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.