1. THE ART OF NATURE INTERPRETATION Sheila CubickOCVN Training 2016

2. Interpretation: A mission-based communication process that forges emotional and intellectual connections between the interests of the audience and the meanings inherent in the resource. National Association of Interpreters, 2007

3. Education vs. Interpretation Education Facts about content Interpretation Connect person to resource Motivate person to a desired action

4. Interpretation as Communication: Distill information Simplify/Clarify Information Analogies/Comparisons Adjust to Audience Engage Audience

5. Engaging the Audience: Show your passion more than your knowledge Rehearse, but prepare to be spontaneous: We are all learning together! Ask questions: allow audience to be correct & incorrect equally enthusiastically Develop rapport with: Gentle humor Common courtesy Sensitivity to comfort

6. Respect Cultural Differences Be careful with humor Don’t put people ”on the spot” Don’t judge people by appearance & make assumptions Don’t Preach: Guide audience to their own understanding of an issue based on observations & reasoning Create opportunities and activities so people can make relevant connections to their lives.

7. Bag of Tricks Use visuals to illustrate a concept. Bring a bag of props/equipment. Schedule trail stops to use natural objects for points of illustration. Change speech: accents, voices, stories, books. Demonstration/models. Creative Expression: Journaling Crafts Nature Rubbings

8. Planning an Interpretive Talk Purpose Solve Problem Inform Change Behavior/Policy Goals What you hope to accomplish - measurable Learning Objectives Should Know Should Do

9. Planning an Interpretive Talk, cont. Topic- broad idea to be introduced Ecology of Mindy Henning Trail Theme-single story, narrative, message Ecological Succession Main Points Change in Terrestrial Communities Change in Aquatic Communities Change in Species Human and Natural Agents of Change Learning Activities – Project Wild Forest in a Jar Fire Ecologies

10. A Good Theme Is: Specific, Simple, Short Reveals the Purpose of the Presentation Contains Only One Main Positive Message Paints a Picture Uses Active Language Provokes and Promotes Attendance Ward & Wilkinson, 2007

11. Creating an Interpretative Talk Things to Consider: Structure Theme/Main Point Narrative Resources available for teaching tools Your K,S,A’s Target Audience or Organizational Mission Limitations: Time, Budget, Safety, Space Appeal of Topic/Theme Usefulness of theme in information integration & building knowledge of topic

12. Selecting Learning Activities Ask: What is the ONE thing I want everyone thinking, saying, or doing? Ask: How is this ensuring the visitor will both connect with the resource and walk away with my theme? Each story, fact, game, visual, craft, activity should be oriented around the theme to achieve this.

13. Selecting Learning Activities, cont. Use experiential, sensory-based learning activities. Models Experiments Scavenger Hunts Make explicit connections among activities & theme narrative

14. Beginning Your Talk Introduce Yourself (name, position, a brief description). Welcome the audience. Establish credibility. Provide a theme. Give an attention grabber. Introduce the main points. Explain why you are doing the talk. Provide necessary orientation information. Be enthusiastic and sincere.

15. Concluding Your Talk Summarize the theme and the main points. Get feedback: Ask what they liked best/least. Short evaluation form. Thank the audience. Ask for further questions. Invite to attend other programs. Suggest an action. Use a quote.

16. Rules & Regulations Potential Dangers/Health Concerns Age/Species restrictions No picking plants, collecting specimens No horseplay I am the leader! Stay on trail Poison Ivy

17. Behavior & Group Dynamics Youth Require an adult with your group. Describe rules at beginning (follow leader, soft voices, stay on trail). Describe consequences for bad behavior. Establish time limits for sharing equipment/activities. Adult/Mixed Encourage quieter people if one or two dominate. Disruptive behavior may mean a break is needed. If low participation, encourage small group discussion. If two people in conflict, asks others to weigh in on the topic. Summarize points of a repetitive or strident person so they feel heard.

18. Fact from Fable Double check research on old wives tales, myths, & fables before presentation. Use research based organizations. Offer to look up topic after program if disagreement with your or visitor comment.

19. Questions?