Peter Solarz
Xuebing Du
tumblr dot com
Misplaced Lens Cap
he wasn't even looking at me and he found me
wallacepolsom
Discoholic 🪩
No title available
Janaina Medeiros
let's talk about Bridgerton tea, my ask is open
hello vonnie
Not today Justin
Today's Document
YOU ARE THE REASON
PUT YOUR BEARD IN MY MOUTH
Stranger Things
PR's Tumblrdome
cherry valley forever
No title available
we're not kids anymore.
seen from Malaysia
seen from Singapore
seen from Denmark
seen from Saudi Arabia
seen from United States
seen from Netherlands
seen from United States
seen from Malaysia
seen from Germany
seen from Ukraine
seen from United States
seen from Senegal
seen from United States
seen from United States
seen from United Kingdom
seen from United States
seen from Malaysia
seen from United States
seen from Poland
seen from Germany
@ahenvs3000w24
Disclaimer
This blog was created for W24 ENVS*3000, 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.
Unit 10 (Final) Post
As we approach the end of the semester, it feels nice to take an opportunity to reflect on all that we have learned about both nature interpretation and ourselves throughout the duration of this course. The concept of nature interpretation, which once felt quite abstract, is something which I now feel much more comfortable discussing, as I now understand that it is one of the reasons I so greatly enjoy talking about the environment and science to others.
The thing that has always stood out to me when having nature interpreted for me, or when interpreting nature myself, is the feeling of awe, getting a renewed sense of wonder about the world and all of its inhabitants. I love the experience of learning things that make me feel as if my understanding of the world has become even just a bit clearer, discovering more and more about how interconnected each natural occurrence and process truly is.
When I engage in nature interpretation, whether it be making posts on social media or simply speaking to people, my primary motivation is to ignite that feeling of wonder in them, not only because it is a wonderful feeling, but also because I know it deepens one's reverence for the natural world. Like stated by Beck et al., "by gaining more knowledge about the cultural or natural resources of an area, [one's visit] becomes more meaningful", and I think encouraging the development of people's connection to the planet is currently more important than ever (Beck et al., 2018, pp. 42).
In the modern day, people have become increasingly disconnected from nature, both physically and mentally. It is a common sentiment for people to have that climate change is not an important issue to them as, "they will be dead when it happens", and aside from this simply being untrue, it saddens me to realize how little attachment some people feel towards our planet and the animals which live upon it. An important aspect in interpreting nature for me is to help inspire people to connect with nature, to show them that there is something to care about, not just for future generations or other species, but for themselves too.
I believe that feeling of awe is a great catalyst in developing a respect for nature and its beauty, as who could listen to the stories of how the animals in a fossil ended up immortalized there, to listen to the strong waves crashing against a rocky shore, or to see a vast forested mountainscape without feeling as if there is something there worth protecting. It is my hope, and I believe also my responsibility, to encourage people to feel a sense of wonder towards nature, and to help them understand why some people feel that it is so important to protect it.
"One of the key features of interpretation is to promote stewardship of our cultural and natural resources", says Beck et al., and I do believe this to be true, as it is one of my goals to encourage stewardship and conservation efforts with my nature interpretation (Beck et al., 2018, pp. 96). I hope that with technology, we can work on encouraging interconnectedness, to share the beauty of nature with others and to inspire change, rather than letting it continue to drive us apart from each other and the natural world.
Reference
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. Sagamore-Venture Publishing.
Hi there!
I agree with you that it is nice to reflect upon the term and share our own individual experiences with the content we have studied. I am so happy that someone touched on the comfortability aspect of understanding nature interpretation.
I know when I enrolled in this course, I was very unsure if I would be successful considering my lack of university experience with environmental science courses. As an Art and Science major, I am proficient in bridging the gap between scientific information and the humanities. This was about as much confidence as I had. Each week of this course, we were presented with information in a digestible manner. I found it less overwhelming, especially being a new student to this area of study, to approach each subtopic individually. As part of my personal beliefs of this week, I wish to present my interpretation of nature in a digestible manner. I can relate to the struggles of feeling not knowledgeable and trying to keep up and would want to eliminate this to the best of my ability.
You mentioned the concept of wonder and how your approach to nature interpretation would incorporate and facilitate this. I failed to consider the power that wonder has in interpreting our natural world for my submission this week and commend you for it... I completely agree! When someone is taken back by the beauty and peculiarities of the natural world, they are more willing to accept and interact with.
I wish you the best of luck on continuing your journey as a nature interpreter and hope you find pride in becoming more comfortable with the content and your abilities!
Cheers.
Final Blog
Throughout this course, I have developed not only as a person but also as a nature interpreter, and as I continue to change into a nature interpreter in whatever form that may take, I want to bring a few personal ethics with me. The first ethic is that I want my love and passion for nature always to be evident. Interpreting often involves sharing facts and telling history, which is highly informative. If done correctly and with good interpretation in mind, it should also connect with people and boost their view of the world through a sharing of passion (Beck et al., 2018, Chapter 5). It is also vital for me to carry the love of nature and work to have others fall in love with nature the same way I did. I believe love for something initiates learning, solving problems, and protecting fundamental issues in a changing world with many environmental and ecological challenges. Love is also where many children begin to learn; they develop a love for nature and then grow to learn more about complex concepts and ideas (Rodenburg, 2019). Lastly, I want to ensure that I continue to learn and encourage others to continue to learn. There is endless knowledge to be had, and I want to encourage people to realize that it is never too late to stop learning.
As I work towards becoming an experienced nature interpreter, I want to bring a few beliefs with me, beginning with the fact that everyone wants to learn and sometimes just needs more help. Many people have barriers such as being too busy, physical or mental ailments or lack of financial ability (Beck et al., 2018, Chapter 6). Despite barriers, everyone can participate in nature interpretation and continue to learn more about the world around us. I also believe in sparking joy with participants. Making people fall in love with nature is the key to handling more significant issues such as climate change.
Being a nature interpreter involves many responsibilities ranging from the goals of interpretation and spreading a message to ensuring inclusion for everyone. Along with many responsibilities, I think a few take the cake for importance, and I would like to focus on these. The most important responsibility is creating an inclusive environment that is supportive of learning for everyone. You can have a fantastic message and interpretive performance, but if not everyone can see or experience it, then there is no point. A critical aspect of this is accessibility. If someone is blind, I have to ensure they have components they can participate in, such as having brail pamphlets or information boards; if someone is in a wheelchair, I need to provide either an accessible, safe walk or, if that is not possible provide an online component offering the same experience (Beck et al., 2018, Chapter 6; Beck et al., 2018, Chapter 6). It is also important for me to include people of all ethnicities and races, whether through hiring a diverse team of individuals or being aware of different individuals with differing beliefs on religion, history or politics (Beck et al., 2018, Chapter 5). It is also crucial to get to know my group before beginning to interpret (Beck et al., 2018, Chapter 6). Talk to them, hear their perspectives and change my program depending on the discussion (Beck et al., 2018, Chapter 6). Understanding the people you are interpreting is key to sharing your message with them. My last key responsibility involves creating an effective interpretation program. I have to be able to pick out unique features of a place, relate them to the common person and create a bigger picture and sense of place through an enjoyable, organized method (Beck et al., 2018, Chapter 5; Beck et al., 2018, Chapter 1). Ensuring that the entire story is shared by including history is essential to avoid only relaying parts of the pieces (Beck et al., 2018, Chapter 5). Overall, there are many responsibilities when interpreting. However, the most important thing to me is getting to know the people with whom you share your message to tell a story effectively.
Everyone is different, which makes nature interpretation fun because everyone brings different experiences, passions and abilities. When it comes to interpreting, I will be sure to include as many multiple intelligences as possible to try to reach all learners. However, I have a few that I think I would be best at, and those are bodily-kinesthetic, naturalistic and musical. I learn the best through these types, and I feel I can relate to learners who are similar to me. Using hands-on experiences out in nature is an easy way of teaching because this is how I learn. The same goes for musicals, as I remember lyrics and sounds well. I can use music to connect audience members to what I am interpreting. I also feel that I can connect with people very well. I have always been more of an introvert who would rather sit back and watch other people than be the one in the spotlight. This gives me an advantage when getting to know the audience, like what they are interested in, their barriers or why they are there. I can then tailor my interpretation to suit the audience best, allowing them to get the most out of the program (Beck et al., 2018, Chapter 6). Another approach that I would be effective at using is art. I have always connected with art and have been creative growing up. Art is used to help convey messages, remember facts, and set tones (Beck et al., 2018, Chapter 10). By using pieces of nature to make art, using art mediums to draw or recreate nature, or using music, I can effectively interpret and add more to a program. One last approach I want to use, as I think it suits me, is using history to change perspectives and give a place more meaning (Beck et al., 2018, Chapter 15). I never used to be interested in history and thought it was boring; however, I have recently begun to change my opinion, and I see the value in it being used. I want to share this newfound passion with people and use history to create and tell a complete story about a place. I want them to imagine the place in it is past and understand how it has changed to where it is now and why that change has been important. This could be incredibly important when discussing topics such as climate change, where landscape changes can be seen through things like glaciers receding.
Nature interpretation will look different for everyone as we bring unique perspectives, assets and passion to the field. I want to know how you think nature interpretation will be incorporated into your life in the future.
References:
Beck, L. Cable, T. T. & Knudson, D. M. Interpreting Cultural and Natural Heritage: For a Better World. Available from: Sagamore Publishing LLC, Sagamore Publishing LLC, 2018.
Rodenburg, J. (2019). Why environmental educators shouldn’t give up hope. Environmental Literacy. https://clearingmagazine.org/archives/14300.
Hi Olivia!
I am glad that the final blog post gave each of us the space to reflect on our journey throughout this term together. The beautiful thing about nature interpretation is that it is personal and self-guided; no one person is expected to share the same passion for a topic.
Your post brought a smile to my face, and I felt as if I was not alone. I too have developed not only as a nature interpreter but as a person as well. Nature interpretation was a foreign concept to me prior to enrolling in this course. Like yourself, I have had a passion for learning and spending time in nature and want to continue to encourage others to do the same. Your personal ethics are inspiring, and I can tell you grasp the responsibility we as nature interpreters have to each other and the world at large!
I know for myself; I understand my strengths and weakness when attempting to deliver information. You had mentioned that you are proficient in remembering lyrics and are musical; I am most definitely not. I am artistic through visual interpretations of the world around me whether that be canvas painting or photography. The podcast assignment opened my mind up to video presentations that I could produce for those who are auditory learners. I think between you and I we could develop a pretty interactive and accessible interpretation of nature! ☺️
Great posts with this term!
10: The Last Reflection
Hi folks!
Here we are, the final blog post of the term. For myself, it feels like just yesterday I was sitting down to write my first response, attempting to break down what nature interpretation meant. Prior to this term, I was not familiar with the concept of nature interpretation, and I was naïve to assume everyone has experienced nature in the same manner I have. The journey that this course has facilitated, I believe, came at the perfect time in my life, both personally and professionally. As I approach graduation this summer, I’m reminded that the skills and metaphorical toolbox that I have developed over the past four years will guide my future endeavours.
To get started I would like to provide you all with a quote. The frontispiece of our textbook stated that,
“Finding beauty in a broken world… is the work of daring contemplation that inspires action” (Beck et al., 2018).
Prior to this course, I was familiar with the negative aspects and areas of improvement that our natural world consisted of. Habitat destruction, the climate crisis, food shortages; the list goes on. It is through university courses that I was made aware of these issues and asked to research possible solutions (Hooykaas, 2024). When talking to my parents or even friends who are not in post-secondary education, there is a large disconnect in the knowledge and an emphasis on the problem rather than solution. This course was the work of daring contemplation and a self-reflection of how I see myself as a nature interpreter. I am now an active vessel to communicate the values and successes of nature and am knowledgeable of how to do so. I have found a passion for bridging the gap between those who are able to access our natural world and those who do not.
To be an effective communicator there are several aspects of self that must be strengthened and actively worked upon. It was not until this blog prompt that I had considered what my personal ethic is regarding nature. A definition that I used to curate my personal ethic towards nature was “the ethics that a person identifies with in respect to people and the situations that they deal with in everyday life.” My personal ethic as a nature interpreter is to be honest and always maintain integrity when relaying information to audiences. As discussed in course content, it is not only the quality of interpretation that effects the audience’s engagement with the topic but the way it is presented (Beck et al., 2018, Chapter 3). We all have a hierarchy of needs and if we are motivated to fulfill these needs, life will be more enjoyable (Beck et al., 2018, Chapter 3). Ensuring I am transparent to audiences with how much I do know and recognize the gaps in my knowledge will instill trust in my audience and increase retention rates.
Similarly, I recognize the gaps in knowledge that people of different socioeconomic status may have and the privilege I hold attending a university, receiving an education in environmental science (Beck et al., 2018, Chapter 7). I vow to be a beacon of truth and encourage differing perspectives. There is an immense amount of misinformation circulating in mainstream media that can be difficult to trust. Those who are less informed may be incredibly susceptible to this misinformation and can make uneducated conclusions. I have a responsibility to utilize the skills I have learned in this course and my education to filter through this information and support my audience.
In my childhood, I was fortunate enough to attend several nature related day and overnight camping experiences. I have immersed myself in the natural world and have experienced the value of an effective nature interpreter. Now that I am of the age of previous camp councillors and teachers, I am passionate about the natural world, specifically aquatics, and am eager to be the voice for the next generation. Little 5-year-old me would be ecstatic to go down to the lake and collect stones and listen to my nature guide. I think that without this exposure and exceptional guide, I would not have the same relationship with nature that I do today.
Experiencing nature in my past and this course in the present, I have a comprehensive understanding of how I would relay my knowledge about the natural world in a digestible manner. I would focus on my passion for our freshwater great lakes and the Muskoka area that I have spent countless hours exploring. As a visual learner that recognizes there are other learning styles, a YouTube show would be an ideal source to share my knowledge with the most amount of people (Beck et al., 2018, Chapter 6). Most people have access to a digital device, if not personally then at their workplace or school. With children being exposed to technology more than any previous generation, I believe a short YouTube video weekly could be engaging and an amusing way to learn. The experience I gained through creating our podcast assignments leaves me feeling better equipped to tackle such a project.
This course has inspired me in my future aspirations. Leaving Guelph, I have the responsibility to myself and to my peers to share the knowledge we have gained in traditional study and apply it to our everchanging world. It is important to remember that regardless of what the future holds, our natural world can provide us with answers. We must support each other in our call to action and have an open mind to new possibilities and perspectives. I believe we all have been working on finding our own voice this term and I am excited to see where our values, beliefs, and interests take us.
I hope that you all can appreciate the evolution of me and my experiences outdoor through this digital scrapbook of my life through the images.
Cheers to a great term and staying curious!
References
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: for a better world: Chapter 3 Values to individuals and society. Sagamore Venture.
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: for a better world: Chapter 7 Serving diverse audiences. Sagamore Venture.
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: for a better world: Chapter 6 How people learn. Sagamore Venture.
Hooykaas, A. (2024). Unit 10: Nature interpretation’s role in environmental sustainability. University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/858004/viewContent/3640015/View
Amazing things in nature!! BLOG
When I was trying to think about what to write about this week, I remembered that I created this amazing project in grade 11 about dolphins... Just when you thought that the ocean couldn't get any more captivating and mysterious, let's dive into a revelation that brings us closer to understanding the complex social side of one of the sea's most intelligent animals, dolphins. These beautiful creatures, known for their playful demeanour and remarkable intelligence, share some incredibly human-like with us, they call each other by names. YES, I know, you read that correctly. Dolphins have names for each other, a discovery that not only endears them further in our hearts but also opens up a whole new perspective on animal communication and social dynamics.
Dolphins, these graceful swimmers of the sea, are not just animals; they are storytellers, friends, and individuals with their own unique identities. Imagine a vast, blue world beneath the waves, where light dances through the water and where sounds travel faster and farther than in our air-filled world. Here, in the deep blue, communication is key to survival and social connection. Dolphins, with their sophisticated brains and social structures, have mastered the art of communication in a way that is both complex and profoundly beautiful.
At the core of dolphin social life is their use of distinctive whistles, which scientists have likened to human names. Each dolphin develops its own unique whistle, a signature sound that identifies them to others. This is not just a random noise but a carefully crafted representation of their identity. When a dolphin emits its signature whistle, it's announcing its presence, calling out to friends and family across the watery expanse. And when they hear their "name" called, they respond with an acknowledgment that strengthens social bonds and maintains group cohesion.
But how do scientists know that these whistles are indeed names? Simply through research and observation, scientists have discovered that dolphins use these unique whistles specifically when separated from each other. By recording and playing back these signature sounds, researchers observed dolphins responding to the whistles of their pod members, but not to unfamiliar ones. This indicates not just an understanding of the concept of names, but also an ability to recognize and remember these acoustic labels, a feat that underscores their cognitive sophistication.
This discovery has profound implications. It challenges us to rethink our views on animal intelligence and communication. Dolphins, with their named identities, demonstrate a level of complexity in their interactions that we're only beginning to understand. They remind us that the animal kingdom is full of surprises, full of creatures with rich inner lives and social intricacies that mirror our own in ways we never imagined. Beyond the sheer wonder of this discovery, understanding dolphin communication helps us appreciate the importance of their conservation. These creatures, with their names and friendships, face threats from pollution, fishing nets, and habitat loss. Protecting them means preserving their complex social structures and ensuring that their stories continue to unfold in the oceans' depths.
So, the next time you gaze out at the ocean, remember the unseen conversations happening beneath the surface. Dolphins, with their individual names and vibrant social networks, are not just surviving; they're thriving, communicating, and connecting in ways that continue to astonish and inspire us. Let's keep listening, learning, and advocating for these remarkable creatures, for in their stories, we find threads of our own.
Cheers
-Virginia
Hi there,
You are such an amazing writer, you really have a way with words! Your descriptions were so compelling, that your post instantly transported me to the ocean with all of the powerful language used. I honestly didn't know much about dolphins before reading your post but wow dolphins are interesting! I knew dolphins are smart but I didn't know they have signature whistles or names, I found that the most intriguing. It makes me wonder if other animals have human-like forms of communication that we just haven't discovered yet, what do you think? The other thing that struck me while reading your blog was who is responsible for studying animal languages and making progress in this field? At first, I thought obviously a biologist who would be super familiar with animals, then I thought maybe a neuroscientist to analyze their brains and behaviors, then I thought a mathematician or computer scientist to create advanced algorithms and software to record data and decipher languages. There is likely a team of scientists who check all these boxes but I thought it was notable how many disciplines intersect here. This is also a very good example of the use of interpretation in the real world, as mentioned in this week’s reading. Thanks for the awesome post, I really appreciate your call to action for us to keep listening, learning, and advocating for dolphins. You had a very memorable and interesting blog this week, as I will definitely remember the unseen conversations happening under the sea the next time I am around the ocean!
Take care:)
Lauren
Hi Virginia!
Your interpretation of this week’s blog was captivating. The assignment said to reach an audience in their armchair and bring nature to them, and you sure did! I felt as if I was transported to somewhere warm and I was in the ocean surrounded by dolphins.
One of my best friends’ favourite animals is a dolphin and I have purchased several stuffed animals and postcards for her over the years of them. I knew that they were an intelligent species, but I was unaware that they were this interesting. The fact that these creatures have a different language and a code of names to communicate with one another is mind-blowing.
In my blog post for this week, I spoke about the connection that our ancestors have had with nature and how the human relationship is changing as our natural world is changing. I think that the way we communicate and relate to our natural world should adopt some of the practices that dolphins have with one another. Our overconsumption patterns are negatively impacting the natural harmony between species. You mentioned how fishing and traps are harming these species and how we need to consider alternative methods. Human beings have a lot to learn from dolphins and their ability to communicate. I will keep this amazing fact in mind the next time I speak to my best friend or am on vacation!
Great post!
09: Something Pretty Amazing
Hey all!
After a week-long break, I am back with another blog post. This week we were all asked to reflect upon the most amazing thing we know about nature. Having experienced the two extremes of hours basking under the hot sun in the Greek Islands and being bundled in layers in strong windstorms up north, I recognize the great amount of diversity we have in natural landscapes across the world. Not only did the species and climate differ in each location I have travelled to, but the people did as well.
What has inspired me about the natural world throughout my travels and experiences is how through the evolution of humanity, our relationship with the natural world has changed.
The Western world is motivated by production. Developers compete with other companies and expand their businesses via surface area or internal connections. Large oil companies in western Canada extract thousands of litres of oil daily and plant a few trees in efforts to reconcile the damage they have done. Our ancestors recognized the natural world has some of the purest remedies and resources one could need and readily foraged for them (Geniusz & Geniusz, 2015). It has been noted that Sphagnum moss (peat moss) was regularly used by the Annishabee peoples are diaper lining for the incredible absorbent quality of the moss species (Geniusz & Geniusz, 2015). Our Arboretum has several berry species and weed species such as Dandelions that can be sourced as a pasta alternative (Ontario Nature, 2017). Some of the greatest teachings from our ancestors describe how fulfilled their life is when they become one with nature.
While travelling Europe, I appreciated the value of nature that several countries still hold. Italy is industrialized, without doubt, but even through industry, I was astonished by how many home gardens I saw. People see the value in producing their own food, spending time outdoors, and have the appreciation that much of the Western world is lacking.
As someone who lives in the Ontarian consumer driven society like many of you, we often look for efficiency, regardless of the impact it has on our environment. I have noticed our society is growing increasingly impatient with far shorter attention spans as time goes on. This transfers into the lack of acknowledgement and respect of our natural world. Nature interpretation is the bridge to providing the knowledge and exposure to the natural world and the value it holds (Hooykaas, 2024).
I am extremely passionate about sourcing from local markets and sourcing my food from nature. I have the utmost respect for our ancestors and the teachings they have provided us. Rather than seeing my walk to the grocery store as simply moving from point A to B, I appreciate the time spent in the outdoors. To summarize, the ability for humans to connect with the natural world both physically and emotionally is what has always amazed me most. This is a connection I will continue to cherish as I continue to learn about nature interpretation.
References
Geniusz, M. S., & Geniusz, A. (2015). Four traditional plants in the Anishinaabeg culture. In W. M. Geniusz (Ed.), Plants have so much to give us, all we have to do is ask: Anishinaabe botanical teachings (pp. 139–174). University of Minnesota Press. http://www.jstor.org/stable/10.5749/j.ctt189tth4.11
Hooykaas, A. (2024). Unit 1: Launching into Nature interpretation. University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/858004/viewContent/3640015/View
Ontario Nature. (2017, October). Northern Forest Foraging Guide. https://ontarionature.org/wp-content/uploads/2017/10/Ontario_Nature_Forest_
Foraging_Guide_official.pdf
Unit 7: Music in nature, Nature in music
Music surrounds us, it's everywhere. We listen to music when we drive, go for walks, study or cook. There are many types of music, like classical or pop, but some are less common or thought of, such as birds or whales singing. Before this unit, I hadn't put much thought into how there is music in nature.
What even is music? When I think of music, I think of an arrangement of sounds used as a form of self-expression. In this unit, we defined music as sound patterns varying in pitch and time produced for emotional, social, cultural and cognitive purposes (Gray et al., 2001). This definition proves how versatile music is and how many uses it can have.
I want to dive deeper into how music and nature are interconnected. I want to discuss where music is in nature and where nature is in music.
Music is everywhere in nature, from animals singing and communicating to the sound of wind through windchimes. It is simple for me to hear music in nature in the form of birds. I have studied bird calls and songs in some courses throughout my undergrad and analyzed their differences to help ID different species. However, I know how easy it is to tune out these sounds in our busy world, with the sounds of cars driving by honking the horn and trucks reversing. If you have ever gone to a remote location and sat and listened, you would agree it is impossible to ignore and drown out the natural music that fills your ears—the changing songs from season to season and from hour to hour. As I write this, I think about the hot summer with cicadas humming their tune. I remember the sounds of birds singing at 5 am while spring peepers and crickets fill the night with their tune. All together, creating a symphony of sounds. Each piece of nature creates its tune and rhythm just as an orchestra or band would with a guitarist and drummer. All are capable of making their own distinct music. When played in harmony, it creates its song and its music. The music that fills your ears when you sit in that remote spot just listening. It is said that those who live amongst nature have a more comprehensive range of sounds than those who live in industrialized societies (Gray et al., 2001). The distinction between these two examples demonstrates this effectively.
It is clear that music is everywhere in nature, but where is nature in music? My interpretation of this is varied. Nature is in music through song and lyrics. I have discussed this in a past post where The Tragically Hip often writes about Canada's landscape and paints a picture of the beauty and nature. There is also the example of Yoiks, an oral tradition of the Sami where they repeat nonsense syllables about an aspect of nature. This places nature into music; however, I think this can have more meaning. My other interpretation is that nature is what creates the music. Without nature, music would not exist. The animals with specialized structures to make sounds, repeated rhymes, and sound patterns wouldn't exist. Nature is vital in music.
As a follow-up, I wanted to talk about my experience with music and nature. The song Bobcagon by The Tragically Hip immediately takes me back to the cottage. I imagine a dock on the water surrounded by trees. This association is from hearing it played at cottages while growing up! It's a beautiful song if you haven't heard it before!
This Picture was taken in Algonquin and shows what I imagine when hearing this song.
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
Hey!
What I loved about the topic for this week is how universal it is. We have discussed the role socioeconomic status and how it may hinder one’s accessibility to nature interpretation programs. The beautiful thing about music is that to make it and to hear it can be free of charge.
You discussed how versatile music is which I think is an important point to highlight when discussing music in nature. Depending on the environment that you are in, the music of the natural world may differ in sound. Just as classical music has genres, the sounds of the natural world differ depending on the environment. I know that when I visit my friends downtown Toronto, the sound of nature is drowned out by the hustle and bustle of the city. As I drive out of the city center, I always appreciate the silence and reintroduction of natural sounds.
In Canada, we are fortunate that we have many different landscapes and landforms right outside our backdoor. Our Indigenous population across Canada has several practices that involve the natural world and paying our respects to what it provides. When researching nature in music, I stumbled upon several traditional songs that have been passed down through generations that recognize the value nature has in our lives. It is important that Canadians not only recognize the Indigenous groups of Canada and their presence in our history but the teachings that they have provided us. I have attached a video link to one of the interpretations I managed to find (YouTube, 2022). Give it a listen!
References
YouTube. (2022, September 10). #shorts indigenous artist connects to nature through music and sound. YouTube. https://www.youtube.com/watch?v=rra_aIG48hE
07: The Most Captivating Composer
Hi all!
We have had a short break in conversation, but I am back today to discuss the role of music in nature and where we can find it. One of my favourite aspects of spending time emersed in the natural world is pausing to hear all the elements surrounding me and my senses. When you become still, the world continues to move around you, and you can appreciate the smallest details. Music serves a social, emotional, cultural, and cognitive purpose that can connect us to each other and to nature regardless of socioeconomic status or other potential barriers (Hookyaas, 2024). The period in which music is produced provides context into the state of the world at that time and provides the listener with context (Beck et al., 2018). Often music is a vessel that indirectly informs us of the world without the need for a lecture or reading (Beck et at., 2018). The compilation of sounds can connect all our senses and encourage us to feel something that has been left unsaid.
So where is music in nature?
Some of the greatest musicians and conductors rely on a diverse set of instruments to convey emotion through their sounds. The orchestra that nature has assembled relies upon various components and species to produce a symphony. The waves that crash upon the beach and exposed rock at impressive speeds are the percussion. They provide a base line for the remaining components to layer themselves upon. The wind provides a soft but noticeable melody with powerful acoustics as it whisks amongst the brush and trees that line the beach front. At dusk, you may hear the rustling of small creatures, scurrying about to return to their burrows providing depth to the ensemble.
I am most familiar with music in nature and have always been an observant listener, however nature in music is something I am not as familiar with. In an interview that I once watched with Finneas, Billie Ellish’s brother and co-collaborator, he explained his producing technique. He discussed his efforts to be a mindful creator and explained he often sources his beats and sounds from the world around him (Youtube, 2020). An example of this is the funky beat in the song “Bad Guy” which is part of a traffic light in Australia (Youtube, 2020). Creators such as Finneas are innovative and are exceptional interpreters of the world around them. In several Jay-Z songs such as “No Church in the Wild”, animal sounds are used for stylist purposes and make for easily identifiable songs (Jay-Z, 2011). Mainstream radio stations that play these songs are providing a platform for subtle nature interpretations. I intend to delve deeper into true nature songs and listen to how creative some songwriters are.
To wrap up my thoughts today, music makes us feel. Many of us turn to music in times of sorrow or when we need a pick me up while getting ready to play a game. Music can transform any space it enters and create an ambience that cannot be ignored. It is also the purest form of nostalgia. A personal example is the song “Home,” by Edward Sharpe and the Magnetic Zeros (Sharpe & the Magnetic Zeros, 2009). It is my camping trip anthem. Within the first few seconds, I am transported back to hikes under the hot sun, diving into the cold lake, and early morning wakeups. It is a song that represents the outdoors, family, and is ever-present in some of my fondest memories. I have included it if you are unfamiliar and in my slightly biased opinion, I think it is a must add to your summertime playlists!
References
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: for a better world: Chapter 10 Arts in interpretation. Sagamore Venture.
Hooykaas, A. (2024). Unit 7: Nature interpretation through music. University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/858004/viewContent/3640018/View
Jay-Z & West, K. (2011). No church in the wild [Song]. On Watch the throne [Album]. Def Jam Records.
Sharpe, E., & the Magnetic Zeros. (2009). Home [Song]. On Up from below [Album]. Vagrant label.
YouTube. (2020, February 4). Finneas reveals everyday sounds hidden in “Bury a friend” and “Bad guy.” YouTube. https://www.youtube.com/watch?v=I-zeJRjP6xA
06: The Old Stuff
“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.”
Hi folks!
We are back today with another guided prompt. The task for this week is to unpack the quote listed above. Now, I have always been a fan of quotes and uncovering the deeper meaning of things. I am going to put on my glasses, play some smooth jazz in the background, and sip a warm tea as I channel my inner historian to unpack this quote.
The first concept states, “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.” I interpret this to mean that just because an item or concept is old, it does not mean it should be valued or trusted. Rather, there is value in the integrity. An example of this is walking through an ancient artifacts exhibit and questioning why they would have included such peculiar pieces. These pieces may be irrelevant, but they are the vessel through which a bigger story is told.
Diving into the second concept, “if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things,” demonstrates the necessity of interpreting under a collective lens rather than in individual concepts. Preserving integrity requires the acknowledgement of what came before.
The quote concludes with the analogy of a train station: “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.” It highlights that interconnectedness is experienced when we do not acknowledge our roots. As a result, we may find our future to be weary.
I have never been a history buff; however, I can appreciate the value it has in our lives. History is a valuable tool to remind us of our past mistakes and guide us in our futures (Hooykaas, 2024). Although we may not regularly observe large, quantifiable changes of our natural world, it is everchanging. As mentioned in the readings for this week, climate change is an area of great historical content. Last term, I had taken a course which focused on climate change. We studied our natural world and the different areas that our warming climate has impacted. One of the lessons was dedicated to the history of climate change. I found it fascinating that the imprint of thousands of years is held in the sediment of rock and on our ocean floor. These natural time capsules hold great value and help our modern society understand the past (Hooykaas, 2024). In interpreting these findings, we are actively forming a community to prepare for future generations (Beck et al., 2018).
Reflecting upon history, two extremes exist. Our history contains incredible accomplishments and seismic evolution however, it is at a price. Thousands of lives have been unnecessarily lost and ecosystems destroyed but through it all, there is a lesson to be learned. As the quote highlights, there is value in recognizing the past, not for the age but for maintaining integrity to make sense of the present.
Check out my reblog for this week to find a really cool resource for tree dating and the historical importance this area of study has!
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: for a better world. Sagamore Venture.
Hooykaas, A. (2024). Unit 6: Nature interpretation through history. University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/858004/viewContent/3640020/View
The Merit of History
“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
This quote encapsulates the fact that history exists not just in one moment in time as a standalone event but rather, is everlasting and intertwined with everything that came before it and is to come after. The first part of the quote, at face value, tells us that something being old doesn’t mean it is inherently special or should be preserved but it is the context of these things that make them special. As far as my little knowledge on the subject goes, we generally keep a historical site preserved as is not just because it is old but because of the history that took place in the space. When a piece of history is put into context with its other parts in other timeframes, it becomes something of merit. These fragmented bits of history are what come together to form a story. Putting these bits of history together throughout time takes integrity and knowledge to be passed down. To maintain this integrity, all sides of a story must be considered and heard to create an accurate depiction of a series of events. Stories are shaped as they are told from person to person. Details may be lost or embellished either on purpose to frame a story in a different light or subconsciously due to different people’s perception of an event. Many histories only exist through stories and tales that have been passed down through many generations. Thus, it is crucial that we assess a history, for example, not only from the point of view of the oppressor but the victims as well.
The second part of this quote tells us that history is not a stagnant thing, it is forever evolving. A moment in time did not just occur in the moment you experienced it but is meant to live on as a memory or story or an experience for someone else to live through. We can choose to ignore and erase a history that we aren’t happy with but that doesn’t change the fact that it happened and likely had an effect on other people's lives.
In the context of nature interpretation, it is important to consider these things when interpreting nature and its history. To appreciate the present-day appearance and activity of a place, we need to understand the history of how it was formed such as natural disasters or rock formations. Understanding how humans and nature are related gives a space cultural context and may help explain how something came to be in the current environment. This can be done by learning about the cultural practices of a human community and how that community interacted with and perceived their environment. Also, knowing previous climate patterns allows us to extrapolate to find out what future ones will look like and when they will occur. By recognizing the consequences of past events, societies can work to develop more responsible ways to interact with their environment.
Hyams, E. (2015). 7. In The Gifts of Interpretation. Sagamore Publishing.
Hi there!
I interpreted Hyams’ quote in a similar manner. You were spot on with uncovering that just because something is old, it does not mean it is inherently special. Our society has become materialistic and has found comfort in owning an assortment of objects. It isn’t surprising that when presented with a historical artifact, people may obsess over the fact it is an exclusive item rather than the story the piece may have. I know I have had the tendency of doing that!
I resonated with your point of describing this story as a living memory. I couldn’t help but think of my grandparents while writing this week’s prompt. Just as the earth has natural history in the rings of wood or the levels of sediment in rock samples, our ancestors have stories to tell. They have lived their own life prior to becoming Grandma and Grandpa and have interacted with the world around them. Although my grandparents have passed on, I hold their stories near and dear as they have helped shape my future.
The analogy of the train station encompasses all that was discussed in this week’s discussion. History is not just simply the past but can be interpreted as the living present. All that was before actively shapes what is and what is to come. You summarized this beautifully when you had mentioned climate change.
I know I had mentioned tree ring dating and here is an excellent website that includes descriptions of how this works! It is mindboggling to think some of the trees out west can reach the age of 100 years old.
Dendrochronology, the scientific discipline concerned with dating and interpreting past events, particularly paleoclimates and climatic tren
05: The ways nature has impacted me? (free prompt)
I believe that spending time in nature offers numerous physical, mental, and emotional benefits. During the summer, I have complete access to nature trails and may spend countless hours outdoors. There may be obstacles such as weather and restricted access to these areas in the winter for our own safety. During the academic year, I attributed my lack of drive to a lack of time spent outside. I find that when I lose motivation, my other positive behaviours fall out of sync. I spend less time exercising, my dietary intake becomes more unhealthy, my sleep schedule becomes disorganized, and I feel inconsistent.
This year, I decided to take control of my winter, knowing that these changes usually occur during this time of year. I wanted to find strategies to maintain a balanced diet, get enough and high-quality sleep, and have a regular gym regimen while also attending school and maintaining good grades. So I'd like to share some changes I made to my routine to ensure improved habits.
My first major shift was to devote 30-60 minutes every day to outside activities. Now, I cannot say that I do this every day without fail, but I have been able to do so at least 5 days per week. It helps me to organize my thoughts without having to focus on schoolwork. During this period, I would either softly jog to get some physical activity in or take a walk along the trails in my neighbourhood. I would listen to a podcast, whether it was about amusement, learning, motivation, or self-discipline, to help pass the time. I believe this helped me relieve some of my tension and allowed me to unplug from school.
As we discussed several times throughout the course, the nature trails within the Aboretum made incorporating this practice into my day a breeze. After class, before leaving for home, I take a little walk through the Aboretum to reorganize after a few hours of classes. I sometimes have friends join me, which makes it much more pleasurable because we spend the most of our time on campus together studying. If you don't already, I recommend using the Arboretum to break up your day and get your mind off of school.
I also told myself this year that I would keep a consistent sleep routine. To ensure that I am properly refreshed, I try to get at least 8 hours of sleep each night. Again, are there times when I don't get a complete 8 hours? Of course. However, for the most part, I have been able to prioritize my personal health over academics, and I no longer have to pull all-nighters to complete projects. This has not only allowed me to be properly rested, but it has also taught me how to better manage my time during the day, decrease screen time, and focus on the tasks at hand.
As a fellow student, I understand how tough it is to maintain healthy habits when there are so many assignments due each week, but it is critical that we remember to take care of ourselves. You may even discover that prioritizing your personal health during the school year has an impact on your academic performance. Can any of you think of a moment when you implemented new habits and saw improvements in your daily life?
Hi there!!
I loved reading your blog post this week and I chose to write about a similar topic as well as I’ve been feeling the cold, gloomy weather a little extra this winter!! I chose to focus my blog post on the importance of mental health and the positive impact nature and being outside has on my overall well-being which connects to a lot of what you have shared. The textbook mentions that, “The removal of people from nature- and especially with more time spent with various screen technologies- has physical, psychological, social, spiritual, and environmental implications,” and I think that is even more prominent in the winter and especially for students who spend a lot of time on the computer! (Beck, 2018). I feel you deeply on the impact not being able to go outside and in nature has on my mental health and my overall motivation and well-being and I’ve come to realize just how important it is to take care of yourself during the winter seasons. I love that you shared some of the things you are doing to help take care of your mental and physical health such as going outside, getting consistent sleep and decreasing screen time. To answer your question, I really noticed improvements in my life over the pandemic in my first year of University when I felt almost forced to pick up new habits and take care of my health! The pandemic is when I discovered running and my love for the outdoors and when I started to implement new habits while trying to balance starting University for the first time. Now that I am in my last year of my undergrad, I’ve realized just how important these little habits are such as getting enough sleep, eating a well balanced diet, taking breaks from my computer and getting outside are for my well-being and I believe your health should always be your number one priority.
Thanks again for sharing and for shedding light on an important topic!
Cheers,Natalie
Beck, L., Cable, T.T., & Knudson, D.M. (2018). Interpreting cultural and natural heritage: for a better world. Sagamore Publishing.
Hi!
I am thrilled that someone took it upon themselves to discuss the health benefits that spending time outdoors can offer us. I briefly touched upon this topic in one of my earlier blog posts and emphasized how the pandemic changed my routine.
Prior to the pandemic, the only time I felt it necessary to connect with nature was through preplanned trips or in passing. I would breathe the fresh air and feel the grass tickle my ankles as I walked through my backyard, rarely appreciating what I was experiencing. I viewed the world around me as something that will always be there; be the same. In several ways, the pandemic was an awakening. The shock of the onset demonstrated how fragile life is and how our normal should not be taken for granted. The extra time I had, I spent outdoors and reconnecting with the world around me. In reconnecting with the natural world, I believe I was contributing fulfilling the need for self-actualization. As the textbook explains, Maslow’s Hierarchy of Needs describes one may feel most fulfilled when self-actualization is realized (Beck et al., 2018). I felt the peak of happiness in moments when I had little contact with anything but the environment I was immersed within (Beck et al., 2018).
I made a promise to myself that moving forward, I would dedicate energy into paying attention to nature. This attitude change has greatly influenced my mood and headspace. I no longer view my walk to school as a chore but rather chooseto walk whenever I have the chance. I strongly agree with your point that we may be nurtured by nature if we dedicate the time to do so.
All these feelings and statements are regularly supported through psychological research. Experiments have shown that regular exposure to natural environments improve working memory, cognitive flexibility, and attentional control (Schertz & Berman, 2019). I would be interested to uncover more research regarding the use of nature-based therapy for those who struggle with major depressive disorder and addiction issues.
I look forward to new perspectives on this topic!
References
Beck, L., Cable, T.T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: for a better world. Sagamore Venture.
Schertz, K. E., & Berman, M. G. (2019). Understanding Nature and Its Cognitive Benefits. Current Directions in Psychological Science: A Journal of the American Psychological Society, 28(5), 496–502. https://doi.org/10.1177/0963721419854100
05: Finding my "Footing" as a Nature Interpreter through Environmental Education
Over the past several weeks of this course, I have spent a considerable amount of time reflecting on my own relationship with nature. Through this self-reflecting process, I have flipped through photo albums of family trips and journals that I’ve kept from camping excursions. I decided for this week’s topic, I would share my experience in Tanzania, Africa and how the educational journey combined learnings about both science and the environment.
To begin, I feel it’s essential to provide some context. Science education refers to the teaching of scientific knowledge and core concepts (Wals et al., 2014). Science education is often supported by environmental education (Wals et al., 2014) Environmental education refers to the teaching of knowledge in addition to the incorporation of values (Wals et al., 2014). The two disciplines support one another despite differences in their approaches (Wals et al., 2014). Science is most often taught in an academic setting, at a desk, with an expert delivering the material. They may reference the natural world, but the values are absent (Wals et al, 2014). There is a gap embedded in the educational system that, in recent years, has separated scientific education with environmental education (Wals et al., 2014). The values and hands-on experience I had while in Tanzania have been the most impactful lessons I have had in my lifetime thus far.
In 2018, I was fortunate enough to be accepted into the mission trip program my high school offers students in their grade 11 year. The program consisted of local community initiatives, classes on global development, and team-building activities. In addition to the humanitarian aspect of the program, my teacher emphasized the importance of the natural world and sustainable practices that the Western world could adopt. Tanzania and the greater continent of Africa offer vastly different climates, landscapes, and more diverse wildlife than what we are accustomed to. The people of Tanzania, specifically the village I spent my time in, rely on the land and their natural world out of necessity for survival.
One of the activities through which we learned from some of the residents of the village was the concept of boma smearing. Boma smearing is essentially the insulation of homes using a mixture of cow manure and sand. This concept was clearly very foreign to young Canadians; however, the experience was eye-opening in how the natural world can be used in the absence of modern technology. It would be naïve to ignore the fact that most often this was necessary due to the lack of income and resources. While being exposed to a vastly different socioeconomic community, this exercise provided invaluable perspective as we witnessed this community’s ability to use something as simple as manure to fulfill a need as important as insulating their homes. I utilized previous knowledge from science courses of materials and biological compounds and the sensitivity I had acquired in working with the village residents to contextualize this. I will always carry this humbling and intimate experience with me through my life in the Western world.
I believe that this experience was integral to my ability to interpret the nature around me. The experience both in class and in country, was the perfect synergy between science education and environmental education. I was encouraged to internalize and interact with the world around me through artistic exercises and scientific discussion (Hooykaas, 2024). The delivery of information I experienced was conducive to all learning styles (Hooykaas, 2024). Although my words cannot fully bring justice to the experience I had, the feelings that remain have motivated me to become a contributing member to the protection of our natural world. The local people of this Tanzanian village completed simple tasks of everyday life with such joy. This observation pushed me to do some personal reflection and signified to me that it is truly how you interact with the world around that can help dictate your quality of life.
I am curious if any of my readers have been doing some of their own reflecting on past experiences and whether your outlook has changed through establishing "footing" as a nature interpreter?
P.S. We had the opportunity to attend a safari! I wanted to share some of my favorite shots from this day. This Safari was in the Tarangire National Park and was approximately five hours long. The impact the wild landscape can have on the behaviours of these creatures was breathtaking and undeniably powerful.
References
Hooykaas, A. (2024). Unit 2: Teaching learners. University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/858004/viewContent/3640016/View
Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Science education. Convergence between science and environmental education. Science (American Association for the Advancement of Science), 344(6184), 583–584. https://doi.org/10.1126/science.125051
"Art is not what you see, but what you make others see." -Edgar Degas
Nature Interpretation Through Art
I see “The Gift of Beauty” (Beck et al., 2018) as the passing of nature’s magnetic and recharging quality from interpreter to audience. Nature is known for its magnetic quality that draws people in, to the point of craving fresh air and sunlight almost like a drug. Many people consider nature spiritual and emotionally recharging, which adds to nature's mass appeal and draw. Additionally, an important feature of “The Gift of Beauty” is the. aspect of preservation. Nature’s immense beauty creates an intrinsic drive for one to want to preserve it to be able to continue to appreciate it and allow others the opportunity to do so as well. A huge driving force for me is that I want my future children to experience the beauty of nature, which ultimately drives a need for conservation and sustainability for me.
I think that “The Gift of Beauty” and “The Gift of a Spark” are connected because of how powerful beauty is, often being the spark of interest for many. Notably, beauty is the easiest of the 15 principles and gifts to quickly communicate, especially through art. It is said that one has a maximum of 10 seconds to grab an audience’s attention (Griffith, 2023) so visual art is the most effective and impactful. An example of beauty being utilized to spark interest and desire for nature is through information pamphlets (below). An interpreter chose each of these images to grab attention and convince someone to visit.
(The Adventure Map)
But you don't have to be designing nature pamphlets to act as an interpreter bestowing “The Gift of Beauty” on audiences… the average nature-lover does this all the time without even trying, that's how powerful the draw of nature’s beauty is! Every time we upload a vacation photo of a pretty destination, open our laptops revealing a landscape wallpaper, tell our friends about our camping weekend and so many more tiny things, we are be spreading “The Gift of Beauty” to other’s without even trying!
So this brings us to the question of “Who are you to interpret nature through art?” Well, I am a human being just like all of you so it is in my nature to enjoy and protect the beauty, as well as want to spread the beauty for others to revel in. Art is one of the most accessible forms of communication on the planet, as art is a universal language that has no economic or social barriers when it comes to personal expression.
One of the pieces of artwork below is by Claude Monet and one is by an elementary school student… can you tell which is which?
(Gorden, 2024; Monet, 1897)
I joke of course! However, the point is that both pieces of artwork communicate “The Gift of Nature” and inspire audiences to appreciate nature: one probably inspired a family to go on a nature walk after dinner and the other inspired generations of artists, but the point still stands that art is a power tool to drive audiences. Additionally, art can be expressed in many forms which opens up even more opportunities for the average person to interpret nature.
References
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage : for a better world. Sagamore Venture.
Gorden, B. (2024). Tissue paper Monet art projects [Photograph]. 123HomeSchool4Me. https://www.123homeschool4me.com/famous-artist-monet_71/
Griffith, R. (2023). Use value proposition to catch attention: Pragmatic Institute. Retrieved from https://www.pragmaticinstitute.com/resources/articles/product/the-10-second-customer-attention-test/#:~:text=User%20experience%20data%20and%20market,they%20engage%20with%20your%20message.
Monet, C. (1897). Nympheas: Sun Effects [Photograph]. GettyImages. https://www.gettyimages.ca/photos/claude-monet-water-lilies
The Adventure Map. About The Adventure Map [Photograph]. CHRISMAR. https://chrismar.com/pages/about-the-adventure-map%C2%AE
Hi there!
I could sense from your response that you and I share a passion for art.
Art education in public schools experience a lack of funding and attention that it deserves (Gibson, 2018). If parents do not value art and creative experimentation, their child may never have the opportunity to create (Gibson, 2018). I strongly believe that accessibility to art supplies is essential for the development of individuality.
As we have discussed in class, art is a form of communication that is understood regardless of ethnicity, social class, and political opinions. Art requires us to be active with our thoughts and the world around us (van Boeckel, 2015). Nature interpreters are similar in that they are active with their environment (Beck et al., 2018). I agree with your point that the “gift of beauty” is supported by the “gift of spark” (Beck et al., 2018). Embedded in the natural world is a sense of wonder and extreme disbelief (Beck et al., 2018). I can recall the feeling I had felt when I saw the Swiss Alps or the Tuscan countryside. The landscape caught my attention, and I was immediately lost in the natural beauty of it all. Art allows us to preserve that beauty and make it accessible to those who are unable to experience it in its natural form.
I can appreciate your point emphasizing the necessity to conserve our natural world for future generations. This thought weighs heavy on my shoulders. I find it is the responsibility of our generation to preserve our natural world and develop a sustainable future. I want my children to have that same accessibility and self-fulfilling journey with nature that I was able to experience.
Great post!
References
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: for a better world. Sagamore Venture.
Gibson, V. (2018, April 3). Arts education squeezed out across Ontario Schools, new report says. Toronto Star. https://www.thestar.com/news/gta/arts-education-squeezed-out-across-ontario-schools-new-report-says/article_bca79a5f-b988-5e62-a6fc-51f38ba088a4.html#:~:text=In%20elementary%20schools%2C%20the%20report,more%20than%20%2410%2C000%20per%20year.
van Boeckel, J. (2015). At the heart of art and earth: an exploration of practices in arts-based environmental education. Environmental Education Research, 21(5), 801–802. https://doi.org/10.1080/13504622.2014.959474
04: Art and Nature, The Perfect Storm
“Art elicits sympathy, conjures empathy, and these emotions are requisites for a kind, kinned sense of society.” – Jay Griffiths
Art is everchanging; it has adapted yet challenged the world in which it was created. Artists provide a glimpse into their innermost thoughts, passions, and perspectives; often to convey a message. Art is a catalyst for a heightened sense of awareness and feeling that individuals are encouraged to reach on their own (Beck et al., 2018). It is the power of self-realization and emotion that enables art of all forms to leave a lasting impression.
The representation of our natural world through artistic representation is not a new phenomenon. Art is capable of resonating with everyone, regardless of ethnicity, health, and intelligence (Beck et al., 2018). The art form in which a nature interpreter selects to present their information is dependent upon the theme and the intended audience (Beck et al., 2018). As someone with an artistic background, I have been an advocate for education in art. Throughout my childhood, I was exposed to several different workshops and camps that instilled the value of using our natural world to create. Children are untouched by biases and often do not yet hold strong enough opinions to reject information. As a nature interpreter, I would use my knowledge and passion for art to educate the younger population.
I intend to use visual art and photography to interpret the natural world for the younger generation. Between the ages of six and twelve, children experience an accelerated development of their frontal lobe. They begin to understand themselves and their position within the world but are largely untouched by the responsibilities of adulthood. Art is about the feeling and the process; the intellectual component comes with maturity (Hooykaas, 2024). I would want to focus my attention when developing my interpretation of nature on the emotional vulnerability of these children and allow their wonder and imagination to blossom.
I live just outside of the Muskoka area; a region full of natural beauty and opportunity to explore. I live close to the water and have walked many trails near my home. I have a passion for photography and painting with acrylics. My interpretation of nature would involve a combination of the two. The camps in my childhood would have us walk through the small forest nearby and collect specimens that were lying on the ground. We would bring our collection back and were asked to recreate the forest through our unique lenses using paint, glue, and any additional art supplies we required. As I reflect on this exercise, I recognize this was nature interpretation in its purest form. Through experiencing the forest, collecting the natural remains, and reconstructing it into something beautiful, this was a demonstration of the process of beauty and regeneration. I would facilitate something like this for my artistic interpretation of nature.
I interpret the “gift of beauty” in combination with the “gift of passion”. The interpretation of nature that I would provide for the younger generation would encourage the children to appreciate the small things. The beauty of our surroundings is often overlooked. It can also become overwhelmed by the larger picture. Breaking the natural space down to each component teaches us that not everything needs to be overcomplicated. Routinely appreciating the small things will instill a passion to seek out more which is the emotional response all nature interpreters hope to see in their pupil.
I strongly believe that art slows our pace and encourages us to feel. To feel, we simply cannot be passive rather, art requires action, not simply acting on autopilot (van Boeckel, 2015).
References
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: for a better world. Sagamore Venture.
Hooykaas, A. (2024). Unit 4: Nature interpretation through art and planning for “All” scenarios. University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/858004/viewContent/3640018/View
van Boeckel, J. (2015). At the heart of art and earth: an exploration of practices in arts-based environmental education. Environmental Education Research, 21(5), 801–802. https://doi.org/10.1080/13504622.2014.959474
What role does “privilege” play in nature interpretation?
We’ve definitely discussed some heavy topics in this unit, however, it's important to shed light on these hardships.
For me, I would define privilege very similarly to how it was described with the unit 3 material. I think that privilege means having some sort of advantage over another, in general I typically think this means having an opportunity or obtaining something that's not available to everyone equally. I really like how it was discussed within the unit and referred to as an “invisible backpack” where one can utilize unearned assets that not everyone has access to (Hooykaas, 2024). The idea of these assets being unearned is really important to emphasize, as privilege is certainly something that one can be born into. I think about the example of having a Canadian Passport. I’ve recently done some traveling, going across to the US and even Australia. There are signs at the customs and border crossing lines that divide individuals by the passports that they hold. I’ve noticed that there are lines for Canadian passport holders, along with a few other countries, that have their own essentially accelerated lines. This is interesting to me considering I did absolutely nothing to receive a Canadian passport yet still receive this privileged treatment.
With regards to privilege and how it pertains to nature interpretation, I think we’re all very lucky in Canada to have access to a variety of nature sites and parks. This can be seen specifically when looking at locations such as Guelph. I have access to areas like the Arboretum, Guelph Lake, Speed River, and a variety of hiking trails and forested areas nearby. Additionally, many areas around southern Ontario are like this, and not too far away. Looking at Canada as a whole, there are isolated communities in Northern Canada which might not have the same availability to nature as we have here, and we need to recognize this as a privilege. .
Additionally, when discussing nature interpretation it’s important to recognize the educational aspect that we’re exposed to, specifically as an environmental science student. Because of the different classes and labs I’ve been able to attend, I’ve likely been able to learn more about natural processes and phenomena than the average person. Personally, when I leave the house, I can identify a variety of plant species and fully absorb what's going on around me. I can make connections between what I’m seeing and what I’ve learned in class. This certainly comes with a high degree of privilege as many don’t have the opportunity to learn about these ideas, let alone make connections between what they’re learning and their real lives.
I would love to hear everyone else's thoughts on this! I know I talked a little bit about my experience as an environmental science student, and how being able to apply and observe what I’ve learned in the classroom is a privilege, however I know many of us are in a variety of degrees. For those not in environmental science, how do you think your education has or hasn't impacted your ability to interpret nature?
References
Hooykaas, A. (2024).Hooykaas, A. (2024). ENVS*3000 Nature Interpretation course notes. Retrieved January 23, 2024, from https://courselink.uoguelph.ca/d2l/le/content/858004/viewContent/3640017/View
Hi there!
I can appreciate your definition of privilege and how it relates to the way you perceive the natural world.
You have extensive travel experience and recognize the value of the Canadian Passport. I had the opportunity to travel last year as well. When travelling with my peers, I noticed a difference in how the Canadians were treated compared to the people from the United States. As a young, white, woman I received more attention and benefits when on excursions compared to the families that were with me. The cultural privilege was apparent when abroad.
You had posed a question at the end of your post regarding education. I am not an environmental science major. As an Arts and Science student, I have been exposed to a diverse set of courses and content. I haven’t had field experience or much lab experience over the course of my degree, however, I believe the holistic perspective I have gained is just as valuable. The combination of experiences from my personal life outside of the classroom in combination with the exposure to literature throughout my degree has allowed me to interpret nature.
This exercise has broadened my perspective of how privilege impacts the exposure one may have to experiencing the natural world. The readings and course content allowed me to reflect on the question, “Who am I?” (Hooykaas, 2024). The economic status, cultural identification, language proficiency, and level of education one has must be considered when developing programming (Beck et al., 2018). Knowledge through experiential learning should be accessible for all, regardless of socioeconomic status.
References
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: for a better world. Sagamore Venture.
Hooykaas, A. (2024). Unit 3: Risk versus reward in interpretation. University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/858004/viewContent/3640017/View
03: Privilege
Privilege is a subconscious advantage. Privilege takes many forms in our modern society and is often misused against the lesser. It is the assumption of those who consider themselves to be “privileged” that the level of accessibility to resources and experiences is undifferentiated. When we consider nature interpretation, factors such as socioeconomic factors, cultural background, native language, and lack of knowledge all influence the depth at which the natural world can be related to (Beck et al., 2018).
Peggy McIntosh’s metaphorical approach to describing privilege is an excellent foundation to this discussion (Hooykaas, 2024). She references an “invisible backpack” as the vessel that carries our assets and knowledge (Hooykaas, 2024). These assets are unearned and often do not surface to our awareness (Hooykaas, 2024). Assets such as economic status, cultural background, language, and education are examples of what the invisible backpack would be composed of (Beck et al., 2018). Each asset directly influences how we perceive, acquire, and relate to the world around us (Beck et al., 2018).
I am a young, white, university student. I am of the middle-class and am one of two children. My “invisible backpack” has facilitated the rich relationship I have with the natural world from a young age. My economic privilege rendered incredible travel expeditions across the world and exposure to exceptional environmental programs. I attend a recognized Ontario University and am on pace to receive a bachelor’s degree. My cultural background has seamlessly led to opportunities in my professional and personal life, allocating more time for leisure. I recognize that with English as my first language, a greater number of nature interpretation programs and literature are accessible. Considering the level of privilege I possess; privilege is defined as the accessibility to opportunity unaffected by fear and the lack of sacrifice that enable a richer quality of life.
Economic privilege is an integral component when considering the accessibility one may have to nature. Individuals who have disposable income may indulge in travel and higher-end nature experiences (Beck et al., 2018). While it can be debated that the natural world is free to all people, the diversity of experiences is accompanied with a price. It is the responsibility of the nature interpreter to create affordable, inclusive experiences that are close to home (Beck et al., 2018). Education and immersive programs are a right, not a privilege and they must be delivered as such.
Cultural privilege is a sensitive aspect when discussing the accessibility one may have to nature. The participation of different cultures in nature is largely dependent on social constructs and values (Beck et al., 2018). Camping in tents is an activity that wealthy white people participate in however, to urban minorities is their reality (Beck et al., 2018). To address cultural privilege, inclusivity should be the number one priority. Personal invitations to instil that all are welcome and wanted will strengthen the bond between cultures (Beck et al., 2018).
Language privilege or proficiency is often overlooked in Canada. Canada is a country whose two national languages are English and French. Most programming, advertisements, and professionals are fluent in English and are aware of basic French (Beck et al., 2018). Courses, signage, and maps when entering a provincial park are always in English (Beck et al., 2018). Immigrant families and non-native Canadian citizens are not able to connect with the information on the natural world the same as those who are fluent in English (Beck et al., 2018). Nature interpreters must actively reduce communicative barriers and utilize multimedia approaches.
Privilege influences how one may perceive, relate, and accept the natural world (Beck et al., 2018). It is the role of the interpreter to develop strategies and programming to address these limitations and postulate solutions to become more inclusive. I recognize the privilege I have and how said privilege has exposed me to several opportunities. I encourage my peers to work alongside me in developing a sustainable, inclusive future for nature interpreters.
References
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: for a better world. Sagamore Venture.
Hooykaas, A. (2024). Unit 3: Risk versus reward in interpretation. University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/858004/viewContent/3640017/View
