RE 381 f15 Planning Worksheet for Interpretive Product

(1)
1. Agency: Michigan Council for Arts and Cultural Affairs
a. Overview of Agency: A vibrant arts and cultural scene is
important to strong communities and Michigans excellent
quality-of-life, and ultimately, to Michigans economy. The
Michigan Council for Arts and Cultural Affairs (MCACA)
strengthens arts and culture in Michigan by increasing its
visibility; supporting arts education; encouraging new, creative
and innovative works of art; and broadening cultural
understanding. A key conduit for arts and cultural information,
MCACA is also a source of arts and culture grant funding.
b. Agency Mission: To encourage, initiate and facilitate an enriched
artistic, cultural and creative environment in Michigan.
Source:
Michigan Council for Arts and Cultural Affairs | MEDC. (2015). Retrieved
December 6, 2015, from http://www.michiganbusiness.org/community/councilarts-cultural-affairs/#MCACA
c. Explain how your program is mission based: To inform students
about why they chose the schoolhouse style architecture of the
Marquette Lighthouse.
2. Purpose
a. Purpose of the interpretive product:
= During my program the audience will create a sand structure
to understand the use of architecture.
= During my program the audience will look at old pictures of
Marquettes lighthouse and see how it has changed.
= During my program they audience will learn a least two new
things about the Marquette lighthouse.
b. Objectives for the audience:
= The audience will be able to say why Marquettes Harbor
Lighthouse had to be rebuilt after the interpretive talk.
=At least 70% of the audience will know the purpose for the
Marquettes Harbor lighthouse after the interpretive talk.
c. Objectives for you the interpreter:
= To present the information in an engaging way by using visuals
during the interpretative talk.
= To provide three interesting facts of the lighthouses
architecture at the site of the lighthouse.
= To involve the audience by doing an activity during the
interpretative talk.

3. Organization
a. Title of your Interpretive Product: Schoolhouse Rock
b. Topic: Marquette Lighthouse
c. Sub-Topic/s: History and Architecture. When and why it was built
and rebuilt. Why it was built in this location. What style was it
and why.
d. Focus: The focus will be on the historical/cultural resource aspect
of the Marquette Lighthouse.
e. Theme: The schoolhouse architecture style of the Marquettes
lighthouse made it possible for more keepers to live there.
a. Rationale for Topic/Theme/Resource:
The topic for this interpretative talk is focused on the
Marquette Lighthouse. The theme for this interpretive talk
is to provide information about the architectural work of
the Marquette Lighthouse and why it was needed for this
area. I will be giving this talk at McCartys Cove to provide
the audience with a good view of the Marquette
Lighthouse.
f. Appropriate Technique.
a. Type of Talk/Program Enhancement:
- The type of talk that I have chosen for this program is the
site talk because I will be providing information of the
historical cultural site for the topic.
b. Interpretive Techniques:
- I am going to show old pictures of this lighthouse to see
the similarities and differences in the design. Since we
are going to be on the beach I will provide an activity that
involves the students to make a structure in the sand.
Interesting facts will be given and questions about the
structure will be asked. I will tell an interesting story
about why the fog horn was blown up by the US coast
guard.
c. Rationale:
- These types of techniques are rationale because they all
tie into my topic. They also provide many different forms
of teaching techniques for different learning styles. By
getting the audience involved it gives students a chance
to be creative and keep them engaged in the
presentation. Story telling is a good technique to keep the
audiences attention as well as bring a bit of emotional tie
into the topic. Pictures help the audience visualize how
much the land and structure has changed over the years.
g. Enjoyable:
- I will be providing visual images involving pictures of the
old lighthouse. The talk will be taking place on McCartys
Cove meaning that we will be in sight of the lighthouse

which the talk is based around. Having students create a

structure in the sand will help them get the concept of
how architectures have to use creativity and a planning
process to create the structure. Giving interesting fact
about why the lighthouse is in this location and the
purpose for building the lighthouse. I will be asking
questions about lighthouses or if they have ever done
anything with architecture before.
h. Relevant
a. Tangibles: Buildings red, light, tower, near the water,
medium size, tall, usually windy, sandy area.
b. Intangibles: Meaning, history, beauty, guidance, safety
c. Universal Concept/s: family, belonging,
d. Explain how will attempt to make your topic relevant to
your audience.
Since I am talking about the architecture of the lighthouse I
can explain some of the tangibles like why they picked the
color red. They picked that size and style to fit the weather
of Marquette. On the beach it give a full view of its beauty
that the audience can connect to. The schoolhouse style
was designed for more people to live in so the families of
the keeps could stay there.
i. Body of the Interpretive Product
a. Sub-theme 1: The first Marquette Lighthouse was built in
1853.
i. Key content points:
= The architect picked this location because it was
the highest piece of land at the farthest point in the
harbor.
= They had to blow up part of the land to make it flat
enough to build on.
= It was one and a half stories and was made of bash
bricks.
= The first built station had to use whale oil before
they switched over to gas to operate the light.
= With this in mind they designed a pulley system
with carts to hull the whale oil up to the top of the
lighthouse so they didnt have to do it by hand.
ii. Transition 1:
= With this in mind I would like to have the
participants create a sand structure of an arch to see
the importance of planning and layout for
architectures.
b. Sub-theme 2: Due to the bad construction and architecture
the Marquette lighthouse was rebuilt in 1866.

i. Key content points:

= The other design wasnt put together well so they
rebuilt the one and a half story brick building. This
time they attached the 40 foot square brick tower.
The lighthouse was painted red. They picked red to
stand out from the background and boats had to
have a red light on their boat singling there
existence.
= The style they went with is called the schoolhouse.
They added a second story in 1909 to house more
innkeepers. The schoolhouse style lets keepers stay
inside to get to the tower so it was better for bad
weather.
= The light was designed to sit 72 feet above the
water and be seen 19 miles out to sea. Every
lighthouse has a different pattern of light flashes so
the Marquette lighthouse flashes every 10 seconds
so boats know they are in the Marquette harbor.
ii. Transition 2:
I will pass around pictures of the lighthouse and of
the mining industry to look at the differences in the
area.
c. Sub-theme 3: The Marquette Lighthouse was built in this
area due to the mining industry and recreation.
i. Key content points:
= Ore was first mined in 1848 by the Jackson Mining
Company; in 1849 a forge was built at Marquette.
= Then recreation on the lake started to get big with
tour boats, fishing boats, cruise ships, sail boats and
more.
= The light house was needed for the safe of the
people on the water. It indicated that shore was
close.
ii. Transition 3:
= The lighthouse is the oldest significant structure in
the city and was critical to the development of the
Great Lakes iron ore trade.
j. Limitations of interpreting this theme
a. Explain how you will deal with/address these limitation
= Cant get close to the lighthouse because it isnt open at
this moment so we will be in an area where you can best
see it.
= The waves and wind by the water could be distracting so
I will talk loud to accommodate.
= It will most likely rain so I will bring a rain jacket and
umbrella. I will inform audience to dress properly.

4. Logistics
b. Location of interpretive talk:
The location for this talk is on the beach at McCartys Cove.

c. Length of interpretive program: It will be a 10 minutes

presentation.
d. Equipment needed: small shovels, pictures

e. Other logistical considerations: Create a sign to put on the stairs

to come down to the beach.
5. Risk/Safety
Include a completed Risk to Audiences & Risk to Site/Resources
table

Risk/Safety Assessment Worksheet (RE 381_F14)

Risk to Audience

Location and
Risk
Participants
can be cut on
rocks in the
sand.
Can twist an
ankle on the
sandy shore.

It might rain;
participants
can be
uncomfortable
from wet
clothing.

Assessment
Not a real danger
with this sandy
beach
Not a real risk
because there will
be no running.
Hard for mobility
impaired
participants
Not a real danger.

How to
avoid/reduce risk
Provide shovels for
participants to use.

Can this
be done?
Yes

Warn participants to
walk carefully.

Yes

Help them to the

gathering spot.

Yes

Inform participants of
weather conditions
and tell them to dress
appropriately.

Yes

How to
avoid/reduce risk
Tell participants to
stay away from these
areas.

Can this
be done?
Yes

Tell participants to
leave no trace and
leave the beach the
way we found it.
Tell participants the
boundaries stay on

Yes

Risk to
Site/Resources
Location and
Risk
Grass areas on
the beach

Messing with
the sand.

Tress passing

Assessment
Can be disturbed
by participants
and damage the
area.
Can leave a trace.

Participant could
go on part of the

Yes

land that is off

limits to the public.

the public beach.

Form: modified
from p. 227,
Heritage
Workbook

6. Accuracy - References
List the resources you used for this interpretive product. Use a
standard reference. Give full citations. Include the following
references:
a. Topic references (what are your literature sources for your
information/topic content?)
= Rule, A. (2015, September 16). Marquette Maritime Museum
[Personal interview].

= Marquette Harbor Lighthouse | Marquette Maritime Museum. (n.d.).

Retrieved from https://mqtmaritimemuseum.com/marquette-lighthouse/
b. Interpretive process references (what sources are you
using to figure out how to interpret this talk and
demonstrate the type of performance enhancement
correctly?)
=Brochu, L., & Merriman, T. (2002). Personal interpretation:
Connecting your audience to heritage resources. Fort Collins, Colo.?:
InterpPress.