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Fulfilling the NPS Mission 101
Informal Visitor Contacts 102
Interpretive Talk 103
Conducted Activity 210
Interpretive Demonstration 220
Interpretive Writing 230
Curriculum-based Program 270
Planning Park Interpretation 310
Interpretive Media Development 311
Leaning Interpreters 330
Interpretive Research
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Planning Park Interpretation Curriculum-based Program Interpretive Writing Interp. Demonstration Conducted Activity Interpretive Talk Informal Visitor Contacts Fulfilling NPS Mission IDP Homepage Interp. Media Development Leading Interpreters Interp. Research Interpretive Writing Curriculum-based Program Planning Park Interpretation Interp. Media Development Leading Interpreters Interpretive Research Interp. Demonstration Conducted Activity Interpretive Talk Informal Visitor Contacts Fulfilling NPS Mission IDP Homepage

 

 

 

 

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Developmental Level Park Ranger Interpreter

Module 220 -Benchmark Competency Standard
Prepare and Present an Interpretive Demonstration or Other Illustrated Program

Illustrated programs make use of additional senses and give the interpreter the opportunity to reach a variety of visitor learning styles, creative/artistic instincts and other avenues to take advantage of interpretive opportunities.

(NPS Photo)

Recommended Pre-requisites: Foundations of Interpretation (formerly Modules 101) and Interpretive Talk (Module 103)

Context
An "illustrated program" is planned from the outset to integrate slides, maps, demonstrations, objects, or performing arts in order to enhance access to resource meanings. Effective interpretive talks, on the other hand, are designed for the narrative to stand on its own. This makes the two serve different needs and functions. Effectiveness of illustrated programs depends on the integration of the illustrations and the narrative; they are a package--interdependent media and narrative. Remove the chosen media from an illustrated program and it will require a fundamental change in interpretive approach if it is to succeed. Likewise, an interpretive talk does not become an illustrated program by merely adding a demonstration, slides, or other media. An illustrated program carefully integrates illustrations and narration to effectively move visitors toward their own intellectual and emotional connections with the meanings inherent in the resource.

Illustrated programs make use of additional senses and give the interpreter the opportunity to reach a variety of visitor learning styles, creative/artistic instincts and other avenues to take advantage of interpretive opportunities. Illustrated programs use the illustration or object to represent elements of the resource that are not immediately present, or no longer exist. They incorporate representations or facsimiles that substitute for the "real thing."

An "interpretive demonstration" is a specialized type of illustrated program. It includes participatory activities such as water sampling, traditional crafts, nature studies, and orienteering, performed by the interpreter, by the visitor, or both. Demonstrations must be relevant and carefully chosen to meet interpretive goals. Demonstrations must integrate the chosen activity and narration to create opportunities for visitors to form their own connections with the meanings of the resource.

Competency Description
Requires the interpreter to be able to plan, prepare and effectively present a specialized program that uses illustrations/objects/media and/or demonstration to provide opportunities for the audience to make their own intellectual and emotional connections to the meanings/significance of the resource; and integrates the media, activity or demonstration with the interpretive narration in a way that cohesively develops a relevant idea or ideas.

Assessment
A videotape or DVD recording of a complete illustrated program or interpretive demonstration, developed and presented by the interpreter before an on- or off-site audience. View the Assessment Standard. View the Submission Guidelines.

Curriculum
The curriculum components outline the developmental learning elements that compose the skills for this competency. From these outlines, 1) employees and their supervisors can determine learning needs and strategies, 2) instructors can develop sessions and lesson plans. Each component also contains a list of useful references and developmental activities.

Training and Development Opportunities

Download
Download Adobe Acrobat Reader, a free software to read the complete module in a .pdf format, including the components, submission guidelines, and rubric.

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Last module update: August, 2008
Editor: STMA Training Manager Interpretation

 
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