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.