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e. k i m m a c k l i n , g l e n t. h v e n e g a a r d , p a u l e. j o h n s o n from an interpretive talk and nature walk and least from games focused on physical or group activities. Most perceived and desired learning related to natural history and park management topics. Despite being nontraditional and non-thematic, improvisation can contribute to children’s enjoyment and perceived learning in park interpretive programs. Keywords improvisational theater games, children, national parks, evaluation, enjoyment, perceived learning Introduction Children are increasingly disconnected from the natural world due to urbanization, declining natural spaces, fear of the outdoors, and alternative access to the natural world through electronic media (Beck & Cable, 2002; Louv, 2005). Moreover, <strong>interpretation</strong> in many protected areas is geared toward adults (Parks Canada Agency, 2000), which is not necessarily effective for children (Beck & Cable, 2002). In order to effectively reach children, interpretive techniques and messages must be age-appropriate and relevant (Adamson, 2004; Wells & Lekies, 2006; Hvenegaard, Shultis, & Butler, 2009). For Tilden (1977, p. 47), <strong>interpretation</strong> for children “should not be a dilution of the presentation to adults, but should follow a fundamentally different approach.” Two frameworks explaining the cognitive development of children can help design such an approach. For Vygotsky (1997), children’s cognitive development is socio-cultural in nature and continues throughout life. Thus, partners with similar levels of competence collaborate and interact with themselves, authoritative figures, and the environment to create new knowledge (Vasta, Miller, & Ellis, 2004). For Piaget, children’s cognitive development is universal and passes through several predictable stages (Singer & Revenson, 1996). For example, children aged 6–12 years (the concrete operational period) can deal with things that are tangible and real (Vasta et al., 2004). Piaget believes that children increase their learning when they are active participants and when a cognitive conflict is resolved through accommodation or assimilation (Forestell, 1992). Improvisational theater games offer a new interpretive approach for children. These activities involve loosely structured role-playing games in which groups solve problems through dialogue and activity in a creative, spontaneous, and interactive manner (Spolin, 1983). Improvisation addresses many of the learning issues described above. First, objects and activities can help children understand higher-order concepts. Second, improvisation allows children to learn in a natural manner about relationships with oneself, others, and the environment, especially when pretend play is involved (Mearns 1977). Third, children, who normally lack abstract thought, are capable of it when they understand that they are pretending (Vasta et al., 2004). Fourth, improvisation promotes learning in a cooperative and interactive atmosphere to achieve group goals (Dickinson, Neelands, & Shenton Primary School, 2006). Last, improvisation provides challenge through group problem solving and provides support through guided interaction by qualified leaders (Peterson & O’Connor, 2006). Given the interpretive possibilities of improvisation in parks, the goal of this study was to examine the dynamics, enjoyment, and perceived learning of improvisation for children. 8 j o u r n a l o f i n t e r p r e t a t i o n r e s e a r c h
i m p r o v i s a t i o n a l t h e a t e r g a m e s f o r c h i l d r e n in p a r k i n t e r p r e t a t i o n Methods In 2006, Banff National Park offered a new interpretive program for children, called Fostering the Future. The program consisted of mostly improvisation games (see Spolin, 1983 and Hvenegaard, Johnson, & Macklin, 2008 for names and descriptions) along with group activity games, nature walk, and interpretive talk (called Structured Story). Three interpreters received equal training to deliver the program. The program was offered Wednesday through Sunday (1:00–3:00 pm) from June 30 to August 20 at the Tunnel Mountain Campground Amphitheater. Advertising was concentrated in the campground, but extended to Banff townsite and the entire park. Each day, the interpreters modified the program to account for weather and the group’s age and size. After each program, all participants were invited to fill out a voluntary evaluation form. For children who were unable to write, their parents helped transcribe answers. The evaluation form, as prescribed by the park administration, asked the following questions: • Which of today’s activities did you enjoy the most (and the least)? Why? • From which of today’s activities did you learn the most (and the least)? • What was the most important thing that you learned from today’s activities? • If you had one question to ask Banff National Park, what would it be? We categorized responses into thematic groups. Interpreters also recorded relevant observations of children during the games and conversations after the games. Results The program ran on 29 of a possible 38 days. Each program involved an average of 7.9 activities, of which 6.2 were improvisation games. The program attracted 159 children (average of 5.5 children per program, range: 1–13), with 133 involved in completing evaluations. Of the respondent families, 91% were from Canada and 9% from the United States. Most Canadian families came from Alberta (61%), British Columbia (10%), and Saskatchewan (9%). The average age of participants was 7.5 years (range: 4–14). When asked about the activities they enjoyed the most, children gave 93 responses, 14% of which were “everything.” The most common responses involved improvisation: Telephone (16%), Camouflage (15%), Gibberish (13%), Lemonade (13%), Build-A-Story (11%), and Trees and Squirrels (11%). When asked why these activities were enjoyed, the most frequent responses provided were having fun, running around, being silly, being creative, undertaking challenges, entertaining each other, and taking part in something new. We asked children which activities they enjoyed the least and why. Of the 65 responses received, 49% said “nothing.” The activities most commonly listed (Tag, 14% and Structured Story, 11%) did not involve improvisation. The common reasons for activities being enjoyed least related to getting hurt, lasting too long, providing too much challenge, and being boring. We asked children which activities helped them learn the most (perceived learning). We received 59 responses, 3% of which were “everything.” The most common activities mentioned were Structured Story (26%), Nature Walk (15%), Micro-Hike (13%), and Three-Way Drawing (10%). The first two did not involve improvisation. We received 34 responses about activities from which children learned the least, the most common of which were Telephone (16%) and Tag (14%), with the former involving improvisation. v o l u m e 15, n u m b e r 1 9
Page 1 and 2: 2010 journal of 15(1) interpretatio
Page 3 and 4: NAI Staff Tim Merriman Executive Di
Page 5 and 6: A Note from the Editor As many of y
Page 7: Improvisational Theater Games for C
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Page 23 and 24: Table 1 t r o y e. h a l l , s a m
Page 37 and 38: An Evaluation of the Impact of Rive
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Page 45 and 46: o l i v i a b u c k Testing Length
Page 47 and 48: APPENDIX
Page 49 and 50: a p p e n d i x discussion and deba
Page 51: a p p e n d i x Proofs All proofs m

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