A. The most useful source of information about oral history projects can be found on the Internet. It is the STEP-BY-STEP GUIDE TO ORAL HISTORY by Judith Moyer. Rev. 1999. Copyright. Used for educational AHP purposes by permission from the author.
www.dohistory.org/on_your_own/toolkit/oralHistory.htmlB. ARIZONA HERITAGE PROJECT
Introduce yourself. Introduce your team. Visit and break the ice. Fill-out the basic interview documents. Label the tape(s). Have the subject sign the release. Select a quiet and private place and a table or lap board so you can take notes. Explain the use of the camera, and recorder. Place the microphone on foam or a stand. Explain that recorders can be shut off so information the subject may not want on the record can be shared, and then turned back on to continue the interview. Get comfortable.
ORAL HISTORY INTERVIEW QUESTIONS/GUIDELINES
Explain how the information will be used. Agree on the major thrust of the interview. For example, “After we record basic information about you and generally about your life, we will focus on your experiences in the ____________ and ___________.” Or, “I'll ask you questions about your background. Then, please share with me some of the major experiences you have had as a _______.”
You may record what is said in your notes, but the tape or video recorder is the record you will use to write-up the interview.
PART I: ESTABLISHING BACKGROUND DATA NECESSARY TO MAKE THE INTERVIEW RELEVANT. (This is not a time to go into detail. This part should be concise and relevant. Tag issues the person wants to tell about in more detail. Try to include those issues in the interview.) Without this background information the person interviewed is not placed in time and location. The interview is of little benefit to future readers.
What is your full name?
When and where were you born?
What was your place in your family?
Where did you live as a child?
Did you live other places before coming to Arizona?
What did your parents do for a living?
Where was your mother born?
What is the strongest memory of her?
Where was your father born?
What is your strongest memory of him?
What are your first memories of as a child?
What language did you speak at home?
Did you like school? Elementary? Junior High? High School?
How far did you go in school?
What was your first paid job?
What did you do for fun?
Did you have hobbies?
Play sports?
Act?
Did you belong to clubs?
What did you plan to do after high school?
If the answer is: “I went to college,” then continue. If the answer is, “I went to work or was drafted,” then skip the next two questions and ask: “What did you do after high school?”
Tell me about your college.
What did you major in?
What did you plan to do after graduation?
What career did you pick?
Have you changed careers?
Did you serve in the military?
WWII? Korea? Viet Nam? Iraq?
Where did you train?
Where did you serve?
What did you do?
When were you discharged?
(If you are interviewing a veteran about service, mention that you will come back to these questions).
How did you meet your wife/husband?
When/where did you get married?
Do you have children?
How long have you been in this community?
What brought you here?
Are you involved in community organizations? Which ones?
What accomplishments are you proudest of?
What do you see as your legacy ...personal ...professional?
Before we go on, is there anything you want to add about your background?
Okay, thank you for the background information.
PART II: THE FOCUS OF THIS INTERVIEW. FOR EXAMPLE, START WITH A SPECIFIC QUESTION YOU HAVE PREPARED BASED UPON YOUR REASON FOR INTERVIEWING THIS PERSON. For example, “You grew up in _____ in the 1940s. Did the war affect your family?” Or, “You designed the building on _____ street. Was there competition for the design? How were you chosen?”
Ask questions you have prepared plus follow-up and additional questions generated during the interview.
PART III: ENDING THE INTERVIEW.
When you know the interview must end due to time, lack of recording tape, or whatever, give the subject a few minutes warning. At the end of the interview: Make an end statement on the tape, restating the name of the person interviewed, your name, date, location of interview, tape number and side, whether this is the final interview or the interview will continue on another side or date. Thanks are in order. Give the person interviewed a timetable for when you will have a draft of the interview for them to approve. Make an appointment to see them at that time. Tell them you will call and confirm the appointment. Thank them again.
C. ARIZONA HERITAGE PROJECT
INTERVIEW AND APPEARANCE RELEASE
Click here for printer-ready form
D. TALKING POINTS FOR EXPLAINING THE ARIZONA HERITAGE PROJECT
Berger — 02-2006
AHP PROJECTS BRING KIDS INTO THEIR COMMUNITY.
STUDENTS LEARN HISTORY SKILLS, RESEARCH.
WITHOUT THESE PROJECTS THE INFORMATION WILL BE LOST.
AHP BRINGS THE REAL WORLD INTO THE CLASSROOM AND THE CLASSROOM EXPERIENCE INTO THE REAL WORLD.
AHP PROJECTS INVIGORATE THE CLASSROOM.
AHP TEACHES STUDENTS THAT HISTORY IS NOT SOMEPLACE ELSE.
AHP STUDENTS LEARN A SENSE OF PLACE AND GAIN THEIR IDENTITY.
AHP STUDENTS INTERACT WITH THEIR COMMUNITY.
AHP HELPS STUDENTS KNOW WHERE WE'VE BEEN AND WHAT THEY ARE DEALING WITH TODAY.
AHP ENGAGES YOUNG PEOPLE AND ASKS THEM TO MAKE A CONTRIBUTION.
AHP STUDENTS RESPOND POSITIVELY WHEN ADULTS TAKE THEIR WORK SERIOUSLY.
AHP STUDENTS ARE DOING NEW RESEARCH. IT HAS NOT BEEN DONE BEFORE.
AHP STUDENTS BECOME COMMUNITY SCHOLARS.
AHP STUDENTS BECOME CONNECTED TO THEIR COMMUNITIES, STATES AND THEIR COUNTRY.
AHP STUDENTS BEGIN TO VALUE EACH DAY AND USE THEIR TIME EFFECTIVELY TO UNTILIZE WHAT THEY HAVE BEEN TAUGHT AND MAKE A CONTRIBUTION.
AHP CONNECTS SCHOOLS AND STUDENTS TO COMMUNITY LIBRARIES AND MUSEUMS.
AHP STUDENTS LEARN FIRST-HAND ABOUT OTHER CULTURES AND VALUES.
AHP STUDENTS DEVELOP LISTENING, TRANSCRIBING, EDITING AND ARCHIVING SKILLS.
AHP STUDENTS AND TEACHERS ARE INVOLVED WITH THE LIBRARY OF CONGRESS, AMERICAN FOLKLIFE CENTER, LOCAL MUSEUMS AND LIBRARIES, AND ADULT PROFESSIONALS.
AHP MEETS AND EXCEEDS STATE EDUCATIONAL STANDARDS.
E. ARIZONA HERITAGE PROJECT
GUIDELINES FOR THE RECORDER
Read through this list so that each member of your team knows the role of the recorder.
It is necessary for the recorder to explain what he/she is doing. The subject needs to know why you are there, what you are using to record the interview, and that he or she will be able to preview and edit your work.
In the game you record with real equipment. If you do not have recording equipment, pretend to be operating a digital camera, a video camera, and a tape recorder. Take notes as to what is on the tape.
You find a location that is conducive to producing clear recordings. Make sure chairs don't squeak, clocks don't chime, TVs are off, and electronic hums from heaters and refrigerators don't overpower the recorder. (In the game, you will not be able to shut-out noise from other interviews in the room).
You never record secretly.
Label and load before the interview. Run a test for volume.
If you use a mike, place it where it will pick up both questions and answers. Be aware that mikes make people nervous. Never push a mike at anyone.
Work with the interviewer to create IDs for the recorder that correspond to the interviewer's notes. These are tags placed on the tape when the interviewer says, “This is the top of page three,” or information like that.
Keep the recording equipment (tape and video) running throughout the interview, only shutting it off if the subject requests that his/her comments about a certain subject not be recorded. Then you turn the recorder back on.
Try to be as unobtrusive as possible.
Do not use a flash camera that blinds or disrupts the subject.
Try to get some wide shots (camera angles) that include the interviewer and subject.
If the subject is offering photographs or diaries or something to be photographed, set up and record them after the interview.
Be aware that the tape records for a set number of minutes. Use the longest recording tapes available. If you must flip a tape during the interview, ask the subject and interviewer to stop for a few seconds so you can change or flip the tape. A video camera with voice recording is great if the tape is long enough.
Carry extra batteries.
Bring you own extension cord and power strip.
Be prepared to stop the interview if an airplane or other distraction makes recording impossible.
Be attentive and know what each piece of your equipment is doing during the interview.
At the end of the interview, say into the recorder, “This is the end of the interview with _______. November 15, 2008. Recorded by ____. Interviewer________.”
ARIZONA HERITAGE PROJECT
Sharlot Hall Museum • 415 W. Gurley St. • Prescott AZ 86301
• 928-445-3122 ext. 31