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8JMember Guide DEMONSTRA TIONS Value of 4-H demonstrations . Can help strengthen your 4-H experience by giving you the opportu- nity to become involved through participation. The more involved you are the more interested you become in your 4-H work. . Can add variety, spark, interest, and enthusiasm to your 4-H club and program. Demonstrations provide you opportunities to: . Work on something you like and have an interest in. . Learn new knowledge and consequently learn more about your proj- ect. . Acquire the skill of speaking and performing more easily before groups. . Learn to plan and organize your thoughts so others can learn. . Tell others about things you are learning in 4-H. You should begin to give your demonstrations as soon as you be- come involved in 4-H. For many 4-H'ers, the project meeting is the first opportunity. As you gain confidence, poise, and skill, you then move to monthly 4-H meetings, club days, county and state fairs. What is a Demonstration? A demonstration is simply showing and telling how to do some- thing. Have you ever shown someonehow to milk a cow, bake a cake, sew on a button, service an air cleaner, or a small engine? If so, then you've given a demonstration. A demonstration is showing by doing or by put- ting words into action. A demonstration is a teaching method. Some members may choose to teach by using the illustrated talk. The demonstration and the illustrated talk are both excellent teaching methods. You will need to un- derstand the difference between the two. One method is of no greater importance or value than the other. The question you need to answer is, "Which method will be the most effec- tive in teaching what I would like to teach?" Cooperative Extension Service Kansas State University Manhattan Demonstration 1. A demonstration is doing and explaining. 2. A demonstration is showing how. 3. In a demonstration you make something or do something. (There may be an end product, as a salad.) 4. Purpose: To teach. Illustrated Talk 1. An illustrated talk is talking. 2. An illustrated talk is telling how. 3. In an illustrated talk you show pictures, charts, models, equipment, and other types of visual aids. 4. Purpose: To teach. Purpose Development Members occasionally confuse a project talk with an illustrated talk. An illustrated talk is not a project talk. They do not accomplish the same purpose. The following illustration may be used in aiding mem- bers to understand the differences: Project Talk 1. Tells about. 2. Purpose: To inform 3. Age: 13 years and under. Visuals may be used in project talks as in illustrated talks, but they are not required. Demonstration 1. Shows how. 2. Purpose: To teach. 3. Age: Any member. Illustrated Talk 1. Tells how. 2. Purpose: To teach. 3. Age: Any member. The most successful demonstrations are those that reflect your own ideas and are expressed in your own words. The purpose of a demonstration is: 1. To present to an audience the importance of a practice or procedure. 2. To convince them of its value or importance. 3. To create in the audience the desire to put the same practice or proce- dure to use. When these are achieved, the demonstration has been effective and successful. You may find consideration of the following items of value in plan- ning and presenting your demonstrations. 1. Select a subject. 2. Gather information. 3. Choose a title. 4. Develop an outline. 5. Choose equipment and visuals. 6. Practice delivery. Select the subject The subject should fit your interest, experience or knowledge, and skill. It should seem exciting and not dull, challenging and not routine. 4-H projects are excellent sources of topics for demonstrations. You will be most successful if you select a subject from your own project experi- ence. When selectinga subject,you might ask yourself the following questions: . Is it a subjectlearnedas part of my 4-H experiences? . Is it of interestto others? . Does it have enoughactionor doing? . Can it be seen easilyby an audience? . Can it be givenin time allowed? . Is it withinmy ability(not too simple-not too difficult)? If "yes" is the answer to each of these questions, the topic passes and you are ready for the next step. Gather information The 4-H project manuals are good sources of information. In addi- tion, publications from Kansas State University may be helpful. Text- books may be used for reference to give more facts and examples. Circu- lars, libraries, newspapers, and current magazines contain valuable 814-H DEMONSTRATION OUTLINE FORM SUBJECT MATTER TITLE INTRODUCTION BODY Do Say Equipment Why 1. List step or proce- dure # 1. 2. List step or proce- dure #2. 1. One, two, or three sen- tences, for step #1. 2. One, two, or three sen- tences, what you would say for step #2. 1. List equipment needed to do step #1. 2. List equipment needed to do step #2. 1. Give "why" you did it this way. 2. Give "why" you did it this way. 3. Follow this same procedure until you have completed the body of the demonstration. The number of items listed depends on the type and length of demonstration. Summary (Conclusion) information. You may contact local people who are experts in their fields of work. You may also write to manufacturers and processors for ideas. Resources are unlimited. Be selective in the choice of resources. Make every effort to have the information accurate, up-to-date, and complete. Choose a Title Spend time thinking about a choice of titles. This is your first op- portunity to capture and gain attention of the audience. Once this is ac- complished, you will find it much easier to demonstrate before an audi- ence. Think of the book you have chosen to read because the title was interesting. Titles that are most effective usually are short, descriptive, and pro- vocative. A title should suggest the demonstration subject without tell- ing the whole story. Develop an outline You are now ready to outline your demonstration. In other words, you are now ready to put it down in writing-in an outline form. All outlines for demonstrations or talks have three parts: the intro- duction, the body, and the summary or conclusion. Introduction The introduction to a demonstration is your second opportunity to capture and gain attention of the audience. If you fail to accomplish this objective with a good title and by use of a clever introduction, you will have to be very skilled to do it once you are in the body of the demonstra- tion. A good introduction is relatively short and has ingenuity and vari- ety. Body One simple form for writing an outline is shown on the back page. This is the main part of the demonstration. This is how the job is done showing each step in the process or procedure. There are many other types of outlines. The important thing is to find an outline form that has meaning to you and one you will use contin- uously. Planning demonstrations by using the outline method teaches or- ganization. This permits you to adjust to change easily and quickly with a minimum of time and effort. Summary(Conclusion) A good summary is short, concise, and pertinent. A summary is not relisting the steps but highlighting a few important ideas you want your audience to remember. A member accomplishes this best by motiva- tion-appealing to the values and interest of the audience. The motiva- tion may include such things as saving money, time, or energy. Prepare for questions You need to allow time for questions to be asked following a demon- stration. Encourage questions following the summary. Knowing ques- tions will be asked, you can prepare ahead of time how to answer ques- tions. Avoid overusing the old, outdated phrase- "The question has been asked. . . . " Questions are asked for two reasons: 1. To clarify some point or points that were not covered or judges failed to hear. KANSAS ~;I;; 2. To check your knowledge. In answering questions, you should: . Give only correct answers to the questioner. . If you do not know the answer, admit it. Don't bluff! . If unable to answer a question, refer questioner to some source, if possible. . Use variety in replying to questions. Practice delivery Practice is very important if you want to become a skilled demon- strator. Only through practice can improvement be made and demon- sttations polished. Use of charts There should be a purpose for using charts. Use charts to: . Serve as a guide to you. . Add interest to the title, topic, and ideas presented. . Focus and hold audience attention. . Emphasize key points. . Clarify a complicated processor procedure. . Show comparisons. . Summarize main thoughts. The following guidelines may be helpful to you in lettering charts: . Make charts large enough to be seen at a distance of 30 feet. To ac- complish this, the chart size should be approximately 25 inches by 30 inches. . Use letters from 1inch up to 3 inches high with copy. . Make letters of titles about 4 inches in height. . Use combination of capital and lower case letters for ease of reading. . Use simple block-type letters, as they are easiest to read. . Tall, skinny letters and short, squatty, heavy letters are hard to read. Use bold or heavy lined letter in preference to the thin, light lines. . To emphasize a word, vary style of letter. Use color to emphasize words. . Watch margin and space on charts. Allow for 3 or more inches of margin on top and sides and slightly more on the bottom. Color may be used in preparing demonstration charts if used prop- erly. The color may detract, however, if a few principles are not followed. . Choosecolorswith care. Color helps attract attention.Use color in small amountsfor attractingattention. . Colors must contrast.A high degree of contrastbetween back- ground and copy is important for legibility. Use dark colors on light background and light colors on dark backgrounds. . Do not mix color within words. This makes words hard to read. Re- member, members need to have color work for them, not against them. Cooperative Extension Service, Kansas State University, Manhattan, Kansas 4-H439Revised Januarv1986 Issued in furtherance of CooperativeExtension Work, acts of May 8 and June 30, 1914, as amended. Kansas State University,County Extension Councils, Extension Districts and United States Departmentof Agriculture Cooperating,Richard D. Wootton, Associate Director. All educational programs and materials available without discriminationon the basis of race, color, national origin, sex, age, or disability. File Code, 4-H and Youth-2 1-95-2M; 9-96-2.5M
