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Proceedings
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The Field Of Education In The National Parks
The Educational Program And Its Place In National Parks Administration
Administration Of Park Museums
Lectures In National Parks
Scientific Aspects Of The Park Protection Program
The Research Program In The National Parks
Use Of Recorded Scientific Data
Libraries In The National Parks
Photography And Visual Education
General Administrative Problems
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Proceedings Of The
First Park Naturalists' Training Conference Held At Educational
Headquarters, Berkeley, California:
November 1-30, 1929 |
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LECTURES IN NATIONAL PARKS
USE OF VISUAL AND OTHER MATERIAL TO AUGMENT PARK LECTURES
By Dorr G. Yeager
I believe it is generally agreed that a more effective lecture can be given with slides and other illustrative material than when the lecturer depends wholly upon his personality to put it across. The trend is more and more toward the illustrated type in our National Parks. Last year we established two in Yellowstone and next year we hope to add three more.
The advantages of an illustrated lecture are many fold. It enables the lecturer to better illustrate his point. A picture on the screen is remembered much longer by the audience than a word picture. By means of slides, a man can give a comprehensive bird lecture where a mere description of the different birds would fail utterly.
n placing illustrated lectures in a national park several things should be considered. The ideal situation is, of course, to place the lecture in a special room for the purpose. We are encountering difficulty in Yellowstone in finding a suitable place at several lodges to give these lectures. The lights must be turned out and in the lobby many tourists, not interested in the lecture, complain at being forced to sit in the dark throughout the talk. If size permits, the lights may be turned off in one section of the lobby and burned in the other section. We have had great success in holding the lectures in the recreation room of the lodge before the evening program. This enables those who do not wish to attend the talk to remain in the main lobby until after it is over.
The subject matter in one of these talks is vitally important and the treatment will vary with the different parks. In Yosemite it is possible to give different lectures each evening. In Yellowstone, however, care must be exercised that the lectures do not overlap or repeat in order that the visitor may get fresh material each evening. As a rule, about 20 slides are necessary for a talk of 30 minutes. Slides should be available on all subjects relating to the park. These slides should eventually be stored in Moler cabinets similar to the one in Mr. Hall's office. The type of machine is not so important, although several features should be insisted upon. A double dissolving effect is desired. This may be obtained by purchasing two machines and hooking them up in series.* This not only gives the double dissolving effect, but it also makes two machines immediately available in case of emergency. A water cell should be in the equipment.**
* Bausch and Lomb Optical Co. makes a fine portable double dissolving lantern which is more convenient end lower in price than two machines. It is the Ballopticon Model BB.
A.F.H.
** Not necessary for double dissolving lanterns.
A.F.H.
It is also necessary to study the conditions before deciding on the type to purchase. If the lecture is to be given out of doors with semi-light conditions, especially if there is a long throw, an arc machine should be obtained. If, on the other hand, it is to be given in a hall where darkness is available, a bulb machine is best suited. An arc throws the stronger light but it is not always necessary to have such strength. It is advisable also to have in the equipment a small portable projector ready for instant use. Many of these are on the market at present.
Another important medium of visual education is the moving picture. Here we have many of the advantages of the still projector and the added advantage of having the objects moving. These are best for wild life pictures, advertising guide trips, etc. There is no special advantage in using them for simply scening showings. In all probability the, moving picture will replace the still within a few years in our lecture work, but at present we have no skilled photographers available and I feel that our efforts should be concentrated on the still projection.
There are many other mechanical devices to aid a lecturer. Just as the hand specimens augment museum display, so do hand specimens augment a lecture. In a tree lecture it is much more instructive to have the cones and leaves of the tree at hand than simply to tell about them. In explaining obsidian, for example, it is a simple matter to pass a small piece around the group, providing it is a medium sized audience. Another method which I have seen worked with great success is a display table. Here the lecturer has many of the objects upon which he is lecturing. He is not only able to show the audience the real thing but they are priviledged at the end of the talk to come forward and examine them at their leisure. One of the best methods of lecturing to a small group, at least, is the time-honored "chalk talk." It is a simple matter to rig up a blackboard. Chalk is cheap and provides a medium that will go far in putting over the story.
In summing up the mechanical methods to augment a talk we have, then:
- Still projectors
- Moving pictures
- Chalk talks
- Natural objects such as cones, leaves, etc.
- Experiments such as deposition of carbonate (applicable to small group)
- Microscopes and lenses.
Following Mr. Yeager's presentation of his paper on the use of visual materials, the following points were brought out in discussion:
Visual material used should be of the highest possible type; inferior material or illustrations greatly detract from the lecture and are worth less than nothing. Occasionally it may be necessary to use a lantern slide which has no great artistic merit but is important for a certain definite scientific purpose. There is never an excuse for using an inferior slide when an effort is being made to present an inspirational subject; and in this case, it is better to use no slide at all.
There are certain places where lantern slides might introduce an undesired formality into the program; in a natural setting an illustrated talk may be out of place. This, however, is a matter in which the judgment of the individual park naturalist must be exercised.
Notes on the arrangement of visual equipment:
(1) Visual equipment should be quickly and easily handled.
(2) In using visual materials, stand near the pictures, but not close enough to interfere with the view of the audience. Do not stand near the lantern.
(3) The signal for change of picture should be simple. A visual signal is much better than an audible one. A competent operator can easily watch the lecturer for some movement of the hand or for a partially concealed flash from an electric torch.
(4) Motion pictures can seldom be used effectively during a talk. Usually they are better when used as a review of the subject after the lecture.
(5) when possible use slides from the beginning of the lecture. Frequently, however, it will be desirable to present only a small series of slides at the end of the lecture in order to accentuate the main points brought out during the talk.
The principle of variety is important in selecting the slides to be used in illustrating a lecture. The lecturer should study his illustrative material; some pictures require explanation, while others are most effective when viewed in silence. Frequently it is necessary to talk for a few minutes without slides.
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