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.