Purpose
This component guides the development of both the physical
and intellectual mechanics of a conducted activity.
Objectives
Upon completion of this component, the learner will
be able to:
Explain
when to choose a conducted activity to achieve
a specific interpretive outcome;
Organize
a program around a cohesive development of relevant
ideas;
Plan
the intellectual and emotional connections that
will be most effective;
Plan
for physical logistics;
Ensure
employee and visitor safety.
Approach
Conducted activities might address the same subject
matter and even the same themes as interpretive
talks, but provide visitors with a resource immersion
experience as well as multiple opportunities to
connect to the meanings of the resource. In planning
a conducted activity, interpreters must select a
route and stops that provide the most desirable
sequence of interpretive opportunities and check
them from time to time, ensuring responsible protection
for the resources.
Conducted activities generally feature an intense
and immediate experience of the resources. This
component highlights the unique logistics required
for developing successful conducted activities.
Because conducted activities include movement of
the audience, the interpreter should be aware of
the presentation logistics unique to this technique.
The interpreter should use the appropriate presentation
logistics to develop an effective and safe immersion
experience for the visitor in the particular resource
and type of activity (such as walk, bus tour, house
tour).
Content Outline:
I.
Why choose a conducted activity?
A. Immersion/in-depth experience
B. Multiple opportunities for visitors to connect
with the resource
C. Physical movement
1.
Food and water
2. Comfort stations
3. Parking availability
D.
Resource protection/fragility
1.
Rules and directions
2. Personnel required
E.
Safety
1.
Communications
2. Emergency response, first aid
3. Special skill requirements, (rock climbing, living
history, canoeing, caving, etc.)
4. Environmental/weather considerations
5. Structural considerations
6. Special transportation concerns
7. Recent safety and health concerns
8. Age and health considerations
V. Presentation logistics
A.
Knowledge of tangible/intangible resources
1.
Tangible resources
a.
Listing of all to encounter
b. Evaluate and enhance personal knowledge of tangible
resources
c. Views, vantage points, scenes, visual aids, objects,
reproductions
d.
Natural, scientific, cultural, historic context
in which the tangible resource resides
2.
Intangible resources
a.
Meanings, values, processes, ideas, etc., represented
by the tangible resources
b. Possible tangible/intangible links
3.
Determine which resource links will provide the
specific interpretive opportunities that support
the interpretive objective
B.
Sequencing and transitions
1.
Demonstrate continuity of thought
2. Allow visitors to find meaning
3. Use conversation before introduction and between
stops should be stepping stones for bigger ideas
C.
Pacing
1. Recognize and sequence emotional and intellectual
impacts
2. Maintain personal and audience enthusiasm on
longer programs
3. Know when to be silent
4. Be flexible
D.
Group dynamics
1.
Visitor participation
2. Plan for different learning styles (visual, auditory,
kinesthetic) and levels.
Consult Module 270--Presenting a Curriculum-Based
Program: Meeting the Needs of Organized Groups.
E.
Accommodating special needs
F. Common pitfalls
1.
Travelogue walks and rambling
2. Inventory walks
3. Talking when everyone is not physically with
you or is distracted
4. Technique overwhelms or obscures resources
VI. Evaluating program outcomes - See Module
103--Preparing and Presenting the Interpretive Talk:
Delivering an Interpretive Talk and Assessing Its Interpretive
Value
A.
Qualitative assessments
B. Quantitative assessments
C. Visitor feedback and evaluation
Achieving Excellence in Interpretation: Compelling Stories
Thinkbook, Rudd, Connie, 1995.
Environmental Interpretation. A Practical Guide for
People with Big Ideas and Small Budgets, Ham, Sam H.,
North American Press, 1992, Chapter 5, "How to Prepare
and Present a Guided Tour or Walk," pp. 131-162.
The Good Guide. A Sourcebook for Interpreters, Docents
and Tour Guides, Grinder, Alison L. and E. Sue McCoy,
Ironwood Publishing, 1985, Chapter 5, "Techniques of
Interpretation," 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 12.
Interpretation of Historic Sites, Alderson, William
T. and Shirley Payne Low, Second Edition, Revised, American
Association for State and Local History, 1985, Chapter
4, "Presenting the Site", pp. 45-70.
The Interpreter's Guide, Krumbein, William J., and Linda
Leyva, State of California Department of Parks and Recreation,
1977, Chapter 2, "Leading Hikes and Tours," pp. 2-1
- 2-15.
The Interpreter's Guidebook: Techniques for Programs
and Presentations, Regnier, Kathleen, Michael Gross,
and Ron Zimmerman, UW-SP Foundation Press, 1992, Chapter
6, "Trail Techniques", pp. 65-74.
The Interpreter's Handbook, Grater, Russell K., Southwest
Parks and Monuments Association, 1976, Chapter 5, "Guided
Walks and Tours", pp. 39-53.
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.
Suggested
Developmental Activities
1. Observe three different types of conducted activities.
List the logistical considerations including resource
protection, group needs, logistics, safety, group dynamics,
group facilitation, and pacing.
2. Design an assessment tool which measures the interpretive
outcomes for a conducted activity. Apply the tool to
a conducted activity.
3. Compare an interpretive talk to a conducted activity
with similar desired interpretive outcomes. Apply an
assessment tool in your analysis. Which interpretive
technique proved most effective in achieving the desired
outcome? Discuss your findings with your interpretive
supervisor or manager.
4. Create a graph to show the tangible and intangible
links to make at each stop. Match each pair back to
the cohesive idea (theme) of your program. Try changing
the tangible/intangible link or the stop if either does
not support the cohesive idea. How do your stops interrelate?
If necessary, revise the cohesive idea.
5. Create a list of the mechanical tools that you need
for your conducted activity, and how each tool will
enhance tangible, intangible, and universal concepts.
6. During long conducted activities, interpreters face
the challenge of maintaining visitor enthusiasm. Create
a list of techniques and strategies for maintaining
enthusiasm during a long conducted activity at your
park or some other site.
