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.
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)
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.
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.