1. From start to finish: Developing interpretive signage Jason Tyndall NRM Education Coordinator jastyn@onkparinga.sa.gov.au

2. Defining interpretation ‘An educational activity which aims to reveal meanings and relationships through the use of original objects, by firsthand experience, and by illustrative media, rather than simply to communicate factual information’ Freeman Tilden 1957

3. Principle One Interpretation must make a personal connection, or be relevant to the individual Story telling Interaction Questions Universal concepts

6. Principle Two Interpretation for children must have visual hooks High quality photos Unusual photos Colourful layout (but not too colourful)

8. Principle Three Interpretation should be organised with clear, easy-to-follow structures Signage hierarchy Template Title and headings

10. Principle Four Interpretation should be thematic Have a topic Have a theme (take home message) Have sub themes Answer the ‘so what’ question Focus on brevity

12. Principle Five Information is not interpretation as such. Interpretation is about revealing meanings and relationships Use stories Use messages Make links between tangibel and intangible

17. Steps Define purpose of your interpretation Turn your purpose into themes Determine budget and timeline Define scope of involvement (students/adults/Aboriginal component) Schedule time for research (teachers and students) Devise a framework for student involvement Engage a graphic designer Supply as much information as possible (preferred materials, content, cost etc)

18. Writing Content PURPOSE OF INTERPRETATION To engage and educate students on the importance of plants, animals, and landscapes for Aboriginal culture TOPIC ‘Muntries’ THEME ‘Muntries are important because they provide food and shelter for animals and were used by Aboriginal people.’ SUB THEMES ‘Muntries are used by Aboriginal people’ ‘Muntries are important food for animals such as…’ ‘Muntries provide shelter for small skinks ’

20. Thank you