The Interpretive Toolbox: Introduction and Planning

Interpretation as a discipline and an art can end up being very theoretical. It is all well and good that we make our material meaningful to visitors, but what can be done to get them to see and understand? What practical techniques and methods are at the disposal of the interpreter? This month's edition will launch a new series focused on the interpretive tools the interpreter uses to make connections between the resource and the visitor. Some of these techniques were discussed before, but there are plenty more to use. The beginning of this series will begin from within the interpreter and work from inherent attributes of self to subtle interpretive techniques using more and more complex forms of interpretive techniques in following editions. This series will center on four zones from which Interpretation comes from: Planning, Subtle Skill, Verbal, and Active. Or, simply, this is about what you think, how you act, what you say, and what you do.

Novel arrangenment of Interpretive techniques and method

into classifications starts with the innermost and works to the

most active methods. Nothing really new, just a different way

to characterize information like this.

When the Creating A Program series was created last year it left out techniques. Now is to the time to learn those techniques and incorporate them. The first will be the furthest inside the interpreter. It starts in his or her mind as the planning stage. The planning stage takes into account the Verbal and Active portions and to a lesser degree what is a Subtle skills in the interpreter, but it is so instinctual and innate that some of the techniques might be more difficult to control because there are so many nuances involved. The second zone is the Subtle actions of the interpreter, things like body language, location, volume. As mentioned, these are harder to plan because they generally are subconscious action that give messages to the visitors. Some of these subtleties might even be counterproductive as without even realizing it, the interpreter is sending a mixed message. Verbal communication is essential to interpretation because that is the main way that an interpreter will communicate with the audience. The interpreter provides much of the new information to the visitors. Granted, some will be through reading material but generally the visiting public will rather listen to an interpreter than read materials, and even less will do both very well. The last zone of interpretive technique is Active; this is where a lot of the fun stuff comes from. Generally speaking, the more active a program is, the more enjoyable and/or more memorable it will be as well.

But first, a review of the Interpretive Equation. An interpretive opportunity comes from the ability to use the Knowledge of Audience and Knowledge of Resource with Appropriate Techniques. This series is all about the "Techniques" portion of this equation. Not every technique is the right technique to use in a given situation, especially the more complex ones. Talking with a seasoned interpreter may give the reader some hints as to which techniques are better than others as well. Consider the types of programs used, such as a talk, tour, or activity and then try to evaluate the appropriateness of a technique in abstract and then in practice. Just because a technique sounds good, does not necessarily mean that it will work according to how it is planned. Planning one's program and techniques out ahead of time will help prevent a wrong technique from lowering the quality of the interpretive program. This is where the knowledge of audience comes in. A coloring activity may not be suitable for all ages. Consider also the context of when and where the program will take place before evaluating yourself.

Since all programs are planned, it is important to look over some of the factors that help make a successful program as this zone really informs all the other zones. Much of this has already been described in the Creating a Program Series. In planning and creating a program the interpreter might have used some interpretive techniques without even realizing it. This is not necessarily bad, but every part of the program must be used for full effect. Some of the program-related materials created for programs are products of planning.

Get organized!

One of the most powerful tools in your Interpretive toolbox is organization. The program must be organized; it cannot be a random doings-of-things. Organization gives the visitor a framework in which the program occurs. A disorganized program feels poorly thought out and unprofessional. Using effective transitions helps guide the visitor along and gives a professional polish to the program. Having written objectives and goals help define what the interpreter is after, as well as declare on paper what the intention of the program is about, not just for the interpreter, but also for people trying to review your work or help you make it better. The layout of materials should be easy to follow. Cluttered material is a turn-off to a lot of people. Other planned features include things like font, the way the letters look on printed material. Having a thematic font can help set the tone and setting. Researching historical fonts to give an added touch to printed materials that the visitor interacts with in active techniques. For example, using an original document out in the open might damage the resource, or the handwriting difficult to read, so having a copied text printed in a period handwriting font sells the program a little better rather than using Times New Roman for everything. Do not get too carried away with wild fonts. On the other hand, using large size blocky fonts are easier to read from afar, near, and helpful for people hard-of-seeing. In design, alignment, reader flow, and simple are key in creating passive text based labels, signs, and other printed materials. Carefully crafting each sentence's structure and word choice for maximum effect is important. This applies to verbal portions as well. How you say it will come later, but planning what to say first is something that must be planned ahead of time.

Pay attention to how each font makes you feel when you read.

Then add your own inflection to the text and see how the

sentence's meaning changes.

As mentioned, planning touches all other zones from the most subtle nuance to wildly engaging activities, so there is going to be overlap, or techniques and methods that are not exclusively planning centered or verbal or active, but will require combinations in different proportions in order to be successful. Next edition will deal with the subtle, foundational techniques and methods.

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; not everything I present is of my own creation, but a synthesis of a lot of other ideas. Because of that, I felt this text needed to be mentioned as a great and clear resource for using interpretive techniques.