1.
True Confessions about
Interpretive Master Planning:
An Interactive Session
Nova Scotia Museum
#IMPConfessions

2.
What is the Nova Scotia Museum (NSM)?

3.
The NSM’s got:

4.
And these are the experiences:

5.
Why renewal?
Why did we need an
interpretive master plan?

6.
We needed an IMP because…
• Visitor numbers dropping
• Museums isolated from their
communities
• Interpretive capacity is weak
• Visitor expectations are
changing – we need to be
more relevant to Nova
Scotians & other visitors
• Stories being told are too
narrow in scope
• Need a strategic plan to
leverage resources

7.
What we did…
1. Formed project advisory team.
2. We hired a vendor. (form:media)
3. Completed research and consultations,
which included:
• Audience and market research.
• Assessment of interpretive products.
• Development of a thematic framework.
• A gap analysis.
• Development of interpretive values.
• Action plan for interpretive development.

8.
What we got…

9.
A Look inside the IMP…
NSM IMP pages 56, 78-88, 164, 226

10.
And it is available for you to use!
museum.novascotia.ca/about-nsm/interpretive-master-plan

11.
How does interpretive master
planning influence my work?
Christine’s Perspective
Manager of Interpretation
@chrishfx

12.
“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.”
National Parks Service - Interpretive Development Program
A Manager’s Perspective on Interpretive Master Planning

13.
“The Interpretive Master Plan is a tool for the
Museum and the Heritage Division to utilize for many
years to come. It is the rod with which to leverage
funding, the flag to inspire museum staff, the
handbook to develop interpretation, and the voice
through which the Museum can speak to all Nova
Scotians, reengaging them with their heritage in both
new and familiar ways.”
NSM IMP, Executive Summary
A Manager’s Perspective on Interpretive Master Planning

14.
A Manager’s Perspective on Interpretive Master Planning

15.
The IMP stresses that we need to make
good use of new technology and that we
need to actively seek partners &
collaborators and make our museums
available as venues for various activities.
A Manager’s Perspective on Interpretive Master Planning

16.
“Interpretive Renewal
strategies for the NSM are
designed to attract & engage
visitors over the next 20 years
or more. These strategies will
ensure that the museum finds
a relevant and meaningful
place in the lives of Nova
Scotians & tourists, and that
the interpretation of the
province’s stories thrives well
into the future.”
NSM IMP, Executive Summary
A Manager’s Perspective on Interpretive Master Planning

17.
What does IM Planning mean:
Behind the scenes?
Planning to Product?
David’s Perspective
Communication Designer

18.
Design Perspective on Interpretive Master Planning
First, Some history
“… a lasting monument of
my art as a Painter, but also
that the design should be
expressive, that I bring forth
into public view, the beauties
of Nature and Art, the rise &
progress of the Museum.”
The Artist in his Museum,
1822 self-portrait; Charles Peale,
(Peale’s Museum, Philadelphia USA)
Since this time, we’ve drawn back
many curtains….

19.
Design Perspective on Interpretive Master Planning
Lens and focal point
From NSM Interpretive Master Plan

20.
Design Perspective on Interpretive Master Planning
Balance:
Celebrating collections

21.
Design Perspective on Interpretive Master Planning
Creating moments
Wee Ones Program, Museum of Natural History

22.
Design Perspective on Interpretive Master Planning
Balance
Museums are keepers of more
than the artifact and specimens.
Consider…
• Impact of social environments
and spaces; in particular social
media and networks.
• Not only the visitor, but
museum’s role in communities
and communities of interest.
• Life beyond museum walls.
Artifact photo session
Museum of Industry

23.
Design Perspective on Interpretive Master Planning
Design’s Place?
Simple:
Planning with purpose.
What are we doing?
Why?
How?
“Design is the application
of intent – the opposite of
happenstance, and an
antidote to accident.”
– Robert L. Peters, Designer
Millennium Bugs Exhibit

24.
Design Perspective on Interpretive Master Planning
Design in action
Simple is good:
Follow the arrows.
Note the central circle, an
iterative cycle we call feedback
or (learning) loops
Note two-way conversation:
Who’s talking? With whom?
If it’s not two-way, then it’s not
“communication.”

25.
Design Perspective on Interpretive Master Planning
Value of simple circles
• User and the “experience” are central.
• There is comfort in iteration, testing,
and evaluation: learn from history.
• Non-designers become designers.
• Teams speak the same language.
• Planning makes life simpler:
• Clears your path
• You are not alone. Everyone is doing it.
Check out Ideo.org and Museums 2.0
• Change, risk (safe-to-fail) and
“tinkering” are good things. Embrace
them.
NSM project planning model:
An IMP Ancestor

26.
Design Perspective on Interpretive Master Planning
Ultimate goals for design
• Engagement and immersive
participation
• learning lab: collaborative,
developmental places/spaces
• Room to explore:
free thinking, deep thinking
• Ideas that work: Sustainable
versus a shelf/product life
As keepers, you can’t
“close shop.”

27.
Design Perspective on Interpretive Master Planning
What can design do for you?
The process provides a framework to:
1. Embed interpretation: Lift curtains.
2. Navigate and facilitate good work:
From planning to product.
3. Step outside comfort zones:
Move in multiple directions

28.
Kraken, Maritime Museum of the Atlantic
And connect!

29.
Design Perspective on Interpretive Master Planning
Also.... Ensure you’re a “change agent” for
diverse, inclusive communities and
evolving global economies
Black Basketry Workshop

30.
Design Perspective on Interpretive Master Planning
And embrace multiple perspectives.
Conceptual landscape:
Mi’kmaq “two-eyed seeing”

31.
What does Interpretive Master
Planning mean on the frontlines?
Maggie’s Perspective
Interpretive Researcher
@maggiesmuseum

32.
Frontlines Perspective on Interpretive Master Planning

33.
An Interpretive Master Plan enables interpreters
to move from an Interpretive Master Plan
to an Interpretive Master Reality.
Frontlines Perspective on Interpretive Master Planning

34.
Explorers Facilitators Experience Seekers
Hobbyists Spiritual Pilgrims Other (Schools)
Helps Interpreters Understand Visitors
Frontlines Perspective on Interpretive Master Planning
NSM IMP page 64-66
NSM IMP Used Falk Visitor Motivators

35.
Helps Interpreters Tell their Stories
Frontlines Perspective on Interpretive Master Planning
• 5 Conceptual Themes
• Topics & Sub Topics
• Content Assignments
• Site Mandates and Topics
NSM IMP pages 138-142
NSM’s IMP Content Distribution Matrix

36.
What are my museum’s stories?
Frontlines Perspective on Interpretive Master Planning
NSM IMP pages 206-207

37.
Helps interpreters see the big picture
Frontlines Perspective on Interpretive Master Planning
NSM IMP page 108

38.
Helps interpreters work with partners
Frontlines Perspective on Interpretive Master Planning
NSM IMP pages 138-142

39.
Helps interpreters actually do it.
Frontlines Perspective on Interpretive Master Planning
NSM IMP pages 56, 78-88, 164
Common Goals, Objectives and Strategies

40.
IMP True Confessions:
The Game
1. A question will be read.
2. Each presenter will do a short
confession.
3. At end of short confessions, you cheer
to decide which presenter will tell
their full confession.
4. Presenter has 3 minutes to confess.
5. There will be 5 rounds.Mi’kmaq Waltes Game
NSM 1901.36.1-4

41.
Question #1
What did the IMP allow you to expose?
Chris’ Confession:
I confess to witnessing
staff to become
inspired, take risks, and
to think about the
voices we have not
typically heard in our
museums.
David’s Confession:
The story of Sable Island
is much more than it’s
famous wild horses and
shipwrecks.
That’s easy to say now,
but not when you’re in a
storm and run aground.
Here’s a tale about 1
topic, 2 exhibits, 3
decades apart…
Maggie’s Confession:
I confess to a museum
shutdown which resulted
in interpreters playing,
geeking out and using
social media. Or… how the
Museum of Natural History
interp team used the IMP
to connect with audiences
and unexpectedly build
communities.

42.
Manager’s Answer: What did the IMP allow you to expose?
Goal 3: Ensure that interpretation is authentic,
relevant and inclusive for all audiences
Objective 3: Expand the content to be inclusive
of Nova Scotia’s diverse population.

43.
Ghosts of Servants and Children at
Perkins House Museum
Manager’s Answer: What did the IMP allow you to expose?

44.
Go to Question 2
Manager’s Answer: What did the IMP allow you to expose?
Hello Sailor!
Gay Life on the Ocean Wave Exhibit

45.
A Tale: 1 topic, 2 exhibits, 3 decades apart
Team vision: A focus beyond
every immediate danger
Designer’s Answer: What did the IMP allow you to expose?

46.
A Tale: 1 topic, 2 exhibits, 3 decades apart
Designer’s Answer: What did the IMP allow you to expose?
A practical side
Working in context
History and space
Reuse and invention

47.
A Tale: 1 topic, 2 exhibits, 3 decades apart
Designer’s Answer: What did the IMP allow you to expose?
Creative Effort

48.
Designer’s Answer: What did the IMP allow you to expose?
A Tale: 1 topic, 2 exhibits, 3 decades apart

49.
A Tale: 1 topic, 2 exhibits, 3 decades apart
Designer’s Answer: What did the IMP allow you to expose?
Imagination…

50.
A Tale: 1 topic, 2 exhibits, 3 decades apart
Designer’s Answer: What did the IMP allow you to expose?
Opportunities

51.
A Tale: 1 topic, 2 exhibits, 3 decades apart
Designer’s Answer: What did the IMP allow you to expose?
Go to Question 2
The magic of team
Production to product

52.
Empowering MNH Interpreters to
Become Visitor Focused: Why?
Frontlines’ Answer: What did the IMP allow you to expose?

53.
Visitor Need Product
Explorer Wander, Discover,
Self-Selected
Learning
Conversational
Interpretation
Facilitator Fun, Friendship,
Welcoming Space
Wee Wild Ones!
Experience
Seekers
Wow, Unique
Experiences
Having Fun
Hobbyists To Share, To
Specialize, To Be
Challenged
@MNH_Naturalists
by MNH Naturalists
Spiritual
Pilgrims
Reconnect with
Nature
Step Away from
Facts
Empowering MNH Interpreters to
Become Visitor Focused: How?
Frontlines’ Answer: What did the IMP allow you to expose?

54.
Empowering MNH Interpreters to
Become Visitor Focused: Result?
Frontlines’ Answer: What did the IMP allow you to expose?
Communities
Go to Question 2

55.
Chris’ Confession:
I confess to supporting
and encouraging
museum staff to look at
the advantages of using
museum venues for
nontraditional activities
and attracting new
audiences.
David’s Confession:
No.
Imagine this… A bunch
of us got together and
threw the classic
“period room out the
heritage house window.
A bird-brain idea or
what?
Maggie’s Confession:
I confess to scaring
interpretation staff with
planning templates and
forms based on the IMP.
Herding cats might be
easier than getting
interpreters to write
things down.
Question #2
Does an IMP mean you have to
practice “safe interpretation?”

56.
Manager’s Answer: Does an IMP mean you have to practice “safe interpretation?”
Goal 2: Achieve sustainability by ensuring that
the Heritage Division thrives and survives into
the future.
Objective 2: Achieve social relevance through
community involvement.
.

57.
“The purpose of Welcome
Aboard is to encourage
Nova Scotians, of all ages,
cultural origins, genders,
and sexual orientations, to
feel welcome and
comfortable at, an engage
with, the Maritime
Museum of the Atlantic.”
Kim Reinhardt, Manager MMA
Welcome Aboard!
Manager’s Answer: Does an IMP mean you have to practice “safe interpretation?”

58.
Go to Question 3
Museum as Community Spaces
Manager’s Answer: Does an IMP mean you have to practice “safe interpretation?”

59.
Throwing the period room “out the window” in a historic house museum
Rethink:
A House rebuilt
on ideas
Designer’s Answer: Does an IMP mean you have to practice “safe interpretation?”

60.
Throwing the period room “out the window” in a historic house museum
Designer’s Answer: Does an IMP mean you have to practice “safe interpretation?”
Use your skills set
Rely on resources

61.
Throwing the period room “out the window” in a historic house museum
Designer’s Answer: Does an IMP mean you have to practice “safe interpretation?”
Make little ideas big

62.
Throwing the period room “out the window” in a historic house museum
Designer’s Answer: Does an IMP mean you have to practice “safe interpretation?”

63.
Throwing the period room “out the window” in a historic house museum
Designer’s Answer: Does an IMP mean you have to practice “safe interpretation?”
Stir your soup
Go to Question 3

64.
Using Interpretive Planning Tools:
Who are they for?
It’s easy to say planning
is necessary when you
work in an office.
But not so easy when
you are operational.
Frontlines’ Answer: Does an IMP mean you have to practice “safe interpretation?”

65.
Every three years:
Background
Information
Self-Assessment
of Content
Audience-based
Plan of Products
Using Interpretive Planning Tools:
Planning for successful seasons
Frontlines’ Answer: Does an IMP mean you have to practice “safe interpretation?”

66.
Go to Question 3
Using Interpretive Planning Tools:
Product Planning Template
Frontlines’ Answer: Does an IMP mean you have to practice “safe interpretation?”
• Overview
• Logistics
• Content/IMP
• Audience
• Partners
• Materials/Supplies
• Artifacts, Artifacts & Intangibles
• Budget
• Research
• Production Schedule
• Instructions/Detailed Description
• Modifications
• Evaluation

67.
Maggie’s Confession:
I confess to using bribes
to get AML and Dept. of
Education staff together
to create:
AND to using gaming
theory to get staff excited
about using it.
Chris’ Confession:
I confess to luring the
Interpretive Working
Group, which includes
museum, archives,
libraries and partners, to
monthly meetings with
food, good coffee and
occasional fieldtrips.
David’s Confession:
Build a team.
A town, a hockey
heritage society, and a
NSM site teamed up to
score a winner.
Truth be told, the game
started out badly.
Let me explain….
Question #3
How do you get partners?
How do you get them to say “yes!”?

68.
Manager’s Answer: How do you get partners? How do you get them to say “yes!”?
Goal 4: Ensure best practices in interpretation
are followed.
Objective 4: Live in a policy framework.
.

69.
Manager’s Answer: How do you get partners? How do you get them to say “yes!”?
Interpretive Working Group: Our Scope
1. Primarily support interpretive
renewal development within
the Nova Scotia Museum,
Archives and Libraries.
2. Specifically, provide input and
direction to interpretation
projects.
3. Work towards developing tools
to strengthen capacity and
therefore, NSM interpretive
renewal efforts overall.

70.
Go to Question 4
Manager’s Answer: How do you get partners? How do you get them to say “yes!”?
Interpretive Working Group: Our Work

71.
Teaming up to score a winner.
Find common ground, or ice.
Intersecting histories and needs
Designer’s Answer: How do you get partners? How do you get them to say “yes!”?

72.
Teaming up to score a winner.
Start with rules
(The IMP sure helped)
Designer’s Answer: How do you get partners? How do you get them to say “yes!”?

73.
Teaming up to score a winner.
Find opportunities to talk
Designer’s Answer: How do you get partners? How do you get them to say “yes!”?

74.
Teaming up to score a winner.
Designer’s Answer: How do you get partners? How do you get them to say “yes!”?
Be inclusive and relevant

75.
Be prepared to talk about
and tell difficult stories.
Don’t shut the door.
Designer’s Answer: How do you get partners? How do you get them to say “yes!”?
Go to Question 4

76.
Toolbox for Museum School Programs:
Using the IMP to Get Things Started
IMP & Strategic Partners
Frontlines’ Answer: How do you get partners? How do you get them to say “yes!”?
Goal 3: Ensure that interpretation is
authentic, relevant and inclusive for all
audiences
Objective 2: Be relevant to visitors’
personal experiences.
Users as Partners
Strategies:
• Link exhibits and programs with the
Nova Scotia school curriculum.
• Use real things to put history in context.

77.
Frontlines’ Answer: How do you get partners? How do you get them to say “yes!”?
Toolbox for Museum School Programs:
Creating the Toolbox: The Alpha Group
Partners for Development…
• NSM Interpretive Staff (Rural Sites,
Urban Sites, Large Site, Small Sites,
Seasonal Sites, Year-Round Sites)
• NSM Curatorial and Collections Staff
• Archives and Libraries Staff
• Curriculum Consultants from Dept. of
Education
• Program Presenters and Program
Developers
• Interns (Museum Studies, Education,
Graphic Design)
• Former School Teachers

78.
Frontlines’ Answer: How do you get partners? How do you get them to say “yes!”?
Toolbox for Museum School Programs:
What’s in the Box?
7 modules, each with…
• Current research and best practices in
education and archives, museums and
libraries for program presenters and program
developers.
• “Earn a Badge” Professional Development
Activities
• Pull-Out Pages for Future Reference
• Practical Examples
• Appendix with Bonuses
• “History Detectives: Discovering the Past
with Objects” A Grade 5 school program

79.
Go to Question 4
Still involving partners…
• NSM and Community Museums:
Workshops, Evaluations
• Association of Nova Scotia Museums
• Education Sub-Committee
• Interpretive Working Group
Frontlines’ Answer: How do you get partners? How do you get them to say “yes!”?
Toolbox for Museum School Programs:
Using the Toolbox: The Beta Testers
Going Gold: Public release on the NSM website September 2015.
Museum.NovaScotia.ca

80.
Chris’ Confession:
I confess to taking
advantage of other
experts and resources
in order to support
our interpretive
capacity and provide
interns with really cool
work experiences.
David’s Confession:
I confess….
• I believe marketing is
interpretation:
another means to
engage.
• I found a museum’s
identity on the side of
a road. It was a sign.
Maggie’s Confession:
I confess to helping
museums cheat at school
program development by
giving them
“History
Detectives,”
an NSM and Department
of Education approved
program they can quickly
and easily personalize for
their site.
Question #4
How can we make sure we are ready
to “perform?”

81.
Manager’s Answer: How do we make sure we are ready to “perform?”
Goal 4: Ensure best practices in interpretation
are followed.
Objective 1: Increase training and skills
development.
.

82.
Increasing Training & Skills Development
Manager’s Answer: How do we make sure we are ready to “perform?”
Presented by
Partners
(ANSM)
Presented by
In-House
Experts

83.
Go to Question 5
Professional Development
Manager’s Answer: How do we make sure we are ready to “perform?”

84.
Designer’s Answer: How do we make sure we are ready to “perform?”
Finding a museum’s identity.
ReSearch

85.
Reiterate
Designer’s Answer: How do we make sure we are ready to “perform?”
Finding a museum’s identity.

86.
Build on opportunity
Designer’s Answer: How do we make sure we are ready to “perform?”
Finding a museum’s identity.

87.
Designer’s Answer: How do we make sure we are ready to “perform?”
Finding a museum’s identity.
Reiterate.
Reiterate.
Reiterate.
Repeat
your
message…

88.
Go to Question 5
Deliver.
A new species
of Museum
Designer’s Answer: How do we make sure we are ready to “perform?”
Finding a museum’s identity.

89.
What is “History Detectives: Discovering
the Past with Objects” School Program?
• Supports “Toolbox for Museum School Programs”
• Addresses Grade 5 NS Social Studies Curriculum
• To be personalized for any museum/exhibit
• Accommodates the logistical realities of museums
(staffing, space, resources, time, etc.)
Introduction: History Detective Orientation
3 Training Activities:
• Object Investigation
• Clues from the Archives
• Modern Mysteries
• Curious Construction
Conclusion: History Detective Graduation
Frontlines’ Answer: How do we make sure we are ready to “perform?”

90.
How can a “pre-made” program
empower frontline staff?
• Example of best practice
• Made the “Toolbox for Museum
School Programs” real
• Allows program presenters to focus
on the experience or
“performance” rather than the
theory and logistics
• Created “easy win” for museums
with limited resources
Why “History Detectives: Discovering
the Past with Objects” School Program?
Frontlines’ Answer: How do we make sure we are ready to “perform?”

91.
Go to Question 5
• Piloted at 3 NSM Sites
• Will be piloting it at several smaller
NSM sites in June 2015
• Training at Archives, Museums &
Libraries Joint Conference, Fall 2015
• Alternative version being created for
classroom teachers that uses online
museum and archives resources,
Provincial In-Service, Fall 2015
• Program will be publically available
when the “Toolbox for Museum
School Programs” is released online,
Fall 2015
Results of “History Detectives”
School Program
Frontlines’ Answer: How do we make sure we are ready to “perform?”

92.
Chris’ Confession:
I confess that we never
stop. In the next year
we are opening a new
museum, new buildings,
new exhibits and new
programs. Many in
thanks to the new S4C
interpretive renewal
funding.
David’s Confession:
I’ve always enjoyed a
museum crowd.
Keeping it social is
rather simple: Keep it
real. Be connected,
warm and fuzzy.
Gather ‘round for 2
virtual realities with a
common thread.
Maggie’s Confession:
I confess to another
museum shutdown which
resulted in dreaming,
focusing on new
perspectives and finding
spots for stories never
told before. Or… how the
Fisheries Museum of the
Atlantic is using the IMP
for a complete concept
renewal.
Question #5
How do we plan to keep things “fresh?”

93.
A New Museum Site:
Black Loyalist Heritage Centre in Birchtown
Manager’s Answer: How do we plan to keep things “fresh?”

94.
Money to Support Interpretive Renewal
Manager’s Answer: How do we plan to keep things “fresh?”
Interpretive Renewal
Project Fund
The S4C Interpretive
Renewal Fund is an
opportunity for us to
spread the word
about the importance
of our heritage in our
province.

95.
15 NSM site projects since November 2013:
• Acadian Village Museum: The Dory Project
• Fundy Geological Museum: Canada's Oldest Dinosaur Exhibit
• McCulloch House Museum: Historic Trails and Gardens
• Museum of Natural History: Interactive Dinosaur Suit and Program
• Museum of Natural History: Tide Tank Exhibit Refresh
• Fisheries Museum of the Atlantic: First Fishers Exhibit
• Museum of Industry: Secret Codes
• Highland Village Museum: Suas As An Talmh: From the Ground UP
• Balmoral Grist Mill Museum: Millstone Crane Demonstrations
• Sutherland Steam Mill Museum: Fine Wood Working Program
• Maritime Museum of the Atlantic: WIFI Accessibility
• Fisheries Museum of the Atlantic: Concept Design for Exhibit Refresh
• Ross Farm Museum: School Program: Can a Society be Created?
• Maritime Museum of the Atlantic: Courtyard Tall ship and Gun Exhibit & Program
• Museum of Natural History Seashore Exhibit
Go to Conclusion
What a Little Money Can Get You
Manager’s Answer: How do we plan to keep things “fresh?”
Over $350,000 in project funds were granted by end of March 2015!

96.
Idea 1
Virtual Exhibit
“Open House”
Designer’s Answer: How do we plan to keep things “fresh?”
Be social. Build crowds. Everywhere.

97.
Idea 1
Virtual Exhibit
Objects tell stories
Designer’s Answer: How do we plan to keep things “fresh?”
Be social. Build crowds. Everywhere.

98.
Idea 1
Virtual Exhibit
So do curators
Designer’s Answer: How do we plan to keep things “fresh?”
Be social. Build crowds. Everywhere.

99.
Idea 1
Virtual Exhibit
All about Access
Designer’s Answer: How do we plan to keep things “fresh?”
Be social. Build crowds. Everywhere.

100.
Idea 2
Social media
and beyond
All about Access
Designer’s Answer: How do we plan to keep things “fresh?”
Be social. Build crowds. Everywhere.

101.
Idea 2
Social media
and beyond
Designer’s Answer: How do we plan to keep things “fresh?”
Be social. Build crowds. Everywhere.

102.
Go to Conclusion
Idea 2
600, 000
tweets
Viewed
237,000,000
times
Need I
reiterate?
Designer’s Answer: How do we plan to keep things “fresh?”
Be social. Build crowds. Everywhere. Anytime.

103.
Renewal at Fisheries Museum of the
Atlantic: A Sinking Feeling
Frontlines’ Answer: How do we plan to keep things “fresh?”

104.
Renewal at Fisheries Museum of the
Atlantic: Using the IMP to find Content
Frontlines’ Answer: How do we plan to keep things “fresh?”
NSM 1979.146.1

105.
Go to Conclusion
Empower interpreters by:
• Hosting a world café with staff after
launch of Concept Design.
• Using interpreter’s knowledge (content
and interpretive) to develop new exhibits.
• Creating spaces for interpreters to have
conversations and present programs.
• Opening new spaces with new
programming ready.
• Involving frontline in planning,
professional development, evaluation
and ongoing renewal.
Frontlines’ Answer: How do we plan to keep things “fresh?”
Renewal at Fisheries Museum of the
Atlantic: A Never Ending Process

106.
Conclusions

107.
At the end of the day, in 140 characters or less,
what does having the IMP mean to each of us.
Christine: “An IMP helps inform our activities beyond
interpretive development. It will inspire, invigorate,
and ensure our continued relevance.”
David: “An IMP puts into print what I’ve been saying and doing
for years. It is a point of liberation.”
Maggie: “An IMP empowers interpreters, of all levels, which
results in the interpretive master plan becoming
interpretive master reality.”
What does it mean to you? #interpMontreal #IMPConfessions

108.
Let the conversation continue…
Christine will be drinking Scotch.
David will be drinking something with
a nice label.
Maggie will be drinking a fancy
martini.
3. Come join us for a drink.
Christine Sykora
Manager of Interpretation
Christine.Sykora@novascotia.ca
@chrishfx
1. Keep in touch.
David Carter
Communications Designer
David.Carter@novascotia.ca
Maggie MacIntyre
Interpretive Researcher
Maggie.MacIntyre@novascotia.ca
@maggiesmuseum
Confess to each other.
Come tell us your confessions.
Ask us about ours.
Tweet using #IMPConfessions
2. Wear your sticker.