Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
Foreword | p. ix |
Preface | p. xiii |
Acknowledgments | p. xv |
Interpretation from Past to Present | p. 1 |
Defining Interpretation | p. 2 |
Types of Interpretation | p. 4 |
Nonpersonal | p. 4 |
Personal | p. 4 |
The History | p. 6 |
The People | p. 6 |
Federal Agencies | p. 9 |
State Agencies | p. 11 |
Local Agencies | p. 11 |
Private Agencies | p. 11 |
Conducting Meaningful Interpretation | p. 15 |
Connecting the Visitor to the Resource | p. 16 |
Information and Orientation Services | p. 17 |
Education | p. 19 |
Inspiration | p. 23 |
Accomplishing Management Goals and Objectives | p. 23 |
Protect the Resource | p. 24 |
Protect the Visitor | p. 25 |
Promote the Agency | p. 26 |
The Foundation of Interpretation: Communication | p. 31 |
Communication Process | p. 32 |
Interpreter | p. 32 |
Credibility | p. 33 |
Message | p. 35 |
Creates | p. 36 |
Persuasive Techniques | p. 41 |
Translation | p. 44 |
Visitor | p. 44 |
Filter | p. 45 |
Feedback | p. 47 |
Real World | p. 47 |
Planning for Success | p. 51 |
The Planning Process | p. 52 |
Research | p. 52 |
Resources | p. 53 |
Public | p. 55 |
Management | p. 60 |
Identifying Primary Messages | p. 62 |
Designing Interpretive Opportunities | p. 63 |
Program Goals and Objectives | p. 63 |
Writing Objectives-A Step-by-Step Approach | p. 64 |
Target Audiences | p. 64 |
Evaluation and Feedback | p. 65 |
A Basic Structure: Program | p. 69 |
The Message | p. 70 |
Defined | p. 70 |
Purpose | p. 70 |
Creation | p. 71 |
Research | p. 74 |
Developing the Theme | p. 74 |
Conducting Research | p. 74 |
The Story | p. 76 |
Developing the Body | p. 76 |
Theme/Subthemes | p. 76 |
Narrative | p. 77 |
The Ending | p. 78 |
Purpose | p. 78 |
Creation | p. 78 |
The Beginning | p. 79 |
The Basic Program: Talk | p. 85 |
Types of Talks | p. 87 |
Formal | p. 87 |
Informal | p. 88 |
Preparation | p. 88 |
Getting Started | p. 89 |
Practice | p. 89 |
Overcoming Stage Fright | p. 90 |
Voice and Vocabulary | p. 90 |
Adding Pizzazz | p. 91 |
Questioning Techniques | p. 92 |
Presentation Strategies | p. 93 |
Characterization | p. 94 |
Demonstration | p. 95 |
Storytelling | p. 96 |
Puppets | p. 98 |
Guided Imagery | p. 98 |
Guest Speaker | p. 99 |
Techniques | p. 100 |
Before the Talk | p. 100 |
Make a Positive Impression | p. 101 |
Be a Good Host | p. 101 |
Props | p. 102 |
After the Talk | p. 107 |
Taking the Talk on the Road: Walk | p. 113 |
Types of Walks | p. 114 |
Resources-Natural and Cultural Settings | p. 115 |
Facility-Visitor Center, Historic Structure, Museum | p. 115 |
Site-Demonstration, Research, Cultural, and So On | p. 115 |
Specialty-Night, Wet, Vehicle | p. 115 |
Planning | p. 116 |
Topic and Theme | p. 116 |
Route Selection-Choosing Stops | p. 117 |
Thematic Map and Outline | p. 118 |
Practice | p. 120 |
Mechanics | p. 120 |
Getting Started | p. 120 |
First Stop | p. 121 |
Leading | p. 121 |
Timing | p. 122 |
Group Considerations-Field Tips and Techniques | p. 122 |
Being Heard | p. 124 |
Large Groups | p. 124 |
Extended Walk | p. 124 |
Teachable Moments | p. 125 |
Rules and Regulations-The "Educational Exception" | p. 126 |
Ending | p. 126 |
Working in the Dark: Campfires and More! | p. 129 |
Program Types | p. 130 |
Night Hike | p. 130 |
Night Sky | p. 130 |
Campfire | p. 130 |
Audiovisual | p. 130 |
Mechanics | p. 131 |
Alleviating Fears | p. 131 |
Time Considerations-Dark, Full Moon, or Dusk | p. 132 |
Presentations | p. 132 |
Exploring in the Dark-Night Hike | p. 132 |
Night-Sky Interpretation-Stargazing | p. 134 |
Traditional Campfire | p. 136 |
Warm-Up | p. 139 |
Audiovisual Presentations | p. 142 |
For the Young at Heart: Children's Interpretation | p. 149 |
A Special Need | p. 150 |
Types of Programs | p. 151 |
In the Field (Informal) | p. 151 |
In the School (Formal) | p. 152 |
Children's Characteristics | p. 153 |
Energetic | p. 153 |
Curiosity | p. 154 |
Sensory Bound | p. 154 |
Developmental Level | p. 155 |
Mechanics | p. 159 |
Have Fun! | p. 159 |
Manage Behavior | p. 160 |
Focus on the Environment | p. 161 |
Name Names | p. 161 |
On Their Level | p. 162 |
Keep It Short | p. 162 |
Use Existing Resources | p. 162 |
Taking the Message to the Visitor: Roving Interpretation | p. 167 |
Reasons for Roving | p. 168 |
Carpe Diem | p. 168 |
Visitor Safety | p. 169 |
Resource Protection | p. 169 |
Marketing | p. 170 |
Public Relations | p. 171 |
Field Research | p. 171 |
Planning | p. 171 |
Location | p. 171 |
Visitors' Needs | p. 172 |
Props and Attention Grabbers | p. 172 |
Mechanics | p. 173 |
When | p. 173 |
Where | p. 173 |
How | p. 174 |
Essentials for All Programs: Critical Concerns | p. 179 |
Special Groups | p. 180 |
Visitors with Special Needs | p. 180 |
Elderly Visitors | p. 182 |
Visitors Who Speak Foreign Languages | p. 182 |
Distractions | p. 184 |
Emergencies | p. 184 |
Alternative Plans | p. 185 |
Bias and "Truth" | p. 185 |
Live Animals | p. 186 |
Publicizing | p. 187 |
Advertising-An Example | p. 187 |
Activity Schedules | p. 188 |
Bulletin Boards | p. 189 |
Media Releases | p. 190 |
Personal Invitations | p. 190 |
Multisensory Equipment: Audiovisual | p. 195 |
Equipment | p. 197 |
Cameras | p. 197 |
Lenses | p. 200 |
Copy Stands | p. 200 |
Projectors | p. 201 |
Screens | p. 207 |
Lapse Dissolve and Audiovisual Sync Recorders | p. 207 |
Sound Systems | p. 208 |
Microphones | p. 209 |
Other Types of Audio Equipment | p. 210 |
Computers | p. 211 |
Flip Charts | p. 211 |
Lighting | p. 212 |
Proper Operation and Maintenance of Audiovisual Equipment | p. 212 |
Batteries | p. 213 |
Cleaning Lenses | p. 213 |
Changed Circumstances | p. 213 |
Other Considerations | p. 214 |
Copyright | p. 214 |
Photography | p. 215 |
Practicing Defensible Interpretation: Evaluation | p. 221 |
Why Conduct Evaluation? | p. 223 |
What to Evaluate? | p. 225 |
Interpreter | p. 225 |
Audience | p. 226 |
Program | p. 226 |
When Should Evaluation Be Conducted? | p. 226 |
Before (Front-End) | p. 227 |
During (Formative) | p. 227 |
After (Summative) | p. 227 |
Who Conducts Evaluation? | p. 227 |
Audience | p. 228 |
Supervisor | p. 228 |
Peer | p. 228 |
Expert | p. 229 |
Interpreter | p. 229 |
How Should Evaluation Be Conducted? | p. 229 |
Traditional and Scientific Evaluation | p. 229 |
Objective-Based Assessment | p. 230 |
Putting It All Together | p. 236 |
Reporting Evaluation | p. 236 |
Closing the Loop (Modification) | p. 237 |
Growing from a Tradition: Professionalism | p. 241 |
What Is a Profession? | p. 242 |
From Practice to Profession | p. 244 |
Responsibilities | p. 246 |
The Discipline of Interpretation | p. 246 |
Organization | p. 246 |
Audience | p. 247 |
Resource | p. 247 |
Interpreter | p. 248 |
The Future | p. 248 |
Index | p. 253 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.