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.