Plan and develop

interpretive activities
Principles of Interpretation
 Communication
Strategies

Information/publicity/promotion
Advisory service/extension
Liaison/consultation
Interpretation
Community Education
Community involvement/public participation
Relationships
 What is interpretation?

A teaching techniques that uses unique methods and involves

unique subject matter – natural, cultural, management and
recreational resources of a site
A service provided by agencies for visitors – one that
entertains and conveys the true meaning of the site
A management tool, first by using the above two to increase
visitor’s appreciation of a site in order to encourage
protection of its resources, second by communicating to
users goals of the agency which has some management
role in the area.
 A Communication Model

MEDIUM
(how?)

SENDER MESSAGE RECEIVER

(who?) (what?) (to whom?)

FEEDBACK
(so what?)
 What type of interpreter are
you?

Cops – perceive visitor activity as threatening to the local

environment; tolerate audience by issuing many rules for visitor
behaviour
Machines – regurgitate the same performance without modification;
no spontaneity, personal input or adaptation to audience variation
Know-it-alls – focussed on imparting information to suggest
superiority; cannot admit lack of knowledge; prefer to pretend
Hosts – offer all clients the opportunity to speak and contribute to
discussions; happily take questions; chat and joke; respond to
audience needs, even it means deviating from the plan
Adapted from Ham (1992:135)
 Interpretation is . . .

An educational activity which aims to reveal

meanings and relationships through the
use of original objects, by first hand
experience, and by illustrative media,
rather than simply to communicate factual
information (Tilden)
 Interpretation is . . .

A means of communication ideas and

feelings which help people enrich their
understanding and appreciation of their
world, and their role within it
(Interpretation Australia Association)
 Interpretation is . . .

The craft of enriching visitor experience; an

interactive process involving the visitor,
the medium (human or non-human) and
the resource (WA Department of
Conservation and Land Management)
 Interpretation is . .

Interpretation is the act of identifying or

transmitting meaning. On the one hand, it
comprises the process of working out an
understanding of particular phenomena in,
for example, the fields of life sciences,
material culture or social history. On the
other hand, interpretation includes the
conceptual and methodological
approaches and techniques. (Continued
over)
 Interpretation is . . .

Heritage interpretation is a process that plans and

provides for visitors, potential visitors and the
public at large, physical, intellectual and affective
access to the cultural and ecological significance
of places, objects, natural systems and living
things. The appropriate technologies and the
responsible stimulation of ideas and opinions, it
encourages their protection, preservation and
appreciation by and for present and future
generations. (Nethery)
 Tilden’s Six Interpretive
Principles

1. Any interpretation that does not somehow relate

what is being displayed or described to
something within the personality or experience
of the visitor will be sterile.
2. Information, as such, is not interpretation.
Interpretation is revelation based upon
information. These are entirely different things.
All interpretation, however, includes
information.
 Tilden’s Six Interpretive
Principles

1. Interpretation is an art, which combines many

arts, whether the materials presented are
scientific, historical or architectural. Any art is
in some degree teachable.
2. The chief aim of interpretation is not instruction,
but provocation.
3. Interpretation should aim to present a whole
rather than a part, and must address itself to the
whole person rather than any phase.
6. Interpretation addressed to children
should not be a dilution of the
presentation to adults, but should follow a
fundamentally different approach. To be
at its best it will require a separate
program.
 Sam Ham’s Interpretive
Approach to Communication

1. Interpretation is pleasurable
2. Interpretation is relevant
3. Interpretation is organised
4. Interpretation has a theme
 Needs Pyramid

Self development/fulfillment

Ego/self esteem

Love/belonging/social interactions

Security

Safety

Air/food/shelter etc

Only when basic needs are met can humans turn to

growth needs
Percentage of Retention
 How people learn

1. Visual learning
2. Auditory learning
3. Dynamic learning
4. Symbolic/Abstract learning
Learning Styles
 Interpretive Activity Design
Process

• Identify topic/idea/issue
• Choose location and audience
• Prepare outline
• Determine method of presentation
• Conduct a dry run
• Select title and theme/concept
• Develop measurable objectives
• Research information to develop story
• Draft script from outline
• Liaise with client group
 Themes

A theme for your activity must be:

• Stated in one complete sentence
• Contain one main idea
• Reveal the overall purpose of the
presentation
• Stated in an interesting manner.
 Themes

• Don’t confuse a topic with a theme.

• While a topic might be “birds”, a theme
might be “birds are fascinating creatures
because of their special adaptations for
flight”.
 Writing objectives

• Think about why you are going to conduct an activity and

what outcomes you hope to achieve.
• Be clear and specific. Keep objectives as simple as
possible so they are easily understood.
• Ensure objectives are relevant to your client, location,
target audience.
• Write objectives that can be easily measured.
• Consider objectives that focus on – knowledge and
understanding, skills and abilities for participants to
acquire, attitudes and values for participants to appreciate,
and action for participants to take.
 Who is my audience?

•Young Endeavours •Armchair Ventureres

•Jet-a-bouts •Ponderers
•Guiding Gurus •Mad Rappers
•New-age Thoughtfuls •Itchy Feeters
•Energy Maximisers •Green Chalkies
•Vintage Voyagers
 Scripting your presentation

• Simple language (not jargon)

• Similes and metaphors
• Relate or use appropriate analogies
• Provoke
• Tease
• Correct the past
• Storytelling
• Triphammer
• A powerful conclusion (your message)
 Using props and
demonstrations

Why use a variety of props and demonstrations as interpretive

tools?
• Give a better understanding
• Get participants up close and involved
• Hold attentions, encourage questions and get people
thinking
• Show the big picture
• Show how it is done
• Show how it works
• Help explain big words
• Far more interesting than a lecture
• Uses the senses
How to use your props and
demonstrations

Appropriate
Accurate
Tasteful
Legal
Safe
Visible
Up close
Involvement
Innovative
 Evaluation

Self evaluation
• Consider feedback during the activity
(smiles, questions, responses,
participation)
• Check you achieved your objectives
• Video and audio tape
 Evaluation

Peer evaluation
• Use an observer to monitor group
responses
• Use a supervisor as assessor
• Debrief with colleagues
Client Feedback
• Participant survey