Thomas J. Koske, Ph.D., Specialist/Professor

Purpose: This contest is designed to stimulate knowledge, planning and ability to explain by work and action the “how” and “why” of production and marketing procedures. Also included are use of vegetables, fruits and nuts, flowers, turf, woody ornamentals in the landscape and artistic arrangement of horticultural crops and products. It builds confidence and poise and adds greatly to personal development.

Horticulture demonstrations are like any other method demonstration in nature. A demonstration differs from an illustrated talk in that the youth presenting a demonstration must do something with the object(s) that they show to the audience. It is not enough to merely show an object and tell how a process would be carried out. For example, a presentation would be entered as an illustrated talk if a pot of orchids is held up as statements are made on how this plant should be divided. If the plant is actually divided, this presentation would then be a demonstration. Thus, some topics and activities are better (easier) to make into a demonstration. Example: landscape designs are difficult to demonstrate but easy to illustrate. The topic should be one of significant interest to the demonstrators since their depth of knowledge and attitude will come out during the activity.

As stated in the purpose, the demonstration contest is to develop horticultural knowledge, horticultural ability (skills, talents), planning skills and poise in public speaking. In order to accomplish this, the club members should be required to select and research their own topics and write their own demonstrations with the agent’s guidance and advice.

DEMONSTRATION INTRODUCTION

You never get a second chance to make a first impression; therefore, the introduction is very important. The introduction should:

(1) capture audience interest

(2) convince them they should know this activity

(3) convince them they can do this activity

(4) set any special theme

I have seen everything from a song and dance to "have they started already?" This is where many kids get creative, but I don’t feel a Rogers and Hammerstein production is necessary or particularly effective. It would help if the audience felt confident in the demonstrator’s ability and knowledge of the subject matter, but this is also developed in the demonstration’s body. An intro should be brief (about 25% of the demo); therefore, shoot for 3 to, at most, 4 minutes. Be sure information is fairly up-to-date.

DEMONSTRATION BODY

The 4-H "Demonstration Way" (from state 4-H office) is very good and detailed in this part. It stresses organization, neatness, show all and clean up. To all these areas I would add the following.

The demonstration body is what it’s all about. This segment is about ¾ of your time limit. Show all you can and make sure the audience sees and understands each step. Repetitive tasks can be done ahead of time, but prepare at least one item -- i.e., cut stems, wire stems, pare, etc. -- during the demo. Complicated tasks (i.e. graft cuts) need to be demonstrated but may require a poster or model to really show what is being done. Complicated situations, lists and summaries are very good uses of posters. Posters (at least a few) are needed for judges to evaluate, but don’t use too many or it will look like an illustrated lecture. Keep posters simple, uncluttered and easy to read. Avoid lots of details. A handout would be better for many details.

Show and tell as the work is done and talk to the audience, not the poster, floor or ceiling. Maintain eye contact as much as possible.

Team demonstrations are dangerous. Both members must contribute significantly. There should not be an obvious dominant member. If so, an individual demonstration would have been more appropriate. Perhaps the easiest way to use team members is to have one demonstrate and the other discuss what’s being done; then switch roles. This coordination and balance thus make a team demonstration harder to perfect.

Dead time drives me nuts! That’s when you’re doing something and it’s quiet. This is a good time to interject what is going on or a few interesting facts that you want to add to the intro but did not have time for in that section. Just don’t distract too much from what you’re showing.

When you finish the activity, clear the front table to reduce distraction. Display your finished product in an attractive way, allowing what you have created or done to be visible if possible.

DEMONSTRATION CONCLUSION

Use summary statements to bring all that’s done together. This should consist of 3 to 5 points providing a topical outline of what was covered in the intro and body. Topics or short statements on a poster work well here.

You must have references. I’d say minimum of 2; maximum of 4 or 5. Present references either on a poster (preferred) or hold up the actual reference items.

Finally, let the audience know that this is the end of the demonstration and that you will accept questions. Avoid going over 14 minutes on this point. Judges are supposed to ask questions. If the demonstration was well done, it will be hard for them to pick out something that was left out. They may proceed to test the depth of knowledge on the subject. This is where personal research on the topic becomes obvious and gives credibility to what was done and said. The judges may know a lot more on the topic than does the demonstrator, in which case, it is best to say – I don’t know. This may be followed by an educated guess (stated as such) if there is some competence in the subject matter.

If there are samples or tastes to be given, this is done after or possibly during questions. Any samples should not be made to look like bribes but to help evaluate the result. Remember that the judges are evaluating the demonstration and not particularly the product as long as it was at least good.

Acknowledgements: Author expresses appreciation to Donna Montgomery, specialist, for review and comments.