The Art Of Interpretation

Connecting with visitors will keep them coming back

By Callie McMullin and Michael J. Bradley

Within the world of parks and natural resources, interpretation is often thought of as an art, relating many skills and techniques to the historical and cultural background of a resource. Interpreters created an acronym to help train future interpreters; ART was given a new meaning to the skills needed to be a great connector between visitors and the park. To be a good interpreter, one must have knowledge of the audience (A), knowledge of the resource (R), and the use of appropriate interpretation techniques (T). With all three skills, interpreters can share their knowledge with visitors effectively.

Interpreters must first understand what they are interpreting. They need to know the history behind the resource, its uses, and stories specific to that location. The National Park Service (NPS) writes in its interpretation curriculum that “interpreters must identify and be fully aware of the many different intangible and universal meanings the resources represent to various audiences … to be most effective, interpreters should use their knowledge to convey the park’s primary interpretive themes. … [and] interact with the resource as much as possible” (Bacher, et al., p. 12).

Audience
In addition to understanding the resource, an interpreter must have a full knowledge of the intended audience. Because visitor demographics are diverse, interpreters must cater their presentations to a wide audience.

Freeman Tilden, a renowned individual in the realm of natural-resource interpretation, states in his work, Interpreting our Heritage, that “the visitor is unlikely to respond unless what [the interpreter has] to tell, or to show, touches his personal experience, thoughts, hopes, way of life, social position, or whatever else” (p. 3). To mirror his sentiments, NPS states that “without solid knowledge of the audience, interpreters will not be able to meet their needs” (Bacher, et al., p. 13). Creating those connections between the visitor and the resource is a main concept of interpretation (Bacher, et al., p. 1), and without a thorough knowledge of the audience, this cannot occur.

Resource
To unify the interpreter’s knowledge of the resource and audience in question, appropriate interpretive techniques must be used in presentation. These include an understanding of learning styles and well-developed communication skills. In the article, “Natural Resource Interpretation and Conservation Education in a Global Society,” Jayne and Daniel Tardona expand on the first concept:

“Each person belongs to a group or … groups which are distinct in terms of gender roles, family identity, time orientation, sense of community, age … importance of tradition, spirituality and religion, or subservience to convention or authority. All of these things ultimately will have some effect upon how a person learns and what type of presentation method will reach her and him at any given time” (p. 48).

Techniques
Good communicators use verbal and non-verbal methods, including eye contact, tone of voice, and confidence, to relate to the audience effectively. The NPS curriculum explains how these skills relate to live and written interpretation methods (Bacher, et al., p. 18). If the interpretation of the resource cannot be effectively communicated to the audience, visitors will not be able to form the strong bonds to the site that the park and interpretation staff was purposed for.

Interpretation is an artform. Understanding the resource and the audience, and knowing how to connect the two are the primary skills one needs to interpret material for others. Without one, the others are lost to visitors, and deeper connections will not form between the visitor and the resource, defeating the purpose of interpretation.

References
Bacher, K., Baltrus, A., Barrie, B., Bliss, K., Cardea, D., Chandler, L., and Lacome, B. (2007, March 1). Foundations of Interpretation. Retrieved from https://www.nps.gov/idp/interp/101/foundationscurriculum.pdf

Tardona, J. H., and Tardona, D. R. (1997). “Natural Resource Interpretation and Conservation Education in a Global Society.” The George Wright Forum, 14(4), 44-50. Retrieved from http://www.georgewright.org/144tardona.pdf

Tilden, F. Interpreting our Heritage: Principles and Practices for Visitor Services in Parks. Chapel Hill: University of North Carolina Press, 1957.

Callie McMullin is an undergraduate Honors Student in the Department of Recreation and Park Administration at Eastern Kentucky University.

Michael J. Bradley, Ph.D., is an associate professor for Eastern Kentucky University’s Department of Recreation & Park Administration College of Health Sciences in Richmond, Ky. Reach him at michael.bradley@eku.edu.