandings
D. Use qualifying and accurate language
E. Agree to disagree

V. Alternative methods

A. Different approaches to program outline
B. Mystery tours: guided discovery
C. Left brain/right brain considerations to relate to different audience motivations
D. Reverse direction, different order
E. Add other senses (music, odor, touch)

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Resources

Developing Creative and Critical Thinking: An Integrated Approach, Boostrom, Robert, National Textbook Co., 1992.

Drawing on the Right Side of the Brain, Edwards, Betty, J.P. Tarcher, Inc., 1979.

The Empowered Mind: How to Harness the Creative Force Within You, Scott, Gini Graham, Prentice-Hall, 1994.

The Encyclopedia of Ice Breakers: Structured Activities That Warm-Up, Motivate, Challenge, Acquaint and Energize, S. Forbess-Greene, University Associates, 1983.

Environmental Interpretation: A Practical Guide for People with Big Ideas and Small Budgets, Ham, Sam, North American Press, Golden, CO, 1992, Chapter 5, "How to Prepare and Present a Guided Tour or Walk," pp. 131-162.

The Gentle Art of Verbal Self-Defense, Elgin, Suzette Haden, Prentice-Hall, 1980.

The Good Guide: A Sourcebook for Interpreters, Docents and Tour Guides, Grinder, A.L. and E.S. McCoy, Ironwood Publishing, Scottsdale, AZ, 1983, Chapter 3, "How People Learn," pp. 22-39; Chapter 5, "Interpretive Techniques," pp. 51-89.

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., Ted T. Cable, Larry Beck, Venture Publishing Inc., 1995, Chapter 4; Chapter 5, pp. 154-165; Chapter 6; and Chapter 12, pp. 319-328.

Interpretive Views, Machlis, Gary, ed., National Parks and Conservation Association, Washington, DC, 1986, Chapter 8, "Skating the Thin Ice," pp. 77-84.

The Interpreter's Guidebook: Techniques for Programs and Presentations, Regnier, Kathleen, Michael Gross and Ron Zimmerman, University of Wisconsin-SP Foundation Press, Inc., 1994, Chapter 6, "Trail Techniques," pp. 65-74.

The Last Word on the Gentle Art of Verbal Self-Defense, Elgin, Suzette Haden, Prentice-Hall, 1987.

New and Improved: 25 Ways to Be More Creative and More Effective, SkillPath Publications, 1995.

Project Learning Tree Activity Guides, Western Regional Environmental Education Council, Washington, DC, American Forest Foundation, 1975.

Project Wild Activity Guides, Western Regional Environmental Education Council, Boulder, CO, 1983.

Use Both Sides of Your Brain, Buzan, T., E.P. Dutton, 1976.

A Whack on the Side of the Head: How You Can Be More Creative, von Oech, Roger, Warner Books, 1990.

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Suggested Developmental Activities
1. Describe in writing the difference in audience reaction in each of these three interpreter statements:
* "On this walk I will show you..."
* "Everyone find a leaf and examine it so you can recognize it again."
* "Break into three groups and each group should come up with five things Thomas Jefferson was responsible for."

Now write down several statements to use within an already developed program, which will cause those same audience reactions as the second two examples. Now, try them out within that program. (see Knudson, et al., Interpretation of Cultural and Natural Resources, pp 137-140)

2. Questioning skills are important for involving groups in a conducted activity. Write a series of questions which use three levels of thinking for a current program. The questions should be used throughout the program. Try them out. (See Questioning Techniques Skills lesson plan in the reference material with the entry-level competencies material on the talk.)

3. Using an already developed program, determine the changes necessary to conduct the activity in the opposite direction (starting at the last site first). Does the conducted activity have the same central focus or has the focus changed? Did you gain any new insights which could be incorporated into your conducted activity? If so, try them out.

4. Brainstorm with a colleague or supervisor as many spontaneous situations (both resource and people related) as possible for a given conducted activity. Try to determine at least two different ways you could include them into your program's central focus.

5. While at the information desk (or other suitable site), practice active listening as visitors give different opinions about the park's resource. Make sure to find out as much as possible about what they know and feel regarding the resource. After the contact (or later in the day), write down strategies for working with these visitors if they were on a conducted activity.

6. Attend several public meetings (school, church, local government), observe the group dynamics, and note the points of view and divergent opinions expressed. Practice to yourself, as the meeting is occurring, how you would respond in a pro-active and constructive way to convey respect, encourage dialogue, and help broaden perspectives on the issue. Keep a log of techniques you find valuable.
 

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