Interpreters Toolbox: Low Activities, Part 3

This post will finish the last of the lower skill level activities that do not require much or are easy to perform with visitors. With the conclusion of this 'low-level' activity, the new year will have the very last installment of this Interpreter's Toolbox series with high level activities. More details next month, but for now, enjoy and learn about these last few techniques and make the program better.

The camera captures what our eyes see

Photograph - A picture taken by a camera. Similar to illustrations, photographs enjoy some degree of authenticity in recording history. While an illustration may be an artist's interpretation, photographs are perceived as pure, raw evidence. However, this is not the case. Clever photographers have manipulated photos for their purposes ever since photography's creation, so be critical of the pictures used. Candid photos tend to be trusted as reliable evidence more than studio shots, but it really all depends. As far as a program goes, it is better to use photos provided by the interpreter as evidence or to gather opinions and observations about the image and analyze the results. Taking photos as part of a program will be tricky because the visitor will have to know to bring a camera before the program begins. The common use of digital photography and integration with computers can be an interesting use for image collection, crowd-sourcing  information, and artistic expression.

Predictions can be tricky but make sure the visitors
have all the evidence they need in order to make a
good one.

Prediction - The use of information to make a judgement about the outcome. This technique gives the visitors the chance to give some input as to where the narrative will take them. It requires the visitor to use what knowledge they have to make a guess as to what happens next. As the narrative unfolds the predictions can be compared and contrasted to get a sense of how close to the narrative the visitors predicted the course would take.

Presentation of evidence - Making giving evidence in support of a position. This really intertwines with making a case or argument because they flow into each other so easily. Presenting evidence can be done by the interpreter or by the visitors in a program from prepared documents, images, or objects. Since objects and documents do not necessarily speak for themselves, the visitor could therefore interpret the meaning of their selected piece of evidence in making a case.  Depending on how the program is used, this technique could be very interactive as a high level activity.

Problem solving - Working on problems. Problem solving can be as simple or as complicated as desired, which is why it is in this section. Problems to be solved can be posed as a question, written down, on a worksheet, or debate/discussion. How it takes place is up to the interpreter.

Process analysis - Dissecting a method and evaluating the results. Analysis is a higher form of cognitive ability according to Bloom's taxonomy so it should probably in the higher activity level but there are higher levels still in that hierarchy. It is also not much of an 'activity' but more like a discussion method. This technique can be preformed after a demonstration, activity, reenactment, or production and analyzed to see how it was perceived by the visitors and see if there can be further improvements.

"The 'Pine Cone' "
The greatest tool ever devised for
outdoor education programs world
wide for sensory experiences.

Quiz - Assessing comprehension and understanding. This technique uses an informal exam to see if the visitors are learning anything. Most adults do not remember school with fondness so making the quiz fun and enjoyable and low-key is essential. Students on the program get enough quizzes and tests as it is so it is important to make your program not like school. But perhaps asking 3 questions just to see if the visitors are listening reinforces parts of the program that the interpreter wants the visitor to remember. Sometimes repeating information in the form of a question is basically a quiz, for example, "What did I say was the most important part of this building?" This technique can be foreshadowed with the simple (but alarming!) phrase "There will be a test at the end!"

Sensory experience -  A technique that stimulates or focuses on a one or maybe two senses. A touch box or a table is one simple example of this. Some higher end museum or sites will have a electric blower that blow smells into the visitors faces to get a whiff of something, since smell is one of the most under utilized senses stimulated in visitors and people in general. This can be done on the cheap by saying "Get a good deep breath and see if you can identify some of the smells here". Listening exercises help get a sense for the soundscape of the location. Sight is by far the sense people most use on a daily basis but the use of a microscope, magnifying glass, or binoculars can change a visitor's perspective. Taste can be dicey as a sensory experience because food in general is open to bureaucratic oversight, but plucking a honeysuckle flower for a taste is probably all right. Check with the management with taste or food.

Showing and telling some slick tin whistle jams

Show and tell - Finding an object and explaining before the group. This classic "Old School" method is well understood and easily used. Find an object and explain it to the peers. Finding an object uses resources. Setting up some boundaries is a good idea, like "remember to put it back where you found it" or "this object cannot go home with you" or "no, that is a priceless piece of American history and I don't have keys to this exhibit case". Presenting this object is the most difficult part of the activity since presenting to an audience can be stressful. Public speaking is frequently stated as being a top phobia. Usually most people simply will share with people they know, less so with people they do not know, and less still will share with complete strangers in a large group. This will be a test of "Knowledge of Audience".

Specimen - A sample of many. An example is usually a spoken or written case, whereas a specimen is a physical example from many. Specimen has a biological connection but can be applied broadly in this category to include all objects examined. Examining an object is the point of having a specimen, to look at, touch, smell, and listen.

"I've got the tool you need!"

Tools - Object used to solve problems. Tools are really a subsection of objects, since they are concrete items but they are used to preform for sort of specific task. Tools can be scissors to shovels, office supplies to agriculture gadgets to weapons. Be careful in considering what kinds of tools to use and their safe use by visitors, if that is what the intention of the tools are for. Using the tools to accomplish some actual work or as part of a demonstration or activity helps the visitor get a sense of connection to the past by the tools' correct use.

Next month will be the intense high-level activities that I would imagine most people are going to be looking for. Look for it in the new year!