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Disclaimer
This blog was created for ENVS*3000 (F24), 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
At the beginning of this semester, I was tasked with creating a blog. That was ten weeks ago. I wasn’t familiar with the field of nature interpretation. I enrolled in this class because it seemed interesting, and not having to commute to campus was a bonus. Little did I know how transformative this experience would be. I have connected my personal experiences to broader environmental themes, shared stories, and explored new perspectives. I grew not just as a student but as an aspiring nature interpreter. As I write my last blog post, I’m reflecting on how this journey has shaped my ethics, responsibilities, and approach to interpretation.
My evolving philosophy as a nature interpreter is shaped by the belief that environmental education is more than just delivering facts; it’s about creating emotional connections, inspiring curiosity, and encouraging respect for the natural world. As Becket al. (2018) write, “Interpreters should embody enthusiasm, knowledge, and adaptability, all while conveying a sense of humility and humour.” This quote resonates with me, reminding me of the need to improve myself, as well as inspire others continually.
A central belief that guides me as a nature interpreter is that nature should be accessible to everyone. We all bring different perspectives, shaped by our backgrounds and experiences, to our interactions with the environment. This idea aligns with the concept of multicultural education as well as the idea of the “invisible knapsack” of privilege and cultural influence that each person carries (Gallavan, 2003). Understanding this concept allows me to approach interpretation with humility, recognizing both my privileges and the diverse perspectives of my audience. By being aware of these dynamics, I aim to create an inclusive environment where everyone feels welcome to explore nature.
Another guiding principle for me is the power of emotional engagement through the arts. Arts-based environmental education allows for a deeper connection to nature. As van Boeckel (2013) discusses in At the Heart of Art and Earth, “arts-based methods in environmental education can make content more memorable and enjoyable.” Art helps to bridge he gap between scientific knowledge and personal experience. Additionally, as Gray et al. (2001) explore in The Music of Nature and the Nature of Music, music and natural sounds are powerful conduits in environmental education, bridging science with personal experience. This approach is meaningful to me as a creative individual who values storytelling, music, and visual expression. By integrating artistic elements into my interpretation, I aim to create memorable, emotionally resonant experiences that make environmental messages more accessible and impactful
As a nature interpreter, I feel a strong ethical responsibility to present information accurately, inclusively, and thoughtfully. One of my primary duties is to foster a genuine curiosity about the natural world, going beyond facts to help others appreciate its complexity and interconnectedness. Merenlender et al. (2016) emphasize the importance of environmental education programs that inspire action, not just knowledge. Through my work, I hope to not only educate people about nature but also motivate them to protect it.
In addition, I feel responsible for balancing realism with hope. Environmental issues can be daunting, and it’s easy for audiences to feel overwhelmed. As Rodenburg (2019) highlights, educators have a duty to instill hope, reminding audiences that positive change is possible. My role involves fostering empowerment and offering realistic views of environmental challenges while emphasizing the impact each person can have through small actions.
Given my belief in inclusivity and emotional engagement, storytelling has become a cornerstone of my interpretation approach. Stories allow me to convey scientific information in ways that are both memorable and relatable. For example, incorporating folklore or traditional stories, as Sahi (2010) describes in their discussion of Finnish folk music, can help convey the sacredness and interconnectedness of nature in a way that resonates across cultural backgrounds. Storytelling allows audiences to connect to the universality of nature’s beauty and the specificity of individual places.
Furthermore, I strive to adapt my approach based on the needs of my audience. Wals et al. (2014) argue that effective environmental education should be responsive to different learning styles and preferences. For young children, I incorporate interactive elements and simplified language, focusing on hands-on activities that nurture their innate sense of wonder. For adults, I might delve deeper into complex ecological relationships or discuss specific actions they can take to support conservation efforts. This flexibility allows me to connect with diverse audiences, ensuring that everyone feels engaged and empowered.
As I continue to develop as a nature interpreter, I am aware of areas where I can grow. One challenge I encounter is the temptation to overload audiences with information. Given my passion for sharing what I love, I sometimes feel compelled to share too much, which can overwhelm or disengage visitors. Learning to simplify and focus on key messages, as Csikszentmihalyi’s (2008) concept of “flow” suggests, will help me create more cohesive and enjoyable experiences.
As the semester ends, it is easy to become disheartened by the challenges facing our environment, but as nature interpreters, we have a duty to inspire hope and resilience. “Interpretation, properly carried out, serves as an indispensable tool to achieve successful cultural and natural resource stewardship. Interpretation takes people from passive appreciation to exciting understanding of the cultural and natural environments they experience” (Beck et al., 2018). This means balancing the realities of environmental issues with messages of empowerment, reminding audiences of the positive impact their actions can have. Ten weeks is a short time in our long life but have had one of the major impacts. To develop as an effective interpreter, I recognize that continuous reflection and adaptation are essential. Interpretation is not static; it requires a willingness to learn and evolve
My beliefs, responsibilities and ethics have been altered for the better. My blog posts may have come to an end, but my story continues, I hope I continue to develop as a nature interpreter. I hope to help others in our natural world's ever-changing landscape.
(Myself at Grosse Mountain, Vancouver)
References:
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage: For a Better World.(pp.13). Sagamore Publishing.
Csikszentmihalyi, M. (2004). Flow, the secret to happiness.
Gallavan, N. P. (2003). Helping teachers unpack their "invisible knapsacks". Multicultural Education.
Merenlender, A. M., Crall, A. W., Drill, S., et al. (2016). Evaluating environmental education, citizen science, and stewardship through naturalist programs. Conservation Biology.
Rodenburg, J. (2019). Why environmental educators shouldn’t give up hope. Clearing Magazine.
Sahi, V. (2010). Using folk traditional music to communicate the sacredness of nature in Finland. Workshop Proceedings: Spiritual Values of Protected Areas of Europe.
van Boeckel, J. (2013). At the heart of art and earth: An exploration of practices in arts-based environmental education. Environmental Education Research.
Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science.
Hi Harleen!
Your point about the accessibility of interpretation is one of the main points I made in my own post, and I totally agree that it should be a central belief of any interpreter who wants to convey messages to a wide audience! One of the most important aspects of being an interpreter is ensuring that your audience can understand and interact with what you’re conveying. I liked your point about recognizing your own privileges and diverse perspectives of your audience. I think this ties into recognizing your position when communicating secondary points of view as well. A prime aspect of nature interpretation is making sure that the history of certain landmarks and sites is understood by the audience. Considering this, there is a fine line between speaking for and speaking over underrepresented voices.
Your point about balancing realism with hope was an aspect that I hadn’t thought of before. I find it difficult to communicate the balance between raising awareness of how seriously our planet is being threatened, while also making sure I’m not making our audience feel hopeless.
Both of these factors require emotional connections in order to deliver a powerful statement. Sensitivity to certain groups allows for a sense of interconnectedness within our audiences and ensures that we are reaching a wide array of people. Empowering our audience to care about what is happening to the biodiversity they are currently experiencing allows for awareness and action.
Blog #9 Unit 10
As I develop my personal ethic as a nature interpreter, I am reminded of the urgency and responsibility that comes with this role. The world is facing unprecedented environmental challenges, yet our connection to nature is dwindling. As Jacob Rodenburg (2019) mentions, “being an environmental educator in today’s world feels like you are asked to stop a rushing river armed only with a teaspoon”. To further this message, in a climate change discussion presented by the David Suzuki Foundation, it was mentioned that in San Diego, a city surrounded by stunning coastlines, 90% of kids can’t swim, 95% have never been on a boat, and 36% have never even seen the ocean despite living less than 20 minutes away (DavidSuzukiFDN, 2012). Both these points highlight a growing problem that extends beyond just San Diego. It’s a disconnect that, as a nature interpreter, I am committed to solving.
Once I stated this, I realized I might be in over my head by saying “solving” and rather maybe should say alleviate or mitigate. Even with mitigating this gap, I thought where would I start? How can I encourage a generation to care for a world they have rarely even experienced first-hand.
Connecting two worlds: The advantage of my generation:
Being born in the early 2000s, I believe I would have a unique perspective to take this challenge on. I had the advantage of growing up in an environment where outdoor play was common and afternoons were spent exploring the woods, playing sports outside, or simply daydreaming beneath a vast blue sky. I still remember the feeling of endless opportunities while emerging in nature, free of any digital world. During this time, even schooling was different. There was a greater emphasis on hands-on activities, outdoor field trips, and real-world discoveries than on screens and online classes. I have a vivid memory of the evolution of learning boards, which started with plain whiteboards and blackboards, to projectors (figure 1), and then to smartboards and more high-tech equipment.
Does anyone else born in this generation remember this or an evolution like this?
Yes
No
Figure 1: this is an example of a projector that I still vividly remember my teachers using to give lessons. (Whatever Happened to the Overhead Projector?, 2021)
However, I was still young enough to experience the quick shift to a tech-centric lifestyle. As smartphones, tablets, and social media grew more integrated into our daily lives, I saw firsthand outdoor activities take the backseat. Children today, who have never experienced a world without continual digital connectivity, are missing out on the simple pleasures and deep connections that come from connecting with nature.
This dual perspective gives me an advantage when interpreting nature. I understand what today’s children are drawn to in the digital age, but I also recognize the irreplaceable significant of both hands-on and physical experiences. My goal is to use this insight to develop programs that combine the best of both worlds, utilizing technology to enhance, rather than replace, our relationship with nature.
One of my firm views is that everyone, particularly children, has an innate urge to interact with the natural world. Jacob Rodenburg (2019), highlights this through his experiences that younger children are always eager to appreciate nature, all they need is a chance. He describes taking children to wetlands and seeing their faces light up as they discover salamanders and frogs. These experiences have taught me that the first step in encouraging environmental care is to instill a sense of wonder and curiosity.
Since this is a longer post I want to stop here at halfway and give everyone a break from reading and do this activity:
Think of a place in nature that holds a special memory for you- maybe a childhood park, a hidden trail, or even your backyard. Now think about if that is something children growing up now would experience. What did it teach you? How can you use this place to inspire someone else to love the environment?
As a nature interpreter, my job is not only to inform, but to inspire. Interpretation should aim to create memorable, meaningful experiences that inspire action (Beck et al., 2018). This includes acknowledging that both children and adults need to reconnect with nature on their own terms (Beck et al., 2018). It is not enough to discuss climate change or species extinction. Instead, I want to give hands-on, engaging experiences that will make people care profoundly about the environment around them. I can even do this by incorporating technologies, such as microscopes, magnifying glasses, and telescopes to look at nature. For example, when I was young my dad showed me how you can hold a magnifying glass up to a leaf in the sun, and the leaf will get a hole burnt in it. I still remember this experience to this day.
Here you can see a video of this in action:
https://www.shutterstock.com/video/clip-5804798-scout-burning-leaves-by-loupe-tries-holding
Futher, the identification of global warming as a severe hazard is not a new development. At the 1988 global conference, Steve Lewis and other renowned scientists raised the alarm about the dangers of climate change, urging the world to act. Despite decades of growing scientific data, development has halted and, in some cases, reversed (DavidSuzukiFDN, 2012). This lack of momentum is that the method was frequently based on just providing data and using fear to elicit change, rather than developing compelling, meaningful experiences that could inspire a deeper, long-term connection to the subject.
An interpreting technique that appeals to me is one that mixes storytelling and discovery. Rodenburg's significance on micro-environments serves as an inspiration for me when writing for younger readers (Jacob Rodenburg, 2019). Instead of bombarding children with information about vanishing glaciers or plastic-filled oceans, I can focus on the simple wonders right in their own backyard. For example, how he brought up the idea to take them to a local park and ask, "I wonder who lives under this rock?" so when they lift it and discover a wiggling earthworm or a little salamander, they feel as if that was their own discovery (Jacob Rodenburg, 2019). It's a time of pure exhilaration, where the thrill of discovery creates a deeper, more personal relationship to nature, instilling an actual care for the environment.
I also believe in the power of storytelling. By crafting narratives about the plants, animals, and landscapes around us, I can turn facts into intriguing stories that pique the imagination. This strategy not only makes knowledge more memorable, but it also helps people create a stronger emotional bond with their surroundings by transforming abstract concepts into relatable, lived experiences (Beck et al., 2018).
Quick interactive moment: What's one tiny thing you can do today to reconnect with nature? It may be as simple as planting a flower, clearing up trash. or taking a few minutes tonight to observe the stars.
References
Beck, L., Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a Better World.
DavidSuzukiFDN. (2012, July 20). David Suzuki and Richard Louv @AGO [Video]. YouTube. https://www.youtube.com/watch?v=F5DI1Ffdl6Y
Jacob Rodenburg. (2019, June 17). Why environmental educators shouldn’t give up hope | CLEARING: PNW Journal of Environmental Education in the Pacific Northwest. https://clearingmagazine.org/archives/14300
Whatever happened to the overhead projector? (2021, November 15). Larry Cuban on School Reform and Classroom Practice. https://larrycuban.wordpress.com/2021/11/15/whatever-happened-to-the-overhead-projector/
Hi Crystal!
Your points about the evolution of technology in our childhood made me think about how much are education has progressed, and the change we saw may not be as comparable as what that of our younger siblings may have experienced! In my post I mentioned the various field trips that I remember from elementary and middle school that were centred around exploring nature. My elementary school backed onto the Hamilton escarpment, and it allowed us to have access to all sorts of trails just in our backyard! Even using our gym period to go to the playground across the street felt like a fun treat that usually required minimal paperwork. I remember when my elementary school got the groundbreaking Smartboards and our teachers let us use the fancy stylus’ to draw on it. While technology and education had the ability to improve with each other, I agree that the innate wonder of nature can be taken away when it is expressed in anything other than firsthand experience. Technological advancements offer a more accessible way to experience nature for those who are unable to, but I believe we shouldn’t abuse its convenience over the firsthand experiences of allowing children to investigate the world around them.
Blog Post 10
While we have discussed an array of factors contributing to effective environmental interpretation this semester, I think the most important aspect is ensuring that interpreters allow everyone to have equal access to nature. There are many aspects that can get between humans and nature, be it financial, physical, or simply time management.
Financial barriers are a factor that many of us may not have considered before our readings in this class. When we think of nature, we see it as one of the few general resources that is accessible to anyone just outside their door. Except one of the most unique aspects of nature is that there is always more to explore. Of course, sitting on a porch and bird watching is one way to interact with nature, as well as going on a hike on a local trail. Yet some may want more! A yearning for adventure and exploration is not something that should be attributed to children, and I believe it is an inherent trait in all of us. As stated by Rodenburg (2019), financial liabilities have dwindled the opportunities for children to be outside in an educative setting from few to nearly none. Opportunities such as field trips are integral to nurturing the sense of adventure and wonder in young children. These trips are also important for families who are unable to provide trips for their children, as they allow for a low-cost adventure with transportation and supervision provided while they are at work throughout the day. I remember one of my favourite field trips as a child was going to a lodge during a very snowy January. We were taught how to snowshoe through the thick layer of snow that was on the ground and trekked all throughout the forests and fields on the property. I remember seeing a field of long grass with a deer that got up and jumped away when it heard the group of kids come by and being told that they liked to stay warm by sleeping close to the ground in the grass!
In addition to financial barriers, I believe that how busy we are in our daily lives makes getting out and enjoying nature a chore for some people. As we get older and begin working, we become engrossed in our daily lives and start to get used to our routines. If someone is supposed to get up early enough to get their children up and ready in the morning, take them to daycare or school, go to work, come home and make dinner, and then put their kids to sleep, where could they possibly find time to enjoy nature? This doesn’t only apply to parents with young kids either. I think we are engrained to think that we simply never have enough time! When our society is built around the absolute need to gain financial capital, it in intertwined into our daily lives, both through the week and on weekends. While it may be easy for us to consider nature a simple resource that is available all around us, many people may see things differently. Every activity needs to be learned, even the simplest activities like hiking or IDing plants takes time to warm up to. People may see this as time that they simply don’t find themselves having!
Finally, the accessibility of interpreting nature is something I had yet to consider before taking this course. One of my favourite chapters was chapter 7, which touched on the diverse array of audiences that interpreters should familiarize themselves with, and how to communicate effectively with them. One of the most beautiful things about nature is the fact that it can potentially be experienced by anyone, and interpreters have the gift to make that happen. The first step in understanding your audience is knowing why they’ve chosen to participate in nature programs to therefore understand the proportion of those who do not (Beck et al, 2018). This is particularly important for audiences who are underserved by interpreters, due to economic, cultural, and communicative barriers (Beck et al, 2018), and it is the responsibility of the interpreter to identify these barriers and tackle them to the best of their abilities. The full enjoyment of nature should be offered by interpreters, especially to those with disabilities that may hinder the enjoyment of traditional interpretation techniques. Offering accessible alternatives for those with mental or physical disabilities is vital for interpreters to serve a diverse audience, especially in a learning environment.
As we begin to wrap up the course, I think I have had a great opportunity to develop my own personal insight on communicating nature in a way that is stimulating, nuanced, and inclusive. I believe it is the responsibility of interpreters to ensure that the information they offer can reach the widest audience possible, including those who initially may shy from the outdoors and natural history. I feel that my beliefs regarding natural history and our environment have greatly broadened as I’ve moved through this course, and the most important aspect that I would emphasize as an interpreter is the ability to communicate what is important to the communities that I am speaking for. Interpreters have the responsibility to speak of the historical significance of many landforms and sites. To accurately represent the communities we speak of, I believe it is important to integrate as many first-hand experiences as possible. When we are unable to offer first-hand experiences, brainstorming with those belonging to marginalized communities and ensuring their stories are heard accurately is extremely important, especially when it comes down to us!
Sources:
Knudson, L.B.T.T.C.D. M. (2018). Interpreting Cultural and Natural Heritage: For a Better World. Sagamore Publishing LLC. https://sagamore.vitalsource.com/books/9781571678669
Rodenburg, J. (2019, June 17). Why environmental educators shouldn’t give up hope. | CLEARING: PNW Journal of Environmental Education in the Pacific Northwest. Retrieved November 17, 2024, from https://clearingmagazine.org/archives/14300
Unit 09 Blog: The Most Exciting Things About Nature
There are so many fascinating aspects of nature, it is almost impossible to narrow it down to just one. While I know quite a few fascinating things about nature, I do not know nearly as much as I wish that I did. I am, however, learning a lot through many environmental sciences classes, much like this one, that I have been taking. I have also done a decent amount of travelling but would like to do a lot more as I grow older. I think travelling is a fantastic way to learn more about other cultures and places.
One of the most fascinating things that happens in nature in my opinion is bioluminescence. Most of you probably already know this, but this is when organisms such as fireflies, jellyfish, and some fungi produce their own light. They do this through chemical reactions. In the ocean and on forest floors, the glow can attract mates, lure in prey, or deter predators. They create beautiful displays in dark places. A very interesting part of bioluminescence is that it is found in so many different organisms. This trait usually evolves for very different reasons in various organisms.
(Kumar, 2016).
This week, we were assigned to read chapter 21 of “Interpreting Cultural and Natural Heritage For A Better World.” One of the key parts of this chapter was the concept of authenticity and awe. The chapter expresses that, “the backdrop of almost any interpretive site relates to its authenticity. In a world that seeps more and more toward the inauthentic, the field of interpretation relies on the authentic” (Beck et al., 2018). I think this is essential to examine because nature itself is as authentic as it can be. In order to interpret nature, you have to be authentic. This is because authenticity inspires people but also creates awe in their reactions, which in my opinion is a crucial point made within this chapter.
Another thing that I found important from this week's textbook readings was that “nature study goes beyond memorizing facts about the natural world” (Beck et al., 2018). I think this is a really important point and ties in nicely with the idea of “awe.” In order to inspire others, an interpreter must be inspired themselves. This chapter of the textbook proceeds to note the importance of mentoring children and youth. This is because later, as young adults and adults, they may have more of a desire to participate in nature-dependent recreation or look for careers in wild areas and settings (Beck et al., 2018). This brings me to my childhood. Fortunately, I grew up with parents who loved nature and who wanted to share it with me. I was also lucky enough to have the opportunity to grow up on the lake. I have so many fond memories of going for walks in the forest, swimming, canoeing, and admiring beautiful wonders of nature.
To this day, I love the water and my favourite days are spent on the lake. I do not happen to have any photos from when I was younger, but I do have some really cool pictures of some fun lake days I had this summer!
Kayaking with my boyfriend this summer!
We also went on a lot of hikes!
Nature is so exciting, and there is so much to love about it! What is most exciting to you about nature? I would love to hear your thoughts!
Hi!
I loved your perspective on the concept of “awe” in our reading! Bioluminescence is an amazing example of this, and I think its connection to deep-sea creatures contributes to this interesting example. The seep-sea has a sense of mystery that many other aspects of nature can’t reflect! The largely undiscovered realm that is filled with species we have yet to discover would make anyone hearing about it intrigued. One of my favourite species that exhibit bioluminescence is the anglerfish. Bioluminescent bacteria are located in the hanging bulb-like structure above its head, which can attract prey, mates, scare predators, and much more depending on the species (Berkely, n.d.)! I remember the scene in ‘Finding Nemo’ where Dory and Nemo’s dad come across an anglerfish at the depths of the sea, and it terrified me! Ever since I have found deep sea creatures fascinating.
The most exciting aspect of nature to me is the unknown. Whether it be unknown to me personally, or scientists all over the world, there are always new discoveries waiting for us in any corner of nature. Hiking new trails allows for us to develop a new adventure even if it’s in our hometown we think we know the ins and outs of! Nature allows me to appreciate
Source:
A Fisheye View of the Tree of Life. Understanding Evolution. (n.d.). https://evolution.berkeley.edu/fisheye-view-tree-of-life/a-light-in-the-darkness/#:~:text=The anglerfish’s light emanates from,razor-toothed jaws to strike.
Blog Post 9
A Fata Morgana is a mirage image imposed by the bending of light waves in the atmosphere that pass through different density volumes. A Fata Morgana is specifically caused by temperature inversion, making it a “superior mirage.” Temperature inversion is the instance of the air below the imposed image’s line of sight being colder than the air above, thus causing light rays to bend down and expose the image above the actual object. These types of mirages can cause various visual phenomenon’s, including the perception of distance, direction, and stretch to be perceived as different to the human eye. Fata Morgana mirages cause most images to be nearly unrecognizable from their original form (Skybrary, n.d.). Some examples of widely observed mirage images include towers, castles, columns, aqueducts, palaces, skyscrapers, and apartments. While the definition of a Fata Morgana has been skewed over the course of history, it was first observed in 16th century Italian reports (Young & Frappa, 2017). Before the scientific revolution, these mirages were widely accepted as magical forces of nature. Named after the sorceress Morgan le Fay, it was believed many sailors were taunted by her mirages, luring them into sea palaces just under the surface of the water. The popular legend of the Flying Dutchman was derived from sightings attributed to Fata Morgana mirage’s dating back to 1821 (Simon, 2015).
Source: Young & Frappa, 2017
Lake Geneva, located between the French and Switzerland border, has been observed to reflect many Fata Morgana mirages over the years. Young & Frappa’s 2017 research concluded that valley inversions were mainly responsible for the distortions observed along the lake’s horizon. I found their research particularly interesting as it seemed to have taken the cultural and historical roots of this environmental phenomenon and tried to implement new technology to develop further understanding.
The interpretation of Fata Morgana mirages and other forms of mirages can allow for interesting discussions to be sparked surrounding mystery, technology and storytelling. In areas such as Lake Geneva which are susceptible to phenomena such as this, I find it important to communicate the value of mystery and science to your audience. Modern environmental interpretation requires adaptation to the demands of the future, as mentioned by Beck and Cable (2018) in chapter 21. Shifting focus to how technology can monitor mirages allows for audiences to relate a historical phenomenon to the science they know today. Storytelling through cultural mysteries from around the world allow for a layer of mysticism that many other factors of the environment cannot have! While the Flying Dutchman is one example, think of the oasis mirage’s we see in cinema, or sirens that seduce sailors to jump ship! As nature interpretation adapts to the future, it is important to continuously keep audiences engaged. Connections to pop culture or urban legends is an amazing way to keep young people passionate about the environment they have entered.
Sources:
Fata Morgana. Fata Morgana | SKYbrary Aviation Safety. (n.d.). https://skybrary.aero/articles/fata-morgana
Simon, M. (2015, January 28). Fantastically wrong: The bizarre mirages that once scared the bejesus out of sailors. Wired. https://www.wired.com/2015/01/fantastically-wrong-fata-morgana/
Young, A. T., & Frappa, E. (2017). Mirages at lake geneva: The fata morgana. Applied Optics, 56(19). https://doi.org/10.1364/ao.56.000g59
Blog Post 7
When we are asked questions like “Where is music in nature? Where is nature in music?” These questions bring to light the beautiful and almost entangled connection between the natural world and the music we create. When we really think about it, music seems to be everywhere in nature whether it’s the rustling of leaves in the wind, the crash of ocean waves that occur so rhythmically, or the birds singing throughout the day. These sounds are nature's way of communicating, a kind of music that we often don’t appreciate. It’s unforced, free-flowing, and has a rhythm of its own. Nature itself is like a great composer, crafting music that soothes and inspires us without us even realizing it.
Music often mimics or is inspired by nature. There are many songs that have been written about landscapes, the sea, or even the changing of the seasons. Think about how many tunes have lyrics describing rivers, mountains, or the sky. Even when lyrics aren’t involved, musicians use the sounds of nature like the calling of a bird or the rumble of thunder in their compositions to evoke a particular feeling or atmosphere.
This connection between the two is more than just superficial. There’s a certain power that both music and nature provide that's so healing. Walking in a forest or hearing your favorite song can reduce stress and bring a sense of peace. There’s something about both that makes us feel more secure and more connected to something bigger than ourselves.
For me, one song that always brings me back to nature is Israel Kamakawiwo'ole’s version of "Over the Rainbow." Every time I hear it, I’m transported to wide-open landscapes whether it’s the memory of driving with my brother through scenic routes, windows down, the sky a blend of pinks and oranges, or simply the feeling of being close to the ocean. The soft ukulele and Israel's gentle, heartfelt voice create an image in my mind of a peaceful beach, the waves lapping at the shore in perfect harmony with the music.
It’s not just the melody that brings me back to nature but it’s the feeling the song evokes. It’s that sense of calm, of being in the moment, that connects the music to the natural world. Whether we were on a road trip or just hanging out, the song became a kind of anthem for those peaceful moments shared with my brother. It’s one of those songs where you can close your eyes and feel like you’re surrounded by nature, whether you're driving through the most scenic routes or sitting around a campfire.
Ultimately, music and nature are connected in ways that go beyond just sound. They both evoke emotions, memories, and a sense of connection to the world around us. And in both, we find something that brings us back to ourselves whether it’s the sound of waves, the strumming of a guitar, or a song that reminds us of home.
Hi Tabi!
When I’m feeling stressed the best thing I can do is go on a walk with some music to clear my mind! Music can really change how I interpret my surroundings and my mood. I came across a 2017 NYT article by Chris Richards discussing a concert that was rained out with a lightning storm. Richards stated that in his youth, a highly anticipated Fugazi concert was sprinkled with bursts of lightening and the sounds of rain. The experience was described as ‘tremendous’, and upon reading I found myself a bit jealous! Despite the concert being cut short, it seemed like an experience that wouldn’t be forgotten.
As someone who has anxiety surrounding driving, one of the most important things to me is being able to have music while driving. I often make the drive from Guelph to my hometown and find myself going out of my way to take backroads when I have the time. This has taught me that driving can be enjoyable when my worries are alleviated and I’m surrounded by nature. I love being able to see the leaves changing colours along country roads while listening to music at this time of year.
Reference:
Richards, Chris. “Can Listening to Nature Improve How We Listen to Music? - The Washington Post.” New York Times, 2017, www.washingtonpost.com/entertainment/music/can-listening-to-nature-improve-how-we-listen-to-music/2017/06/01/d16ffeda-40ac-11e7-8c25-44d09ff5a4a8_story.html. Accessed 24 Oct. 2024.
Unit 7 - Nature in Music/Music in Nature
I think music in nature is only what you make it! If you ask my grandmother what music in nature is, I guarantee she would mention bird songs, as I grew up with her making cardinal noises outside when we heard them singing. My father, on the other hand, would call bird chirping a nuisance that wakes him up at dawn! Either way, there is music in most places for those with ears for it.
I think music in interpretation is a great avenue for evoking emotions in your audiences. Chapter 8 touches on the challenges of mass interpretation, as well as how effective communication can be integrated into interpretation. Music in nature gives an opportunity to tackle both problems! Concerts are a great example of a mass audience being communicated with. While a singer or band may not be the exact same as a nature interpreter, it’s apparent that the audience is being communicated with in a way that evokes a range of emotions! Music is a format that is accessible in various forms, be it listening, making together, or performing! In nature interpretation, music can of course be expressed through animal and plant noises, but it is important to think of how audiences can be more engaged by just listening. Examples such as using pieces of nature to create music (rocks, sticks, shells, etc.) come to mind as a way for audiences to contribute to the sounds of nature.
Musical instruments made of natural materials.
Source: Birmingham Contemporary Music Group
Nature in music is something I am a bit less familiar with. As mentioned in Gray et al’s 2001 article, music can have roots in natural sounds produced by animals. Aside from the direct sounds of nature in music, it is important to also highlight how different cultures integrate nature into artforms. An example would be the Finnish folk music mentioned in Mallarach’s 2012 article, where the relationship between humans and nature is expressed through song. I found this example particularly interesting as it was used in conservation efforts as well as an artform.
I think interpreting music through nature (and vice versa) is extremely important for reaching wide audiences and generations. The ability to communicate across languages, cultures, and age groups is extremely valuable. We can also consider how music can be passed down through generations. Bird calling is a skill my grandmother taught me, and I can think of many others involving the music present in nature that younger generations may benefit from! The same can be said about nature in music, where one may pass down instruments or recordings that reflect their relationship with nature.
A song that takes me back to a nature landscape would be ‘Harvest Moon’ by Neil Young. I think of campfires my family had growing up with the view of a never ending cornfield was across the road from us.
References:
Beck, Lawrence, et al. Interpreting Cultural and Natural Heritage: For A Better World. SAGAMORE Publishing, Sagamore Venture, 2018.
Gray, Patricia M., et al. "The Music of Nature and the Nature of Music." Science, vol. 291, no. 5501, 5 Jan. 2001, p. 52. Gale Academic OneFile, link.gale.com/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8. Accessed 24 Oct. 2024.
“In the Garden... Composing at Home (Children) >.” In the Garden... ‐ Learning Resources Hub | Birmingham Contemporary Music Group Composing Activities for Young People and Resources for Teachers, resources.bcmg.org.uk/creating-music-at-home/in-the-garden. Accessed 24 Oct. 2024.
Mallarach, Josep-Maria (ed.). Spiritual Values of Protected Areas of Europe: Workshop Proceedings. Bonn, Germany: Federal Agency for Nature Conservation, 2012. 170 pp. ISBN: 978-3-89624-057-6.
Week 5
Five-lined Skink and Spotted Salamander!
Well, since this week’s prompt is completely open-ended, I’m going to write about salamanders, simply because I found a couple this evening. In Ontario, we have many different species of salamander, with the most common being the Eastern Red-backed Salamander. These salamanders are relatively easy to find, inhabiting forests and often resting under logs and rocks in damp areas. These salamanders can be a good tool for nature interpretation, because of their ubiquitous nature and the fact that they are easy to find and can be handled safely with some precautions. It is best practice to handle them only with silicone gloves or after you have dampened your hands, since many species of salamanders breathe through their skin and are very sensitive to oils, and any creams, sunscreen, bug spray etc. that may be on your skin! It is best practice to place the salamanders back in the spot where you found them, gently replacing the log or rock that they were under so as to not disturb their habitat. Finding salamanders can be exciting for kids, since it is an easy way for them to engage in wildlife up-close and personal, as long as they are aware of the precautions and ethical considerations regarding handling and manipulation of their habitat.
There are 11 species of salamanders in Ontario, the Allegheny mountain dusky salamander, the Blue-spotted salamander, the Eastern newt, Eastern red-backed salamander, Four-toed salamander, Jefferson salamander, Mudpuppy, Northern dusky salamander, Northern two-lined salamander, Small-mouthed salamander, Spotted salamander, plus a unisexual complex of Ambystoma. There is also one lizard species in Ontario, the Common five-lined skink.
The best time to find salamanders is generally in the spring when they are migrating from their hibernation areas to their vernal pools, which they return to every year to spawn in large groups. Near my hometown, a certain road is closed for a month every spring to allow an endangered species of salamander to spawn. This species is larger than the Red-backed and are called the Jefferson’s Salamander. The unisexual complex of Ambystoma relies on Jefferson’s Salamanders for sperm donation to continue reproducing. In this case the sperm is not incorporated to create a zygote, but instead is used to further develop the eggs. In the spring, salamanders can be found on roads while they are migrating, making them vulnerable to vehicle collisions. This is why protecting habitat of endangered salamander species is especially important. Using resources such as iNaturalist can be helpful in finding salamanders near you. INaturalist allows citizen scientists to submit their observations of any living things, and others can comment if they agree or disagree with the original identification and suggest their own identifications. It is a very useful tool for range data collection, as well as a way for people to share their observations and discoveries with the world. I would probably make a point of introducing and using iNaturalist as a tool during nature interpretation walks, because of its value for submitting data and also its use as a resource for researching species near you.
BLOG 4
To begin, I would like to dissect a quote which directly relates theories of interpretivism to The Gift of Beauty from the textbook. “Interpretation should instill in people the ability, and the desire, to sense the beauty in their surroundings -- to provide spiritual uplift and to encourage resource preservation." To me, this piece of text targets the actions which should be invoked through nature interpretation, including the heightened desire and drive to interact with natural beauty, holding our spirits high and engaging in conservation and preservation. Art in nature can take many different forms and is relative to different people with different backgrounds. Whether natural art embody a photograph, a painting, a technical skill like fly fishing, a natural phenomenon or something else, it will be perceived emotionally as well as intellectually from an audience. All the various art forms relating to nature are destined to help tell a story and provide a snapshot piece of insight into that setting, or that adventure.
A natural art form which relates to me is nature photography. From the time I was a young boy, I have been on an everlasting nature adventure, spending all my free time hiking rivers with my centrepin, catching snakes, mountain biking and kayak camping. Over the course of these countless adventures, there are too many amazing moments which go by undocumented, this is where our cellphones come into play! Within the last five years, my friend group has developed and as we get older, the trips become more magical and the more I feel the need to photograph them. I purchased a decent digital camera with a strong optical zoom feature and went straight to work. Nowadays, after wrapping up a fishing or camping trip, I have twenty to fifty saved memories which can never be forgotten. Not only have these photos added an artistic element to my time outdoors, but it has allowed me to take my story telling a next level and provide physical evidence of the topic at hand. Displaying fishing photo to people who are interested fosters a bonding experience where stories are shared, and natural interpretation is occurring on another level.
The beauty intrinsic within natural art can be used as a sort of hook for the outside audience to get involved and engaged with nature themselves. Art provides an alternative way for one to feel the effects of nature without existing within it. Aswell as it provides the individual creating the art, an outlet to demonstrate one’s true feelings and passion towards the outdoors.
In contrast to the art which has been a focus of my blog thus far, I would briefly like to draw a connection between nature and interpretive theatre. Theatrical productions can provide audience with a meaningful and memorable story which highlights a unique view. I remember as a student in elementary school, our class would visit the Backus Conservation Area in Long Point, Ontario to learn about local wildlife and pioneer life as this was a prominent area for pioneer settlement. The conservation area put on demonstrations where student employees would dress up as pioneers and act out or describe various aspects of their lives. This created a different form of interpretation and m ay have communicated information better to certain people of certain learning styles. Art is intertwined within nature interpretation through numerous routes and can help foster deeper understanding and engagement.
Liam McFadden
Unit 03 Blog Post
If I were to define privilege, I would say that privilege is one or many advantages that a particular person or group are afforded that others are not. Privilege can come from a number of things, for example a person's economic class, their race, their gender, etc. There are certain opportunities and advantages that people of privilege will benefit from, sometimes without even knowing it. It is important that we reflect on each of our own "invisible backpacks" and how that impacts our lives and the lives of those around us. Reflecting on the opportunities given or not given to each of us as individuals, as a result of our unique backgrounds (and not because of our own achievements or exploits), is an important part of keeping oneself accountable and aware of societal inequities.
In the context of nature interpretation, people of privilege are more likely to have the opportunity to attend natural sites to learn and experience nature. Privilege plays an important part in how easy or difficult it might be to access environmental interpretation programs or activities. Knowing this, it is important that nature interpreters understand how privilege might impact our conversations, our decisions, and how to accommodate diverse audiences.
Many minority groups are faced with challenges and barriers that make it more difficult to visit natural sites and participate in interpretive programs. These barriers can include physical difficulties, such as a physical disability or limited mobility in elderly people. As nature interpreters, it is important to provide equal access and ease of use to the programs or interpretive activities you are running, regardless of a participant's physical capabilities.
When I personally reflect on the many experiences I've had exploring nature, it is important to remember and appreciate that I am privileged to be a healthy, young individual who has little to no difficulty going on hikes and traversing unstable terrain. Not everyone is able to engage in perilous hikes or difficult terrains, but it is essential that nature interpretation activities remain accessible and that nature interpreters accommodate each and every individual's needs.
There are also social barriers that can make less privileged groups shy away, feel unwelcome, or feel incapable of participating in nature programs. Cultural and communication barriers can make visiting nature sites more difficult for minority groups and non-English speakers. When I think back and recall many nature sites I have visited, all of the signage, brochures, maps, or informative plaques were almost always written in English. It would be extremely difficult and discouraging to attempt to learn about nature in a language I didn't understand. Because of this, it is important that nature interpreters make an effort to invite and include cultural minorities and that national parks or nature sites incorporate various languages and translations, and/or hire bilingual interpreters.
Furthermore, economic barriers, such as the costs of transportation and travel, entrance fees, and lodging associated with attending natural parks to enjoy nature interpretation is a limiting factor for many minority groups. Unfortunately, because of these barriers, nature exploration and interpretive activities can be seen as a luxury activity that is only available to wealthier demographics. Nature interpreters and programmers should combat economic barriers associated with transportation by offering their own shuttles or transports to their facilities. In my own previous blogs, I have mentioned various places I have travelled to experience nature, which is an enormous privilege I am granted from having parents with the time and wealth to invest in such activities. I am well aware that having a cottage and travelling often is not a universal or common experience, and I couldn't be more grateful for how that has enriched my life.
To conclude, having discussed in previous blog posts how important my relationship with nature is to my mental health, I believe that breaking down the various barriers stopping minority and less-privileged groups from accessing nature is extremely important. Every human being deserves to easily access, enjoy, and benefit from nature -- it is not something that should be restricted to certain people of privilege. By creating solutions and tackling barriers, we can hopefully make nature more inclusive, and reduce the impact that privilege has on who can or can't enjoy what the environment has to offer.
Blog Post #2: My Ideal Role of an Environmental Interpreter
When asked about my ideal role as an environmental interpreter, I immediately envision myself in a position as an ecotourism guide. I see myself as a visual and tactical learner and so the position of an ecotourism guide stands out as a perfect mix of my interests and passions: travel, adventure, and commitment to sustainability. I believe this role not only allows me to immerse myself in beautiful landscapes but also offers the unique opportunity to educate others about the importance of protecting our planet. As an environmental science student, I find myself deeply appreciative of what nature has to offer and to be able to share that appreciation with others while promoting sustainable practices would be a great opportunity.
As an ecotourism guide, I would enjoy organizing eco-friendly tours and developing experiences that draw attention to the value and beauty of natural environments. Whether it's exploring dense forests, wandering through mountain ranges, or kayaking along peaceful coastlines, I would aim to create a sense of connection between people and the land and its ecosystems. Each tour would allow for a discussion about the flora and fauna, highlighting conservation efforts and exploring the delicate equilibrium of the ecosystems we encounter. I feel that a key aspect of this role is cultivating a deeper awareness of sustainability. I would want others to consider their environmental footprint, demonstrating how small, mindful changes can create meaningful, positive change in our environment.
I captured these images of lush forests, and I can't help but be captivated by their stunning beauty.
The beauty that would come along with being an ecotourism guide is the variety of stunning locations I would have the opportunity to work in. Every location would offer different ecological and cultural experiences, from the dry deserts of the southwest to the lush rainforests of Costa Rica. I see myself in a vibrant coastal town, leading kayaking tours while educating guests about marine conservation, or in a remote wilderness location, leading hikers through stunning scenery while sharing knowledge about local fauna. I know that for this role, the ideal locations are not just about natural beauty, they also reflect communities dedicated to sustainable tourism. Being able to work in areas that prioritize ecological preservation aligns perfectly with my values, as it allows me to both advocate environmental stewardship and support local economies.
I am well aware that a diverse skill set would be needed for me to be a successful environmental interpreter. I would need to learn and be able to speak multiple languages, which will allow me to communicate with individuals from different backgrounds and provide a welcoming, enriching experience. I would also need to have a well-rounded understanding of local ecosystems. This allows me to study the plants, animals, and unique features of areas, as well as the environmental challenges they face. Strong organization skills are essential as well since they enable me to plan well-structured tours that ensure a seamless experience for participants.
Ultimately, the goal of an ecotourism guide is about more than just showcasing the natural world, it’s making a difference and allowing individuals to fully immerse themselves in our beautiful environment. I see it as a great way of developing a passion for conservation and sustainability in individuals.
Unit 6 Blog #1
In unpacking this quote I want to first note that I had some difficulty understanding exactly what it meant and had to read it several times to grasp the concepts fully. For this reason, I believe this quote does not do the best job of delivering information in a simple and accessible way, as discussed in the textbook readings for this unit. Although there is a time and place for eloquence and complexity, this quote—to me—feels unnecessarily complicated to deliver its intended message and may cause readers to skip over it without trying to understand. This type of complexity is a perceived barrier to a lot of interpretation and is thus important to note in unpacking this quote, especially in the context of an interpretation course.
To best unpack the content of this quote, I want to first reword it in my own words to form an understanding of its meaning for further discussion. I believe this quote is saying that even if historical artifacts and stories do not have their own inherent value, their context as part of the broader story of history is crucial to present an honest and complete narrative. This is also much of what this unit has been about, ensuring that interpretation is prioritizing truth and accuracy over entertainment, often with specific reference to being honest about uncomfortable histories that nevertheless need to be discussed. Understanding history is important for any kind of interpretation, for example in discussion of species (in which case the evolutionary history is vital to a complete understanding), regions (in which individuals and groups who have been on the land have shaped it in various ways), or the importance of conservation (in which the processes that led to this point are valuable for knowing what may have gone wrong and what needs to be corrected moving forward). History is a valuable teacher in all areas, and I believe this is the essence of what the author wanted to express when writing this quote.
Other interesting things I wanted to note about this quote relate to word choice. Notably, the word integrity in this instance could be used as either of its definitions. Being honest and maintaining strong principles, and a state of being whole and undivided are accurate as there is a moral obligation to deliver the complete and undivided story. I am unsure whether this was intentional, and I cannot confirm which use the author had in mind, but it does demonstrate how impactful good word choice can be when multiple definitions or understandings of a word lead to the same conclusion. On the other hand, the use of the word peculiar in this quote confused me, as I had only ever heard it used as a synonym for “strange” rather than a synonym for “particular” as it is here. I imagine this is either a generational or regional use difference, but this presents the opposite side of impactful word choice, in which differing understandings of a word can significantly alter the content of a story.
Week 6 Blog Post
Hyams’ quote highlights the importance of natural history on a comprehensive level. He emphasizes the value of unifying every aspect of history and acknowledging it through our actions today. Without processing the past, we cannot truly understand the impact of our actions in the present. I’m sure we can all think of an example where our pasts have made us think deeply about our actions. Perhaps a hurtful joke delivered by a friend still lingers in the back of your mind, even after an apology. Maybe a stranger holding the door for you yesterday made you stop and do the same for someone today. I think Hyams’ quote is impactful because although he references ancient history, I don’t think it must be applied only in that context. I think for many, nuance is a skill that is learnt. I imagine it is innately human to stick to what we know, even in a learning environment. This is why ensuring students are comfortable shifting perspectives and keeping an open mind is vital. The same should be applied to nature interpretation, and this involves ensuring audiences can be communicated with effectively, as well as conveying information in a way that invokes relation and understanding.
In order to ensure audiences are being effectively communicated with, it is important to understand how they receive your information. In the context of interpreting natural history, the value of the information being offered can fluctuate depending on its delivery. Written communication may be dismissed as disengaging or exhaustive, but it’s value shines through when we consider its permanence. There are certain emotions that cannot be evoked through the use of oral communication. When we see a weathered plaque, we feel connected to it’s history; the who, what, why, and where. Sometimes, the plaque may answer all of these questions, or maybe it won’t. Either way, we have connected with a piece of history and it has invoked a thought process that may span centuries.
Pictured is the Obadjiwan-Fort-Témiscamingue National Historic Site. Visuals are a great way to grab interest and encourage the audience to want to delve deeper into the material. (Source: Parks Canada, 2023)
It is understood that effective communication breeds effective interpretation. Following Hyams’ approach means communicating all parts of history; the good and the bad. In most of my education I have been taught history through the lens of Canada as a European colony. Indigenous perspectives were rarely taken into consideration in my early education, usually only mentioned as a stepping stone in the ‘victory’ that was Canada’s colonization. This perspective could be considered as one narrative that I was taught, but I didn’t learn until a bit later into my education that there were so many more stories that went unheard. Biases are present in natural history as well, and their presence can affect how we interpret nature today. I don’t think history can be so easily minimized to a puzzle, with events all being small pieces of a larger picture. There are many different perspectives to be made with the pieces of history depending on the perspective we have.
Source: Parks Canada Agency, Government of Canada. “Review of Existing National Historic Designations - HSMBC.” National Historic Designations, 23 July 2024, parks.canada.ca/culture/designation/revue-review. Accessed 18 Oct. 2024.
Week 5: The future of my relationship with nature
Hi all!
As the temperatures drop and it finally starts to feel like autumn I find myself dreading a slushy, snow covered campus. As for now, I’m trying to enjoy the cool weather and the leaves changing colours while I can! Autumn is my favourite season and makes me extremely nostalgic. One of my favourite things to do is go to the corn maze off highway 6. Most years my group doesn’t make it out, but it’s always a fun way to get outside in the colder weather.
As I progress in many of my ENVS courses this semester, I have had a looming thought of how I can take advantage of everything our campus has to offer before my undergrad comes to an end. I spent my first 2 years getting used to the university courseload and focusing on my social life, which left me feeling like taking a walk in the arboretum or exploring campus unnecessary. At this point, I feel decently adjusted and would like to focus on other aspects of university before my time here ends. I find this especially important as I consider what my options are post-grad. I have grown comfortable in the city of Guelph. Coming from Hamilton, Guelph seems quaint to me. Driving at rush hour doesn’t feel like a grand battle, downtown is small and charming, and there’s an array of greenspace. Despite this, I always find myself longing for a bigger city again. This has placed me in an awkward position when considering continuing my education. I’m always wondering if I should stay close to home or try to find an even bigger city to be a part of temporarily. I find that it usually boils down to a handful of factors; what’s realistic, what’s convenient, what’s exciting, and what’s comfortable. The last two are particularly what I think about the most, albeit probably the least important of the four. Perhaps immature of me, I would like to experience the bustle of a truly big city for a moment in time. I think this would be an exciting change. Yet on the other hand, how does this account for my major in environmental science? I imagine there is a strong disconnect between the resources available in Guelph versus an extremely urban school. With UoG being known for its environmentalism, it also has an array of options that other schools simply cannot supply. Options for field research, greenhouse experiments, etc. may be lacking in other institutions. Overall, I feel that I’m still building my relationship with nature, and I know I have a lot more work to do. When I think of my future I want to stay true to my interests and passions, but I feel that to do this a proximity to nature needs to be maintained. This can benefit both my peace of mind and add scientific value into my life. I suppose the question I need to ask myself at this point would be the effort I’m willing to put in to experiencing nature when it may be inconvenient to me.
Unit 04: Nature Interpretation through Art
Methods of interpretation vary for everyone depending on various factors such as background knowledge, values, and interests. Interpretation through art depends on what one’s personal definition of art may be, and some may find it difficult to approach nature with art in mind. In my opinion, to interpret through art is to mold your perception through emotional and intellectual value, while also allowing it to be changed and influenced by the imagination of yourself and others. This specific change is important in the realm of art, since it is a type of interpretation in its own right. For example, if a group is given a landscape to paint, each painting will turn out different; be it different artistic style, different scenes, different colours, etc.
Relating art to natural heritage and global citizenship requires historical/cultural context, as well as an openness for inspiration and education to be added to already-established perspectives. In one of my other classes, we have placed great emphasis on interpreting environmental sustainability from varying perspectives, one being those of indigenous peoples. The artistic perspectives we have delved into take all kinds of forms, varying from art, to music, to poetry. Bruce King’s Moment in Flight is an example of nature interpretation that not only paints a beautiful portrait, but also emphasizes the cultural perspective of how plants and animals came to Earth from a different point of view. These instances are important to consider as they not only broaden our horizons but also uplift an inclusive approach.
Interpreting the gift of beauty is entirely subjective and does not require extensive artistic knowledge to perform. As mentioned in our reading, when interpretating nature it is important to consider heritage, cultures, and communities among the natural environments we find ourselves upon. The gift of beauty is one thing that can be translated across any language and culture, especially in nature. Considering this, we can promote the discussion of important topics regarding climate change. To see a beautiful scene in nature decline over time sends a message stronger than any statistic we read; we are witnessing the beauty of nature diminish right before our eyes!
Hahn’s concept of Social Declines of Modern Youth made me think about how we are affected by how the world around us changes. Specifically, his concept of declining memory, imagination and compassion. This can be related to the interpretation of natural beauty in our society by diminishing the respect we have for natural resources and their intrinsic value for not only practical use, but also personal enjoyment. Without memory, we cannot consider the drastic changes the world around us has experienced and fail to see through the bustle of our daily lives. Without imagination, we cannot interpret the artistic value of scenes we come across in nature. Finally, lack of compassion destroys the value of land’s history, as well as concern for the future of said land.
Blog Post 3: Privilege's Role in Interpretation
Privilege is the inherent advantage held by individuals that is influenced by socioeconomic status, gender, race, cultural background, sexuality, and other factors that are out of one’s control.
Privilege has a strong influence on how we interpret the world, and that includes many aspects of nature. As mentioned by Cable et al, it is the responsibility of interpreters to ensure that what they are teaching is accessible to everyone, as we should all have opportunities to intimately connect with the world around us. Interpreters should generally consider three main audiences that they can offer enrichment to, depending on developmental or physical disabilities, cultural background, and economic background. Yet, it is important to also take a nuanced approach and consider all sorts of factors while interpreting; I only offer the previous three as groups in which interpreters have the most control over enriching.
Differing cultural backgrounds can cause some to feel alienated due to gaps in knowledge of local history, language barriers, and biased narratives. As an interpreter, it is important to keep the perspectives of various cultures in mind when discussing land history. It may be necessary to discuss difficult topics such as genocide and European colonization, but approaching these topics open to discussion and with a willingness to hear from the perspectives of others is extremely important, especially for those who are not indigenous. As for language barriers, translators would be the best way to ensure everyone is able to enjoy the information presented to them, but this is extremely difficult to provide as cultural backgrounds and therefore languages will vary greatly. Instead, perhaps translation technology should be utilized in real-time to enhance one’s experience.
Socioeconomic status plays a large role in nature interpretation as it pertains to nearly every aspect of privilege in society. Resources are more readily available to those who are of higher economic status. Navigating the aforementioned factors of cultural background and physical/mental health can be easier when an individual or family is able to provide the correct accommodations for them. Travel in both a local and world-wide context is difficult for many as it is simply not in their budget. While many people in Ontario have access to beautiful natural parks close by, global travel is extremely costly and eco-tourism is something that many people will not be able to experience in their lifetime. Even local travel can be impossible for some families as transportation, especially for those who are disabled, can be economically inaccessible.
Developmental and physical disabilities play a large role in one’s experience with nature and it is important that an interpreter tailors an inclusive experience to all. Those who are deaf/blind should have access to sign language interpreters or a descriptive guide to ensure enrichment. Physical disabilities can result in long hikes, hot weather, uneven terrain, etc. being extreme barriers. Providing accessible options such as wheelchair accessible trails, and even utilizing technology to bring enrichment to the consumer are ways to ensure those with physical disabilities are considered. Developmental disabilities may result in requiring a new teaching style that incorporates a mix of styles. This could include hands-on activities and visual stimulation.
As an interpreter, your skillset should include interacting with a diverse audience and ensuring an enjoyable connection with nature for all. Trial and error may occur, and it is important to listen to your audience and connect with those who are of minority groups to initiate the best course of action while also identifying your own privileges.
