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.