Aaliyah's Nature Interpretation Blog

For ENVS*3000

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Looking Ahead

This is my last semester of my undergraduate degree. I have switched majors three times, going from a BA in English, to International Development, and finally to a BSc in Wildlife Biology and Conservation. I have spent the last five years studying and taking courses from all of these disciplines, and I truly feel like I have accumulated vast amounts of knowledge from all three areas. And out of all the courses I have taken (trust me, there's a lot), Nature Interpretation was by far the most inspiring and meaningful, and I'm grateful to finish my degree with this course in my final semester.

As someone in STEM, I'm used to looking at facts. Whether it's completing my own experiments, or reading other's research, I am drawn to conclusions and results. I'm lucky that I have been given the resources to understand scientific literature and apply these facts to the world around me. Five years ago, in my first year as an English major, I don't think I would be able to say that. Learning the ins and outs of Nature Interpretation has allowed me to fully grasp how important this is, but it has also allowed me to gain an appreciation for scientific accessibility. Nature interpretation offers a pathway of accessibility to scientific information that otherwise might not be readily available. Nature interpreters have such an important role in the scientific world, as they are the ones who convey the science to others. This exchange of information allows for collaboration that could improve society's relationship with the natural world. This course has made me appreciate this, and I'll carry this appreciation with me after I graduate.

Reminding myself of the importance of accessibility in STEM helps me to establish my personal ethics. I know how it feels to be so interested in a topic and yet know nothing about it, and feel like it's too difficult to learn. I am lucky that my university education has helped me in this aspect, but I know that not everyone has this opportunity. Reaching as many people as possible to spread scientific awareness of our natural world is important to me, and I hope that as an ethic this will remain an important part of my life and career. Learning about the importance of nature interpretation has established this ethic in the foundation of who I am as an interpreter.

As I enter this next chapter of my life post-graduation, I have to remind myself of my responsibilities as a nature interpreter going forward. Outside of university life, I will have the opportunity to reach more people and share more knowledge and experiences. I am looking forward to working jobs and volunteering in spaces that give me these opportunities.

I talked about the responsibility of keeping STEM accessible, but there is more to the story. I am privileged to be able to go outside and hike in nature, or two buy a plane ticket and travel to a new location. I know this privilege does not extend to everyone, and it is my responsibility to help others establish these connections with nature in any way that they can. I want everyone to find a space in nature that they can connect with- something that is special just to them.

My childhood best friend, Maya, works as an educational guide in Ontario. She often tells me stories about high school students that she takes on guided hikes, who have spent so many of their teen years inside, partly due to COVID and partly due to technology. It makes her so sad to see these teenagers bored by nature, and unable to connect with it, as they would rather spend time on their phones. I feel sad as well. And I feel like I have a responsibility to help that generation form connections with nature. We were all teenagers once, and teenagers are stubborn, but I haven't given up hope. When people like Maya and I, and you (my fellow nature interpreters) work together to help people experience the natural world, I think we can heal the world around us by forming connections.

Maya and I, 2019

When I think about how I will approach my role as a nature interpreter, I think it comes down to encouraging people to find out what fascinates them. I want to encourage curiosity and for people to be eager to learn. I want to bring people outside and show them just how much we depend on the natural world so they can connect and develop their own fascinations. What I'm interested in may have no impact on someone else, but maybe it will spark an inquiry elsewhere. When people are curious, they observe their surroundings more in depth, and are constantly coming up with thoughts and ideas. From a nature interpretation standpoint, curiosity could allow people to actively engage with the natural world, instead of just being in it. By approaching interpretation as a way of fostering this curiosity in people, I hope to spark creativity in those around me.

When people are encouraged to learn more about their natural surroundings, they are also more confident in their ability to conserve them (Merenlender et al. 2016). This is an important step towards environmental conservation, and this confidence can be achieved at any age. While it is important to start teaching people about the importance of our environment at a young age, we should not neglect those in high school or older, as it is not "too late" to spark their interests.

In conclusion, I hope that I am able to use my personal ethics as a route to actively pursuing my responsibilities as an interpreter. Throughout this course, I have been able to reflect on what being a nature interpreter means to me on an individual level, and it boils down to these three points:

I want to be someone who conveys scientific information in a way that is accessible to people of all ages/ backgrounds

I want to encourage curiosity and spark interest in others, in the hope that they will find something they are passionate about and pursue it

I not only want to share information and experiences with others, but I also want people to share things with me. We all have so much to learn from one another, and every day we interact with new people. I want to learn from these interactions.

I have truly enjoyed reading everyone's blog posts this semester. I have learned a lot, and have much to reflect on going forward. I wish you all good luck with your schooling and future endeavours!

Merenlender, A. M., Crall, A. W., Drill, S., Prysby, M., & Ballard, H. (2016). Evaluating Environmental Education, citizen science, and stewardship through naturalist programs. Conservation Biology, 30(6), 1255–1265. https://doi.org/10.1111/cobi.12737 

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Hi Lauren, first, I want to congratulate you on finishing your undergraduate degree and for pursuing your passion for wildlife biology and conservation. I’m sure, as many of us can assume, this achievement is in no way easy. It's interesting to see how you have switched your program multiple times and, through doing that, you obtained knowledge in those different disciplines. It's inspiring to hear about your journey and the different paths you've taken to get to where you are now. This is reassuring for me as I have also questioned my degree countless times, but I fear ever switching it. 

Your commitment to educating people about our ecosystem makes me so happy. We definitely need more people that have these passions in our world. Hopefully, through many of us in this course finding inspiration in the discipline of nature interpretation, we can encourage people to appreciate the beauty of the natural world.

The approach of nature interpretation that you discuss seems very well thought out and effective. I agree that people must find what makes them truly passionate about nature. Nature interpreters that present fact after fact do not effectively teach an audience as they are unlikely to pay attention and care. It is essential to give the audience time to take in the beauty of a scene on their own to find their own unique appreciation of it (Beck et al., 2018). Thus people can develop a form of curiosity, fascination, and love for the environment, making them eager to learn.

I hope that our generation of nature interpreters has the enthusiasm and knowledge to truly make the changes needed for our environment to thrive and continue to give us all of the benefits we take for granted every day. 

Thank you for sharing!

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Personal Interpretation. Interpreting Cultural and Natural Heritage for A Better World.

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My Roles and Responsibilities as an Interpreter Beyond ENVS 3000

Thinking back on everything I have learned in this course and how it relates to my role as a nature interpreter, I think about how it is my responsibility to consider the different life experiences and privileges brought by everyone that I interpret to. This is something I always had a bit of an idea of but was unsure of how to approach it. 

A reading that stuck with me was “Helping teachers unpack their ‘invisible knapsacks.’” I think the lessons learned from this reading can span beyond educating about nature and apply to any situation where I would be educating others. I was a camp counsellor for a few years, and one of these years was spent at Camp Miriam in British Columbia. Camp Miriam will not turn away campers if they cannot afford camp and will provide camperships made from donations to the camp. This setup brought in campers from many different backgrounds, and as such, any interpretive or educational program we ran had to be inclusive. Growing up, most of my friends came from a similar cultural and socioeconomic background, and we all had similar privileges. As such, suddenly being in an environment where I had to create educational programs for a more diverse group was intimidating. I wanted to be inclusive and make everyone feel comfortable, but I had no idea where to start. The “invisible knapsacks” reading really sticks with me because I think that the program described would have been beneficial to run during our pre-camp training sessions, and would have helped me feel more comfortable creating inclusive programming and more comfortable discussing privilege. I think that when someone is in any position of educating others, doing an activity to help them understand their privilege, compare it to that of others, and allow for an open conversation about privilege is necessary to create an inclusive program. All of this is to say that I think a major responsibility of nature interpreters is to ensure that any interpretation programs they design or present are inclusive and recognize the different levels of privilege that people have. If an interpreter cannot create inclusive programming, then many groups or individuals may feel like they are unwelcome, creating a barrier to them accessing interpretive programs (Beck et al., 2018). 

I do not see myself as continuing in the role of a nature interpreter, at least not in the way I thought of nature interpreters before taking this class. When I think of a nature interpreter, instinctively, I think of park rangers or people working at wildlife education centres. Before taking this course I thought of nature interpretation exclusively as teaching about specific aspects of nature, like why butterflies migrate or why trees have certain types of bark. After taking this class, my perspective on what is considered a nature interpretation shifted. As the textbook says, “interpretation refers to a communication process designed to inform and inspire people about culture and nature” (Beck et al., 2018 pg. 4). I see this definition as more open-ended, focusing less on facts and a specific role, and more about getting others to engage with nature. This definition fits more with how I view my role as an interpreter going forward. I do not know much about specific facts about nature, but I love pointing out beautiful flowers, interesting trees, animals, and stars in the night sky to my friends and family. I guess this is my preferred form of nature interpretation; an informal interaction designed to show whoever I am with what I appreciate about nature and to inspire positive feelings. As well, I have a younger cousin (8 years old) and after reading the textbook’s definition of interpretation, I think that the way I interact with nature and appreciate it can inspire him to become passionate about nature and maybe someday about climate change. Since children are the future voters, and the future of the planet relies on them caring about the environment, I hope to be able to inspire him to love nature (Rodenburg, 2019; University of Guelph, 2020). 

Another way I see my role as an interpreter going forward is through photos on social media. When I am out in nature and I see something that inspires me, I usually take a picture, and if I remember, I share it on my Instagram or Snapchat story. Photos can better communicate what I saw than a verbal description (Beck et al., 2018), so I prefer sharing photos online to trying to describe to people what I saw after the fact. As well, social media allows me to share my interpretations with people I do not see regularly. I also like that posting photos on social media allows me to practice interpretation without commitment or planning. I do not need to plan an interpretive program, I can just share what inspires me whenever I feel like it. Along with posting my own photos of nature, I love seeing what my friends share, especially when they travel to places I have never been. Social media opens up the doors to experiencing interpretation of places one has never been to, as we can see a wide variety of photos and videos from around the world. 

Overall, I do not see myself continuing as a nature interpreter in a formal way beyond this course. Doing so over the past ten weeks through my blog posts and podcast assignments has been an interesting experience, but at times it felt very forced. I was not always sure what to write in my blog posts, and when creating the first podcast, I sometimes felt uninspired and felt like I was creating interpretive material because I had to, not because I wanted to. In the future, I plan on interpreting more casually through social media posts and inspiring friends and family on my own terms, rather than through a structured program. I also plan on taking the lessons I have learned throughout this course, such as how to educate diverse groups, and applying them to other areas of my life. 

Do you plan on continuing nature interpretation in a structured, formal way?

Sources

Beck, L,. Cable, T.T., & Knudson, D.M. (2018). Interpreting cultural and natural heritage for a better world. Sagamore Publishing. 

Rodenburg, J. (2019, June 17). Why environmental educators shouldn’t give up hope. Clearing Magazine. https://clearingmagazine.org/archives/14300

University of Guelph. (2020). Unit 10: Nature interpretation’s role in environmental sustainability. Courselink. https://courselink.uoguelph.ca/d2l/le/content/791355/viewContent/3306935/View

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Hi Maya,

I enjoyed hearing about yourreflection on the course and future outlooks using the information we have learned through the semester. Similarly to you, the content of this course shifted my perspective on what nature interpretation truly entails. I have also gained a deeper understanding of the importance of creating inclusive programs and recognizing privilege in order to make all individuals feel welcome and engaged with nature. Furthermore, I have discovered a whole new outlook on nature interpretation in general.

Before taking this course, I don't think I even knew what a nature interpreter was. From only a few months of learning, I now see this job opportunity as a possibility for me in the future. Although daunting, the idea of sharing the beauty I see in the environment to educate and promote environmental stewardship excites me.

I like the open-ended approach you took when defining nature interpretation, as it expands beyond just teaching about nature and instead focuses on inspiring and engaging people with the natural world. I may interpret nature in this "less-formal" way as I think it allows people to develop a deeper genuine connection to nature. I also enjoy nature interpretation through social media as these platforms reach a wide audience and inspire others to appreciate the natural world (Beck et al., 2018).

I have enjoyed your blogs throughout the semester as I have seen your passions and understanding of environmental interpretation evolve. I am happy we have found unique ways of applying what we learned in this course. Thanks for sharing your thoughts and reflections!

References

Beck, L,. Cable, T.T., & Knudson, D.M. (2018). Interpreting cultural and natural heritage for a better world. Sagamore Publishing. 

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Developing as a Nature Interpreter: Prioritizing Responsibility, Passion, and Hope- Unit 10

The content of this course has given me a comprehensive understanding of the role of a nature interpreter. I have also learned to broaden my perspective on nature by viewing interpretation through different lenses, such as art, science, history, music, and technology. Although it has been challenging at times to see from these different perspectives, this course helped me to understand my passions, interests, and the motivation that contributes to my appreciation of nature. I have learned a lot about how I can share my love for the environment with others and help people understand the value of our ecosystem. Through teaching these values to others, we can address and achieve the changes necessary to maintain the world we all love. 

Through considering these values and outlooks, as I develop as a nature interpreter, the personal ethics or characteristics of myself I would prioritize are perspective, optimism, confidence, motivation, commitment, environmental concerns, and dedication to providing knowledge to promote environmental preservation. These values are essential in nature interpretation, as are equity, respect, and honesty.

The textbook by Beck et al. (2018) has taught many ways to serve as an interpreter. We have all learned many of the do’s and don’ts and most effective ways to get our values and points across to an audience, but the overall point is the responsibility we have as interpreters. Interpreters have many responsibilities. It is an interpreter's responsibility and privilege to educate the audience by providing accurate, professional material that makes the experience relevant and rewarding to the audience (Beck et al., 2018, p.136 & p. 332). Thus, as an interpreter, I would value the responsibility of communicating relevant, accurate, reliable scientific information about nature and the environment to the public. To do this, I would need to be confident in the information I know, find scientific studies, and constantly update the information I am providing my audience. Secondly, I would prioritize the type of environment I am creating. I would want the experience to be engaging, meaningful, and comforting for everyone present. This would include interactive programs that engage the audience to pay attention and also enjoy the experience. For an audience to feel inspired, the program must include all individuals present to be effective at engaging the audience in a positive experience (Beck et al., 2018, p. 128).  Lastly, I would be sure to advocate for nature conservation and sustainability. Sharing the importance of protecting the environment is essential for visitors to adopt responsible behaviours to make a change. 

A specific approach I would find most suitable for me as an individual is for interpreters to give their audience time to take in the information provided and discover their personal options on the topic. Both Mills and Tiden mentioned that interpretation is sometimes more effective in silence (Beck et al., 2018, p.83). An interpreter conveying the beauty of a scene might limit the individual's own inspiration (Beck et al., 2018, p.83). Thus, as an interpreter, I would allow for some scenes to speak for themselves so that the audience sees the beauty in their own way. This approach helps to formulate a sense of gratitude and serenity that is individualized and authentic.

When considering becoming an interpreter in the future, I have thought about feelings of discouragement and how they may be difficult to overcome.  It may be challenging to facilitate meaningful connections between nature and people when there is so much negativity in the world we live in.  For example, climate change, deforestation, habitat destruction, water and air pollution, biodiversity loss, and many more issues make people feel helpless. Jacob Rodenburg demonstrates this situation by stating: “I’m trying hard not to get discouraged. Being an environmental educator in today’s world feels like you are asked to stop a rushing river armed only with a teaspoon” (Rodenburg, 2019). It is important to not dwell on the negativity but to focus on your passion in forming solutions to the problems the environment faces. This motivation is absolutely essential for interpretation because if the interpreter is not passionate about the topic and motivated to better our futures, the audience will not feel this way either. 

A quote from the textbook by Beck et al. (2018) discusses the need for hope in interpretation:

"Lighthouses are beacons of guidance and hope. Interpretive sites are also beacons of hope that help people find their bearings and keep them on course…Interpreters are stewards of areas that provide a sense of place and meaning. Each day it is the interpreter’s responsibility, privilege, and joy to thus illuminate the world. Lighthouses, in this broadest sense, provide authenticity for where we are in a complex world. Perhaps they are most needed in dark, stormy times to guide people away from danger and provide a sense of security and stability."

As I develop as a nature interpreter, I must develop a sense of hope and optimism and feel it is possible to improve the ecosystem despite challenges. I must sincerely believe in the lessons I teach and my impact on my audience. By doing so, the beauty of nature can be shared with my audience and they will develop the same feelings of hope and optimism. Thus the audience will appreciate nature and become motivated to take action to protect and improve the environment.

In conclusion, this course has given me a comprehensive perspective of the responsibilities and roles that come with the interpreter position. I have learned how to effectively teach an audience the value of nature and to protect the environment we live in. I learned the various lenses nature can be interpreted from and have a new view of the ways in which we can teach audiences. I have also learned a lot about myself. I learned my values and what ethics I must prioritize, the reasons for my passion for nature, and the parts of nature I love most. Despite the challenges an interpreter might face in a world full of environmental issues, it is essential to maintain a positive attitude to serve as an effective teacher. Overall, by carying out these responsibilities and positivity, meaningful connections between people and the environment can be obtained and serve to better the environment we all love.

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Personal Interpretation. Interpreting Cultural and Natural Heritage for A Better World.

Rodenburg, J. (2019, June 17). Why environmental educators shouldn't give up hope. Environmental Literacy. https://www.naaee.org/eepro/blog/why-environmental-educators-shouldnt-give-hope

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Unit 9

Hi Everyone, 

It has been difficult to think of something that would excite me and my classmates. I do have a passion for health and welling being, so I wanted to pick a topic in that realm. 

I find it very interesting that plants can be used for medicinal purposes. More specifically, cannabis plants can be used to treat multiple medical conditions. I have recently done research for a NEUR*4000 course that looked at the effects of cannabis on schizophrenia. Schizophrenia is a very interesting and complex disorder. Research has proven that antipsychotics that are prescribed to individuals with schizophrenia are ineffective. Cannabidiol, also known as CBD, is a naturally occurring and primary component in cannabis plants (Koleza et al., 2020). CBD differs from THC as it does not elicit psychomimetic effects, making it the non-psychoactive component in Cannabis Sativa (Boggs et al., 2018). In individuals with schizophrenia, the effects of THC can trigger amplified psychotic episodes, provoking relapse (Koleza et al., 2020). However, studies have been conducted to determine the possible therapeutic effects of CBD due to its antipsychotic profile (Peres et al., 2018). Multiple studies have proven that CBD reduces psychotic symptoms in schizophrenia (McGuire et al., 2018). 

Another way that nature is used to alleviate symptoms of schizophrenia is through interactions with animals. Currently, I am working in Caledon at a Ranch that houses individuals with schizophrenia. The ranch is not only home to the clients but some farm animals as well. There are 2 miniature ponies, 3 alpacas, 2 sheep, 5 goats, 16 chickens, and 3 peacocks. The ranch sits on 23 acres of land. The animals provide comfort and responsibility to the client. There is also a community garden on the property. The clients on the ranch and in the community learn to care for the animals and community gardens. The program aims to teach life skills to the clients. 

What other medical conditions could be treated or benefit from CBD? Research has shown that CBD can be used to ease chronic or neuropathic pain (Rapin et al., 2021). Furthermore, mental health conditions like anxiety and depression can be treated with CBD (Rapin et al., 2021). Findings have shown that CBD is effective when individuals experience moderate to severe symptoms (Rapin et al., 2021). 

I find it so amazing how nature can be used to help individuals with mental health issues and improve well-being. It is not a very nature-isc view but nature is involved to some level. 

I look forward to reading your blog post and find out what in nature interest you!

Thank you, 

Makayla 

Boggs, D. L., Surti, T., Gupta, A., Gupta, S., Niciu, M., Pittman, B., Schnakenberg Martin, A. M., Thurnauer, H., Davies, A., D’Souza, D. C., & Ranganathan, M. (2018). The effects of cannabidiol (CBD) on cognition and symptoms in outpatients with chronic schizophrenia a randomized placebo-controlled trial. Psychopharmacolog

Kozela, E., Krawczyk, M., Kos, T., Juknat, A., Vogel, Z., & Popik, P. (2020). Cannabidiol improves cognitive impairment and reverses cortical transcriptional changes induced by ketamine, in schizophrenia-like model in rats. Molecular Neurobiology, 57(3), 1733-1747.

McGuire, P., Robson, P., Cubala, W. J., Vasile, D., Morrison, P. D., Barron, R., ... & Wright, S. (2018). Cannabidiol (CBD) as an adjunctive therapy in schizophrenia: a multicenter randomized controlled trial. American Journal of Psychiatry, 175(3), 225-231.

 Rapin, L., Gamaoun, R., El Hage, C., Arboleda, M. F., & Prosk, E. (2021). Cannabidiol use and effectiveness: real-world evidence from a Canadian medical cannabis clinic. Journal of Cannabis Research, 3(1), 1–19. https://doi.org/10.1186/s42238-021-00078-w

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Hi Makayla,

I enjoyed your blog post as I learned a lot about how nature can be used to treat medical conditions and improve an individual's well-being. Your research on the therapeutic effects of CBD for schizophrenia and the use of animals in therapy for individuals with mental health issues is fascinating to me. I knew of the relaxing aspect CBD has on the muscles and mind, but I did not know anything about its application to schizophrenia. It is interesting to think about the wide variety of things nature provides that benefits humans.

This makes me think about all of the ecosystem services which nature supplies. As many of the people in this class have discussed in their blogs, nature provides aesthetic, inspirational, and cultural values. A specific example of this mental gain is the "sense of place" nature gives, which is discussed in unit 1 of the textbook (Beck et al., 2018). The familiarity a sense of place brings helps me feel grounded in life and see things differently. The most beautiful aspect of nature is that it supplies a multitude of important functions that have a huge impact on humans' physical and mental well-being. 

Interpreters allow us to recognize and value these functions (Beck et al., 2018). When interpreting history, most interpreters illuminate the lifestyle and stories of traditional communities and cultures (Beck et al., 2018). By learning the importance of using traditional knowledge and cultural practices, we facilitate modern scientific research and innovation (Beck et al., 2018). As you eluded, the traditional use of cannabis for medicinal purposes has informed modern research on CBD's therapeutic effects for various medical conditions.

Overall, nature profoundly impacts human health and well-being, and it is essential to value and protect these functions for future generations.

References

Beck, L., Cable, T. T., Knudson, D. M. (2018). Interpreting cultural and natural heritage for a better world. Sagamore Venture.

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Pheromones: Nature's Secret Language

Like many of you, I found this blog prompt to be intimidating. Since a lot of us are in our undergraduate degree majoring in a science, we have learned a considerable amount about nature. I am in awe of how complex and stunning nature is daily. This feeling often arises when I observe something beautiful in the outdoors. Instead of focusing on one of the many visual things that make me love nature, I made this post about something you can’t see with the human eye, the secret language of pheromones.

Last semester I took a course called “Natural Chemicals in the Environment” (the course code is ENVS*3040 if you are interested). I took the course as I felt many of my classes were going over similar topics, and I found it hard to stay interested in topics I had already learned. When I read the description for this course, I didn't know any of the material being covered, which grabbed my attention. This course opened my eyes to a huge part of nature that was unknown to me. For those of you that don’t know what semiochemicals are, I think you will find them as interesting as I have. Semiochemicals are naturally occurring chemicals that, when released, mediate interactions between species (Sonenshine, 1985). Specifically, the semiochemical type that interests me most is pheromones. In this blog post, we will explore the fascinating roles of pheromones in the natural world.

Pheromones are semiochemicals that mediate intra-specific interactions (interactions between the same species) (El-Shafie & Faleiro, 2017). When an individual receives the signal from the pheromone, it causes them to exhibit a particular behaviour. These signals can communicate many messages from a distance (Sonenshine, 1985). They can notify the presence of predators to communicate danger, attract mates, mark territory, and even lead individuals to a particular source. An example is how ants use pheromones to make a trail out of chemicals to lead between their nest and a food source (Chalissery et al., 2019). This allows other ants to follow the trail and locate food.

Video: How Ants Get a Taste for the Trail

Ants use their antennae to sniff out food and other ants. It’s how they make sense of the world. But how exactly do they use them?

The most interesting part is that this ‘community of communication’ is entirely invisible to all other species (Sonenshine, 1985). Each species has methods to maintain the specificity of the chemical release so that only their species can receive the message. Even closely related species have mechanisms to only notify individuals of their species. This is particularly important to maintain reproductive isolation (Sonenshine, 1985). For example, closely related moth species have different times when they release sex pheromones to prevent interbreeding (Jeremy & Ring, 2016). 

Overall the secret world of pheromones is an amazing aspect of nature that allows communication between species in ways entirely invisible to us. Although we know a lot about nature, there is always more to learn, and I am consistently amazed by the beauty of the complexity of our environment. Interpreting the complexity of pheromones allows us to acknowledge the many complicated relationships within nature and see ourselves as species of a larger ecosystem (Beck et al., 2018). I hope that by providing this information, you can better appreciate the beauty and complexity of diversity in nature and understand our part in protecting it (Beck et al., 2018).

Learning about something so discrete makes me think: what other amazing discoveries await us in the future?

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage for A Better World. Sagamore Publishing 

Chalissery, J. M., Renyard, A., Gries, R., Hoefele, D., Alamsetti, S. K., & Gries, G. (2019). Ants Sense, and Follow, Trail Pheromones of Ant Community Members. Insects, 10(11), 383. https://doi.org/10.3390/insects10110383

El-Shafie, H. A. F., & Faleiro, J. R. (2017). Semiochemicals and Their Potential Use in Pest Management. Biological Control of Pest and Vector Insects. doi: 10.5772/66463

Jeremy D. A., & Ring T. C. (2016). Pheromone Communication in Moths : Evolution, Behavior, and Application. University of California Press.Sonenshine, D. E. (1985). Pheromones and Other Semiochemicals of the Acari. Annual Review of Entomology, 30(1), 1–28. https://doi.org/10.1146/annurev.en.30.010185.000245

The New York Times. (2016, March 24). How Ants Get a Taste for the Trail [Video]. The New York Times. https://www.nytimes.com/video/science/100000006261057/how-ants-get-a-taste-for-the-trail.html

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Unit 07- Nature Interpretation in Music

Music in nature can be found everywhere! Gray et al., 2001 provide two great examples through the use of bird and whale calls. While these are two very different noises, they are still great examples of how factors in nature can be considered music to our ears! Another example of music in nature that I personally love as a reptile/amphibian fanatic is frog croaking. Frog croaking while enjoyable to listen to by itself, brings me a sense of excitement as it reminds me of the little parts of the ecosystem that work together. This initial song of theirs reminds me that even though you can’t usually see them at first, they’re often close by and just hiding in tall grass or weeds.

Gray et al., 2001 mentioned that humpback whales in the same breeding area sing the same songs which evolve year to year, but that whales in different oceans sing totally different songs. After reading this, I began to reflect on the music in nature that reminds me of the summers I spent outdoors as a child, cicadas buzzing. When hearing a clip of this noise I’m immediately transported back to playing in the hydrofields near my childhood home with my friends. To me, the sound of cicadas buzzing is the sound of my childhood summers, but the comment about the whales from different areas singing different songs made me reflect on the experiences of others. While some individuals may also resonate with the buzzing of cicadas, others might consider the sound of a river flowing or loons calling as their most prominent musical tie to their childhood summers.

While I struggled a bit more to attempt to answer the prompt of where nature is in music, I eventually thought of one of my favourite verses in one of my favourite songs. The chorus in the song “Everywhere, Everything by Noah Kahan” relates to nature in a way and I think that’s one of the reasons that I appreciate it.

He sings:

Everywhere, everything

I wanna love you ‘til we’re food for the worms to eat

‘Til our fingers decompose

Keep my hand in yours

At first when hearing these lines, I was left thinking about how sweet and romantic they were but after thinking about the ‘nature in music’ side of it I can appreciate it even more for a different reason. Noah Kahan often sings about nature within his songs, does anyone else listen to him and what is your favourite line that references nature?

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science (American Association for the Advancement of Science), 291(5501), 52–54. https://doi.org/10.1126/science.10.1126/SCIENCE.1056960

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I completely agree with your perspective on music in nature. It's amazing how nature makes music through rhythmic sounds and beats. It's also cool how this form of music can produce powerful memories and emotions. The connection between music and nature and its relatedness to humans is a testament to the interconnection of all living things. This connection also brings about the idea of music as a universal language.

The emotions you have connected to the sound of a frog croaking are great examples of how music in nature can remind us of the intricate parts of an ecosystem and how they all work together harmoniously. The sound of a frog croaking reminds me of hot summer nights at home. This is because I live in the country, and there is a swamp full of frogs right across the street that become very loud at night. I find it interesting how the same sound holds different meanings for us and evoke unique memories and emotions. This can be related back to the Gray et al. (2001) article where whales in different oceans sing different songs and whales within the same area sing the same song (Gray et al., 2001). Similarly, humans have different emotions connected to sounds in nature, if they grew up in the same area maybe these sounds would evoke the same emotion.

Lastly, I appreciate you introducing Noah Kahan's lyrics. I don't think I have ever listened to his music but from the lyrics you provided, the lyrics you provided describe the connection of living things and the cycle of life in death in a very powerful metaphor. It's a beautiful reminder that we are all a part of nature.

Thanks for sharing!

References

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science, 291(5501), 52. https://link-gale-com.subzero.lib.uoguelph.ca/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8

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Unit 7: Nature Interpretation Through Music

Many people, including myself, are unaware of the close relationship between music and nature. Before reading this week’s content, when thinking about music, I visualized concerts, speakers, and instruments. I believe most people initially think of music as a human invention, something that is created and performed by people. In reality, music is not limited to these human-made objects and is all around us in nature. Indigenous cultures have long recognized this as they deeply respect nature and have incorporated music into their spiritual practices and ceremonies (Beck et al., 2018; Hoefnagels, 2011). Indigenous peoples also create music that is inspired by the natural world, such as songs that contain ancestors'  ecological knowledge, teachings, and wisdom (Lepofsky et al., 2020).

As the woman in the Ocean Mercier video discussed, combining indigenous knowledge with science can provide new perspectives (World Economic Forum, 2014). By taking a more holistic approach to music and nature, we can expand our understanding of the relationship between music and nature and provide a more inclusive and engaging interpretation experience for the audience. 

Music is a universal language that is shared by many species, including whales and birds (Gray et al., 2001). Recently, research has revealed some striking similarities between the singing of these animals and the music of humans (Gray et al., 2001). For example, humpback whales construct songs with structures similar to human compositions. Similarly, bird songs use the same rhythmic variations, pitch relationships, permutations, and combinations of notes as human composers, and some bird songs even resemble musical compositions (Gray et al., 2001). As Gray et al. (2001) concluded, the similarities between human and animal music suggest that music may predate humans. I believe that from the information in this article, these animals use songs for similar purposes as humans, and thus these songs are produced for emotional, social, cultural, and/or cognitive purposes (Gray et al., 2001).

So, where is nature in music? And where is music in nature? I personally think nature and music are beautifully intertwined. Music is inspired by nature, nature is found within music, and music is found within nature. The rhythmic patterns of the natural world are reproduced in the music of many cultures, from Indigenous cultures to classical music. The sounds of the wind, the leaves on trees shaking, waves crashing, thunder, and rain are all rhythmic sounds found in nature. These rhythms are what inspired music as we know it today. 

By recognizing the close relationship between music and nature, we can gain a deeper appreciation for both and develop a greater sense of connection to the world around us. Thus, nature is everywhere in music, and music is everywhere in nature. 

Lastly, a song that reminds me of nature is the song “Tongue Tied” by Grouplove. This song is upbeat and reminds me of summer road trips, specifically beach trips with friends. Similarly, the song “A-Punk” by Vampire Weekend is upbeat and reminds me of summer. Another song that reminds me of a natural landscape is “Pink + White” by Frank Ocean. This song prompts the listener to visualize a specific landscape that I find calming and beautiful.

Take a listen to the links below :).

References

Beck, L, Cable, Ted T., Knudson, D. M. (2018). Interpreting Natural & Cultural Heritage. Sagamore-Venture Publishing. 2018

Dana Lepofsky Professor in Archaeology, D., Fernández-Llamazares Researcher in Ethnecology, A., & Recalma-Clutesi Contributor to the special issue on Ethnobiology Through Song/CEO Ninogaad Knowledge Keepers Foundation/Board of Directors APTN, O. K. (2020, January 2). Indigenous song keepers reveal traditional ecological knowledge in music. The Conversation. Retrieved February 28, 2023, from https://theconversation.com/indigenous-song-keepers-reveal-traditional-ecological-knowledge-in-music-123573#:~:text=For%20Indigenous%20Peoples%20who%20have,deep%20in%20our%20sacred%20memory. 

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science, 291(5501), 52. https://link-gale-com.subzero.lib.uoguelph.ca/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8

Hoefnagels, A. (2015). Music of Indigenous Peoples in Canada. In The Canadian Encyclopedia. Retrieved from https://www.thecanadianencyclopedia.ca/en/article/first-peoples-music

World Economic Forum. "Ideas @Davos | Ocean Mercier | Indigenous Knowledge and Western Science." YouTube, uploaded by World Economic Forum, 21 March 2014, https://www.youtube.com/watch?v=SoQS_7yjStE&t=3s.

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The Gifts of Interpretation

This quote by Edward Hyams is inspirational as everyone can interpret it differently. Personally, I believe the author was trying to describe that many people may not see ancient things as important. However, it is essential that stronger connections are formed with ancient things as they can have significant meanings in our lives. For example, each ancient thing can create a different memory for each person and each memory may describe a different history. Next, he describes the importance of integrity and how integrity is needed to keep the parts of a whole together. I think this means that integrity is needed to keep the many bits of information and the historical context of ancient things combined. It can represent the pieces of a puzzle. Without integrity the pieces of a puzzle would not fit together and the history of something would not be complete. Furthermore, the second part of the quote means that just because history has passed, does not mean it is the end. Historically everything that has happened in the past, has a direct relationship with things that may be occurring in present time.

This quote can connect to a quote I read in the textbook. “History forms values to guide living in the present” (Beck, 2018). The quote describes that all the victories and failures in history allow for the future to be better. History is essential as it guides us in present time, and without it, people with continue to make the same mistakes. When reflecting on the past, we are now able to develop a stronger understanding of who we are and why certain things have happened. It acts as a role model so that we can grow and develop as people and change for the future.

To continue, this quote can connect to nature, specifically, climate change. When considering the history of climate change, and how much it has changed, it is important that in the present we are doing whatever we can to help prevent climate change from worsening. We can look back to the past to see what things in history contributed to climate change and have now led to this worsening outcome. This is an example of how we can reflect on the past to change the present. For example, in present times there are electric cars which are better for the environment as they run on renewable energy and are essential in reducing air pollution. We can also look back on the process of deforestation and recognize how cutting down so many trees in the past, although it still occurs today, has been negative for the environment. Luckily, there have been efforts put in contributing to reforestation which will benefit the future of the environment.

Overall, this quote is super influential and it’s amazing how everyone can have a different interpretation of it. Do you have any other ideas of how nature can compare to this quote?

I look forward to hearing your responses - Tiana

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. SAGAMORE Publishing.

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I really enjoyed reading your post, as you raised some good points regarding this week's content. Your interpretation of Edward Hyams' quote was similar to mine however the connections you made to climate change were very creative. I agree that, like history itself, the history of nature is an important aspect we can learn from and use to make positive changes in the present and future.

When I think about nature in relation to this quote, I am reminded of the unity of all living things and the importance of considering the whole system. Just as integrity is needed to keep the parts of a whole together in the context of history, integrity is also needed to keep nature in balance. Each species plays a role in the functioning of the ecosystem, and when one part is disrupted or lost, it can have cascading effects on the rest of the system.

In this sense, I think the quote could be interpreted using just the lens of nature and as a lesson to interact with nature with integrity and consideration for the whole system. By treating nature with this level of respect and considering the history of human impacts on the environment, we can work towards a more sustainable future that values the health and well-being of both people and the planet.

Overall, I think this quote promotes interpretations of all kinds to encourage us to look beyond the surface and pursue deeper connections and understandings, whether we are reflecting on history, nature, or any other aspect of the world around us.

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Interpretation Through a Historical Lens

There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things. …. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it.

- Edward Hyams, Chapter 7, The Gifts of Interpretation

This quote is an example of interpretive writing. Edward Hyams relates to the life of the reader and gives insight into the importance of history, thus motivating the reader to care about the topic. 

This quote can be interpreted differently depending on the view of the individual reading it. I will unpack this quote through a historical lens. The overall meaning of this quote is that history should not be ignored. People that “think, feel or act” as though the past is over and see history as irrelevant must understand the value of viewing the complete picture of our past (Edward Hyams, Chapter 7, The Gifts of Interpretation). Considering history encourages a better understanding of the challenges that are present today (Beck et al., 2018). Interpreters play a key role in the education of these individuals. Often interpreters tell engaging stories to open the audience's eyes to how history relates to their lives (Beck et al., 2018). The result of such programs is citizens with new perspectives about themselves and their community (Beck et al., 2018). These programs inspire individuals to take action on current issues in the world and also be inspired to live up to the success and innovation of the past (Beck et al., 2018). 

The following quote discusses how history can shape these new perspectives:

“We need the past for our sense of who we are. We need the past for a sense of our civic responsibility, how all these benefits and freedoms came to us, and what it is our duty to protect.”

- David McCullough (Beck et al., 2018)

A difficulty in historical interpretation is accuracy and authenticity. Recently I went to an interpretive presentation at the Eldon House in London, Ontario. This house is the oldest in London as it was built in 1834 and still stands. The Eldon House was home to generations of mostly related families. During this interpretive presentation, I learned in detail what living in London was like during this time and compared that to how I live today. The interpreter went through each room and discussed the room's significance, what activities were done there, how the residents lived and talked about specific artifacts in the rooms. As the textbook discussed, historical interpretive programs can't be 100% accurate and authentic. However, the key to being as authentic as possible is to admit when certain aspects of the presentation are not entirely accurate (Beck et al., 2018). The interpreter in this program did exactly that. The interpreter had no problem discussing the changes that had to be made to the house so it was accessible to the public and often discussed some aspects of the house that they could not keep entirely authentic. After going through the rooms, I understood how different people's lives were back in the late 1800s. For example, although I knew how common slavery was at the time, after seeing the house and learning from the interpreter, I had a new understanding of the topic. 

EXPLORE THE HISTORYWELCOME TO ELDON HOUSELEARN MOREEXPLORE ELDON HOUSE WITH A HISTORICAL INTERPRETERGUIDED TOURSClick HereFIND OUT WHAT IS H

With this first-hand experience of historical interpretation, I saw many interpretive methods being used, all proven effective. After leaving the Eldon House, I had a new personal understanding and perspective of the past. 

From this experience and this week's content, I have learned that with the help of interpreters, the history a place holds can be shared with the public allowing them to learn and gain new perspectives to build a better future. 

References

Beck, L., Cable, T. T., Knudson, D. M. (2018). Interpreting cultural and natural heritage for a better world. Sagamore Venture.

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My current thought bubble

This week's blog post is a sigh of relief for me. I am at that point in the year, in the season, and in the semester where everything feels overwhelming. Every small task and occasion feels like another marathon. I do not find that this feeling hits me as much during the fall semesters and I think in large part this has to do with the weather. I study wildlife biology and conservation, to a lot of people this may seem like a zoology adjacent major; and in large part it is. You might assume that I chose this major because I love biology and I love animals; and while these are both true, there is one reason above all. I chose it because I love wildlife in every sense of the word. I love being outside and breathing in the fresh air. I love the sounds of the forest and hearing all the other species just existing in harmony. To me nature is my safe haven, when I feel stressed and overwhelmed I go outside; because outside in nature there are no expectations or deadlines, or distractions.

I think another reason that I am feeling the way I am is because it’s my last semester. Everyone keeps asking me what plans are after school, everyone keeps asking if I'm excited; and sure I am excited. But mostly, I’m scared. I am pursuing a masters in large part because I love the field, but also because I want to extend school. I have been a student for all of my life, I have no idea how to be something else. So apart from all of the normal stresses of life, of the semester, and of the season, I am also stressed about the future, about what the next few years of my life will look like. Although this class is stressful like all other courses, it’s also a breath of fresh air.

This course has challenged me to push the boundaries of what my degree could be, what my future could look like. I always thought that my future in science had to either be field work, or in formal education settings (like schools). This course has allowed me to see all the other paths that exist in science. This class has shown me all the ways that I could share my passion for science and nature with others. 

This week’s prompt is forcing me to sit down with my thoughts and just listen to them. Usually I don’t like to sit here and just think, I am a very practical person and for me time should always be used on reality not on hypotheticals; but this prompt is giving me a chance to focus on the hypotheticals for a practical and real reason. This prompt is really just a giant thought bubble of what is currently in my brain, but hey that was the prompt. I don’t really know how to end this, I guess there’s no real conclusion or ending. These are all feelings and emotions from the present and for the future so the ending won’t come until the future does.

This post was kind of dense so here is a happy moment in nature interpretation for me this week! Featuring Sensational Snakes and Piglet the Western Hognose!

[abenvs3000w23]

Hi Vic,

I loved how open and genuine this post is. Similarly, this week's prompt made me sit in my thoughts, listen to them and heavily debate whether I should share this more vulnerable side to life. I also made this week's blog post about my current and past stresses and feelings. Many of these feelings I discussed in my post are closely related to yours. You also included some of the worries and stresses I held back in my post. 

Although I am in my third year and have two years left after this semester, I relate to the fear and uncertainty of what comes next. As I discussed in my original post, I have had this fear of the ambiguity of my future for a huge part of my life. And decisions, in general, are very difficult for me, especially when I feel the decision will have a lasting impact. I haven't yet decided what I will do after university. I may pursue a master's or just try to get experience by going straight into the field. Similarly to you, I almost find comfort in school and being a student. This is because my purpose is outlined, and I am working towards something. After I graduate, I think I will feel lost on my purpose and where to get started on this new chapter in life.

I also wanted to comment on the weather impacts mental health. In spring, summer and fall, I find going outside is quite literally a breath of fresh air and is the best way to put my mind at ease from all of life's stresses. As you said, the winter semester can be super difficult as this outlet is unavailable to us. Instead of a sunny day, hearing the beautiful sounds of nature were greeted with a cold, cloudy, dark environment which has a huge impact on my motivation and how easily I get overwhelmed. I still look forward to the less cloudy days and try to do school work in nicely lit environments like the 5th floor of the campus library.

I find it difficult to share these personal emotions and stresses with my classmates, as, for me, most of you are strangers. I also feel that showing vulnerability like this is looked down upon, even though many of us are in the same boat. Nevertheless, sharing our “thought bubbles” on this platform is a healthy way to come to terms with how we've been feeling lately and allow others to feel as though they are not alone.

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A Life of Ambiguity

When viewing this week's course material and seeing there was no prompt, I had an immediate feeling of uncertainty and stress. I started thinking about why I have this automatic fear when it comes to open-ended assignments, and many other situations in life that are ambigious. This made me wonder if any of my classmates feel the same way so I decided to write this weeks post on the ambiguity and uncertainty of many aspects of life.

Throughout my life, I have found myself to be indecisive. Even small choices about what I want to eat or what I want to do with my free time are difficult for me. The reason for this is my fear that with something so open-ended, I will make the "incorrect" choice. Due to my indecisiveness and lack of passion in the past, the ambiguity of life has been challenging at times. Like many of you, I am still finding myself. Although I have come to terms with not knowing myself entirely, I was not always this way. 

From a young age. I felt pressure from my parents, friends, and teachers through elementary and high school to find myself, find what I'm passionate about, and determine “what I want to be when I grow up.” This pressure continued through my teen and early adult years, with much of the pressure coming from myself. I felt behind as it seemed that all my peers had a plan in life, and I did not. Many of my friends knew what they wanted in their futures. They had the program and university they wanted to attend planned out, had hobbies, and spent time doing things they found enjoyable. At the time, I had not found a sport or hobby that interested me. Due to this uncertainty and the many paths one can take after high school, I decided to do what most of my friends and older sister had done. As it is now clear, I am enrolled at the University of Guelph. I decided to get my Bachelor of Science degree, majoring in biological science. I chose this program because science and math were the only subjects I didn’t dislike in high school. I also discovered that this program is very open regarding selecting courses. This allowed me to be my indecisive self and explore several avenues until I discovered my interests. Throughout my first and second years at the university, I took many diverse courses, including criminal justice, food science, environmental science, botany, genetics, human kinetics, computer science, chemistry and many more. By doing so, I found my passions in botany and many fields of environmental science. I am so grateful I decided to jump into something I was unsure about, as finding these passions through my degree has shaped the person I am today.

Life is full of decision-making, which can be challenging at times, especially when you haven't discovered what you're passionate about. The best part about the ambiguity of life is that you always have other options. It doesn't matter how long it takes someone to find their passions and there's never a single choice in life you can't come back from.

How did you find your passions and hobbies?

As I said, in the past year, I discovered my passion for plants. As I have taken more botany courses and environmental sciences relating to plants, my indoor plant collection has grown. So much so that the room I originally used for my office has become a little indoor greenhouse. If you have been following my blog, you would know that I love photography. I took some photos to share today of my plant collection.

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UNIT 04

I believe that art in general is a beautiful and personal way to experience various things in our everyday lives that would otherwise be considered mundane or normal. I think that interpreting nature through art is an amazing way to view nature in your own unique way. No two people will view nature the same and that is the beauty behind interpretation. As interpreters, our goal is to engage others to experience nature in their own way that is special and meaningful to them. It is impossible to push your own exact view on others, rather, you must be gentle with your audience and allow them to come to their own conclusion about what nature means to them. The textbook states that performing and visual arts have long been counted among the tools of interpretation and both of these are important ways to engage your audience (Beck et al., 2018). A quote written by Jay Griffiths (2013) says, “art elicits sympathy, conjures empathy, and these emotions are requisite for a kind, kinned sense of society.. For the greatest artists do not make their best works of art in clay or paint or sound or words; they make them right inside us, within the heart of the reader or audience” (Beck et al., 2018). I thoroughly enjoyed this quote as it holds true for interpretation as a whole. All art that is created is made differently in each of us, with no ‘true’ meaning. It is left to the interpreter to decide how a piece of art makes them feel. 

The use of the arts in interpretation have proven to be extremely effective in attracting and serving visitors and many have recognized that this style of programming strongly attracts the “unconverted” those people who are not necessarily passionate about the environment or history (Beck et al., 2018). This shows that the gentle workings of art elicit a change in people who are otherwise uninterested in a topic. Art speaks to all individuals differently no matter what the medium is (visual art, poetry, theatre, music etc.). A friend of mine once painted me their version of a purple seascape with a sailboat in the distance. To them it was a simple painting that they did not deem to be good, however, it is my favourite painting to this day and whenever I am feeling stressed or anxious, I look at it and it calms me. It reminds me of how peaceful the ocean is at sunset and the colours create a calm atmosphere within myself. I am forever grateful for that piece of art and how it allows me to interpret the calmness of nature. 

In all, nature is best perceived through art in my opinion. It allows individuals to have their own special relationship with the medium being interpreted and also allows the individual to have their own experience within themselves. I personally love interpreting nature through various mediums whether that be through reading, painting, taking photos or viewing paintings. The beauty of nature can be seen anywhere at any time making the experience of stumbling upon a favourite pierce of art just that much more special.

Works Cited

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage : for a better world. Sagamore Venture.

Here are some of my favourite ways to interpret nature through art :)

[abenvs3000w23]

Hi Victoria, I see many similarities and differences in how we view art and nature. My original thoughts regarding art media and nature is that art inspired by nature allows individuals to capture only a moment of beauty. Only the human eye can fully perceive the true beauty of nature.

After reading your post, my view on this idea has changed. Although the human eye must view the entirety of a nature scene, art is a great medium to display the beauty of nature in a unique, meaningful way. A place can be overwhelming, complex and confusing; art mediums allow the public to “extend the range and impact of what we admire” throughout our lives (Beck et al., 2018; De Botton & Armstrong, 2013). As you said, no two people view nature the same way. I also believe that no two people see art or interpret beauty in the same way. Art allows artists to share how they see the world and allows viewers to interpret their own meaning and discover the beauty that makes the piece special to them. To me, an artist is an interpreter. Both nature interpreters and artists strive to embrace the beauty of the world around us and share that with the public (Beck et al., 2018). ​​This enables individuals to see the beauty and complexity of a place and gain an appreciation of nature’s “gift of beauty,” thus inspiring them to encourage resource preservation and conservation to protect the beauty of our world (Beck et al., 2018).

Overall, I agree strongly with your perception of art and nature. I also interpret art through painting and photography!

References:

Beck, L., Cable, T. T., Knudson, D. M. (2018). Interpreting cultural and natural heritage for a better world. Sagamore Venture.

De Botton, A., Armstrong, J. (2013). Art as therapy. New York, NY: Phaidon Press.

[abenvs3000w23]

Risk and Natures Beauty Through Art

I have always considered myself to be a relatively cautious person when it comes to risk. I first evaluate how the particular risk would affect me and the likelihood that the scenario will happen. However, an instance where risks weren't considered occurred when I was 12 years old and on a walk through a forest with my mom and two siblings. My younger brother said he needed to use the washroom after we had been walking for an hour. My mom decided it was a good time to leave and walked off the path through the forest to find a shortcut back to the car. She could hear the road through the forest and assumed we were close. My siblings and I followed her. After walking off the trail for a while, we could no longer hear the road sounds. At that point, we had no idea where the trail or the road was. It was getting dark and cold out, and my mom had lost service on her phone and began to panic, as did my siblings and me. Thankfully after calling out, a couple of hikers heard us and led us back to the trail with their voices. Using the lemon theory, this experience had two lemons: deciding to leave the trail and not keeping track of where the trail was. We were fortunate not to get the “jackpot of disaster.” 

Since this experience, I have always been a little cautious when walking through a forest, but I have faced my fears and been rewarded with the ability to enjoy the beauty of nature again. Recently I went for a two-hour walk on “Little Tract” in Cambridge on my own. 

I have always found a special kind of beauty in nature and find the different ways people interpret this beauty through art fascinating. The Britannica Dictionary defines art as “something that is created with imagination and skill and that is beautiful or that expresses important ideas or feelings” (Britannica, 2023). Thus, art can be many things, from drawings and paintings to photography, sculptures, literature, and dance. I see nature observation itself to be an art. Since only a moment in time can be captured through other media, the beauty of nature can only truly be captured by the human eye. 

Interpretation allows us to respond to the beauty of the environment by giving it significance and reason (Beck et al., 2018). This occurs by connecting a tangible thing with an intangible meaning, giving individuals the essence of a place (Ham, 2013; Beck et al., 2018). It inspires people to continue to see beauty in their surroundings, themselves, and others (Beck et al., 2018). This “gift of beauty” gives people the ability and desire (spiritual uplift) to encourage resource preservation (Beck et al., 2018). 

I interpret nature through the art media of photography and painting. Capturing the beauty of nature scenes was always the most enjoyable to me. Although I haven't painted in a while, painting gives me a sense of “flow,” as Mihaly Csikszentmihalyi (2004) describes in his TED talk as a feeling that appears when someone does what they want to do (Csikszentmihalyi, 2004). When I paint, I feel a sense of clarity, motivation, and ability (Csikszentmihalyi, 2004). Here are a few of my paintings:

References

Beck, L., Cable, T. T., Knudson, D. M. (2018). Interpreting cultural and natural heritage for a better world. Sagamore Venture.

Encyclopædia Britannica, inc. (2023). Art. Encyclopædia Britannica. Retrieved February 2, 2023, from https://www.britannica.com/dictionary/art 

Mihaly Csikszentmihalyi: Flow, the secret to happiness - ted. TED. (2004). Retrieved February 1, 2023, from https://www.ted.com/talks/mihaly_csikszentmihalyi_flow_the_secret_to_happiness

[amvenvs3000w23]

A Step In Their Shoes

The idea of different privileged individuals has become a mainstream topic in recent years, as many human rights cases have come to light. To me, privilege is an advantage an individual has, based off of their socioeconomic status, age, sex and or race of the individual. For example, people born in wealthy households with two parents, have the advantage of having all necessities with extras provided to them. This allows them to focus on other things such as education, whereas an individual in a poorer household may have to focus most of their time finding food or shelter rather than an education.

The idea of privilege is everywhere in our world, even in nature interpretation, despite the best efforts of interpreters worldwide. Within the American parks system, Beck et al (2019) found that African Americans and Hispanics were often underrepresented amongst park visitors, with Caucasians making up the majority of visitors. In a paper by Pease (2015), he determined the five main barriers discouraging park attendance from minority groups. These included economic (Marginality Theory), cultural, communication, lack of knowledge, and fears. All five of these barriers play off the disadvantages that members of the minority groups share. Nature interpreters usually work outside and in nature, proving it necessary for visitors to have transport and pay park fees. Sleeping in a tent is seen as fun for some cultures, but a reminder of homelessness for others. Many minorities speak a different language than the interpreter, making it almost impossible to understand the programs. For many it may be the first time to a park, and they may not have the knowledge or know how on how to navigate the park, leading to intimidation. Finally, the fear of wildlife, getting loss, or discrimination, leads to many individuals staying home. 

An additional form of privilege commonly encountered within nature interpretation, is the difficulties disabled individuals have navigating the natural environment. This disadvantage provides a great thought experiment as it is relatable to everyone. Everyone at one point in their life will either be temperately or permanently disabled (WHO, 2011). Imagine that time you had a broken arm, foot, or a nasty cut on your finger that prevented you from doing some daily tasks like brushing your teeth, eating soup, or walking more than 10 steps. These are the challenges people with disabilities face every day. Now Imagine with your broken foot you’d like to go on a nature hike to learn about the Carolinian Forest, but its 1.5km long on a muddy trail. Unfortunately, you would be discouraged from going on the hike and feel left out. As interpreters it is our job to fix these issues, to make interpretation available for everyone. Maybe it involves a special wheelchair accessible board walk to be put into place, or it may be as simple as presenting your program from the parking lot, using the trees and environment around to help enhance your presentation. These simple strategies would allow someone unable to walk a chance to participate and feel included. 

Beck, Larry, et al. Interpreting Cultural and Natural Heritage: For A Better World. Sagamore Publishing, 2019. 

Pease, J.L. (2015). Parks and underserved audiences: An annotated literature review. Journal of Interpretation Research, 20(1), 11-56.

World Health Organization. (2011). World Report on Disability. WHO/NMH/VIP/11.01. Geneva, Switzerland.

[abenvs3000w23]

Hey,

I enjoyed reading your post. I found it genuine and insightful. I agree with your definition of privilege as I define the term similarly. The example you discussed to demonstrate privilege effectively illustrates the effect the environment an individual is born into has on their life. Considering two people born in completely different environments makes the concept of privilege apparent. 

Many individuals find the concept of privilege difficult to understand, and thus, their privilege is unnoticed (Beck et al., 2018). I encountered this while writing about privilege for this assignment as I got into a discussion with one of my peers. When explaining privilege, the individual seemed to confuse the privilege they are born into with the accomplishments they have earned. Thus those with privilege may feel that they have earned this “advantage in life” by working harder or being smarter (McIntosh, 1989). When in reality, privileged people are granted these advantages from birth. Relating this to your example, examining a child born into a rich or poor home, it is evident that privilege is something the child is born into and has no control over. While the child born into a poor home may be working hard to make money to support their family, the other child may be at school getting an education paid for by their parents. 

An image that depicts difference in privilege:

In this image, both individuals start at the same point and have the same distance to travel. Although there is no “finish line in life,” I view the finish line as a goal the individuals have. As you can see, the individual on the left has far more advantages and will most likely reach their goal sooner than the individual on the right, who has far more obstacles. 

Privilege is a complicated and frustrating topic. Although I would consider myself privileged, I have learned of the differences and difficulties the lack of privilege can bring. By meeting people and hearing their stories, learning about their struggles, and seeing how different my life has been purely based on privilege, the concept to me is frustrating. In a perfect world, there would be no head start on life, no inequality, no discrimination, and no privilege.

References

Beck, L., Cable, T. T., Knudson, D. M. (2018). Interpreting cultural and natural heritage for a better world. Sagamore Venture.

McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack (1989) 1. Peace and Freedom. https://doi.org/10.4324/9781351133791-4 

Study says: Obstacles to reach gender equality. ICLD. (2019, October 29). Retrieved January 27, 2023, from https://icld.se/en/article/study-says-obstacles-to-reach-gender-equality/

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Privilege and Nature Interpretation

I define privilege as an aspect of one’s life that presents advantages and often is not noticed by the person who possesses it. Specifically, an individual or group has privilege if they live with a certain advantage that is not earned by the individual but given to them. This aspect of privilege is explained well in an article by Black and Stone (2008). This article outlines this by saying that privileges are granted to someone as a “birthright” and are not obtained from personal qualities, ability, or intellect (Black & Stone, 2008). Black and Stone (2005) examine the concept of social privilege, which expands the definition beyond race and gender and considers socially constructed categories such as sexuality, age, socioeconomic status, differing degrees of ableness, and religious affiliation (Black & Stone, 2005). Like race and gender, these demographics are not earned by the individual, they are a “birthright.” These categories are important to consider when describing privilege as the group a person is in may acquire an advantage. Privilege is also defined based on cultural values and societal norms (Black & Stone, 2008). Therefore, particular groups will have greater advantages than others based on their privilege and the area where they live (Black & Stone, 2008). As I stated, privilege often goes unnoticed by the individual that possesses it. This is primarily due to people being unaware of the advantages they possess compared to others, an invisible backpack (Gallavan, 2005). 

The concept of privilege is important to consider in all aspects of life. It is crucial for people to be aware of their privilege, not make assumptions about one's privilege based on their visible demographic, and acknowledge that others may not have the same level of privilege as they do. Privilege is also essential to recognize in nature interpretation. The interpreter must be aware of their privilege and the privileges of their potential audience. By acknowledging privilege, interpreters can better facilitate people in their audience of different demographics and cultures(Beck et al., 2018). Interpreters can also make programs more relevant and accessible to people. As the textbook included, interpreters first need to discern the reason for the small percentage of visitors that attend their program. People do not participate in programs due to not knowing about the opportunity, not seeing any value in the program, or wanting to participate but encountering barriers (Beck et al., 2018). By understanding the reasons for nonparticipation, interpreters can alter the program to make it more inclusive. Specifically, making people aware of opportunities, presenting information in a valuable way, and eliminating barriers, are methods to include these groups of nonparticipants. These steps are necessary to effectively communicate the interpreter's message to a broad audience (Beck et al., 2018). The Transit to Trails Act is an excellent example of interpreters addressing barriers (Ray, 2022). This act has established a program that provides transportation systems to and from underserved communities and public lands. With this program, communities that do not have access to trails and green spaces can now enjoy these areas at no cost.

Acknowledging privilege is essential to overcome obstacles in nature interpretation and strive to allow all individuals the opportunity to enjoy nature regardless of their demographic.

What are some new innovative ways to make these programs more inclusive and accessible to nonparticipants?

References

Beck, L., Cable, T. T., Knudson, D. M. (2018). Interpreting cultural and natural heritage for a better world. Sagamore Venture.

Black, L.L., & Stone, D. (2005). Expanding the Definition of Privilege: The Concept of Social Privilege. Journal of Multicultural Counseling and Development, 33: 243–255. https://doi.org/10.1002/j.2161-1912.2005.tb00020.x

Gallavan, N. P. (2005). Helping teachers unpack their "invisible knapsacks". Multicultural Education, 13(1), 36. https://link-gale-com.subzero.lib.uoguelph.ca/apps/doc/A137921591/AONE?u=guel77241&sid=bookmark-AONE&xid=9fe2f151

McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack (1989) 1. Peace and Freedom. https://doi.org/10.4324/9781351133791-4 

Ray, T. (2022, February 8). Transit to trails act. American Hiking Society. Retrieved January 25, 2023, from https://americanhiking.org/advocacy/transit-to-trails-act/ 

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Unit 02: Teaching Learners

When I first read the blog post question, I was not too sure exactly what was meant by an environment interpreter. The purpose of an environmental interpreter is to create critical interpretations of reality that are observed in natural and social areas. Interpreters must cater to each and every learner, and be able to quickly adapt to the audiences needs. Passion and drive is what makes an excellent interpreter, as well as their ability to make the audience care. 

As an environmental interpreter, my ideal role would be to promote the education behind global warming. Through my years of school, there have been very few teachers that have touched on these subjects, unless it was those who were passionate about this subject. Additionally, there has been a small number of guest speakers and presentations that have touched on this important topic. Stating that, as an environmental interpreter, it would be a dream to go and educate young learners about global warming, and what we can do as people to help save what we have left of nature. This will allow people to understand what is truly going on in our world. 

Educational speaking would entail a group of individuals, including myself, who are passionate about saving the world and want to pass their passion onto their audience. This professional speaking would start out in schools, educating the young, eventually making way to adult presentations held within the community. It could be interactive presentations, such as games, or it could be informational sessions with pamphlets to hand out. That being said, this begins to become a problem due to the fact that many do not believe in global warming. So this now becomes a very opinionated topic, and a topic parents may not want their children to hear about. Stating that, this might entail consent forms for parents to sign that will state if they wish for their child to take part in this presentation. Additionally, presenters must be understanding if people do not wish to attend. Overall, to be a speaker presenting such a topic, you must have passion and hope that we can fix the issues we as people have created. Moreover, you must be confident and proud about what you are doing, and how it can save the world and the human generations to come. 

As a passionate person who wants to see nature thrive, I believe that education is the first step to protecting the environment. Far too many people do not know enough about this topic, or do not know anything at all. Although this is such a difficult and opinionated topic to present, I believe with the right group of people, this can happen. Lastly, I do believe that informational speaking allows people to better understand what is happening in our world.  

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Hi Calli, I enjoyed reading your blog post about the ideal role of an environmental interpreter. I see many aspects of the reading from Beck et al. (2018) integrated into your blog post, along with effective methods that grab the audience's attention. Your planned role as an environmental interpreter is a great way to educate people about global warming.

In my blog post, I discussed climate change as well. It is essential for people to learn about and accept the reality of our changing climate to enact the changes needed. Environmental interpreters can educate groups of individuals with different levels of knowledge and beliefs regarding climate change with scientific proof of global warming. By employing different learning styles, allowing for individual interpretation, and providing valuable scientific information, information will be presented in a positive, enjoyable, interactive way. Thus, people will feel empowered to make a change. One of my favourite quotes regarding this topic is by Margaret Mead, an American anthropologist. 

With climate change being a global issue mainly driven by human activities since the 1800s, many believe it is more of a fact than something we have control over (United Nations, 2023). However, as this quote mentions, a small group of people can change the world if they desire to. By educating and involving citizens in the reality of our warming climate interactively and positively, individuals will find the passion and drive to enact change.

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Chapter 5. In Interpreting cultural and natural heritage: For A Better World (1st ed., pp. 81–101). essay, SAGAMORE Publishing. 

Margaret Mead. (n.d.). AZQuotes.com. Retrieved January 19, 2023, from AZQuotes.com Web site: https://www.azquotes.com/quote/196005

United Nations. (n.d.). What is climate change? United Nations. Retrieved January 18, 2023, from https://www.un.org/en/climatechange/what-is-climate-change

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Unit 2: My Role as An Interpreter

Environmental interpreters are essential to help individuals understand the environment in which they live. By doing so, interpreters can enhance an individual's experience and attitude toward the environment, allowing them to develop positive personal relationships with it (Ham, 1992 & Beck et al., 2018). By creating this positive relationship, individuals will feel empowered to act sustainably (Beck et al., 2018).

The ideal environmental interpreter uses their knowledge to allow people to develop this relationship with the environment. To facilitate this, an interpreter must consider the different learning styles of their audience, present information in a positive way, and allow individuals to interpret on their own (Beck et al., 2018). By doing so, the interpreter enables people to perceive the environment accurately (Beck et al., 2018). 

As an ideal environmental interpreter, I would focus on teaching individuals about the world's beauty and the impact of global warming. As Eliot Porter said, people typically notice flowers or the bright colours of leaves in the fall since these things grab their attention. Due to this, so much of the earth’s beauty is missed (Bett et al., 2018). As I noted in my introductory post, I enjoy appreciating the beauty of the portions of the earth that go unnoticed. Thus, as an interpreter, I want to introduce my audience to the beauty of the environment they have yet to see. By doing this, I would get my audience's attention by giving them a feeling of excitement and a new love for the environment (Bett et al., 2018). The audience finding a love for the earth will actively encourage them to act sustainably (Tilden, 1957). 

A great place to show my audience would be Yellowstone National Park. Although I have never been, I find images of this park intriguing and believe it is a good representation of the beauty the world has to offer. Unfortunately, due to climate change and warming winters, the increase in bark beetles has substantially reduced the presence of whitebark pine trees (Bett et al., 2018). Consequently, Yellowstone National Park is a good representation of the effects of global warming on the environment.

This park would show the audience the beauty of the environment while also introducing the impacts of global warming. As you can see in the photos below, this beautiful park is bound to grab the attention of many.

As an interpreter, I would discuss the park's history and highlight some beautiful features my audience may not notice. After this brief overview, I would allow my audience to explore the area independently to develop a personal experience with it (Beck et al., 2018). This personal experience is essential for individuals to value the park (Beck et al., 2018). After the audience understands the importance and beauty of this area, I would discuss the loss of whitebark pine trees due to a warming climate. By addressing the impacts climate change has had on the park, the group will understand climate change through first-hand experience, making it more valuable and authentic. 

After addressing the challenges of climate change, I would give the audience hope and optimism by providing solutions to this problem (Bech et al., 2018). By giving this experience a positive outlook, people will be more inclined to try to help solve the problem of global warming and want to learn more (Beck et al., 2018).

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Chapter 5. In Interpreting cultural and natural heritage: For A Better World (1st ed., pp. 81–101). essay, SAGAMORE Publishing. 

Ham, S. (1992). Environmental interpretation. Golden, CO: Fulcrum Publishing.

"Tilden, F.  (1957, 1967, 1977). Interpreting our heritage. Chapel Hill, NC: The University of North Carolina Press."

Photos:

https://www.history.com/news/10-things-you-may-not-know-about-yellowstone-national-park

https://www.yellowstonenationalparklodges.com/connect/yellowstone-hot-spot/10-insider-tips-for-visiting-yellowstone/