Finding Connection with Nature

An interpretive blog for ENVS*3000 by Alex D. (he/him)

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Disclaimer

This blog was created for ENVS*3000 (DE01), University of Guelph. 

The opinions expressed here represent my own and not those of the University of Guelph. 

The University of Guelph is not responsible for the accuracy of any of the information supplied by this blog.

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Unit 10 - Ready To Take On The World of Interpretation

When thinking back to the beginning of the semester, I am reminded of the level of learning that occurred over the past few weeks. It went beyond memorizing information from a textbook; rather, it involved the reflection of self in order to understand our positionality and how that position functions within the world of interpretation. We were able to acknowledge our strengths and areas of improvement and understand how the combination of these factors contribute to our ability to create meaningful interpretations. 

For this week's prompt, I wanted to make sure I chose the right words to describe my personal ethic as I develop as a nature interpreter. With this, I chose three words that I think sum it up quite well; these are curiosity, understanding, and respect. 

Curiosity is a big one for me. As someone who looks to pursue a career in education, lifelong learning has always been something that I have deemed tremendously important. In the world of interpretation, curiosity is the base of what drives our passion. It opens the door to new perspectives and encourages our pursuit to understand the “why” behind the topics we are teaching (Beck et al., 2018). And while we may not ever find that answer given nature's constant state of change, the things we do discover may shock us. One of the greatest things about nature is its ever-changing state so on that note… stay curious. 

Little curious me not yet realizing what the world had to offer :)

Being understanding is important, especially in the world of interpretation. For many, interpreters are the bridge between themselves and nature. When interpreting, we carry the ability to shape the knowledge of our audience (Beck et al., 2018). In doing so, creating a safe space where different learners feel welcome is important as we hope to successfully translate information in a way that creates meaning (Beck et al., 2018). Becoming an understanding interpreter involves the use of unpacking one’s invisible backpack (Gallavan, 2005). As I mentioned in an earlier post, one of my privileges involves having constant opportunities to learn more about the environment. While this exposure largely contributed to my love for nature and likely led me to my path of study, many are not awarded that same access. Because of this, people may possess different levels of environmental awareness (Beck et al., 2018). These differences can also turn people away from interpretation as they feel unwelcome within the space (Beck et al., 2018). That said, recognizing my privileges and using them to guide me through my interpretation is important as I will be better able to cater my presentation to the individual needs of the group. 

Last but certainly least is respect. Respect is a fundamental component in the development of my personal ethic. Not only is respect necessary when working with people from differing backgrounds, but it equally plays an important role as we occupy environmental spaces. When conducting an interpretation, we take up space in an environment that belongs to a wide range of species. Reminding ourselves that we are visitors to the given environment is crucial, especially when discussing topics such as conservation (Beck et al., 2018). Along with this, acknowledging and respecting the history that has occurred on the land is equally important. As an example, Indigenous peoples have close relationships with the land. Further, their beliefs, culture, and governing systems are all embedded within the land they occupy (Velde, 2016). As we enter this space and occupy this territory, acknowledging its history, thus, reminds people of its cultural importance and therefore instills a level of respect that can be carried throughout other paths of life.

As I am new to the world of nature interpretation, I still have many uncertainties regarding the role. Despite this, something I am certain about is my belief that everyone deserves to learn more about the environment that surrounds them. With this in mind, I hope to be that bridge; the bridge that connects our society to the world that exists beyond the concrete walls (divergent fans may appreciate the reference). With this, it is my responsibility as a developing interpreter to educate the public about the environment in a way that resonates with them in order to contribute positively to conservation efforts. This means presenting the information appropriately, demonstrating respectful attitudes about the spaces I am presenting as well as encouraging the development of motivation in regard to learning more about the world that surrounds us. 

Thinking about how I may approach my interpretation, using a multidisciplinary approach would suit my style best. Two of my favourite things are arts and science and what's even more interesting to me is finding a way to embed the two. Visual arts and scientific studies are often perceived as completely opposite worlds. While many differences exist between the two, utilizing them in combination has the ability to strengthen what you are attempting to translate (Wals et al., 2014). This is seen in a post from earlier where Crystalynn Tarr, a Canadian artist, uses watercolours made from natural substances to teach her audience about the beauty of nature. 

Photo from Chrystalynn Tarr's Instagram page

Seeing everyone's posts this semester has largely contributed to my learning. Reading about everyone’s experiences with nature reminded me that while these relationships are formed uniquely, something that is shared is nature's ability to comfort and educate. With that, I wish you all the best as you continue your path. 

 

Here are just a few last pictures I couldn't help but share in my last post of the semester

References 

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

Crystalynn Tarr [@Renderedearth]. (n.d). Posts [Instagram profile]. Instagram. Retrieved February 5, 2023, From https://www.instagram.com/renderedearth/

Gallavan, N.P. (2005). Helping teachers unpack their ‘invisible knapsacks.’ Multicultural Education, 13(1), 36.

Velde, B. V. (2016, September 6). Why indigenous rights matter. Conservation International. Retrieved March 26, 2023, from https://www.conservation.org/blog/why-indigenous-rights-matter#:~:text=Globally%2C%20Indigenous%20peoples%20call%20for,all%20rooted%20on%20their%20lands. 

Wals, A., Brody, M., Dillon, J., & Stevenson, R. (2014). Convergence between science and environmental education. Science. Retrieved March 27, 2023, from https://www.science.org/doi/10.1126/science.1250515 

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I really liked how you described your values, especially with how you used a singular word as an overarching theme before going into depth about how this word describes your ethics, as this helped comprehensively organized your thoughts. In general, I noticed that the overarching theme of these values is awareness. The desire to be aware of nature and its many lessons, to be aware of other people’s backgrounds as well as your own, and to be aware of how one’s behaviors have impacted and continue to impact the land with regard to sustainability and colonialism. I think awareness is key because interpreters are essentially bridges between the natural world and society, and this requires a good deal of knowledge and care for both sides. A bridge needs a sturdy foundation to stand strong. A multidisciplinary approach involving art and science appeals to me most as well, which combines art and science. Not only are these two of my greatest interests, but I think they can help inform each other and can be combined to make a more meaningful experience for the audience. And thank you for sharing some lovely examples of how art and science can be used together!

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Reflecting on the past, Looking to the Future (Unit 10)

Becoming an interpreter of any variety comes with a great deal of responsibility. You are becoming not necessarily an expert, but more of a Sheppard, in the teachings of an area. With this, you can help shape and develop the opinions and knowledge bases for others.  I believe that if you are an interpreter, your ethics must be concrete, as you have an responsibility to properly teach those you connect with. 

Growing up, like many others, your first teachers or “interpreters” are your parents. They teach you how to see the world the way they know best, and your young and impressionable mind soaks up every piece of knowledge they can pass down. Of course, as you get older, sometimes your opinions and views will differ from your parents, and sometimes they will not. But the most important part to remember is that your parents have the potential to be so influential because of the trust you have in them.

That brings up a main point, that without trust, you will never be as successful as you can be as an interpreter. The audience you are projecting to must have a sense of trust in you not only as an educator, but as a person as well. Speaking from personal experience, it is a very comforting feeling knowing that there is a sense of trust between yourself and the teacher. This allows you to relax and become comfortable in that setting, which I find allows for increased knowledge intention. 

Additionally, becoming an interpreter is a delicate balance of personability, and teaching that becomes difficult to balance sometimes. A lack of emphasis on the subject matter, and you lose the ability to effectively teach the audience. Too much emphasis however, the subject matter becomes disinteresting. The unfortunate fact that I have encountered in my academic career is educators that are experts in their subject area, but fail to personally connect with their students, and therefore develop a level of disinterests that disengages the audience. 

            With that being said, navigating this course has given me a new perspective on what it means to be an interpreter. I have always thought of interpreting a subject through the traditional classroom setting. However, there is so much more to interpreting that speaking in to an audience. Connecting to an audience in different mediums, such as through music or through nature, has become a new point of emphasis for when I engage with a subject (Beck et al., 2018). 

Looking back, one of the most learning experiences I have ever had, came outside of the classroom, walking through the streets of downtown Toronto. This particular teacher was always trying to engage students in different ways, attempting to accommodate all types of learners, which was interesting to learn about throughout this course (Beck et al., 2018). We ended up taking an end-of-year school trip to Toronto, to learn about the experiences of social workers who work closely with the homeless populations downtown. This type of experiential learning opened my eyes to the type of humility that should be approached to such a delicate subject, but also it inspired me to become a teacher myself. The type of commitment this teacher had to her students, was inspiring. Her dedication to trying to cater to each individual learning style was underappreciated in the moment but means so much looking back.

            Overall, becoming an interpreter is rewarding and challenging, but this path requires a strong sense of responsibility, ethics and commitment to continuous learning and growth (Dartmouth 2023). Interpreters can effectively shape and develop the knowledge of others, inspiring a new generation of learners. Balancing personability and teaching can be a challenge but finding the right approach can help engage the audience and foster a deeper understanding of the subject. It is also important to recognize that interpretation isn’t limited to traditional classroom settings but can also be achieved through a variety of mediums that can cater to a wide variety of learning styles. 

References 

Beck, L., Cable, T. T., & Knudson, D. M. (2019). Interpreting cultural and natural heritage: For A Better World. Sagamore Publishing. 

Dartmouth, U. of M. (n.d.). How to accommodate different learning styles. Center for Access and Success | Student Affairs | UMass Dartmouth. Retrieved March 26, 2023, from https://www.umassd.edu/dss/resources/faculty-staff/how-to-teach-and-accommodate/how-to-accommodate-different-learning-styles/ 

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Growing up, I was made to believe that the best person to teach would be an expert in the field. As you’ve said, this is an incorrect assumption, since experience with a subject is different from experience teaching a subject. I like the analogy of interpreters being “shepherds” rather than an "experts." It really does feel that way when interpreting. The audience decides what they want to do, and it’s the interpreter's job is guide them in how to do it best, or how to think of it in the best way. This connects what you said about trust: when someone is visiting nature, they probably have some anxieties about potential dangers involved with the terrain and wildlife. To be a good interpreter, one needs to be able to address these fears whilst doing all they can to keep the park visitors safe. Interpreters need to be reliable sources of information. This brings to mind a time while I was volunteering with Sciensational Sssnakes!!, a public outreach organization that keeps and presents snakes at public events. As I met and spoke with several people during my volunteering, I noticed that they didn’t question the quality of my knowledge, and just accepted what I had to say as facts. This goes to show how interpreters in many forms are in a position of significant authority, and none of them wants to be put in a position where they misinformed someone and caused them harm. On a lighter note, because of their level of trust in someone that is informed, you can help people conquer their fears and expand their horizons!

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Awesome Snakes!

Snakes are one of the animals that get a bad reputation that is seldom deserved. Many people are afraid of snakes because they think they’re venomous, but the truth is that out of the 3,000 snakes in the world, only 10-15% of them are venomous to humans (Meyers, 2022). This reputation is especially undeserved in Canada, where there are only 2 species of venomous snake. The Massassauga Rattlesnake of Southern Ontario, and the Prairie Rattlesnake of B.C. Alberta, and Saskatchewan (CBC News, 2011). Furthermore, these rattlesnakes have only been known to attack when grabbed or stepped on (CBC News, 2011). In addition, these rattlesnake species aren’t very common.

The rest of Ontario’s 17 snake species are not at all a threat to humans, and are very fascinating creatures. One of the most interesting of these snakes, is the Eastern hognose snake.

An eastern hognose snake (Paplanus, 2019)

First of all this critter digs–not with any arms or legs, obviously–but with a shovel-like structure on their nose which is also responsible for making them look rather cute and dopey. They use their digging abilities to dig themselves a nest for eggs or a den to hibernate into the sandy soils of their habitat (Wilton Preserve, n.d.).

This critter has a thicker body then most snakes and can grow up to a metre in length, though many are much shorter then this (Ontario, 2021).

This snake is also a toad-hunting specialist, and will be found wherever toads can be found (Ontario, 2021).

This reptile also has a very interesting defense mechanism. When threatened, eastern hognoses imitate cobras by puffing out the skin around their neck to resemble a cobra’s hood and hissing. Though they might strike, this is only a bluff, and it is very rare for them to bite (Ontario, 2021; Wildton Preserve, n.d.). It’s cousin, the Western hognose, shares this defense mechanism as well.

(Flippin' Herper, 2020)

As entertaining as this display might be, it’s important to remind people not to actively harass hognoses, as this is a display they put on when extremely stressed.

The Eastern Foxsnake is also a fascinating critter, with another absolutely fascinating defense mechanism. This creature ties in with the Black Ratsnake as being the longest snake in the country, with some individuals being able to grow up to 2 metres long.

When Eastern Foxsnakes are threatened, they also imitate a venomous snake–a rattlesnake. Though this snake doesn’t have a rattle at the end of it’s tail, it makes the tip of it’s tail sound like a rattler by rapidly vibrating the tip against the ground—which is even more deceptive when it’s vibrated against leaflitter or dry grasses.

(Beaver Creek Reserve, 2016).

Unfortunately, because of the way Hognoses and Foxsnakes mimic more venemous snakes, they can end up getting killed out of fear by humans, who are convinced that they are in fact a deadlier snake. Regardless of the snake species, however, snakes shouldn’t be persecuted, and in the wild, should be left alone. If a snake is found on someone’s property, it’s best to call a professional for help if you’re frightened. But chances are, they can do more good then harm, as some snakes, like eastern foxsnakes and black ratsnakes will feed on pest species like rats!

References:

Beaver Creek Reserve. (2016). Fox snake rattle outside nature center [Video]. YouTube. https://www.youtube.com/watch?v=_G3db-dnZ8A

CBC News. (2011). 5 animals that attack in the Canadian wild. CBC News. https://www.cbc.ca/news/canada/5-animals-that-attack-in-the-canadian-wild-1.985762

Flippin’ Herper. (2020). Hognose plays dead and comes back to life! [Video]. YouTube. https://www.youtube.com/watch?v=0VlArCYbfnw&t=112s

Paplanus, P. (2019). Eastern hognose snake (heterodon platyrhinos) – flickr [Photograph]. Wikipedia. https://commons.wikimedia.org/wiki/File:Eastern_Hognose_Snake_%28Heterodon_platyrhinos%29_-_Flickr_-_2ndPeter.jpg

Meyers, S. E., Tadi, P. (2022). Snake Toxicity. National Library of Medicine.

Venomous snakes inflict considerable morbidity and mortality worldwide, although specific data on the total number of venomous snakebites gl

Wilton Wildlife Preserve. (n.d.). Eastern hognose snake. Wilton Wildlife Preserve. https://www.wiltonpreserve.org/conservation/eastern-hognose-snake

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Looking back

This going to be one of, if not my last posts. The prompt for this week feels a lot like the “who am I as an interpreter” prompt from the first blog post, but with all the content learned from this course in mind and how it informed and shaped my values to be a more knowledgeable interpreter. I have much more to learn, but I hope to share something of some value in the following paragraphs.

Overview, beliefs and ethics

Since the industrial revolution, people in developed western societies have become more isolated from the natural world (Beck et al., 2018). The absence of nature in people’s lives has correlated with a variety of issues with mental health and physical health (DavidSuzukiFDN, 2012). In addition, in a world where the effects of climate change become increasingly devastating, swift action is paramount to curb the severity of its symptoms. Showing people the outdoors helps them learn about and experience nature so that they can see firsthand what news articles are urging them to protect. They gain the gift of beauty so that they can not only appreciate nature and feel the need to advocate for its protection, but understand nature themselves and become involved in initiatives (Beck et al., 2018). A nature interpreter’s audience can readily become citizen scientists, stewards, and leaders in environmental protection. Some of these interpreters even inspire their audience to embark on an environmentalist career path, such as the majority of students in this course.

Given this, nature interpretation can benefit anyone, and it would always be helpful to have more people aware of environmental issues. It should go without saying, there should be programming that caters to people from all walks of life, regardless of their privileges, because all voices need to be heard in this conversation. Despite this, most people who participate in nature interpretation are currently white, middle-class, and able-bodied (Beck et al., 2018).

Due to the diverse range of interests and ages in people interpreters may meet, they need to be aware that everyone seeks different things during their visit (Beck et al., 2018). A visitor should be able to get from the nature experience what they came, whether it's recreation, coming to observe wildlife, etc. Each has their way of engaging with nature in a way that is fulfilling and meaningful to them and it is the interpreter's job to enhance that experience rather than prescribe one (Beck et al., 2018).

Responsibilities

I’m a bit daunted by the idea of the responsibilities I'd be carrying as an interpreter. Interpreters are essentially spokespeople for nature. Their invisible knapsacks and how they present themselves will influence how what they say will be accepted by the audience. I have a responsibility to make sure that nature is accessible to as many people as possible during programming and try to fill in the gaps in accessibility where they exist. I should address barriers where there shouldn’t be, for example, the absence of ramps for people in wheelchairs at an interpretive centre, or inquire about the absence of diversity in the staff (Beck et al., 2018). I want to take the time to check in with the audience to make sure their needs are being met, and how their experience could be improved. I also have to take all the measures necessary to make sure people are safe during their experiences, being able to assess the danger posed to the environment and deem if the exposure to risk poses more benefit than danger. I don’t want my audience to end up like the boys from St. Johns in 1978’s Timiskaming Tragedy (Hooykaas, 2020). In addition, I hold the responsibility to inform my audience of rules to keep them safe around wildlife, plants, and the forces of nature, but in a way that informs rather than frightens them (Don’t want to scare away any nature enthusiasts!). This may include reminding participants when it is safe to go canoeing, how to store food in a bear-proof way, and also reminding people to respect nature by keeping on the trails and not littering.

Approaches

During interpretation, some of my favorite interactions involve one-on-one interactions, because I can give my audience my full attention and get to know what they want and need from the experience. I gravitate towards interpreting in smaller groups because it makes the environment more peaceful and I can get to know the audience better and respond to their needs more readily.

As said by Beck et al., 2018, much of the time nature interprets itself. Because of this, one of my favorite ways to interpret is to take the audience to nature firsthand, where they can use their senses: sight, hearing, touch, sound, and smell, to feel nature firsthand.

However, as an introvert and someone who likes to interpret through an artistic medium, I also like to interpret nature through stories, art, or other creative media, like the podcasts we are creating for this course. This allows me to express my creativity in place with less social pressure. I also get to deliver interpretation to someone who may be unavailable to go to a park at the moment, or who prefers to learn about nature in a quieter and more focused setting.

I would like to get experience in both interacting face-to-face and in other creative media like blogs and designing field guides and interpretive boards. I think that a combination of both approaches can inform the other, and would offer a unique skillset when sharing knowledge. I could tell my audience as much as I want if I were to take on a more impersonal medium, but being out there in the field might be better for more kinesthetic learners (Beck et al., 2018).

One interpreter can only do so much. But at the same time, every person reached counts. We already see the changes in public attitudes. Younger generations are already much more environmentally conscious than older generations. During my summer job as a nature camp counselor, I have seen children return from the year before. And every year I see them growing into more resilient, mindful, innovative, and kind people with an ever-growing fascination and care for the natural world. You might not be able to change everyone’s mind, but it still makes a difference.

References:

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

DavidSuzukiFDN. (2012, Jul 20). David Suzuiki and Richard Louv @AGO [Video]. YouTube. https://www.youtube.com/watch?v=F5DI1Ffdl6Y

Hooykaas, A. (2020). Unit 03: Risk versus reward in interpretation. Courselink. https://courselink.uoguelph.ca/d2l/le/content/791355/viewContent/3306928/View

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Music and Nature

This week’s course topic prompt made me feel really excited to write a blog post! Music is something I am very passionate about and practice often. I grew up playing different instruments, and now I play guitar almost every day. What first comes to mind when I think of music and nature is how I take every chance I have to play guitar outdoors. For some reason it just feels more meaningful this way, especially when there’s wildlife around. I always feel more inspired and connected to the world when I play outside, and I know that the way I play and the music I come up with is inspired by my environment.

I think that nature is inherently in music, and music is often a way for people to feel connected to nature. For instance, people often choose to listen to happier, brighter music in the summer, and slower music in the fall and winter. I think this is a way for people to connect to nature and meet their environment where it’s at. However, sometimes it is more intentional than this. Musicians often base their music off of nature. For example Vivaldi’s Four Seasons is four movements that each represent one of the four seasons. He did this by using instruments, melodies, and musical elements that resemble each season. Many musicians also use imagery of nature in their lyrics to add to the message of their song. One example of this is the artist The Tallest Man on Earth. I highly recommend listening to his music with this topic in mind!

This prompt also made me think of something I saw a few years ago, when I learned that there are people who record bird calls and transcribe them through music notes. The same thing can be done for frog mating calls. This is a clear example of how music exists in nature. All you have to do is simply go outside and listen, and you’ll experience the symphony of sounds that makes up nature. You can hear the call and response of birds, the blowing wind, a running stream, and rusting leaves. All these aspects of the environment have musical elements within them. These musical elements are also an extremely important tool in nature. Many species use specific songs to find a mate, or to communicate with other individuals of their species.

Overall, I think that music and nature are inherently intertwined. We can use music to appreciate nature, and we can use nature to appreciate and inspire music. I think music is also a really powerful tool for species to communicate to each other about the state of their environment (e.g. through warning calls), and that does not exclude humans. We can use music as a way to communicate environmental issues to one another, or to help others develop a stronger sense of connection and compassion for nature.

[adenvs3000w23]

Hi Edan,

I enjoyed reading your post!

It’s interesting to hear your experiences about music an nature as a musician, and how it’s such a meaningful experience for you. I enjoyed reading your insights on how you’ve observed people listening to different types of music depending on the time of the year, like happier music in summer and slower music in winter. It reminds me of what I’ve read in Grey et al. 2001’s article, about how music is a way of humans connecting to nature in deep, visceral way, like our appreciation for it began in our reptilian brain rather than a higher-level cognitive functions.

I enjoyed reading your perspective on how the environment in itself is musical. Though I’ve spent much time in the forests, I’ve never really thought of it that way (I suppose it’s because I’m a non-musician), even though it seems quite obvious given your description. Gray et al. 2001 said that each biotic and abiotic elelment of the landscape had it’s own pitch and timbre, comparing the sounds of nature to an orchestra.

I strongly agree with you on how music can be used to teach! I believe music is an art form that can connect to people in a way that other media cannot. What you’ve said in your last paragraph reminds me of a group song I’ve learned from summer camp that has been inspired by the calls of many different kinds of frogs. I think it offers a great lesson into appreciating the diversity of frog calls in the night, and connecting to nature through sound.

Hummamumma

An improv warmup song. Author unknown.

References:

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., Baptista, L. (Janurary 5, 2001). The science of nature and the nature of music. Science. 291 (52-54). American Associationfor the Advancement of Science. https://go-galecom.subzero.lib.uoguelph.ca/ps/i.do?p=AONE&u=guel77241&id=GALE|A69270354&v=2.1&it=r&sid=AONE&asid=fb9366a8

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Where can Music be Found in Nature?

When I read this week’s prompt, which asked “Where is music in nature.” I instantly thought of the songs of birds and whales, and I think that’s the conclusion that many people had come to as well.

For centuries, certain patterns of sound created by whales and birds have been described as “songs,” already having received credit by the English language and by early biologists, as a musical phenomenon. But this week’s readings just made me aware of just how complex, and similar they are to human-made music. Researchers have even identified the same musical laws used in whale song to those used by human composers (Gray et al. 2001). For example, some whale songs employ the ABA form, where a theme is stated, than elaborated, and then a modified version of the theme is repeated (Gray et al. 2001). In addition, an analysis of birdsong by Luis Baptista revealed that birdsong use all the rhythmic effects found in human music (Gray et al. 2001).

The part at 0:44 drew my attention. Like in human song, whales like to reiterate the themes they created out of phrases. The song continues in such a way that reminds me a lot of human songs (Gray et al. 2001; Oceania Project 2008).

Music is a natural part of the behavior of many animals, including humans. All human cultures across the globe produced music (Gray et al. 2001). Thus it can be argued that music is a natural phenomenon. Many artists say they look to nature for inspiration for their songs. Beethoven has said that nature walks inspired his music, an example being the "Pastoral Symphony” (Wise 2005). The Hutu and Tutsi music incorporate elements inspired by the low-frequency sounds of elephants—natural sounds which, remarkably, urban residents struggle to hear! (Gray et al. 2001).

Music can also connect the listener to a landscape, whether it be through human music or other natural creator.

There are many examples I can think of how a song can take me back to a natural landscape… I have listened to recordings of Newfoundland folk songs when vacationing in Newfoundland with my family. The song of an American robin’s evening song takes me back to a childhood of summer vacation, playing in a splash pad with friends. The calls and songs of a the Common Loon ignites memories of a night spent camping in Massassauga or Killarney.

But there was one experienced someone close to me had shared that I feel inspired to talk about.

During her youth as a girl scout, way back in Poland before I was even a concept, my mom would sing this song with fellow scouts, as she played a guitar and sat by the campfire.

The song's title: “Płonie Ognisko i Szumią Knieje” roughly translates to “The fire is burning and a wind roars through the wilderness” (Zasacki 2019).

It is a scout song about a victory in battle, reflective of the militant values held by the scout culture, and Poland’s centuries-old history of recurrent war. Throughout the song, there is a lyrical motif of the wind roaring through the oak forest, as if the land itself was crying out victoriously–an example of how a natural sound can inspire song. To my mom, however, the song is more about being in the wilderness with her friends, after a long day of adventure, and the trials and tribulations of being a scout. I think it’s powerful that a sound can bring back these memories of a time and place experienced over 40 years ago; reminding oneself of their roots, history, and culture.

References:

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., Baptista, L. (Janurary 5, 2001). The science of nature and the nature of music. Science. 291 (52-54). American Association for the Advancement of Science. https://go-galecom.subzero.lib.uoguelph.ca/ps/i.do?p=AONE&u=guel77241&id=GALE|A69270354&v=2.1&it=r&sid=AONE&asid=fb9366a8

Jarek Zasacki. (Dec 27, 2019). Płonie ognisko – Piosenki harcerskie [Video]. YouTube.

Oceania Project. (June 8, 2008). Whale Song [Video]. YouTube.

Wise, B. (April 21, 2015). Earth Day: How Mother Nature Inspired Four Major Composers. WQXR. https://www.wqxr.org/story/earth-day-how-nature-inspired-major-composers/

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The importance of History in Interpretation

For this week’s post prompt, I’ll be try to dissect this quote:

“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

There is a lot here… I’ll try to break it down piece by piece.

“There is no peculiar merit in ancient things.”

What I think Hyams may mean by this is: just because something is old does not inherently make it valuable. There is a certain glamour associated with old things because the rose-tinted glasses of nostalgia and anemoia may give the sense that things were better “back in the day.” Though there was many brilliant things about the past, like Cabot and other historical figures with notable contributions to society, there were many terrible things happening as well, like discrimination and war  (Beck et al. 2018). This brings me to the next point:

“…but there is merit in integrity, and integrity entails the keeping together of the parts of any whole…”

The beneficial things of the past will persevere in culture. For example, the building that became the Cabot Yerxa Elementary School, set a foundation for new things to be built, like a child’s growth and education (Beck et al. 2018). If systems, buildings, cultural practices, etc are effective, they can withstand the test of time, and allow for even more things to be built on them and be inspired by them.

“And if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge a memory, of ancient things.”

History is not about just individual human creations, it’s about how it all worked together, and how it affected the lives of those living during those times, and how this relates to our lives in the present day. To quote the textbook “Without interpretation, artifacts are merely old things.” (Beck et al. 2018, page 326.)

“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.”

There is a saying “history repeats itself.” I think the railway station in this metaphor represents a part of the underlying structure created by history. And the locomotives on that railway may come back. If one ignores the historical sequence of events that lead to the current day, they would not be aware of recurring issues in the present day. For example, one wouldn’t be as aware of the systemic roots of racism in North America if they didn’t educate themselves on the history behind it. History gives meaning to the present.

On a lighter note, history creates a sense of grounding in the world around oneself. When it comes to nature, history can deepen one’s relationship to the natural world by providing more meaning (Beck et al. 2018).

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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"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."

I'm going to be candid - this blog prompt intimidated me. I think I've spent 15 minutes reading through this quote, over and over, trying to determine the right words to say.

It's interesting - I guess there is no inherent merit to old things. It's why some pieces at an antique store could be worth 50 cents, and others could be worth thousands - there are plenty of external factors we place on things that make them worthwhile.

I like the way this quote continues. Merit in integrity. I've contemplated what that means to me for some time, but I keep coming back to the same idea - if something is truly worthwhile, especially if it's ancient or has been around for a long period of time, and is still in full integrity, it means that someone, or many people, have exhausted time and energy into the preservation of it for some reason, whether this reason is apparent or not. When something is maintained to its full integrity over years, decades, or even centuries, and spans across many people and generations, it becomes seemingly obvious that this thing has a merit of sorts to many different people.

The second half of this quote, to me, considers the idea that even though we may not interact with something the same way we may have at its origin, doesn't mean that we can't build profound, intimate relationships with it. Just because it may not currently be an essential part of our livelihoods now, doesn't mean that we can't build an understanding of how it once impacted us our our ancestors.

I think this quote is especially beautiful when applied to nature. Obviously, nature has been around for quite literally billions of years, and has always been attempted to be preserved and maintained to some degree. It is the most ancient thing that we have, and some systems still operate with complete and full integrity. When the second half of the quote is applied, it makes me realize that even though we don't interact with the landscape in the same manner that our ancestors did, doesn't mean that we can't build new, different, and equally profound relationships with the systems and landscapes we exist in today, shaped by the paradigms we have built from being alive now. This not only maintains, but in my opinion, adds to the integrity of an "ancient thing" - it combines the perspectives and opinions on a specific thing across generations, adding more value each time it is perceived or interpreted.

I'm curious to know what you all think - did you interpret this quote in a similar way, or have I just been looking at CourseLink for too long?

[adenvs3000w23]

Hello there! I really liked your post!

As I read through it, I found that I had a similar take on the quote as well.

When I thought of “merit in integrity” I thought along the lines of a centuries-old building, like the Greek pantheon, it’s particular merit being it’s ability to withstand the test of time, or a law like “murder is illegal,” because everyone can agree that the absence of this law in a society could be dangerous to everyone who live in it. However, I thought of the “merit” in these cases to be associated with the human inventions themselves because they proved to withstand the test of time rather than the merit being the importance it has to the people investing in it. But when I think about it, it’s in a similar vein, because the very reason why people might be spending so much time maintaining these inventions could be because they recognize the usefulness of them!

The second part of the quote was a bit different. I initially thought of it in a more history-repeats itself kind of way. Because I thought that if a train had passed on the railway tracks once, another can come after it. And educating others on history is important because it brings awareness to things that might happen again.

Your last paragraph was quite beautiful. Being in nature alone is very therapeutic and can help us feel more connected with the world, but once you know even more about the place you are, you gain an even deeper sense of connection.

Overall, I think your interpretation of the quote was very well thought through!

[adenvs3000w23]

The Pros and Cons of Anthropomophization

In an earlier post I briefly mentioned how anthropomorphizing animals can be used in nature interpretation. But I also realized how this tool has proven to be a double-edged sword in many cases.

For example, am animal with a cartoony or human-like expression. This is one way that one can interpret nature, by giving it human characteristics to make humans relate stronger to an ecosystem interaction. 

Scientists are extremely wary of applying human characteristics to animal subjects, and for good reason. A cat does not experience emotion and life experiences like language in the same way as humans. The brain of a mouse or a parrot or a fish is worlds apart from the brain of a human. they are not human and never can be. To think that a cat can do everything a human can is untrue, and has bad implications for the health of the cat. For example, some people have tried to make their cat vegetarian, completely ignoring the fact that cats are hyper-carnivorous, which means they can only get nutrients from meat. 

Anthropomorphizing usually applies to explaining animal behaviours through the lens of human thoughts and emotions. For example, when humans smile, a wider grin is associated with joy, laughter and otherwise positive emotions. However, the same is not true for apes. When chimp "smile," they are expressing fear, with a wider grin usually expressing aggression (Lietman 2022). In spite of this, many artwork in many media use this nervous grin to illustrate joyful concepts like laughter and tomfoolery. This misrepresents animal behaviour, and, more concerning, is the way that the animals might have been handled for the sake of a photoshoot.

However, anthropomorphization, though never something to be endorsed in scientific practice, can still be useful in art and nature interpretation. 

One successful way in which it has been used is the 1940s Disney classic, Bambi. With its anthropomorphic animal characters and gorgeous backgrounds, the movie inspired early conservation movements. However, the movies impact was a double-edged sword as this led to deer hunting being stigmatized. Contrary to popular opinion, deer hunting plays an impotant roll in conservation efforts due to the hunter's concern for the environment as a source of sport or livelihood. In addition, deer hunting helps control the population growth of deer how deer hunting may curb the spread of the devastating chronic wasting disease, as well as lessen the impact of overpopulation on plant life.

The 2006 Warner Bros' Happy Feet anthropomorphizes the animals to bring attention to environmental issues like plastic pollution. In the film, a macaroni penguin named Lovelace wore a pack ring around his head which became stuck around his neck. Although the penguin first believed the ring gifted him with special abilities, he later starts to suffocate from the plastic shrinking around his neck. The strife of the penguin character stuck in my dads mind for many years to come, and since he seen the movie, he would always cut the plastic pack rings with scissors before disposing of them. Though cutting the rings doesn't do too much to protect sea animals from plastic, it's is a small change that can slightly lessen the harmfulness to the material to seagoing animals.

References:

Lietman, Anna. (2022, April 30). Chimp Faces: Noticing and Reading Facial Expressions. Project Chimps https://projectchimps.org/reading_facial_expressions/

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A Ruthless Reputation: Vultures, Snakes and Spiders

We can write about anything we want this week, so I am going to write about my current nature-related thoughts. Right now, I am thinking about misunderstood species. Specifically, I feel bad for vultures. People are always associating them with negative qualities like thievery, deception, and betrayal, but this is unfair. Yes, they are a scavenger species, but this is actually a positive trait. Humans shouldn’t project their own perceptions of immorality onto a wild animal. Vultures are the earth’s natural cleaners; they possess stomachs so high in acidity that they can pretty much kill any germs and diseases that exist on scavenged, decaying foods. This prevents these diseases from spreading to other species. In a world full of abandoned roadkill, this is an extremely functional trait. In my opinion, vultures are adorable birds who deserve all the same love and affection that is granted to a chickadee or a sparrow. (Don’t get me wrong, I love chickadees and sparrows too– but vultures need more appreciation). Snakes are also misunderstood. They have been symbols of evil for centuries, and are generally looked down upon by many people. Mythology, fairy tales, and other forms of storytelling have portrayed them as sly, cunning and crafty. Of course, some snakes are venomous, but that’s not their fault. That’s how they have evolved, to best suit their environment. As humans, we should be aware of these natural dangers, and give wild animals their proper space. It is possible to be both fearful and respectful at the same time. In my opinion, snakes are sweet little creatures who deserve our protection. If I was a snake, I would be very disappointed with my representation in the media. Finally, I will discuss my thoughts on spiders. There are many friendly spiders out there, but their reputations have been clouded with the dark history of their deadly relatives. (Honestly, I think even some venomous spiders are cute, specifically the fuzzy ones). However, like any dangerous animal, it is definitely healthy to have a certain amount of fear for anything that can kill you. There is a space for fear, caution, and respect to coexist. Ultimately, it shouldn’t matter what qualities humans ascribe to wild animals. Ecosystems consist of complex, dynamic interactions that require many forms of life. When it comes to nature interpretation, it is important to be open minded. I believe we should share the positive qualities that exist within all different forms of life, especially when interpreting nature for children. This can shape how future generations see the environment, and instill a more well-rounded sense of value toward the natural world. As interpreters, we should educate others with the intent to spread appreciation toward the beautiful complexity of nature.

[adenvs3000w23]

I enjoyed reading your post!

I agree there is much to appreciate about all of these different types of creatures! Things like how vultures are nature’s cleaners, and how most snakes aren’t venomous are great facts to convey to programme participants to improve the reputation among audience members and promote wildlife conservation. I believe this is especially important given that people have persecuted venomous snakes, such as the Massassauga rattlesnake, which is now under threat in Canada (Ministry of the Environment, Conservation and Parks 2021).

On a lighter note, many of the types of animals you mentioned can be very beautiful! Visual appeal can be a great selling point to get people to find positives in these animals. The Lammergier, for example, is a gorgeous bird!

I have also found an animated series called Lucas the Spider a few years ago featuring a cute jumping spider, made in attempt to improve public perception of spiders (Lucas the Spider 2017). I can imagine that this little guy might have made people feel a little better about the creatures.

I also appreciate how you emphasized the need for caution around wildlife as well. Despite how awesome these creatures are, and how much deserve to be respected and protected, fear of them is healthy to an extent. Fear is an instinctual reaction that tells you when you need to back away from a situation.

If interpreters don’t mention the proper protocols around wildlife, people might take their love of animals to an extreme. There is a tragic case of how a bear enthusiast was killed by a brown bear after coming too close to the animal (Jans 2021).

Till next time!

References

Blende 12. (2014, December 27). N/a [Photograph]. Pixabay. https://pixabay.com/photos/bearded-vulture-vulture-head-bird-580323/

Jans, Nick. (2021, June 16). This man protected wild bears every day for 13 years–until he made the ultimate sacrifice. Reader’s Digest. https://www.rd.com/article/timothy-treadwell-bear-attack/

Lucas the Spider. (2017, November 5). Lucas the Spider – Short [Video file]. YouTube. https://www.youtube.com/watch?v=VrS6akzR3sk

Ministry of the Environment, Conservation and Parks. (2021, August 12). Massassauga Rattlesnake. https://www.ontario.ca/page/massasauga-rattlesnake

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Different styles of animal art in nature interpretation

In an earlier post, I had a some thoughts on how different styles of art could be used in interpretation, so I wanted to show what I meant in another post, along with some examples.

Both a cartoon and realistic approach helps give “flesh-and-blood,” so to speak, as per Peter Mills' formula for nature guiding (Beck et al. 2018). The realistic approach serves to capture as accurate a representation of nature as possible, yet still capturing the beauty as it can be observed in nature, perhaps if not somewhat emphasized. The stunning artworks of Robert Bateman come to mind when I think of this type of illustration. 

http://robertbateman.ca/art/arttitlepage.html A list of art shows and artwork by Robert Bateman

Though stigmatized for its oversimplification of nature and for applying human experiences to non-human things, anthropomorphic animal cartoons can still deliver concepts in a memorable way to a younger and older audiences alike. An example of how this technique can be used is captured in this ted talk and other recommended animated shorts on the same webpage.

Would you raise the bird that murdered your children?

A mother honeyguide has placed its chick into a bee-eater's nest— puncturing all the other eggs in the nest and leaving only its own hatchin

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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Arts Purpose in Nature Interpretation

I believe that art, in any form, is meant to capture a moment or subject, which can be shared and invoke emotion in others. I've often found that I appreciate music due to the musicians ability to capture an emotion into words - one I've felt deeply but never knew how to express. This creates a sort of 'bond' between the creator and listener, and allows for all to appreciate that feeling or moment that has been represented.

"In interpretation, the arts are a means, but rarely the ends. Living history presenters use their art to dramatize the timeless messages of the time and people they represent" (Beck et al., 2018).

This quote sums up what I first mentioned quite well, and I believe that nature is one of the most versatile and beautiful subjects to create artwork of - something everyone globally can understand and appreciate.

The picture above is one I captured while camping at Algonquin. My family and I were on our way home after packing up, and I told my uncle to turn around as I was positive I saw something off the side of the road. After we pulled over we pulled out our binoculars to see a mother and calf. Everything was silent, all I could think was how incredible being able to see this was, and how I needed to capture this and show my friends. I had never seen a moose before, and I had never realized how big they were in person. Looking back, the photo isn't necessarily of the best quality or composition, but it has a lot of meaning to me, and sharing it might remind others of similar experiences and cause similar positive emotions.

I think of the 'gift of beauty' as the desire to share the positive emotions invoked by nature. I've experienced this on many occasions; seeing the first snowfall of winter, a beautiful lake at sunset, or coming across some form of uncommon wildlife such as that picture above. This gift is one experienced by all to some degree, and spreading visual imagery whether by photo, painting, or sculpture is an incredible way to provoke emotions and promote preservation of nature's beauty.

Visual representation is a powerful thing in terms of learning - I think that attaching photographs and artwork when learning new concepts helps most people develop a better understanding of the subject matter. I believe creating this artwork is important in learning as well. This unit mentions how you do not have to be a talented artist to produce a piece that can spread the 'gift of beauty' and i could not agree more. Creating artwork celebrating nature in any form spreads the love for the environment and its many beautiful components, and I believe it is beneficial and can even be therapeutic to people around the world.

[adenvs3000w23]

I enjoyed reading your post!

I liked the point you made about the “bond” created by an art form such as music. The way I see it, it makes the content you are consuming feel greater than the sum of it’s parts. During interpretation, facts and reason can only go so far. But something like art can give “flesh and blood,” to the facts, so to speak, as described by Peter Mills’ formula for nature guiding (Beck et al. 2018).

Thanks for sharing your moose sighting experience! That must have been extraordinary. I too have managed to take grainy photos of a moose, and made some sketches of the event too!

During a the Field Studies in Algonquin course, a classmate spotted a bull moose wading through the lilypads on the opposite side of the Lake Sasajewan, and the entire class flocked to the shoreline to gawk. We stood there for what must have been almost an hour, together with our TA and professor until our prof reluctantly pulled us away to go to class.

I like your point on how attaching photographs and drawings of nature in interpretive material can be useful. During Unit 2, I learned that some 68% of people are visual learners, affirming how important visual media can be (Zopf et al. 2004).

References:

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

Zopf R., Giabbiconi C. M., Gruber T., Müller M. M. (2004). Attentional modulation of the human somatosensory evoked potential in a trial-by-trial spatial cueing and sustained spatial attention task measured with high density 128 channels EEG. Brain Res. Cogn. Brain Res. 20 491–509.

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Unit 4: The Importance of Art and Beauty in Nature Interpreation

A sketch of some cardinals I've observed in the field.

As an artist and visual learner, one of the main ways I interpret nature is through an artistic medium. My subjects are usually animals, drawn as either anthropomorphic caricatures or a more realistic render. Depicting animals in either of these ways can be considered a nature interpretation if done to represent nature. I would discuss the details of how I think these methods can work in interpretation, but that tangent would work better as a separate post. Like many other students in this course, much of how appreciate and interpret nature also comes in the form of photographs I’ve taken while outdoors.

I've photographed the little chipmunk near the Bullring on campus.

A fiery sunset I was lucky enough to see near my house.

Despite my being an artist, I want to emphasize that a person does not need to consider themselves an artist to use art in nature interpretation. In our current day and age, art has become commodified as a skill to be used in the industry, and we forget that the desire and ability to express oneself through a variety of media (including but not limited to visual media such as painting, music, dance or storytelling), is an inherent human quality.

Through my experiences as a summer camp instructor, I’ve seen many people of various ages and experience levels interpret nature through artistic expression. I've seen children use strips of basswood bark and dog-strangling vine to make cordage. Others burned their names into a hiking staff by using a magnifying glass to concentrate sun rays. Learning how to work with materials from nature is also nature interpretation because the use of natural tools helps strengthen one's bond with nature.

A very common and popular theme during discussions of art and nature is beauty. Though some might see beauty as a frivolous thing, it has many important ramifications in making experiences with nature and art pleasant and memorable, delivering an overall positive impact on both the viewer and natural resources.

Enos Mills discussed the concept of the “gift of beauty” defining it as “the ability, and the desire, to sense the beauty in their surroundings - to provide spiritual uplift and to encourage resource preservation” (Beck et al. 2018). Just like art is an inherently human trait, I believe that so is the ability to appreciate beauty.

I wanted to learn more as to why beauty is so important to humans, after all, beautiful landscapes are a common theme in media from postcards to film, to video games. According to Green and Keltner 2017, some psychologists explained this affinity for landscapes and nature to be due to a human’s evolutionary roots. We can assess a natural landscape for how prosperous it can be, and sustain us. Essentially, images of nature are connected to a concept of a home (Green and Keltner 2017). Nature puts us at ease, and the psychological benefits of nature, such as positive influences on mental health, have been documented (Green and Keltner 2017).

That’s why the gift of beauty is so important in nature interpretation: because it helps foster the next generation of environmentalists, whether it be the next David Suzuki or a layman who wants to do their part to protect the environment in smaller ways.





References:

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

Kristophe Green, Dacher Keltner. (2017) What happens when we reconnect with nature. Greater Good. https://greatergood.berkeley.edu/article/item/what_happens_when_we_reconnect_with_nature#:~:text=Wilson%27s%20%E2%80%9Cbiophilia%E2%80%9D%20theory%20suggests%20that,food%2C%20shelter%2C%20and%20comfort.



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Unpacking my own “Invisible Knapsack,” (a term coined by Peggy McIntosh)

            This unit made me think of a personal experience I had during a field course I’ve taken with the University of Guelph over the summer. As someone who has recently realized their identity as a queer, transgender person, and had come out to most people in my life, I had some apprehension about going on the trip.

            I didn’t like the idea of having to be closeted and misgendered the whole time during the field course, so I eventually summoned the courage to come out. Though I personally find coming out to be a stressful experience,  I’d be constantly misgendered if I hadn’t, which would make me miserable the whole time due to gender dysphoria.

I first decided to tell one of my course instructors why I wanted to sleep in a tent instead of the student cabins (which were divided into men's and women’s.) and all the other singular cabins which researchers would sleep in, were occupied. I didn’t want to go into the women’s cabins because that did not align with my masculine gender identity, and I didn’t want to go into the men’s cabins because my physical appearance made me uncomfortable in that setting as well. I told this to the coordinators, who were very understanding and were happy to accommodate my request to let me sleep where I felt most comfortable, and if a cabin opened up, they could let me sleep in one if I felt the need to.

I opted to stay in a tent while I was there. Though sleeping in a tent while others slept in a cabin may sound unfair to some, it was not at all the case for me.

First of all, I had parents who were well-versed in sleeping outside, and had exposed me to the camping experience from a young age. Thus, I saw nothing inherently uncomfortable about sleeping in a tent. My parents even helped set up a tarp over my tent, which helped shield me from the heavy downpours during the trip.

At the camp, I asked people to refer to me with he/they pronouns. People did their best to respect them, and never made me feel like an outsider for it.

I found that my experience exemplifies how different facets of identity can intersect with others. There were some systemic barriers I did face–such as being unable to fit into a binary structure, and the fear of possible discrimination–but privileges in other aspects of my life made up for it in some way. If my parents were not supportive in my interest in nature, and if the faculty and students weren’t open minded and accepting it would have detracted greatly from the experience during the course. I’m able bodied and white, so I don’t have worry about how my skin color or ability can impact my life. I’ve taken much of my privileges for granted growing up, but in light of recent events, I started to think more and more about the concept of privilege and how it affects my life and the lives of others.

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The Role of Privilege in Nature Interpretation

My working definition of privilege is an unearned socioeconomic advantage a person is given due to an ultimately unrelated facet of their identity. Such facets can include class, ethnicity, education, skin colour, culture, neurotype, sexuality, gender, ability, religion, language, among other factors.

Privilege is relevant in nature interpretation as many programs are built on the worldview of the majority population, which typically holds the most privilege. In Canada, the majority is white, cisgender, heterosexual, middle-class, able-bodied, neurotypical, English or French speaking (Statistics Canada, 2022; Statistics Canada, 2016) As in every aspect of one’s life, program participants who are part of a minority demographic can be affected by systemic barriers and therefore their ability to access and enjoy nature interpretation.

Some ways that discrimination can manifest in nature interpretation include:

Being unable to drive to the program site due to not being able to drive, or not being able to afford travel (Beck et al., 2018).

A trail or nature centre may not have ramps to allow for people who need to use a wheelchair (Beck et al., 2018).

Outdoor recreation and nature interpretation is a largely white pastime. People of colour have, and may face the possibility of discrimination in these settings (Beck et al. 2018). There are also culturally-dependant ideas that can discourage POC like Hispanic and black populations from participating, such as that sleeping in a tent is associated with homelessness (Beck et al. 2018).

Bathrooms and cabins are very frequently segregated based on binary gender, so transgender, nonbinary, and gender non-conforming people can face harassment for using either one, as well as facing discrimination due to bigotry.

People who are not native English or French speakers in Canada will have a harder time understanding the material if at all (Beck et al., 2018).

The list goes on

Privilege is an important thing to address in programming because nature interpretation hinges on being able to connect the audience with nature. If the interpreter is not empathetic to the barriers marginalized groups face and how they see the world, the interpreter won’t make that connection (Beck et all., 2018). Because of the inherent differences between the lives of each person, everyone has a different viewpoint on life that needs to be acknowledged and respected, both outside of nature and within it.

There are many ways to make programming more accessible to everyone regardless of where they are from. When it comes to diversity, a workplace that already has people of varied cultural backgrounds, sexual orientations, gender and gender expressions, is more likely to make people from marginalized communities, participate (Beck et al., 2018). If the program coordinators are open-minded enough to hire people of diverse backgrounds, than it signals that they are open-minded enough to deliver programming to a diversity of people as well!

Some people with motor disabilities can be accommodated by increasing accessibility to the trips, such as by including automatic doors, wheelchair-accessible restrooms, and ramps (Beck et al., 2018).

Offering shuttles to interpretive sites, or bringing nature interpretation to the audience are other ways of circumventing a systemic barrier concerning the audience’s mobility (Beck et al., 2018). Including gender-neutral or family washrooms, and including ramps and automatic doors in a building design are other ways to be inclusive to trans and nonbinary people, and can be more convenient for families with small children as well!

References:

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

Statistics Canada. (2022, 10, 26). A rich portrait of the religious and ethnocultural diversity. https://www150.statcan.gc.ca/n1/daily-quotidien/221026/dq221026b-eng.htm

Statistics Canada. 2017. Canada [Country] and Canada [Country] (table). Census Profile. 2016 Census. Statistics Canada Catalogue no. 98-316-X2016001. Ottawa. Released November 29, 2017. https://www12.statcan.gc.ca/census-recensement/2016/dp-pd/prof/index.cfm?Lang=E (accessed January 29, 2023).

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My Role as an Environmental Interpreter

I have never been truly certain about the specific career path I wish to take. However, I have always known that since I feel such a sense of responsibility and passion for protecting nature, my ideal job would contribute to this cause in some way.  

I have a geography rather than an environmental science academic background, so I feel that my role as an environmental interpreter lies particularly in helping to communicate the ties between society and nature. An essential element of interpretation involves promoting the stewardship of nature (Beck et al., 2018). Indeed, this was my motive for conducting my dissertation research last year (back at my UK university) on the current provision of environmental education in England’s secondary schools. I can still recall learning about climate change in my own school science class, which constituted just one page of a textbook at this time, and thinking to myself why I had never come across this global environmental issue before. What shocked me even more was going home to my family and realising they had no knowledge of climate change. I believe this was the point at which I realised that my career goals would be centred around communicating the importance of protecting the natural world from the impacts of human society.

Last year I gained some experience in the realm of environmental education and interpretation; through a university outreach program, I organized and carried out workshops with secondary school children in and beyond my local community about climate change inequality and injustice. Although the focus of this learning experience was centred more upon the costs of climate change to human populations around the world, there were some key lessons that I took away concerning my role as an interpreter and how I can better engage and encourage my audience to care about these issues.  Providing individuals with the opportunity to engage and interact with problems and objects is recognised as a more effective approach than a classroom-based lecturing structure to environmental learning (Beck et al., 2018). Yet, as Beck et al., (2018) suggest, the circumstances in which interpreters are situated can restrict the extent to which this approach can be utilized. In my case, we had time restrictions that inhibited our ability to include a wider diversity of more engaging activities for the students. I now realise that teaching approaches must be adopted that appeal to all different types of learners and audiences and enable them to connect with nature in a meaningful way.  It is vital to be an enthusiastic, passionate interpreter who can channel this enthusiasm in a positive manner in order to create an empowering, uplifting mood (Beck et al., 2018). This skill is particularly essential when dealing with critical issues like climate change, to ensure that learners come away feeling empowered to implement positive change in their own lives and that of their wider community.

In my mind, the idea of defending nature in a corporate, political setting appeals to me, since this is where change is vitally needed to protect biodiversity.  I would love to be an interpreter for a variety of natural landscapes across the world. I feel it is essential, particularly in light of the interconnected nature of issues like climate change and the globalized world that we live in, to facilitate an appreciation and ensure the protection of natural landscapes and species that we may never get to physically interact with ourselves. However, I also feel that I would find engaging in nature interpretation activities that emphasise environmental stewardship at a more local, community-based level very fulfilling too. This could include some of the woodland and coastal areas that I grew up beside.

Brede High Woods, Brede, East Sussex, United Kingdom.

References:

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

[adenvs3000w23]

I really liked your post!

It spoke to me because the beginning of your post highlights the need for Nature interpretation. Lots of people are unaware of important environmental issues. Though climate change is a very prominent topic in western media now, if it weren’t for some form of interpreter of environmental science to spread awareness of the subject, there wouldn't be as much action addressing the issue today!

I too have worked in children’s education, or a less formal version of it. I worked in a summer camp which didn’t follow a strict curriculum. However, the upside is that it helped make the experience for the participants more focused on the experience of being in nature in a way that is more important to them, because it gives them a unique experience they are more likely to enjoy (Beck et al, 2018).

However, there were time constraints for me and my fellow camp instructors as well—We only had a week to teach the kids about tracking, plants, stewardship and many, many other things. In addition, we only had a week to get to know the kids, and what kinds of things they want out of the program and what they need to get the most out of programming.

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