Michal Medek: Environmental Interpretation 20.10.2019
Lesson 1 1
Heritage Interpretation
Michal Medek
michal.medek@kapraluvmlyn.cz
www.michalmedek.cz
Kaprálův mlýn
Why
interpretation?
WHAT IS HERITAGE INTERPRETATION
Freeman Tilden, 1957
“an educational activity which aims to reveal meanings and
relationships through the use of original objects, by first-hand
experience and by illustrative media”
Don Aldridge, 1975:
“the art of explaining the significance of a place to the public
who visit it in order to point out a conservation message”
WHAT IS HERITAGE INTERPRETATION
Society for the Interpretation of Britain's Heritage:
• „is the process of explaining to people the significance of the place or
object they have come to see, so that they enjoy their visit more,
understand their heritage and environment better, and develop a more
caring attitude to conservation.”
Centre for Heritage Interpretation (Scotland):
• Interpretation is the process of communicating messages about our
cultural and natural heritage and inspiring audiences with a wider
understanding of their environment.
National Association for Interpretation (USA):
• Interpretation is a mission-based communication process that forges
emotional and intellectual connections between the interests of the
audience and the meanings inherent in the resource.
WHAT IS NOT HI - INFOTAINMENT
Michal Medek: Environmental Interpretation 20.10.2019
Lesson 1 2
WHAT IS NOT HI - EDUTAINMENT GLIMPSES OF HI HISTORY
prehistoric
times, different
cultures
shamans, priests, scholars
Antique Greece first written account of travels, first record of guided interpretation
Antique Rome travellers paying for guides
Medieval times accounts from jurneys, 1st printed travel book: Peregrinatio in Terram
Sanctam by Bernhard von Breydenbach, Codex Calixtinus – 12th century
AD
Renaissance noblemen travelling around Europe with their teachers involving local
guides; some of them published accounts of their journeys
(e.g. Harant, K. z Polžic a Bezdružic (1608) Putování aneb cesta z Království
českého do Benátek a odtud po moři do země Svaté, země judské a dále
do Egypta. Praha: v. nákladem)
Romanticism outburst of travelers seeking the ideals of romanticism: solitude, wild
natural scenery, bucolic life in the countryside (e.g. journeys of Karel
Hynek Mácha)
1841 Thomas Cook organizes the 1st commercial trip and prints a travel
handbook in 1845
1800s historical buildings and parts of land are set apart as a valuable heritage
Late 1800s late 1800s Maori women earn money providing guided tours
farmers in the Moravian karst are guiding tourists in the caves and sell
them dripstones (Stephen Bishop does the same in the Mammoth Caves)
1879 – Elisabeth‘s cave near Sloup, CZ is electrified
tourist guides and local history books make a distinctive genre
1902 Enos Mills starts making living on guided tours in Colorado
1907 quality standards of guiding introduced in New Zealand
1916 National Park Service founded (education as part of mission)
GLIMPSES OF HI HISTORY
1957 Freeman Tilden makes foundations of interpretation as a discipline
1960s visitor centres built, guides are trained with unified methodology (Harpers Ferry
NPS training centre starts operation)
1970s interpretation is acquiring theoretical background of an academic discipline
(Grante Sharpe: Interpreting the Environment).
1980s evaluation of quality in HI => Interpretive planning
unified National Association for Interpretation
1990s environmental interpretation, thematic interpretation
interpretive consultancies take over large part of the market (from governmental
agencies)
interpretive plans, interpretive strategies established as standard documents
Journal of Interpretation Research
2000s Wider intelinking between HI & exhibition design and practice
HI perceived as a tool for social change and inclusion (UK)
over 150 universities and colleges offer HI studies
SE Asia is becoming dynamic market
2010 Interpret Europe established
GLIMPSES OF HI HISTORY
Czech Republic
Heritage interpretation is moving toward recognition as a field. It is often confused with
environmental education.
1960s 1st educational trails (Medník).
1970s, 1980s Interpretive panels planted by conservationists, interpretive brochures, 1st (and
the last) educational nature reserve Na vyhlídce near Prachatice
1990s Cooperation with Western countries
Visitor centres in national parks
2000s 1st methodological text published (translation of Carter) along with trainings
delivered by James Carter => closely connected to community planning
the House of Nature project starts
2010s Czech Association for Heritage Interpretation found
Training of visitor centres‘ staff (UK, US, D know-how transfer)
first Czech book on heritage interpretation
Czech Institute for Heritage Interpretation
Interpretive planning becomes obligatory for EU funded projects
23. 9. 2019 Thomas Cook travel agency files for bankrupcy
Thomas Cook case study
• Why Thomas Cook company got
bankrupt today?
Michal Medek: Environmental Interpretation 20.10.2019
Lesson 1 3
HI Methodology Born
Mission 66
National Park Service
1955-1966
Tildens's Principles of Interpretation
• 1. Any interpretation that does not somehow relate
what is being displayed or being described to
something within the personality or experience of
the visitor will be sterile.
Tildens's Principles of Interpretation
• 2. Information, as such, is not interpretation.
Interpretation is revelation based upon information. But
they are entirely different things. However, all
interpretation includes information.
“... it should also be acknowledged that once a certain idea
of landscape, a myth, a vision, establishes itself in an actual
place, it has a peculiar way of muddling categories, of
making metaphors more real than their referents; of
becoming, in fact, part of the scenery.”
Shama 1996, Landscape and Memory
Tildens's Principles of Interpretation
• 3. Interpretation is an art which combines
many arts whether the materials presented
are scientific, historical or architectural. Any
art is in some degree teachable.
Tildens's Principles of Interpretation
• 4. The chief aim of interpretation is not
instruction, but provocation.
• Education is process of deliberate and
purposeful influencing of conditions that
enable optimal development of an individual
to become authentic, integrated and socialized
character. (Pelikán, 1995)
Tildens's Principles of Interpretation
• provoke – relate – reveal
Michal Medek: Environmental Interpretation 20.10.2019
Lesson 1 4
Tildens's Principles of Interpretation
• 5. Interpretation should aim to present a
whole rather than a part and must address
itself to the whole man rather than any phase.
Tildens's Principles of Interpretation
• 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.
Refining Tildens's classification
• sensori-motor (0-yrs)
– touch of nature
• pre-operational (2-6 yrs)
– intuitive thinking, fabulation plays important role
– activities, exploration, hands-on, limited ability of classification and
categorizing
• concrete-operational (7-11)
– enourmous ability to gain information
– ability of classification
– limited ability to consider alternatives
• Vygotsky’s Zone of Proximal Development
Broadening of the principles
Beck & Cable (2002)
• Interpretation for children, teenagers and seniors – when
these comprise uniform groups – should follow
fundamentally different approaches.
• High technology can reveal the world in exciting new ways.
However, incorporating this technology into the
interpretive program must be done with foresight and care.
• Interpreters must concern themselves with the quantity
and quality (selection and accuracy) of information
presented. Focused well-researched interpretation will be
more powerful than a longer discourse.
• Before applying the arts in interpretation, the interpreter
must be familiar with basic communication techniques.
Quality interpretation depends on the interpreter’s
knowledge and skills, which should be developed
continually.
Broadening of the principles
Beck & Cable (2002)
• The overall interpretive program must be capable of
attracting support – financial, volunteer, political,
administrative – whatever support is needed for the
program to flourish.
• Interpretation should instill in people the ability, and the
desire, to sense the beauty in their surroundings – to
provide spiritual uplift and to encourage resource
preservation.
• Interpreters can promote optimal experiences through
intentional and thoughtful program and facility design.
• Passion is the essential ingredient for powerful and
effective interpretation – passion for the resource and for
those people who come to be inspired by the same.
Michal Medek: Environmental Interpretation 20.10.2019
Lesson 1 5
TOPICS IN HERITAGE INTERPRETATION
• Aims and quality
• Accessibility
• Authenticity
• New media
• Manipulation
• Follow-up relationship with a visitor
SPECIFICS OF INTERPRETATION
• Works in the field of informal education
– voluntarily participation in the programme,
– different level of knowledge and experience among
participants,
– visitors quickly move their interest elsewhere,
– highly competitive free time market,
– is neither infotainment nor edutainment, it has got
clear mission (protection of natural & cultural
heritage)
DISTINCTION TO ENVIRONMENTAL
EDUCATION PROGRAMMES
• HI is focused on authentic objects and places
• HI is not set of activities but turns phenomena into
experiences (provokes mental processes)
• intensionally and intensively works with emotions
• most of HI is aimed at adults above 12
• EE educational programmes are focused on school groups:
– same age,
– expectable level of knowledge and skills,
– captive audience,
– social group with own rules, topics, roles and history,
– behaviour is framed by school settings (though subliminaly).
CAPTIVE vs. NONCAPTIVE AUDIENCES
Ham 2013:13
QUALITY INTERPRETATION
• has a strong theme,
• is well organized,
• is relevant,
• is enjoyable.
Ham, 2013
I call this a TORE model.
Michal Medek: Environmental Interpretation 20.10.2019
Lesson 1 6
TORE - THEME
Speedwell Cavern was not only the most
unprofitable lead mine in the world, but it also
reminds us of industry that brought death to
many poor families
TORE - MAIN THEME
• simplifies preparation of interpretive programme
• eliminates fragmented experience (supports
concentrated attention)
• eliminates information overload
• creates logical frame for visitors‘ experiences
• strong main theme
– high probability to adress programme participants (=>
provoke thinking)
MAIN THEME – CZECH EXAMPLES TORE – HI IS ORGANIZED
• we are more reactive to information we understand,
• new information are much better retained, if within
logical structure (= are easy to follow)
• we are not able to make sense out of more than 4
ideas
****
********
++++****
MENTAL CAPACITY
• George Miller (1956): „on average people are
capable of making sense out of only five to
nine separate and new ideas at one time“
• Nelson Cowan (2001) – revised to 3 to 4
TORE – RELEVANT
• Interpretation is meaningful
– resonates with my knowledge = is
within my context,
– I can understand the message.
• Interpretation is personal
– touches my emotions = uses universal concepts = extreme
emotions (love, heroism, friendship) & basic biological
imperatives (birth, death, hunger, mystery, fascination with
uncertainity)
Michal Medek: Environmental Interpretation 20.10.2019
Lesson 1 7
TORE - ENJOYABLE
• Enjoyable programme does not mean funny or
lighthearted, it must be entertaining within the context
=> meet expectations of the audience.
• passion and genuine
interest are the
cornerstones of
quality interpretation.
QUALITY INTERPRETATION
• has a strong theme,
• is easy to follow,
• is relevant,
• is enjoyable.
Ham, 2013
I call this a TORE model.
WHY WAS THE PROGRAMME IN
SPEEDWELL CAVERN SUCCESFUL?
• Concentrated visitors‘ attention to only one
topic: led mining.
• Used simple language and logical storyline.
• Narrative touched personal themes:
success/failure, health, death, hard work.
• The guide was able to moderate visitors‘
expectations.
• Peter Jarvis (1998) – response to experience
– Non-learning (prejudice, disinterest, rejection)
– Non reflective learning (learning of a skill, memorization)
– Reflective learning (contemplation, reflective learning of skills,
learning by experiment)
• Phil Race (2010)
– focus on emotions in learning
– learning process is affected by:
• Motivation
• Feedback
• Meaningfulness and ownership
• Mentoring, support
What Tilden did not know?
How we learn
Phil Race – emotions in learning
Active
Experimentation
Concrete
Experience
Reflective
Observation
Abstract
Conceptualisation
Feelings?
Emotions?
People?
Communication?
Judgments? Desire?
Ownership?
Michal Medek: Environmental Interpretation 20.10.2019
Lesson 1 8
Wanting/
Needing
Doing
Phil Race – ripples on water
Making sense
Feedback
Coaching,
explaining,
teaching
Popular learning models in CZ:
• Experiential learning (Kurt Lewin => David Kolb)
– experience – group reflection – generalization –
planning
– concrete experience – reflective observation – abstract
conceptualisation – active experimentation
• E-U-R
– spontaneous learning
– Evocation – Acquiring knowledge – Reflection of
learning (content & process)
What Tilden did not know?
How we learn
Bibliography
• Aldridge, D. (1975) Guide to Countryside Interpretation. Edinburgh: HMSO for Countryside Comission and Countryside
Comission for Scotland
• Beck, L., Cable, T. (2002) Interpretation for the 21st Century. Champaign IL: Sagamore Publishing
• Carter, J. ed (2001) A Sense of Place – An Interpretive Planning Handbook. [online] Tourism and the Environment
Initiative, Inverness. Available from < http://www.scotinterpnet.org.uk> v ČR vyšlo doplněné jako Ptáček, L. et al (2004):
Interpretace místního dědictví. Brno: Veronica pro Nadaci Partnerství
• Cowan, N. (2001) The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral
and Brain Sciences 24: 87-185
• Ham, S. (2013) Interpretation – Making a Difference on Purpose. Golden CO: Fulcrum Publishing
• Lewis, W. (1980) Interpreting for Park Visitors. Philadelphia: Eastern Acorn Press
• Mackintosh, B. (1986) Interpretation in the National Park Service: A Historical Perspective. Washington D.C.: NPS History
Division (dostupné online na: https://www.nps.gov/parkhistory/online_books/mackintosh2/index.htm)
• Miller, G. (1956) The magical number seven, plus or minus two: Some limits on our capacity for processing information.
Psychological Review 63(2):81-97.
• Pelikán, J. (1995) Výchova jako teoretický problém. Ostrava: Amonium
• Ptáček, L., Růžička, T., Medek, M., Hušková, B., Banaš, M. (2012) Jak předkládat svět. Brno: Partnerství o.p.s.
• Schama, S. (1996) Landscape and Memory. New Yorsk: Vintage Books
• Tilden, F. (2007) 4th edn ed. by Craig R. B. Interpreting Our Heritage. Chapel Hill: The University of North Carolina Press
• Vygotskij, L. (2004) Psychologie myšlení a řeči. Výbor z díla, uspořádal J. Průcha. 1. vyd. Praha : Portál