Interpreters Toolbox: Low Activities, Part 3

This post will finish the last of the lower skill level activities that do not require much or are easy to perform with visitors. With the conclusion of this 'low-level' activity, the new year will have the very last installment of this Interpreter's Toolbox series with high level activities. More details next month, but for now, enjoy and learn about these last few techniques and make the program better.

The camera captures what our eyes see

Photograph - A picture taken by a camera. Similar to illustrations, photographs enjoy some degree of authenticity in recording history. While an illustration may be an artist's interpretation, photographs are perceived as pure, raw evidence. However, this is not the case. Clever photographers have manipulated photos for their purposes ever since photography's creation, so be critical of the pictures used. Candid photos tend to be trusted as reliable evidence more than studio shots, but it really all depends. As far as a program goes, it is better to use photos provided by the interpreter as evidence or to gather opinions and observations about the image and analyze the results. Taking photos as part of a program will be tricky because the visitor will have to know to bring a camera before the program begins. The common use of digital photography and integration with computers can be an interesting use for image collection, crowd-sourcing  information, and artistic expression.

Predictions can be tricky but make sure the visitors
have all the evidence they need in order to make a
good one.

Prediction - The use of information to make a judgement about the outcome. This technique gives the visitors the chance to give some input as to where the narrative will take them. It requires the visitor to use what knowledge they have to make a guess as to what happens next. As the narrative unfolds the predictions can be compared and contrasted to get a sense of how close to the narrative the visitors predicted the course would take.

Presentation of evidence - Making giving evidence in support of a position. This really intertwines with making a case or argument because they flow into each other so easily. Presenting evidence can be done by the interpreter or by the visitors in a program from prepared documents, images, or objects. Since objects and documents do not necessarily speak for themselves, the visitor could therefore interpret the meaning of their selected piece of evidence in making a case.  Depending on how the program is used, this technique could be very interactive as a high level activity.

Problem solving - Working on problems. Problem solving can be as simple or as complicated as desired, which is why it is in this section. Problems to be solved can be posed as a question, written down, on a worksheet, or debate/discussion. How it takes place is up to the interpreter.

Process analysis - Dissecting a method and evaluating the results. Analysis is a higher form of cognitive ability according to Bloom's taxonomy so it should probably in the higher activity level but there are higher levels still in that hierarchy. It is also not much of an 'activity' but more like a discussion method. This technique can be preformed after a demonstration, activity, reenactment, or production and analyzed to see how it was perceived by the visitors and see if there can be further improvements.

"The 'Pine Cone' "
The greatest tool ever devised for
outdoor education programs world
wide for sensory experiences.

Quiz - Assessing comprehension and understanding. This technique uses an informal exam to see if the visitors are learning anything. Most adults do not remember school with fondness so making the quiz fun and enjoyable and low-key is essential. Students on the program get enough quizzes and tests as it is so it is important to make your program not like school. But perhaps asking 3 questions just to see if the visitors are listening reinforces parts of the program that the interpreter wants the visitor to remember. Sometimes repeating information in the form of a question is basically a quiz, for example, "What did I say was the most important part of this building?" This technique can be foreshadowed with the simple (but alarming!) phrase "There will be a test at the end!"

Sensory experience -  A technique that stimulates or focuses on a one or maybe two senses. A touch box or a table is one simple example of this. Some higher end museum or sites will have a electric blower that blow smells into the visitors faces to get a whiff of something, since smell is one of the most under utilized senses stimulated in visitors and people in general. This can be done on the cheap by saying "Get a good deep breath and see if you can identify some of the smells here". Listening exercises help get a sense for the soundscape of the location. Sight is by far the sense people most use on a daily basis but the use of a microscope, magnifying glass, or binoculars can change a visitor's perspective. Taste can be dicey as a sensory experience because food in general is open to bureaucratic oversight, but plucking a honeysuckle flower for a taste is probably all right. Check with the management with taste or food.

Showing and telling some slick tin whistle jams

Show and tell - Finding an object and explaining before the group. This classic "Old School" method is well understood and easily used. Find an object and explain it to the peers. Finding an object uses resources. Setting up some boundaries is a good idea, like "remember to put it back where you found it" or "this object cannot go home with you" or "no, that is a priceless piece of American history and I don't have keys to this exhibit case". Presenting this object is the most difficult part of the activity since presenting to an audience can be stressful. Public speaking is frequently stated as being a top phobia. Usually most people simply will share with people they know, less so with people they do not know, and less still will share with complete strangers in a large group. This will be a test of "Knowledge of Audience".

Specimen - A sample of many. An example is usually a spoken or written case, whereas a specimen is a physical example from many. Specimen has a biological connection but can be applied broadly in this category to include all objects examined. Examining an object is the point of having a specimen, to look at, touch, smell, and listen.

"I've got the tool you need!"

Tools - Object used to solve problems. Tools are really a subsection of objects, since they are concrete items but they are used to preform for sort of specific task. Tools can be scissors to shovels, office supplies to agriculture gadgets to weapons. Be careful in considering what kinds of tools to use and their safe use by visitors, if that is what the intention of the tools are for. Using the tools to accomplish some actual work or as part of a demonstration or activity helps the visitor get a sense of connection to the past by the tools' correct use.

Next month will be the intense high-level activities that I would imagine most people are going to be looking for. Look for it in the new year!

Interpreters Toolbox: Low Activities, Part 2

This post will continue the elaboration of activities that do not require much or are easy to perform. Last month was the first installment and is proceeding alphabetically. Each of these activities are about being interactive with the visitors on a 'low' level compared to a 'high' level of interaction and interpretation. This part of the series is about doing.

Illustration - An illustration is a depiction using some kind of medium to make some sort of message. From that vague description comes a wide variety of options and choices and how they will be used. For example, is the interpreter making an illustration or are the visitors? What materials will they use? It can be crayons on lined paper, markers on posters, oil on canvas, or a desktop publishing software. Content and intent can vary depending. Give time to work on the illustration and discuss what it means with the visitors as a discussion about an artistic expression can yield some interesting exchanges of ideas.

Live Animals - Having or using live animals as part of the interpretive experience. Children will connect to animals almost instantly while adults will be a bit more reserved. The biggest concern is safety, not only for the visitors but also for the animals themselves. Be choosy in which animals to include and only bring out one at a time per interpreter. This way an interpreter can be directly responsible for the animal rather than trying to wrangle more than one with squirrely kids screaming. While attending a zoo demonstration for rescued animals, they suggested to shake hands in the air instead of applauding for an animal as the noise could stress, upset, or frighten the animal and this would be a good method for maintaining a enjoyable experience for all.

Living History allows visitors to get a sense of what things were
like back then.

Living History - The use of historical replica clothing and props to create a change of scenery in attempt to give a chance to step back into history and time. This is broken into two categories: third and first person. Third person is more casual, the interpreter is from the present time describing actions, clothing, and props of other and themselves. First person is best understood as 'acting' from the time and reacting as if they were really living in that time and the visitors were strangers. In some cases getting visitors into the dress of the time period helps gain some empathy of the time period, but can be expensive. Getting visitors to preform an action singly or as a group without a costume change is more likely to produce more meaning and memories as well as foster intellectual and emotional connections, but this will go into more detail in the high level activities.

Magic - Sleight of hand, illusion, or preplanned theatrics. Being entertaining is a perk for the visitors but it is likely that the interpreter is not an entertainer by trade and so magic tricks are superfluous. Yet if the interpreter can find appropriate ways to incorporate some magic into the program as a hook or as an icebreaker, it does show some utility.

Mapping can be as elaborate or as simple as you make it

Map - a representation of an area of land showing features. This can be used a number of ways. Using a preexisting map to find things like a "Where's Waldo" of the location. Or alternatively visitors could make their own map of the location as an activity.

Mirroring - Mimicking the actions of another. In this case, visitors mimic or imitate the interpreter or a lead visitor. Incorporating physical action into the program requires more of the visitor rather than being a passive observer or learner in a program. It requires that the visitors see and observe actions to emulate and do likewise. Imitation is one of the first and fundamental learning skills we are born with so using it in a program could mean quick absorption of information in order to participate in  some form of the program.

Modeling - Like mirroring, but this is what the interpreter does first and the visitors mirror. The interpreter models a behavior or action, then the visitors mirror the action. Depending on what is required a particularly adept visitor could demonstrate the action or behavior before the group. It is best to check with the visitor to see if they are comfortable being in front of people, some people do not like being in front of their peers ( or speaking for that matter).

Music - Sounds of beat and rhythm and harmonious patterns. Music is another universal attribute of human experience that can be appreciated by nearly everyone. Music does not necessarily have to be made by the visitors, but certainly worth a try if there are enough resources for all to participate or to take turns participating. Otherwise, the interpreter makes the music in some way, by either making it themselves or simply having someone else preform, or even just pressing 'Play'.

Naming - Overtly labeling things for clarity. The act of naming allows a basic point to start identifying basic nouns that are important to the program without assuming that the visitors already know them. This can be made to a low level activity by polling the crowd for the names of things and repeating the answer so all can hear.

Object/Prop -  Like an artifact but is generally not from the time period. It can be a reproduction item; made to look like something manufactured or used during the time period discuss. Or it can be a modern object that can be used to help explain or explore the present program like a magnifying glass, for example. Props are generally going to be something that the visitors can use, not not always. However, having the visitors interact with something provided is a technique that incorporates participation and interaction with the environment. Objects are limited only by the resources available to procure them for whatever purposes the interpreter wants so there is a very wide array of things the can be used; so many tings can be a prop or an object used in a program for whatever purpose.

Observing with an object

Observation - Examining surroundings. Making casual observations privately can become an activity by making the observations part of the program as a group activity. Here is an opportunity for opinions and observations from the group to get new perspectives and hopefully some new insights from the shared experience. Since each visitor will be different, some of the answers to what they observe will be different and hopefully will make for a fuller experience for the group.

Pace - The speed in which progress takes place. While this was covered in the verbal zone in terms of how fast a person speaks, it also applies to how fast an interpreter covers their content and makes their way from one point or location to the next. Movement is usually a sign for a transition in material so use the pace to keep everyone together but fast enough for the slowest person but not so slow as to drag a shamble to where ever the interpreter wants to go next. Basic movement together is a low activity that helps foster a low-grade sense of togetherness and teamwork, even among strangers. As a activity technique it is more of a supporting technique that assists with other techniques to make a more comprehensive whole program.

Interpreters Toolbox: Low Activities, Part 1

At long last the techniques and methods of activity and actually doing and working with the visitors in a tangible way are the focus of the next few months of material. To back up and recap, the purpose of this series is to re-conceptualize how interpretive methods and techniques are categorized. The organization has been from within the interpreter, to steadily moving out. The first was planning zone, followed by subtle things that the interpreter does, followed by the things that the interpreter communicates, mostly by speaking but could also be applied to writing. Now the series turns to doing, not just on the part of the interpreter but the visitors' as well. This series will break the doing into two parts: low level activity and high level activity, and transition from low to high over time. The low level activities will be broken into three parts and will be release once they are ready, but maybe at not the same blistering pace as with verbal techniques. These are also listed in alphabetical order to make it easier to follow. So here are some methods and techniques to use with visitors:

Artifacts give you the real deal, but check with your museum
person before you start handling things; some may require
special attention or may not be handled at all! Here: the
firing chamber to a Hall's Carbine removed.

Artifact- An object from that time period; found in the location, belonging to a person related to the program, or something else. This artifact could be handled or behind glass, although if it could be responsibly handled, that is probably more preferable since it doubles the power of place with an object directly related to the place. But not every artifact should be handled by the visitors. Handling the artifact, talking about it, explaining the significance of it to the program helps give a visual and interactive component to the program.

Assignment- Giving the visitors a job to do. It can range from picking up trash to being partner in a crowd-sourcing endeavor. By asking a visitor (or a group or team of visitors) to participate in some way, this not only helps create memories, meaningful relationships to the resource and program, but also helps instill a sense of ownership in the program and the resource. Giving visitors something to do helps them interact with the interpreter and the resource. Do not make it like homework, they are there to have fun on a visit, not "do stuff because"; the more a program is meaningful and provocative and less like school, the better.

Brainstorming or using focus groups is a great way to get a
lot of people involved in a relevant task

Brainstorming- Coming up with ideas in a group or by themselves. This usually involves a writing tool and surface to write on. This activity can be done for a short amount of time and can lead into other higher activities involving group participation.

Focus groups- A group of individuals given a task to work on a certain topic and give ideas and opinions. Much like brainstorming, the point is not necessarily to come up with ideas but to share already held ideas or thoughts and come to some sort of group opinion.

Call and response- Most common in song, this technique involves the interpreter (or visitor leader) to give the call to which the majority will respond. This will usually have a prepared text to call from and a understanding of what the response will be.

Dressing the part of a soldier for the flag lowering ceremony
can be an experience that stays with a visitor for a long time.

Costumed interpretation - "Dressing the part" can help make more of an understanding of the resource if the visitors or the interpreter dress in a manner typical or specifically for the time period. The use of period costuming gives an appreciation of the manner in which people lived. For example, the lightness of the clothing may be surprising to the visitors if they dress because of a perception that the clothing was heavy and hot. Or conversely, how restrictive the clothing was. If located at a historical location having people in period clothing helps make the connection to the past stronger since "being there" is combined with "like it was", even if it is not actually how it was, how the visitor may perceive the situation may have a profound impact.

Scything isn't easy and adding an offset 3 foot blade may be a
hazard to those around the demonstrator. Make sure you think
through the safety implications and standards before
demonstrating something that could be dangerous.

Demonstration - One of the best activities is demonstration. The different between demonstration and role play or reenactment or participation is how involved the visitors are. A demonstration can be used as a teaching aid before the visitor participates but in some circumstances, the visitor may not be able to participate for safety reasons. For example, a demonstration of a corn seeder out in a field would lead to having a visitor plant seed using the tool, but using a scythe might not be the best tool to have a visitor use since they have the possibility to hurt themselves or others if used incorrectly.

Example- Demonstrations are essentially examples, as are descriptions, use of evidence, reenactments, role-plays, and other moments used to illustrate a point. They help to explain something by doing it or talking about it. This does not have to be the realm of the interpreter. For example, have the visitors find examples of what the interpreter is talking about as they go through the location or point out items that could be used if at a single location; let them find examples.

My old Boy Scouts of America handbook was my first Field Guide Book.
As you can see, it is quite used.

Field guide (book)- Using a field guide to help aid in the interpreter's use of knowledge on a topic could be beneficial and to distract from the fact that the interpreter may be new and still learning. But having field books for every person on a program may help visitors learn to identify and learn about certain things found in the field guide. This can also be made into a different activity entirely by bringing some paper, pencils, and crayons and creating a field guide book based on what the visitors are able to find after some direction and instruction from the interpreter.

Gathering- This activity involves getting information or ideas from visitors. This can be done verbally or it can be written down and turned in. Both methods have advantages. For example, if the interpreter wants ideas, suggestions, or opinions to be given in an open discussion, doing a verbal gathering of information may be preferred. If the topic needs to be discreet because of a controversial nature, writing them down and turning them in may be better than blurting out an answer that may upset other visitors with different thoughts. This technique is great for seeing differences of opinion or collecting data on certain things to craft a better interpretive program for that particular group of visitors.

Graphics- Using the artistic creativity of the visitors, creating images that have to do with the program. They can be informational (this is a deer), allegorical (the deer represents the wildness of the land), biological (these are the parts of the deer), environmental (deer is an example of parts of a food web system), and so on. It can be done on poster board, spare sheets of paper, paper plates, Powerpoint slide; any available medium should work. The creative process stimulates others, while the artistic side of the creating a graphic stimulates others.

Gotta break the ice somehow.

Icebreaker- This was covered in the verbal zone of interpretive techniques but rather than doing an introduction or word icebreaker, an icebreaker can involve some more levels of interaction and participation. Some icebreakers can be downright active once the ice is broken doing simpler activities in a progression, once familiarity and trust is built. Things like passing things to one another in a sharing game, moving from person to person doing silly things, and trust activities are all sorts of limitless examples of things that can be done without breaking a sweat or would be considered a 'game'.

Interpretive Toolbox: Verbal techniques,part 6

The sixth and final installment in the series of verbal techniques for use in Interpretative Programming, here are the last ideas in alphabetical order that help give the interpreter more techniques and methods to work with for a better program. Despite coordinating another location move, this is the third blog post this month and a little later than planned but now complete!

Creating tension can push some personalities to the breaking
point so be mindful your effect on the visitors

Tension - Unrest, suspense, or anxiety that provokes a emotional reaction within a performed piece. There is a problem or a need that every program needs to address and that puts the tension on the visitor to find out how it resolves or find emotional release through the interpretive experience. This technique can be used as a hook to draw in visitors and make a narrative compelling.

Testimony - Description of first hand experience, often a confession in this case. Telling the visitors of the interpreter's own experience helps give authenticity to the program, a candid confession of the "expert" learning from experience, but also can be used as a procedure to introduce new ideas or ways of thinking and share experiences with the visitors.

Tone - A stylized manner of relating information that can set an emotional mood for the program, such as speaking in a lighthearted and easy manner compared to creating a heavy, sad or anxious mood for any given program. Approaching the material in this style will cause different reactions with the visitors that may cause them the experience the resource in a different manner than had it been done without any thought as to how the material is presented.

Transition - A verbal or written change in topics often is a signal that one discussion is ending and another one is beginning. This is a kind of foreshadowing that indicates that something new is going to happen as the location or the discussion topic changes. It is a good habit to get into when writing the script for a program to include a sentence or two on the transition from one segment to the next. Try giving the visitors something to think about as they move locations, give them a question to ponder or a riddle to solve so that they verbally anticipate what is going to happen next before the next thing happens. Transitions are essentially continually introducing the next big thing.

Triad - A triad is the rule of three's. "I will give you three examples", for instance, or "There are three things to remember." There are three options. Three's an odd number, which tends to stick in the mind better than fours or even numbers. Examples of groups of threes include things like breakfast, lunch, and dinner; Lee, Stonewall, and Stuart; "I came, I saw, I conquered." Such groups help give ample examples to the point illustrated. Having one or two triads in a program is excellent, but avoid over use.

Trip Hammer - "A repeated word, phrase, or gesture that serves to reinforce a concept". One example is the use of the phrase "water is vital to survival" when discussing something like the adaptations of animals and plants in desert ecosystems. Every time an adaptation or feature is brought up ending with the catch phrase, the message will be reinforced.

Understatement - the restraining of commentary on a topic for a rhetorical effect. It is almost the exact opposite of exaggeration or hyperbole. It is the action of the phrases "The less said, the better" and "Less is more". This method works on serious topics or a topic that have been talked to death. Delivered just right, the effect can be used to be amusing. 

Voice Modulation - The control of emphasis or volume in the voice. This includes things like whispers, exclamations, funny voices for animals, onomatopoeia, speaking fast or slow, round tones, or other acoustic skills the interpreter may possess.

Word Choice - Selecting the vocabulary with intention for effect. Word choice matters. When working with children, the words you use will help them understand complex ideas and concepts if the interpreter can bring it to their level without "dumbing it down". It can also dance around sensitive and difficult topics. It can be precise or vague, depending on what the intention is behind the choice for a word.

Captivate them with your eloquent and vivid description

Word Picture- A vivid description that gives allows for easy imagination. Choosing to be descriptive can take a visitor "there" in their minds and mentally "see" what is being described. Select sensory words to make a clear picture. There apparently is a hierarchy of using senses interpretively : "The sense of sight first, the sense of sound second, the sense of touch third, and the senses of taste and smell next."

Word Play- Amusing verbal plays on words like puns an double meanings. It is an excellent amusing technique; the "dad jokes" and puns do some work for you. On the other hand, be aware of some of the meanings of double entendres as it may show up on a comment card afterwards.

Once the main portion of the program is over, every great program needs a conclusion, a way of ending that closes the program. Conclusions provide emotional release and closure that we have been conditioned to expect. Books, plays, TV shows, movies, research papers all conclude and so must the program. Ending with a "That's all folks!" is not a conclusion. Think about how some of the most impacting TV shows, movies, plays or books end and see if you can do the same but for your content. When ending a program, there are a few techniques that work very well that helps reinforce your message and leave the audience satisfied.

Analysis - An evaluation of the whole and parts. Analysis is a evaluation of everything that has been done or discussed and making a determination or a judgement about it. This technique is really a conclusion technique because information and evidence needs to be gathered first before it can be analyzed. Looking at the interaction of parts and the whole help reinforce the relationships and functionality of a message. Posing the analysis as a question helps open the matter to discussion and exchange of opinion.

Summary - A condensation of information or distillation of it that rephrases the message of the program. Remind the visitors of the main points of the program and how what was talked about or done at those points reinforces the interpreter's message. This review also serves to reinforce. Repetition is a powerful learning tool. Use summary as a method to gather your evidence one last time for a call to action!

Get the word out!

 Call to action - A forceful and persuasive comment about what to do next. Tilden's principle #4 said that interpretation is provocation. What was the message of the program? Did you answer their "So what?" What can be said to provoke them to take the next step without explicitly telling them to go do something? Telling them what to do ruins the learning and discovery part of learning. Perhaps by telling them what to do curtails their own ideas about what to do that might be better than the suggestion! Ending on a strong impacting note make a lasting impression.

This is the end of the portion on verbal techniques at long last. The techniques and methods described are many and plentiful, and involve coordination in order to be effective. This portion has been relatively exhaustive, but by no means contains the only verbal techniques available. Being that we humans communicate in such complex manners, remember that it take time, practice, and careful planning to make each and every program presentation effective, memorable, and fun. Using these verbal techniques in concert will help give the interpreters a wealth of knowledge and ideas to play with as they fine tune their programs. Next month the topic of discussion will be active participation techniques. The information will center of low level activity with increasing ability to the highest forms of activity that can be engaged that anyone has thought of. Stay tuned for next week as we get active!

I relied on Handles: A Compendium of Interpretive Techniques to Help Visitors Grasp Resource Meanings by Peggy Ann Scherbaum for ideas and material to share and is a great resource for ideas and examples and I could not have done this series without it. I do not claim to have some up with the techniques described since I used Handles as a resource; all I did was arrange the material in such a way as to make the concepts categorically available.

Interpretive Toolbox: Verbal Techniques, part 5

The fifth in the series of verbal techniques for use in Interpretative Programming, here are another twenty more ideas in alphabetical order that help give the interpreter more techniques and methods to work with for a better program. Since much of the material presented here contains more definitions and suggested uses and less exposition and analysis, and there are so many of them, these verbal techniques blog posts will come much more frequently than the usual one-a-month that is done from this blog. So for second time this month, here is the list:

Some activities need detailed instruction in order to preform a
task, especially one where the task is no longer part of the
experience of the intended audience, like instructing children
how to use a washboard.

Quotation- A insightful passage from a source, known or unknown, that sheds further light on the topic. Quotes can be from anywhere, but they have to be announced as such to let the visitor know that the quote is not from your own genius. Quotes are great ways to bring in other opinions from people not present. Keep them short, as less is more when it comes to the amount of quotes used, and have it trimmed to be easily remembered or to have the poignant parts exposed.

Recreational Instruction - the essential teaching of skills or knowledge that will allow a visitor to preform a task during the course of the program. This means fully explaining how to do something, so be thorough and clear; be detail oriented on the parts that must have details or break the instruction into chunks that can be absorbed a little at a time.

Referencing the Audience- Using the audience's prior experience to help explain new information. This technique uses the experiences in the past to apply to the future or to topics of concern to the program. By using "you" statements, the interpreter makes the information personal. For example, "You know how traffic can be; what if it was like that but instead of cars it was..." references the audience. Even children who cannot drive can apply that experience. Or "Remember the last day of school? You had a whole summer and you couldn't wait for the bell to ring. Imagine what it would be like if instead of the last day of school, it was..." Using techniques that put the visitor in a thinking, feeling, or an acting mode will more likely help the visitor have better retention, experience, and memories.

This example shows how different techniques can overlap.
This image has a quotation, referring to expert, and a little bit
irony, since Carl Sagan is an expert informing us to be a little
skeptical of experts.

Referring to Experts - quoting an definitive or conclusive statement from an expert or some sort of worthy. This means using a "from the top down" approach to building evidence for the interpretive program. City officials, generals, presidents, governing boards, councils, doctors, leaders, august organizations among others are authorities, and if that expertise is credible and makes a revealing statement, then you have a statement that can be used to highlight information. Try it as an opening statement to a program as well.

Repetition - Expressing a word, phrase, or term over and over to some effect. This can be used for emphasis, to unify parts to a whole, to build anticipation, for reinforcement, and by repeating things give a sense of purpose because it is a design decision on the interpreter's part to make this information compelling. Look at the patterns in the program and see what can be repeated.

Rhyme - Again, this technique is thoughtful planning and works best when spoken aloud. Rhyming builds anticipation for emotional dramatic release because people can pick up the rhythm (see below) pattern and anticipate a coming rhyme but are surprised with the words selected to do so. So pick words carefully and craft them to flow well. At the same time, making sure the the rhyme scheme is not too simple as to be predictable. A simple way to use a rhyme is to use poetry as a quote. Using a

dramatic off-rhyme gives a emotional and dramatic break that can be used to jar or blindside a audience into going into a different direction. If your entire program rhymes, then you have spent way too much time on it. A rhyme or two is more than enough, but still impressive.

Rhythm - a cadence or flow of sound. Poetry not only includes rhyme but also a cadence, like a song, or a beat to anticipate what if coming next. Like poetry, rhythm does not have to be the same throughout but still follow should a pattern. Breaking pace causes the visitor to pay attention and stay active rather than be lulled in by a sing-song pattern of speaking.

Sarcasm - "A mode of satirical wit depending on it's effect on bitter, caustic, and often ironic language." Sarcasm is a verbal weapon. If using sarcasm, it is best to do so in a staged setting, as in a dialogue with another interpreter who can bear the sarcasm, rather than with visitors. Never use sarcasm with children, depending on the age group, because they have probably not developed abstract thought yet so it confuses them to use a tone that indicates that your message is directly opposite of your intention. There are better ways to express opposite feelings than sarcasm, but it nevertheless is a technique.

Satire- Irony, humor, ridicule, and exaggeration to expose or criticize stupidity or vices in relation to contemporary life and politics in some mocking manner. Irony, oxymoron, and sarcasm are all forms of satire. When engaging in this kind of technique make sure that the intention is clear since the habit can be to mock for mocking's sake as well as be hurtful.

Sentence Structure- The arrangement of the grammatical nuts-and-bolts of sentences. The intentional arrangement of a sentence to convey feelings, conjure thoughts, or just to be more clear. How a sentence is formed can change perception through use of simple or complex vocabulary, clauses, length, and other factors. This is probably better as a Planning Zone tool, but works not only there, but also on a Subtle level as well as a Verbal one since it is an editing and revising tool. How you communicate in words matters, so spend some time looking over exactly what you are saying or writing again and again before committing to it.

Shock - Unpleasant surprise, terror, horror, or disgust. This will get the attention of a audience real quickly if it is done right. It can also be a clear way to making emotional connections since it touches the emotions so quickly. If used improperly, it may cause the interpreter to lose the respect or inclination of the visitors to continue.

Silence - Withholding sound or noise. Sometimes the best verbal technique is to be without it for dramatic effect. Such as listening to the stillness of a location, using silence to prompt an answer, or emphasis a point. Using pauses for effect is called Caesura.

Simile - A metaphor using the words 'like' or 'as' in making a comparison of two dissimilar objects. The more dissimilar the objects and yet having them be ones that share a unique relationship are how you create the more captivating kinds of similes. This simple metaphoric technique can create some memorable connections.

Specific to General- Moving from a particular part and expanding to show it part of a whole. This can be the telling of one person's story taken from thousands that were part of a larger movement. Use the evidence of one or a few to tell the story of the many.

Statistics - Quantitative data. The use of analytical numbers to tell the story in terms of quantity. While most in the humanities field are not really into numbers and math (but still end up at the gift shop cash register!) plenty of folks want to know the numbers like how many miles, how long, how many, what frequency, what percentage? Providing some statistical information helps round out and include people who think in terms of numbers.

Story Telling - Relaying the details of a historical or fictional narrative, preferably in the entertaining fashion. We, as humans, connect very strongly to story. It is how we learn and how we entertain. Looks for compelling drama in the research for the program. Verbal skills are essentially story telling skills; they are the methods of making the story relatable, insightful, meaningful, and educative. If the story has a 'moral' or a lesson to be learned, the less said about it the better. Let the audience discover it. Telling them what they need to learn takes the work and fun out of the experience.

The Original and First (Pre-Ray Kroc) McDonald's location,
San Bernardino, California, the town soon to
be our next destination for the time being.

Superlative- An extreme and notable feature in category. So things like the biggest in the world, or in America, or the state. It could also be for the smallest, tallest, hottest, coldest, only remaining, first, last, or whatever. Children, in particular, enjoy superlatives. To adults, they are fun trivia.

Surprise- An unexpected or unusual statement or action that makes a significant impact or effect. Creating a surprise will depend on a number of factors. Take the culture of visitation and assumptions of visitors and do what they are not used to or expect. Surprises are engaging by nature because we crave novelty and a surprise knocks people out of their complacency.

Suspense- A sense of excited or anxious uncertainty about what may happen. Getting the visitors hooked on the mystery or resolution is a powerful motivator to pay attention. It is a form of foreshadowing that gives them a riddle to figure out, or a mystery to solve, or a emotional resolution to a compelling problem or conflict. Use progressive disclosure to gradually reveal something, like blanks to be filled in.

Symbol- "An object, sign, place, or image that is used to evoke a wide range of meanings". It is an icon that stands for so much more than the initial item itself in meaning. Symbols are powerful tools culturally as well as from a interpretive standpoint so including them in programs is a great idea. However, not all symbols will be viewed the same way. Right now, this is best illustrated by the controversy of the "Confederate" flag; to one group of people it is a symbol of hate, to others it is a symbol of heritage, to others it is a symbol of rebellion, so be aware of how the flag or whatever symbol you use may be viewed.

I relied on Handles: A Compendium of Interpretive Techniques to Help Visitors Grasp Resource Meanings by Peggy Ann Scherbaum for ideas and material to share and is a great resource for ideas and examples and I could not have done this series without it. I do not claim to have some up with the techniques described since I used Handles as a resource, all I did was arrange the material in such a way as to make them categorically available. The last of these verbal techniques and methods will be later on next month and concluding methods.

Interpretive Toolbox: Verbal techniques, part 4

The fourth in the series of verbal techniques for use in Interpretative Programming, here are another twenty or so more ideas in alphabetical order that help give the interpreter more techniques and methods to work with for a better program. Since much of the material presented here contains more definitions and suggested uses and less exposition and analysis, and there are so many of them, these verbal techniques blog posts will come much more frequently than the usual one-a-month that is done from this blog. So for the month of October, here is the list:

Metaphor- A comparison between two usually unconnected or unrelated objects. A metaphor does not use 'like' or 'as' in using the comparison because then it would be a Simile. Metaphors are ordinarily stated plainly. Usually one of the objects being discussed is the object of interest to the Interpreter and the second object the first is being compared to should be somewhat of a surprise, something that helps make the first object more understandable. It has been suggested that the explanation of the metaphor should be left to the visitor since, in many times, the metaphor works on a subconscious level, and if we explain it fully, it robs the visitor of making their own connections; further, explaining a metaphor would insult their intelligence. Examples of metaphors: "Life is a highway", "The wheels of justice turn slowly", and "Waves of regret".

Metonymy- A figure of speech in which a thing or concept is not called by its own name but with close associations, like a nickname. For example, the leaders of an organization may have titles, but they can be grouped into a term like the 'Top Brass'. In the phrase "the book is moving along," the book refers to the writing process for the book, but not the physical book itself. "His involvement is a question mark," indicates that the person in this context is unknown or uncertain about something.

Mirroring- an adaptation of speaking manner and body language to reflect the communication style of the visitor. For example, if a visitor is shy in asking a question, the interpreter is shy in returning an answer. The point is to build rapport and not to ridicule the visitor, which would produce the opposite reaction to building rapport.

Multiple Points of View- Numerous accounts from which something is evaluated or considered. This technique is like Dialogue but with more than two, or Conversation. If resources have meanings, then those resources are going to have different meanings to different people and speak to diverse crowds.

Mythological Reference- "An allusion to a traditional story that serves to unfold part of the world view re explain practice, belief, or natural phenomenon." Greek myths are among the more popular, but Native American references are probably more usable in an American setting, despite being less well known.

Naming -  Properly identifying a noun: a person, place, thing, or concept. This gives the visitor something to use to identify points in your message. With children, introduce new, big, or complicated words sparingly, probably no more than 5 in a program. Then proceed like a teacher: sound out the word, get them to repeat it, define the meaning, and reinforce the concept every time it is mentioned in the course of the program.

Onomatopoeia- Words that imitate sounds. Because some people learn mainly by audio absorption, verbal communication and other sounds are going to be important to them. Verbal communication is a skill, and with some training and practice can be greatly impacting not because of content, but delivery. Onomatopoeia is an extension of the idea of delivery as being an important communicator, like cacophony and euphony from previous parts of this category, onomatopoeia is using the delivery of words to paint pictures with their own names and the sounds they make.

Totally not my image, but it answered a need and it has
a museum. Go to the website instead 

Oxymoron- Incongruant terms that contradicts itself. Oxymorons are often ironic and amusing and therefore can be used humorously to lighten up a program.

Parable - "A very short story that presents a moral or spiritual truth." While initially religious in nature, it need not have to be. This quick contrived situation is a allegorical story that highlights a moral or a truth.

Paraphrasing- Restating information to make essential information clear. This is best described as "putting it in your own words". Much of what I am doing in this series is a paraphrase of other's work so that it might be more manageable and better understood since I have re-conceptualized how this information is presented. Most what I have written is a paraphrase, but I do leave quotes in when I think that they better capture information than if I had tried to do it myself.

Personification- Speaking for something or giving human-like attributes to non-human things. Similar to Characterization, personified objects do things willfully if they have no will, like plants and inanimate objects, or do things that humans do, like speak. While animals communicate, they do not speak like humans do.

Poetry- A literary work in which certain intensity is given to the expression of feelings and ideas, usually in some form of established meter, style, or rhythm. The use of a poem in an interpretive program could be an opener or a closing conclusion, or can be interjected to express a thought or feeling to reinforce a point. It also gives the impression to the visitors that the interpreter is well- read, and that is not a bad thing.

Prediction- The act of foretelling the future based on the observations, personal experience, or some sort of scientific reason. Prediction can be used near the end of a program to wrap up and conclude. Depending on the nature of the prediction, it can be used to directly provoke an emotional or intellectual reaction.

Presentation of Evidence- A system of argumentation that builds toward a point, or a thesis, using descriptive or persuasive facts. Evidence could take the form of details, statistics, or other kinds of facts gathered on a topic. Quotes from authorities and experts and the interpreter's own impressions are important to making the case as well. This can be done subtly, or overtly, like a mock trial case.

Process Analysis- An "analytical examination of an action for the purpose of documenting or understanding the stages of development." Basically, this is an explanation of how something works, step by step, delivered clearly, especially if the process is complicated or unfamiliar. The key is organization. This technique can be augmented by props, or pictures, diagrams, animations, or role playing to make the process more understandable and more alive than simply talking through the process.

Prompt- A suggestion that triggers a response. Calling attention to a circumstance or situation or even an object, and reminding the visitor of a the program that helped explain it, so hopefully, they remember, or better, tell others. For example, this situation can be summarized into a phrase,"So the next time you see [or hear or experience] this, remember..." This technique is probably best used near the conclusion of a program.

A Question and Answer session

Proverb- A brief observation that contains a great piece of wisdom. The can be in a riddle, flowery speech, or terse and unadorned. The proverb is to give a piece of wisdom quickly. Aristotle said,"Proverbs...are metaphors from one species to another."

Question and Answer- A classic interaction technique where the visitor(s) ask questions and the interpreter responds with answers in a formal Q-n'-A format or informally in stream of the program or after the program is over. It is probably best to forecast if the interpreter will allow questions whenever, or at certain times, or at the end. In responding, retell the question loud enough for all to hear and then answer. Doing this means that you heard the question, and that everyone can hear it so that the question need not be asked again, but also that the questioner makes sure the interpreter heard the question correctly. In many cases, the question is asked frequently, but it needs to be answered honesty as if it has never been asked before. Opening a Q-n'-A can open the interpreter to being asked difficult, controversial, or politically charged leading questions, so be aware of your site's policies and have a good handle on how to field such questions to be accurate but tactful.

Questioning- Asking questions of the visitors. Here the interpreter challenges the visitors to be critical about should be known or is observable. Questions should be thought provoking open ended questions that can be answered in a brief statement, rather than yes or no or one word answer. Lately, the trend is to follow Audience Centered Experience with an ORACLE questioning scheme. ORACLE is an acronym which stands for Only Right Answer C Lived Experience. This means asking questions where each person can respond from their own experience rather than objective facts.

Quiz- A short oral test. A quiz can be used to gather information regarding the existing knowledge of the visitors. This can help intrigue the visitors especially if the quiz seems to be easy but loaded with trick questions that will be addressed in the program. One way use a quiz is to wrap and conclude may be to conduct a short quiz covering the entirety of the program. This is why quizzes are conducted in school in the first place; to see if the students learned something and if they can recall details. This method of course does not work well with Audience Centered Experiences style questioning since it relies on objective facts.


I relied on Handles: A Compendium of Interpretive Techniques to Help Visitors Grasp Resource Meanings by Peggy Ann Scherbaum for ideas and material to share and is a great resource for ideas and examples and I could not have done this series without it. I do not claim to have some up with the techniques described since I used Handles as a resource, all I did was arrange the material in such a way as to make them categorically available. The next twenty techniques and methods will be later on next month.

Interpretive Toolbox: Verbal Techniques part 3

The third in the series of verbal techniques for use in Interpretative Programming, here are another twenty or so more ideas in alphabetical order that help give the interpreter more techniques and methods to work with for a better program. Since much of the material presented here contains more definitions and suggested uses and less exposition and analysis, and there are so many of them, these verbal techniques blog posts will come much more frequently than the usual one-a-month that is done from this blog. Without further ado -

General to Specific- A process of taking a general characteristic or concept and explaining it in relation to a particular individual, circumstance, or other situation. It is like focusing the attention from a wide angle to a narrow view. Slavery is a general topic and one example of a slave is specific, say Olaudah Equiano. New England is a general topic, but Lowell, Massachusetts is specific. This technique is essentially an example, but does not necessarily need to be one. It allows the interpreter to paint a background before moving into the foreground of what they really want to talk about, but without that context, the subject does not have the most effective impact upon the visitor.

Guided Imagery- "A mental journey that is facilitated, led, or described by the interpreter to help visitors experience a situation or scenario that they probably would not be able to experience in person." It is more than story telling or narrative, because Guided Imagery focuses on the 'imagery' portion and accentuates the experience by vivid description. The verbal descriptive skill of the interpreter is essential for making this technique effective as it requires the inclusion of details that can take the visitors 'there' if they use their imagination and the descriptions provided to understand what the interpreter is describing.

Historical Reference- The mentioning of something significant in the past. This point of reference of the past explains the present. It is simply a subtle form of a few techniques such as Before and After, Example, and Flashback mentioned earlier. It can be used as simply as "You used to be able to..." but can be more subtly used than that.

If you have to use an actual crook to
grab a visitor, we need to talk.

Hook- A device for catching, holding, or pulling in a visitor. This verbal (or written) technique grabs the attention of the visitor and draws them in. It can be a provocative question, a dynamic introduction, a loud noise, and all sorts of surprises. Visitors will make decisions about the interpreter and the program very quickly, and hooking them with some curve ball right away is one way to get them excited and intrigued.

Humor- One does not have to be a stand-up comedian, but there are a lot of correlations with it. Using humor can lighten up a heavy topic if necessary or make an average program more enjoyable. Humor, like most things, can be tricky. Being flippant about a serious topic might rub some visitors the wrong way, as in a "Talk-With-the-Supervisor" or "Bad-Review-on-Facebook" sorts of ways. Using jokes directed at individuals, genders, ethnic groups or other hot button categories should be avoided. Parody and satire may be used if carefully executed, but be aware their intent is ridicule and could end up offending someone. Run your material by some people with different perspectives before trying it on live visitors. Avoid sarcasm; kids do not understand it and the intent of sarcasm is to viciously ridicule. Knowing how much to include is also of concern. The best types of humor to use are word play, witticisms, puns, and quick innocent jokes. It all depends on the circumstance, so make sure to read the crowd before launching into a joke.

Hyperbole- Exaggeration or overstatement. It exaggerates so greatly that no one could miss that it was said for effect. "I was so hungry I could eat a horse" is an example of hyperbole.

Ice breaking

Icebreaker- An activity that serves to build rapport with the people involved, especially between the interpreter and the visitors. Asking an inviting and provocative question is one way to break the ice. As a way of introducing my guided tour on the lives and homes of the people living at Fort Scott, I casually ask the interested visitors gathered where they call 'home' and what does that home look like. Or it can be overt, such as telling everyone in the group to introduce yourself to someone with a hello and a handshake. Doing a quick little game helps break down some walls. I have found that including yourself into these activities breaks down the ice with them as well since you have a part in the activities. Since this is usually at the beginning of the program, it should not take up too much time and detract from the program.

Imagination-Using the words to guide the illustration and understanding of something that is not present or yet perceived. Guided Imagery mentioned above uses the imagination to perceive the vivid details in the mind's eye. Essentially, the imagery is the sender while the imagination is the receiver. The images will be vivid, but each person will create the details to how they understand, perceive, and interpret the information.

Inclusion- Including people in as members. Among the most powerful interpretive techniques is doing something. While some are primarily audio visual learners, most people will learn by doing it. This is why the active zone of interpretation, beyond the verbal zone, is so hard and yet so rewarding. Making the program audience centered and bringing the whole program in together as a team or as VIPs on the "inside" gives a sense of community but also of ownership. This topic of inclusion is going to go into greater detail once the verbal techniques are all unpacked and the active and higher forms of interpretation get discussed.

Information- "Knowledge obtained from investigation, study, or instruction; intelligence, news, facts, data, etc." Information facts are the building blocks of interpretation, but as such are not interpretation. The information from the interpretive experience uses information to reveal, discover, and explore, but to also provoke because the visitor is searching for meaning in their brief time with the interpreter.

Insight- hidden understanding or meaning. A deeper subtle technique that reveals a different perspective that has a truth to it. The simple and profound statements are usually found in observation and oftentimes illustrate a deeper pattern or relationship that is not always obvious.

Interjection- "An exclamatory or interrupting word or phrase that expresses an emotion". This technique is hard to use since it really should not be used very often. It is often a shout. Think of the kind of words or phrases used for actual anger or surprise. Finding appropriate times to use interjection can really be a challenge but could add emotional impact.

Not my picture but a great illustration of irony.

Irony- A state or affairs, event, comment, or condition that seems deliberately contrary to what one would expect and is often amusing as a result. Since this technique is essentially sarcasm, it needs to be used with caution, perhaps even overtly mentioning it as ironic. But in situations where things can be contrary or have unintended results, placing the  the situation in a humorous light may lessen the heaviness of the topic or point out the futility of a wrong way of thinking.

Juxtaposition- The switching of places of two or more contrasting things. This technique is another advanced level kind of interpretation because it requires some careful planning to be done well. It is a bit of compare and contrast with dialogue and examining the patterns in situations.

Labeling- Not just putting a label on something but classifying people, or kinds of people, in a positive, negative, or even a neutral manner. The purpose of this is to get visitors to associate with one group or to disassociate with another, which will require the terms to be defined. It is important to be distinct as possible to make clear where the lines of classification are. The trouble with this technique is that it can be subjective; the interpreter makes the definition and has made a judgement of what is and is not in the classifications. It also has the problem of stereotyping people or kinds of people, and as a result labels can offend, even if a group is labeled as a positive or neutral label. Be careful with this one.

Lecturing- A formal discourse given for instruction. Once upon a time, this was the backbone of teaching. One person telling a group of students information in a formal setting. This has changed as now many people simply do not have the patience to sit and listen to one person talk for very long. Slides, overhead projectors, and power slide technology have made this primarily audio form of learning into a visual one. If the lecturer gets interactive, it will reach kinesthetic learners as well. But occasionally, a brief lecture (now usually called a 'talk') will pop up in a formal setting, like a dinner, a meeting, or a convention. One advantage to the lecture is that it is pure verbal skill if that is a strong attribute of the interpreter; since this part of the Interpreter's Toolbox focuses on the verbal zone, all of these techniques on this blog post, the two previous, and the few more that will come will be of tremendous value. Also, a lecture is the quickest way to give information in the shortest amount of time to the largest amount of people. Lectures are also easy to prepare and use a lot of techniques to keep an audience interested. There is also a degree of control to a lecture as no other person will contribute or interrupt, so staying on topic is up to one person. One other comment would be to be interactive with the lecture so that more people will retain information, since the visitor audience will be mostly passive during the presentation. But in an of itself, a lecture is a stand alone program.

List- A series of words arranged in some way. A list helps distill information into chunks or more memorable information. Their arrangement, including no arrangement, can be done in many ways, such as alphabetically, chronologically, categorically, priority, general to specific, or small to large.

Listening- To hear with thoughtful intention. From my time as a teamwork and challenge course leader, I would teach that communication is both the giving and receiving of information. If there is no listening, there is no communication. Listening is a form of interaction with the interpreter since the interpreter will be doing most of the talking. So when a visitor is speaking and an interpreter is listening, this exchange gives value to the visitor as information from the visitor is gathered. Examine for yourself: how do you feel when your input is listened to and reacted to? What if you were never given the opportunity to give input? An exchange of speaking and listening can greatly improve a visitor's experience because their thoughts were given consideration.

Made-up Words- "Fancifully devised terms". An interesting technique that relies on some imagination and the sound of words to create feeling. They could also be 'portmanteau' words; combinations of two or more words that convey some information and feeling, like 'frenemy'- both a friend and an enemy, or 'ginormous' two words that come from 'gigantic' and 'enormous'. This technique will probably work better with children but phrase it as a word-play and adults might even like it too.

I relied on Handles: A Compendium of Interpretive Techniques to Help Visitors Grasp Resource Meanings by Peggy Ann Scherbaum for ideas and material to share and is a great resource for ideas and examples and I could not have done this series without it. The next twenty techniques and methods will be later on next month.

Interpretive Toolbox: Verbal techniques, Part 2

The second in the series of verbal techniques for use in Interpretative programming, here are another twenty or so more ideas that help give the interpreter more techniques and methods to work with for a better program. Since much of the material presented here contains more definitions and suggested uses and less exposition and analysis, and there are so many of them, these verbal techniques blog posts will come much more frequently than the usual one-a-month that is done from this blog.

Cultural Reference- "An allusion to the customary beliefs, social forms, or material traits of a racial, religious, or social group". This can be of the interpreter's own cultural background, but can also make reference to other's culture. A couple examples could be explaining the name of a place as a Native American saying or word that described the area. Another example could be bringing in a joke which Jimmy Kimmel used last night that is relevant to the material used in the program.

Cumulative Effect- The adding to and building of events, situations, and conditions that help make a effect that clearly explains why something happened and the way in which it happened. "Piling on" information can give a sense of richness but also of awe or respect.

The best part about "Mythbusters" was blowing stuff up and
being jealous they got to do it instead of us.

Deconstruct a Myth- Taking a piece of knowledge then examining it to show that it is more false than true. The television show "Mythbusters" is a great example of the deconstruction of myths of culturally accepted "truths" that actually do not hold up to scrutiny. Unless there is a budget to do this on a grand scale the way they do on the television show, this can be done verbally based on the knowledge of the resource (KR in the interpretive equation) and maybe with the materials and know-how at hand. It is not the job of the interpreter to dispel a myth, but sometimes to acknowledge it and make the facts and truth known to the visitors by turning it into a learning opportunity.

Definition- Defining a term. This is a very simple technique, but if the program has terms that would be unfamiliar to the visitor, defining words for them would be helpful. For example, at Fort Scott, I mention the U.S. Dragoons and when the topic comes around, I describe what a Dragoon was and how they are different than "cavalry".

Description- Another basic technique that goes into sensory detail about a term, word, phrase, or more concrete things like nouns, or verbs. It helps give a mental picture of the thing being described to be more understood fully, so that if it is encountered, then it could be identified by the visitor.

Dialogue- A conversation between two people, but could be more than two and does not necessarily need to be "people". This device can be used to illustrate two points of view that may or may not be in conflict with each other. One example would be a dialogue between a Patriot and a Loyalist in Colonial America. It could be between things that do not normally speak for themselves but through anthropomorphic objects, like predator and prey. "Good dialogue resembles real conversation without copying it." Also, it is a audience centered technique that gets the visitors more engaged with the program by having some input.

Diction- Choice of words and clarity of pronunciation. Choose words carefully and speak them clearly. This includes in giving voice to characters as well as the voice of the interpreter. Word choice will need to be modified for visitors; compare the words used for smaller children to those used for senior citizens.

Discussion- The consideration of a question in an open and informal debate. This is an audience centered technique where everyone has a voice to communicate their opinions and experiences. It should be recommended that a discussion take place near the end of the program since discussion will tend to use more time.

Euphony- The use of soothing sounding words. This can also be emphasized with inflection and rounding tone as well as other speaking techniques. Used with some light rhyming and description this technique can create a favorable mental image. This technique also works well for the written word.

Using a relative scale like the one above to
explain the size of the sun to the planets
exaggerates their sizes to be understood.

Exaggerated size or time scale- Using an exaggerated measure to see things for oneself. This means speeding up or slowing down time so that barely perceptible motion can be observed. The same applies to size scales. Making a mental image of being gigantic or tiny can help visitor "see" patterns or relationships that are not observable by being the size that they are now.

Example- Representations of groups or types of information. Showing samples of what an interpreter means makes the concept explored stand out, especially if the situation is a familiar one.They give further evidence to assertions made by the interpreter so that they are more persuasive.

Excerpt- A written passage that serves as an example or a supporting piece of evidence. It is the written form of quotation. Written pieces from primary sources (sources written by people in their time and place) or secondary (people writing about the time, place, people, or thing, but were not actually there) are most often used.

An excerpt from Handles by Peggy Ann Scherbaum. So it is an excerpt
on excerpts with an example of an excerpt in it. Does that make it
an Excerpt-ception or an Excerption?

Exclamation- A vehement expression of sudden or strong emotion. Sometimes being loud and forceful shakes up a crowd that might be drifting. It can also be used to effect when coupled by being quiet and whispering for effect and then being loud for a shocking or jarring effect or a emotional moment.

Explanation- To share the reason or cause of something. This is simplistic tool that is slippery to talk about because it happens so naturally in an interpretive setting. Most of what is done for interpretive purposes is already an explanation. The trick is to do the right amount of explanation for all kinds of visitors. If an interpreter does not explain very well, the visitors will not all understand. If an interpreter overexplains something, it gets boring and insults the visitors' intelligence. Make sure you get a feel for how much is enough explanation.

Fable- A short allegorical story that makes a point, often using anthropomorphic creatures in place of people as the main actors. Aesop's Fables are the most notable. This technique is difficult to use because such storytelling devices have largely been disused and, unless you know the story and the moral, it is hard to work into a program.

A 1841 'Mississippi' Rifle with a
1847 Musketoon photobomb
(foreground)

Flashback- A literary device where an earlier event is inserted into the narrative to illustrate the importance of the here-and-now. Sharing a memory is  the simple way to do this, either your own, or someone else's. This technique works with a chronological sequence in order for it to be effective. In some cases, a "flash-forward" to beyond the scope of the narrative to show how this develops after. In my interpretive talk of the 1841 Mississippi Rifle during the Mexican-American War, I explained the use of round ball ammunition and patches made it difficult to load quickly. The invention of the Minie ball solved the problem and sped up the loading process that was to effect the outcome of the American Civil War. But the Civil War was not a part of my program, so it was an example of a flash-forward. A flashback would be to discuss the use of flintlocks and the cantankerous and laborious process of loading before the invention of the percussion cap, which was used on the Mississippi Rifle.

Forecasting- Previewing the program can also be used to give the visitor an understanding of what the program will be about so they can choose to participate or go elsewhere. Let us face it: our hard work put into a program may not interest visitors, so giving a brief forecasting of the program gives them the choice to stay or go and we should not take offense if they go on without us. Better that than being disappointed or upset that the program was not something they wanted to do.

Foreshadowing- A technique that suggests that the beforehand information will be important as the narrative continues on. It prepares the visitor for what might happen next and gives them something to think about. It is a great transition technique between stops.

Framing (pausing to take a moment)- This technique intentionally takes the time and opportunity for the visitor to experience visual, auditory, and other sensory awareness of the resource. Build some time into the program to just enjoy something. If there is a scenic vista, take time to enjoy it. If it is the roar of the falls, take time to enjoy it. The power of place can work wonders into a program if you take the time to use it and let it speak for itself once and a while.

Gathering Info- Getting the whole of opinion, experience, and information from the group and acknowledging the diverse ideas generated by the group. This can be done in so many ways that it may take a long time to list every single one of them. The simplest is verbally asking the group what they think and taking hands raised, since this is a verbal technique. Another couple of examples can be done by writing it down, or standing in or placing objects on a continuum line ("agree" on one side, "disagree" on the other and "somewhat" or "I don't know" in the middle). Gathering information stems from an open ended question designed to give meaningful responses, then using the information for some purpose.

I relied on Handles: A Compendium of Interpretive Techniques to Help Visitors Grasp Resource Meanings by Peggy Ann Scherbaum for ideas and material to share. The next twenty techniques and methods will be later on this month.