Nature Interpretation

[ammenvs3000w23]

Unit 10 - Ready To Take On The World of Interpretation

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

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

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

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

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

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

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

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

Photo from Chrystalynn Tarr's Instagram page

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

 

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

References 

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

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

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

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

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

[jyenvs3000w23]

Final Blog Post: My Development as an Interpreter

As we are coming toward the end of this course, my understanding of the work of interpretation, specifically nature interpretation, has accumulated significantly compared to the beginning of the year. Aside from the contents, my skills and ethics as an interpreter also grew; I hold a more substantial value over integrity, respect and empathy. To perform integrity as an interpreter is to show solid principles and honesty to the audience. This can be demonstrated through the firm upkeep of the policies; one example would be the canoe accident at St.John’s School of Ontario (“Parents pray,”1978). The interpreter should still enforce the safety rule that may seem dispensable to the audience, as our responsibility is to guide the process in a safe environment.

Visitors often neglect signs like this, and it is part of the interpreter’s responsibility to enforce these rules, even if it may seem superfluous (@SomersetWT, 2021).

Also, interpretation in other indoor locations, such as museums, has its own set of rules and protocols as well. Additionally, integrity is about honesty and providing the audience with facts that are supported by research, and if there is a question that the interpreter does not know, simply acknowledge and question and try to provide an answer even if it has to be a future response (Beck et al., 2018a).

           In sequence, respect is essential in the work of an interpreter. Respect towards the audience, the part of nature under interpretation, co-workers and one’s profession can help to construct a positive learning environment. Especially when guiding visitors, they should be treated as a new situation each time, and respecting their purposes and expectation is how interpretation should proceed (Beck et al., 2018a). Lastly is empathy, which ties into respect. To deliver a well-considered interpretation, we should understand the audience’s point of view and think about the best way to communicate. As we practiced in our podcast assignment, we need to formulate the “guide” that is best suitable for the target audience and to do so, we need to empathize with the audience. Furthermore, for specific ages, like ages four to seven, an interpreter should aim to foster empathy with nature through songs and stories (Beck et al., 2018b).

            I believe that passion is a crucial factor in the work of nature interpretation, and personally, writing blogs throughout the semester has fostered my passion for the environment. Passion is about the urge to learn about nature and take the initiative to participate and engage within the community. It is about actively reflecting upon experiences and providing meanings to recreate or simulate the same experience to others (Beck et al., 2018c). In an academic sense, practicing essential skills in nature interpretation has given me a fresh perspective on environmental science; it is not all research. It is also about how it is transmitted to the public.

Additionally, interpretation as a profession is a long journey of continuous learning, as new information is constantly being studied and published. Hence, interpreters must persistently update their knowledge and refine the “story” for the audiences. Furthermore, the work of interpretation requires the person to be the “face” of the program, representing whichever organization it is in, so without sufficient passion for the work, it would be difficult for one to perform well in a professional manner (Beck et al., 2018a).

Acknowledging Tildon’s “Principles of Interpretation,” several responsibilities lay on the shoulders of being an interpreter (Beck et al., 2018c). First, interpretation should be related to the visitors’ topic, story or experience, and off-topic discussion should be prohibited (Beck et al., 2018c). Second, simply stating facts is not interpretation, it is a part of it, but interpretation should be inspired by facts and elaborated beyond (Beck et al., 2018c). Third, interpretation should be viewed as a form of art, so to enrich the experience, different art forms should be considered to present the material no matter what topic (Beck et al., 2018c). Fourth, the interpreter must structure the experience as thought-provoking, promoting thinking on environmental topics, not simply teaching (Beck et al., 2018c). Fifth, it is the interpreter’s responsibility to present the material as “a whole” and not “apart,” addressing it with integrity (Beck et al., 2018c). Last, when interpreting to a younger audience, the content should not be diluted; instead, convey the message and story with a different approach (Beck et al., 2018c). All of which are principles that interpreters should strive to achieve.

The approach of interpretation that is the most suitable for me personally is the central route of persuasion in the Elaboration Likelihood Model (Beck et al., 2018c). By definition, it is the approach that involves active reflections and mindful thinking based on experience and knowledge (Beck et al., 2018d). One of my strengths as an academic is that I understand the importance of self-evaluation and reflection, so it is a key component of my learning strategy. Hence, as an interpreter, I can generate stories with depth, refined by experiences, which I can then recreate for visitors in a relatable manner. As Tilden stated, with this approach, an interpreter can grab visitors’ attention longer, help them to make associations with the experience, and give the visitors the ability to evaluate the message and decide whether to accept it.

The diagram above displays the two routes of persuasion. Of the two, I prefer the “central route of persuasion” approach in my experience of nature interpretation (Mishra, 2020).

In short, I have learned and grown as an interpreter through this course and developed a deeper understanding of the ethics and skills required for interpretation. Ultimately, nature interpretation is intertwined with many areas of profession in environmental sciences, and practicing this discipline can help prepare us for future careers in science.

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018a). Chapter 9: Personal Interpretation. In Interpreting cultural and natural heritage: For A Better World (p. 229). essay, SAGAMORE Publishing.

Beck, L., Cable, T. T., & Knudson, D. M. (2018b). Chapter 7: Serving Diverse Audience. In Interpreting cultural and natural heritage: For A Better World (p. 229). essay, SAGAMORE Publishing.

Beck, L., Cable, T. T., & Knudson, D. M. (2018c). Chapter 5: Guiding Principles of Interpretation. In Interpreting cultural and natural heritage: For A Better World (p. 229). essay, SAGAMORE Publishing.

Beck, L., Cable, T. T., & Knudson, D. M. (2018d). Chapter 4: Values of Interpretation for Management. In Interpreting cultural and natural heritage: For A Better World (p. 229). essay, SAGAMORE Publishing.

Mishra, A. (2020). Route of Persuation. Management Weekly. Retrieved 2023, from https://managementweekly.org/wp-content/uploads/2020/11/two_routes-1-1024x576.jpg.

Parents pray while waiting for names 12 boys, teacher drown on canoe trip 18 survivors due out today. (1978, Jun 13). The Globe and Mail Retrieved from https://subzero.lib.uoguelph.ca/login?URL=?url=https://www-proquest-com.subzero.lib.uoguelph.ca/newspapers/parents-pray-while-waiting-names-12-boys-teacher/docview/387072296/se-2

SomersetWT. (2021). Twitter. Retrieved 2023, from https://pbs.twimg.com/media/E1rQa6iXMAcg_7M.jpg:large.

[ammenvs3000w23]

Wow - What a great post! Your ability to self-reflect on your learning this semester is quite evident!

Something that stood out to me in your post this week was when you mentioned the importance of empathy. Empathy plays a crucial role in nature interpretation, as all audiences will comprise unique qualities and differences (Beck et al., 2018). Some of these differences may include having less access to information regarding nature, its history, and processes. Understanding these differences and remaining empathetic toward everyone's reality is crucial in order to deliver a presentation that resonates with them (Beck et al., 2018). Instead, of ignoring the differences and assuming that they have occurred as a result of a level of ignorance towards the subject, empathy can act as a bridge that encourages others to engage in further education. 

You equally mentioned passion which is tremendously important in nature interpretation. When presenting a topic to an audience, one’s role is to translate the importance and meaning of the given area or animal that one is presenting. A presentation without passion is rather lackluster. Passion is also important as it helps form the desire to keep learning. As our environment is ever-changing, the continuation of education is a crucial factor in the quality of one's delivery. 

Reading your post throughout the semester has been a pleasure! Thank you for sharing all of your unique experiences.

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

[kwenvs3000w23-deactivated202305]

Unit 10: Personal Ethics as an Interpreter

As this course comes to an end, I’ve found that with all of the concepts and material we have explored, I have developed my own personal ethics, beliefs, responsibilities, and approaches as I develop as a nature interpreter.

One strong belief that I bring to interpretation is that everyone should be entitled and encouraged to learn through nature interpretation. We as humans all share the same home, and to understand and appreciate our surroundings and the species we share it with, should be woven into human nature. I believe that through nature interpretation, we can strive to achieve this mindset. In order to do this, however, we as interpreters must consider the accessibility of our service. An important concept that was presented early in the course was the process of unpacking our invisible knapsacks. This involves recognizing the privileges you have by identifying what unearned assets or advantages you may have that others may not (Gallavan, 2005). Only once you have actively acknowledged these privileges as an interpreter, you may begin to understand how you can structure your program or service in a way that is accessible to all. Creating an inclusive and accessible program for all revolves around tackling barriers. Many individuals may find that socioeconomic barriers prevent them from experiencing interpretive programs. To truly be accessible, it is important to ensure that the service is free, or low in cost, in an area where many can access it if it is possible, or provide transportation to those wanting to attend (Beck et al., 2018). Another factor to consider is ethnicity and cultural barriers. Many of these issues arise from a general feeling of exclusion, whether it is a language barrier or lack of representation (Beck et al., 2018). It is crucial that interpreters reach out to minority groups to express a welcoming environment, as well as increase the diversity of staff.

As a nature interpreter, it is important to understand what your responsibilities are, so that you may be successful in translating your knowledge and passions to your audience. One key responsibility I identified with is to focus on enriching the experiences of your audience. This is one of the most important goals of interpretation and it can be met by using the myriad of techniques that we have explored throughout this course. It is important that interpreters strive to do this so that we can incite a sense of place in our audience by helping them to recognize the special characteristics of a place, potentially by providing historical and cultural significance (Beck et al., 2018).

As an environmental science major, I also find that it is my responsibility to improve the methods of communication from individuals with a science background to the general public. In the midst of climate change and issues of land and habitat degradation, it is now more important than ever to bridge the gap between what is known and what is done in the environmental science community. Nature interpretation involving environmental education and citizen science initiatives can aid in bridging this knowledge gap by improving community understanding and evoking compassion on these pressing issues (Merenlender et al., 2016).

There are many approaches and forms that nature interpretation can take. Within this class, we’ve experienced blog posting and podcasting and we learned about so many more. As an individual, the most suitable approaches are likely more hands-on than what we were able to experience in a distance education format. Providing hands-on experiences to an audience such as hikes or tours are especially appealing to me because it allows you to utilize the 5 senses to elicit an enriching experience for guests. In addition to this, you can enhance the experience and reach as many people as possible by using a media-driven approach. In fact, it is very often that interpreters will reach out beyond the first-hand experience via social media, blogs, newsletters etc., in order to reach even more people than the original experience involved (Beck et al., 2018). Though this may not be a traditional approach in the sense of nature interpretation, it is the way of the world now and if anything, opens even more doors for nature interpretation. Using social media not only allows you to reach a larger audience, but it can also incite a connection to those demographics that are often overlooked, including young adults or teens (Beck et al., 2018). By utilizing different media to gain interest and attention, rather than steering away from it we can broaden our audience demographic (Beck et al., 2018).

Throughout this course, I found that the “so what?” prompt helped me to connect what I had learned about nature interpretation and how this work can be so important when it is applied in the real world. In a world where there are seemingly overwhelming environmental concerns, it feels impossible at times to be able to voice these issues and translate knowledge and understanding to as many people as we can. I have learned throughout this course that nature interpretation in its many forms is a way to not only build awareness but appreciation through connecting with your audience. Interpretation is effective in connecting and providing benefits to an audience including education, recreation, and ultimately inspiration (Beck et al., 2018). Ultimately, I think the overarching answer to “so what?” lies within ourselves and the communities we make up. We have discovered within this course that traditional peoples and indigenous communities have found ways to connect to their lands and weave this mindset into their ways of life, whether it is through traditional folk music that reflects the sounds of nature (Gray et al., 2001), art or traditions. I believe that we can all learn something from this, and find our own ways to connect to nature. I believe after taking this course and discovering what nature interpretation has to offer, we all have the opportunity to become closer to our environment as humans and develop an appreciation and passion for conservation. Through interpretation, we may all be inspired to find our sense of place on earth and become motivated to make it a better place (Beck et al., 2018).

References 

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

Gallavan, N. P. (2005). Helping teachers unpack their “invisible knapsacks.” Multicultural Education, 13(1). Ares.

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). Music of nature and the nature of music. Science, 291(5501). Ares.

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

[ammenvs3000w23]

What an excellent and thoughtful post. 

Your understanding of course material and its importance in the world of nature interpretation is made clear as you showcase how you aim to embed those qualities within your own teachings. 

Something I loved about your post was when you mentioned: “all coming from the same home”. Despite the differences that make humans unique, something we all share is our connection to nature. While some may have had the opportunity to become more exposed to their surroundings, the truth is that we all have a connection to the environment in some way, shape, or form. Using interpretation to teach about those connections is an excellent form of education as it allows for the use of diverse audiences (Beck et al., 2018). Because of this, nature interpretation can appeal more than standard forms of education. 

I also appreciated where you discussed the importance of recognizing one's privileges. As we've discussed, understanding the similarities and differences that exist between oneself and their audience is crucial when hoping to lead an interpretation that resonates with others. Understanding the similarities can help create connections with the audience that in turn allows them to feel more connected with the space (Beck et al., 2018). Understanding differences, however, can allow interpreters to embed information and teaching styles that cater to audiences that may have had different levels of exposure to the environment (Beck et al., 2018). 

Overall, I think you did a great job at showcasing what you learned this semester and I am appreciative that I was able to read through your post as you engaged in that learning. 

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

[ammenvs3000w23]

Unit 9: What Amazes Me About Nature

Given the wide range of topics seen this week, I think it’s safe to say that nature provides an endless supply of amazement. While I’m sure there are many topics I could cover during this week's discussion, such as the different ways in which animals communicate or the beauty of the northern lights, I will have to narrow it down to one. 

For this week's blog post, I wanted to discuss the topic of medicinal herbs and plants. Growing up, the minute I would begin to show signs of sickness or stress my mother would come running into my room to turn on my diffuser where she’d mix different essential oils in hopes of providing relief. Not only was I met with oils but she equally had an array of recipes that could tackle any ailment. Have a headache? Don't worry, rub some peppermint on your temples. A little bit of a sore stomach? Peppermint tea should do the trick. 

Now given that I was a little science kid, I couldn't help but roll my eyes and ask for what I called “real medication”. As I've gotten older I've been able to develop a better understanding of the medicinal benefits of certain plants and develop a newfound appreciation for traditional medicine over pharmaceutical products.

To start, we will tackle Chamomile. Chamomile is an herb that belongs to the daisy family and is one of the oldest plants used in traditional medicine (Gupta, 2010). It contains terpenoids and flavonoids which play part in its medicinal properties (Gupta, 2010). This herb is commonly used for different ailments such as muscle spasms, menstrual disorders, stomach pain, and insomnia (Gupta, 2010). In old Russian tales, Chamomile is referred to as a magical cure-all herb and has been deemed the country's national flower due to its historical and medicinal importance (Woodward, 2023)

(istock image)

Another plant I wanted to discuss is the eucalyptus plant. Historically eucalyptus was used as a cleaning product given its antiseptic properties (Mount Sinai Health System, n.d). In addition to this, it was also used traditionally by Indigenous Peoples as a means of healing wounds and fungal infections (Mount Sinai Health System, n.d). Over time, this plant gained popularity making its way into traditional medicine and increasing its uses to include fever reduction treatment and a congestion aid (Mount Sinai Health System, n.d).

(istock image)

Earlier I mentioned developing a newfound appreciation for medicinal plants, and while this is still very true, my appreciation primarily involves its ability to rekindle humans with the gifts of nature. Traditional medicine has been used within different societies for centuries and while there is much controversy regarding its efficacy, traditional medicine has the ability to remind us of the ways in which our environment supports our existence. Understanding the environment and its interconnection with humankind can thus, largely support conservation efforts in society (beck et al. 2018).

References

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

Gupta. (2010). Chamomile: A herbal medicine of the past with a bright future (review). Molecular Medicine Reports, 3(6). https://doi.org/10.3892/mmr.2010.377 

Mount Sinai Health System. (n.d). Eucalyptus. Retrieved March 17, 2023, from https://www.mountsinai.org/health-library/herb/eucalyptus#:~:text=Today%2C%20oil%20from%20the%20eucalyptus,pain%2C%20and%20in%20some%20mouthwashes. 

Woodward, C. (2023, March 13). Discover the national flower of Russia: Chamomile. AZ Animals: Chamomile Plant. Retrieved March 18, 2023, from https://a-z-animals.com/blog/discover-the-national-flower-of-russia-chamomile/ 

[mecenvs3000w23]

Unit 09

Since we don’t have a specific prompt this week, I will write about something I find amazing in nature which is the night sky. As a reminder, I have spent four years working seasonally in Algonquin Provincial Park and am looking forward to going back for my fifth year. Something I love to do in the summer is walk down to the staff docks at night and stare up at the night sky. I remember one night vividly when my friend and I were down at the docks and saw many shooting stars very clearly, the most I had ever seen. Throughout this post, I have included some pictures of the night sky that I took last summer on Canoe Lake. So now, let’s talk about shooting stars!

Shooting stars can be defined as “a piece of rock or metal that burns very brightly when it enters the Earth’s atmosphere from space, and is seen from Earth as a bright star travelling very fast across the sky” (Shooting start definition and meaning, n.d.). Shooting stars may also be termed meteors. Generally, meteors become visible when they are approximately 97 kilometres away, and some large meteors can be heard and be brighter than the planet Venus; these are referred to as fireballs (Dobrijevic, 2022). ‘Normal’ meteors travel through the atmosphere at a speed of 48,280 kilometres per hour and reach extreme temperatures of 1648°C (Dobrijevic, 2022). Meteors are common with approximately two to seven meteors being visible to observers every hour of the night (Reddy, n.d.). Additionally, it is possible to have dozens to hundreds of meteors in the sky and when this occurs, it is termed a meteor shower (Dobrijevic, 2022). Meteor showers are more common at specific times of the year and can be predicted. Furthermore, meteor showers are given names based on where they appear to be originating from; specifically, which constellation (Dobrijevic, 2022). For example, meteor showers that originate from the Orion constellations are named Orionids (Dobrijevic, 2022). For viewing purposes, it is recommended to look out for them during pre-dawn hours from a location facing the direction of Earth’s orbit (Dobrijevic, 2022). As well, hopefully, the shower occurs on nights when the moon is less bright as this makes the meteor shower more noticeable (Dobrijevic, 2022).

In historical times, meteors and anything else seen in the night sky created superstitions and were most commonly associated with gods and religion (Dobrijevic, 2022).  For example, shooting stars were thought to be sent down by angels as a gift to Earth (Dobrijevic, 2022).  However, others believed shooting stars was how gods displayed their anger (Dobrijevic, 2022). These superstitions lasted for a long time in Earth’s history because most scientists simply did not think that stones could just fall from the sky. Oftentimes, scientists simply ignored accounts of this happening (Dobrijevic, 2022).

I hope you learned something new from this post and would love to know what you find fascinating in nature!

References

Dobrijevic, D. (2022, August 11). Meteor showers and shooting stars: Formation and history. Space.com. Retrieved March 13, 2023, from https://www.space.com/meteor-showers-shooting-stars.html.

HarperCollins Publishers Ltd. (n.d.). Shooting star definition and meaning: Collins english dictionary. Shooting star definition and meaning | Collins English Dictionary. Retrieved March 13, 2023, from https://www.collinsdictionary.com/dictionary/english/shooting-star.

Reddy, F. (n.d.). Meteors and Meteor Showers. Astronomy.com. Retrieved March 13, 2023, from https://astronomy.com/observing/observe-the-solar-system/2010/04/meteors-and-meteor-showers#:~:text=Under%20a%20dark%20sky%2C%20any,of%20the%20inner%20solar%20system.

[ammenvs3000w23]

Hey Meghan!

When scrolling through this week's blog, the image you included caught my eye. When looking at the image, I was quickly overwhelmed with feelings of awe as stars are not typically captured well on devices such as cell phones. Your photos are truly beautiful!

As someone who grew up in a rural town but went to school in an urban city, I constantly used the stars as a point of comparison between my friends and me. This conversation typically involved me telling them how ridiculously bright their city was at night and how lucky I was to be able to see the stars in my own town. For them, my constant teasing was just constant teasing until they were able to come to see it for themselves. That's when they began to understand what I meant. 

The part where you mentioned the spiritual implication of stars really stood out to me as I was not aware of their previous association with gods and religion. More specifically, I did not know that shooting stars could be seen as both angles being sent as gifts and a way that gods chose to display feelings of anger. Although I am no longer religious, when previously practicing, members often looked up at the sky when referring to heaven. I now understand that many found peace and comfort in looking at those stars.

Thank you for sharing this week’s post! It was beyond informative! Ill be looking forward to your upcoming posts.

[ammenvs3000w23]

Unit 7: Music in Nature And Nature in Music

“Rythm is the center of humanity, one who knows rhythm knows the world” - King Clave 

I saw this quote a bit ago and it reminded me a lot of this week's prompt. To be completely honest, I don’t think I can remember a time in my life when music and nature didn't go hand in hand. For as long as I can remember, summer walks have been associated with whistling, campfires with country music, and playing in the snow with what some would call repetitive Christmas carols. 

Music can be found anywhere in nature. While humans use music to help process feelings, create ambiance, or instill feelings of joy, other species such as birds and whales use music as a form of communication. To further elaborate, whales use their songs to help locate others as well as different food sources (NOAA, 2013). In addition to this, birds utilize their songs to both attract mates and defend territory (Wada, 2010). 

Now to flip the question, nature plays a big role in music. In this week's course notes, when reading about the relationship between Indigenous Peoples and the environment. I was reminded of a song titled Northern Lights by Jerry Cans. In his song, Cans highlights the beauty that exists beyond our screens by paying tribute to the northern lights; an environmental process that carries much importance for this community. For Indigenous Peoples, music is a tool used to help translate ecological and ancestral knowledge (The Conversation, 2021). Through this, an appreciation for their land and what it provides is acknowledged which in turn results in a deeper connection with the space. Music has the power to move which is important in many contexts but especially within that of interpretation. As interpreters, it is our job to teach in a way that allows the audience to feel connected with a space and its history. Considering this, using music to translate such environmental knowledge can be useful in evoking emotions and in turn contribute to greater understanding (Beck et al., 2018). 

Now, as I read the last part of the prompt I would be lying if I told you it took me any time to find what song I was gonna talk about. Picture this with me: it’s about 10 pm on a midsummer night. Those closest to me are all sitting by the campfire in my back yard shuffling through music when all of a sudden American Pie by Don Mclean comes on. Within seconds everyone's faces light up and we begin to sing and laugh as the almost 9-minute song continues to play. The stars, the fresh air, the sounds coming from different life forms in the backfield… it's all perfect. While the song of choice could be seen as questionable - it in itself is a portal to both a natural landscape and one of my fondest memories.

Beck, L., Cable, T.T., & Knudson, D.M (2018). Interpreting Cultural and Natural Heritagefor a Better World (1st ed). Sagamore Venture.

D, Lepofsky., A, Fernández-Llamazares., & O, Kim Recalma-Clutesi,. (2022, November 11). Indigenous song keepers reveal traditional ecological knowledge in music. The Conversation. Retrieved March 4, 2023, from https://theconversation.com/indigenous-song-keepers-reveal-traditional-ecological-knowledge-in-music-123573#:~:text=For%20Indigenous%20Peoples%20who%20have,deep%20in%20our%20sacred%20memory. 

National Oceanic and Atmospheric Administration. (2013, June 1). Why do whales make sounds? Why Do whales Make Sounds. Retrieved March 4, 2023, from https://oceanservice.noaa.gov/facts/whalesounds.html#:~:text=Whales%20make%20noise%20to%20communicate,and%20socialize%20with%20each%20other. 

Wada, H. (2010) The Development of Birdsong. Nature Education Knowledge 3 (10):86

[deaenvs3000w23]

Music Surrounds Us!

When searching “nature music” you will find hundreds of hours of videos and music of nature sounds that are often described as calming or relaxing as many people find solace in being in nature or listening to it at the very least!

I find music in nature as the sounds of nature help me to sleep, I especially enjoy thunderstorms as I find the sounds relaxing and reassuring. Music in nature often write themselves as I think of bird’s songs that allow them to find mates, I often think of the musical dancing bird from ‘Our Planet’ which performs for their mate! You can also find music in nature with the hums of bees, flapping of bird’s wings, splashing of ducks in a pond, and swishing of trees in the wind! Putting all of those sounds together may create an incredible piece of art through song!

Nature in music, I often think of people creating music that is inspired by nature or using music in interpretation to keep viewers interested (166). In the textbook they compare photos and videos. Photos capture one scene and can often communicate better than words (170), videos however contain sound which can make the scene so much more interesting (171) and immersive through technology in regards to interpretation using videos and songs. Nature in music could also tell stories and teach lessons, I personally think of campfire songs. Radio stations can also incorporate nature with music! They could play music to draw in viewers and then talk about nature in the breaks (175) or play music that contains nature lessons. Radios are great for some viewers which information is presented in 1–5-minute periods and a great way to reach different viewers in a format that they enjoy! Nature in music can occur as a tool as music will resonate with the visitor (12), help different people learn with different learning styles (105), and draw people towards an interpretive experience (200).

I think that music can take many forms in relation to nature. Many songs are often nature sounds solely, nature sounds incorporated, or based on /inspired by nature (animals, landscapes, abiotic features)! I found 15 songs related to nature in a pro-environment context in article by Anderson (2020). I’m sure that if you search up your favourite animal + song, you will find a song that at the very least mentions the animal. Perhaps it will teach you something or use the animal’s attributes within the song!

Some songs I think of from the top of my head of nature would be “Butterfly Fly Away” by Miley Cyrus, “Roar” by Katy Perry, “Somewhere Over the Rainbow” by Judy Garland and covered by Israel Kamakawiwo’ole, “Little Rain” by Morgan Wallen, just to name a few! To unpack one, “Butterfly Fly Away” by Miley Cyrus my personal favourite from growing up contains a lesson that as you grow you should spread your wings AND contains a little bit of knowledge of the caterpillar becoming the butterfly! Growing up from under your parents care to going out to make dreams come true!

Are there any influential songs you grew up hearing or think of when prompted with the word “Nature”? What does it teach you!

Anderson, S. (2020). Earth day: 15 pro-environment songs. Rolling Stone. Date of Access: Feb 27, 2023. https://www.rollingstone.com/music/music-lists/earth-day-songs-151780/

Beck, L., Cable, T.T., & Knudson, D.M (2018). Interpreting Cultural and Natural Heritage for a Better World (1st ed). Sagamore Venture

[ammenvs3000w23]

Hey Dana, what an insightful post!

I specifically loved the part where you mentioned Our Planet. Aside from the fact that I have a slight obsession with the show, I think the clip you posted does a great job of showcasing the level at which music and rhythm is ingrained in our environment. Not only is it a means of entertainment, but music can play a large part in communication, as the video showcased. 

I equally loved how you mentioned how people often associate calming sounds with those found in nature. For example, when using an iPhone as a sound machine, some sounds include falling rain, a stream, and ocean waves. Given its calm and peaceful nature, I have no questions as to why one may refer back to these sounds when needing grounding or relaxation. 

When thinking about the word Nature and seeing which songs come to mind, I couldn't help but remember the song Fly To Your Heart by Selena Gomez featured in the movie Tinker Bell. To name a few lines, the song starts with “Watch all the flowers dance with the wind - Listen to snowflakes whisper your name”. The idea of connectedness between humans and nature is reinforced within these two lines. Of course, snowflakes can't actually whisper but the idea that there is a form of language that exist between nature and humans is quite amazing, and what's even more amazing is that music can help bridge the two. 

[kalenvs3000w23]

Unit 6

In this week's blog we were asked to unpack a quote. The quote is, “There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things. …. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it.” I think that this quote is very interesting and highlights the fact that it is not necessarily the objects themselves that are meaningful but the stories that go with ancient things that make them meaningful. Also when the quote says, “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”. I think this is highlighting the fact that it is the memory of things that is important, because without the pieces of our past how are we to learn and grow from our experiences and our history. The quote goes on to say that, “to think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it”. I think that this part of the quote is bringing to light the fact that something that has happened in the past never fully disappears. There is always some trace of an event. It is past events that build our world, our culture, our beliefs etc…. Even things long long ago that we have no memory likely have some impact on how people live life today. Learning about history is not just for trivial purposes. Learning about history is what shapes our futures.

History can also be a very important part of nature interpretation. In the textbook it says, “Interpreters are able to help people see how history relates to their own lives by telling exciting, enriching and entertaining educational stories in interpretive programs” (Beck et al., 2018). I really agree with this because I think it can be difficult for people to see the value in history and how it has shaped us today. I think interpreters can play a really important role in helping people see this. Thet textbook goes on to talk about how it is also important to interpret history to remember not only happy stories but also terrible tragic ones (Beck et al., 2018). Stories that talk about things like discrimination and ethnic conflict (Beck et al., 2018). Although it may be hard to reflect on these events, it is important to learn from them so that we do not repeat the past and we grow (Beck et al., 2018).

References:

Beck, L., Cable, T.T., & Knudson, D.M (2018). Interpreting Cultural and Natural Heritagefor a Better World (1st ed). Sagamore Venture.

[ammenvs3000w23]

Hey Kaitlyn, 

What a great post! I found that you were able to successfully touch on many topics. 

I completely agree with your statement regarding memories and how they can help shape our future actions. When looking at the past, and hearing the memories of those who were there to experience it, one can develop greater insight on specific topics and use that knowledge to shape how we as a society move forward in order to either continue or prevent the repetition of history. 

I equally loved where you mentioned the part in the textbook which touches on the hardships that exist within history along with the growth that can result from it. While exploring the past allows one to uncover positive events, it can equally expose adversity. For example, when exploring the woman's rights movement, one side of that historical event highlights the strength and unity of women, however, on the other side of things, the tragedy and ostracization of this particular group are highlighted. 

I find that when discussing tragic historical events, the people to which I am speaking to begin to display feelings of discomfort. While I never aim to make someone feel uncomfortable, I think it is important that these conversations take place in order to raise awareness. That said, incorporating historical elements within nature interpretation can facilitate these potentially challenging discussions by presenting the information in an educational manner rather than a judgemental one. 

[ammenvs3000w23]

Unit 6: The Importance of the Past

"There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things. …. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it." (Edward Hyams, Chapter 7, The Gifts of Interpretation)

Let's unpack this quote, shall we? 

To start, let's look at the beginning. Hyams makes note of the fact that without integrity, ancient things are, well… simply ancient things (Beck et al., 2018). It is the addition of merit, or as Hyams states, integrity, which creates meaning within these objects or spaces. Incorporating historical elements is important in creating meaning within our natural surroundings. As environmental interpreters, sharing historical events and perspectives is our duty when presenting to an audience. The interpretation of history is interesting in the sense that it allows the audience to remember certain events but also how those events are imbedded into our existence (Beck et al., 2018) For example, without history and meaning, the mountain I mentioned in my post from week 2 is not a site that was used to gain an advantage in the war but rather a rock coming from the ground. 

Above is a photo of the mountain I mentioned earlier. 

Now lets look at my favourite part of this quote: “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." Aside from the fact that this part of the quote made me visualize Harry Potter for some odd reason, I think it is safe to say it is the punch line. Within this section, Hyam touches on the importance of remembering the past, given that without the past the present ceases to exist. In a world where we hear the sentence “dont look back” far too often, I think remembering the past and allowing it to inform our future is important in encouraging reflection. As stated by Beck et al (2018), including history within interpretation can be a useful tool in preventing the repetition of the past as well as encourage the creation of a culture based on peace and conservation. With this in mind, many of the natural sites in which we explore represent far more than pieces of land; they represent history. 

That said, despite certain stories, landmarks, and objects being a “thing of the past”, they all contribute to the “WHY” of today; the “why things are the way they are” and for that reason, history should continue to be embedded within the world of interpretation. 

[dralh]

Disclaimer

This blog was created for __________, 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.

[ammenvs3000w23]

Unit 5: The Relationship Between Nature and Education

When seeing this week's prompt, I struggled to find a topic that I thought would be fascinating enough to share. When thinking of different topics, I couldn't help but feel inspired to speak about two of my favourite things; nature and education. 

While I believe these topics can complement each other well, my experience working in different schools has allowed me to realize that my opinion is not shared by all. While I believe that hearing different opinions can be important when looking to develop a well-rounded perspective, it was interesting to meet people who didn't recognize the positive relationship between nature and education. For this post, I’m going to focus on two schools; “School A” and “School B”. 

During my time at “School A”, the teachers I worked with prioritized outdoor learning. Aside from recess, teachers would head outdoors to teach different subjects such as geography, science, and math. Not only did they conduct curriculum teaching outdoors, but they also engaged in outdoor reading sessions. To further explain, during the warmer months, students would be asked to bring a book of their choice and read it anywhere on the field. Another instance that stuck with me during my time there, was when one teacher decided to bring the students to the nearby forest and asked them to write about what inspires them in their writing journals. Some kids climbed in trees, and others leaned against the trunks, but regardless of their positioning each kid was without a doubt fully engaged in the activity. 

My time at “School B” was quite different. They prioritized an in-class approach and had specific rules about when kids could go outside aside from recess. For example, teachers were instructed to avoid taking the kids out for DPA during the last period given that it could lead parents to believe the children were not learning. I always found this intriguing… How did 30 minutes of outdoor play at the end of a school day outbalance six hours of learning from the periods before?

In doing research about the benefits of outdoor education, I came across a TED talk led by Mary Skopec titled Roots to Branches – The Power of Nature-Based Education. In her presentation, she acknowledges how interesting it is that despite humans being a part of Earth's ecological processes, nature is often used as a reward. For example, many teachers often promote outdoor time as a reward that is contingent on the completion of work. Through this podcast, she equally touches on the idea that utilizing nature as an immersive classroom can help reduce anxiety and increase collaboration. This brings me back to the question: if outdoor education has so many benefits, why do we keep painting it as something insignificant? 

In all honesty, I could talk about this topic for hours, but to keep it brief, I hope that one day we can all learn to value the benefits of nature and find a place to embed outdoor learning within the curriculum. 

Skopec, M. (2020).  Roots to Branches – The Power of Nature-Based Education [Video]. TED Conferences. https://www.ted.com/talks/mary_skopec_roots_to_branches_the_power_of_nature_based_education

[tgenvs3000w23]

Free Writing About My Upcoming Week

It feels super strange to not have an official prompt this week, but I do already know what I want to talk about and share with you guys. I've mentioned repeatedly throughout my blogs my most favourite undergrad volunteering opportunity has been with Wild Ontario. It's a program that uses non-releasable raptors to educate about conservation and human impact on wildlife.

I was indirectly prompted to write a blog purely about my time and upcoming opportunities that I'm excited about with Wild Ontario because of Jenny and Kitty from the Arboretum Walk Video, both of whom I met when I first started as a volunteer as they were also volunteers at the time I had joined. Below is a photo from a program I helped with during COVID with two of my peers. We did a presentation featuring (left to right) Atwood the Northern Saw-whet owl, Apollo the American Kestrel, and Indiana the Red-tailed Hawk who are all non-releasable due to some form of human impact (permanent injury, imprint, habituation, etc.).

I recently decided to take the course for an internship in biological science. I was able to get a placement with Wild Ontario after being a volunteer for almost 4 years. I've learned a lot from everyone in the program about birds and nature interpretation like changing your talks for different goals and audiences, avoiding jargon that turns people off your message, and how providing a personal and unique experience engages with people so much more.

I've learned that as excited and passionate as you are about a topic, not everyone will stick around to learn about every single thing you've learned. Figuring out the wants and needs of your audience can be tricky to gauge because sometimes you can only get a sentence in before they walk away. This keeps it interesting though, and definitely has taken me time to accept and work on.

U of G-based Wild Ontario uses birds of prey for experiential education (10 photos)

Wild Ontario's program currently consists of 15 birds of prey with 26 student-volunteers interacting with the birds in a form of experientia

For example, above is a screenshot from the article linked, where a writer for Guelph Today was interviewing some of us volunteers and taking photos for an article. The picture shows me and Sibley, a Red-tailed hawk, but the caption names a different bird Freyja, and another picture is captioned with things that aren't about the bird I'm seen with. I was a bit surprised at the mistake but the dude was super excited and I understand it was a lot to take in from all the birds he met and stories he heard, so it's fine he mixed up the two birds that look alike (they are the same species after all). Here's a side by side of Sibley (left) and Freyja (right), the Red-tailed Hawks, and if you can tell the difference between them I applaud you.

On the 15th I leave for the International Association of Avian Trainers and Educators conference in Orlando, and I'm going with some other Wild Ontario members! I'm super stoked to learn more about not only cool training ideas and protocols for birds, but also learn more about the industry, get some networking in, and learning more about how to be the best educator I can be and how to apply it to my nature interpretation! I hope to have another opportunity to share an update on what I learned after!

**All birds and photos above are birds that are non-releasable educational ambassadors for their species with Wild Ontario, teaching about science, conservation, and human impact!**

[ammenvs3000w23]

Hey Teagan, 

Thank you so much for sharing your story! I could sense your excitement and passion through the screen, hehe. 

While i’m sure you’ve learnt tons over the past four years, developing skills such as avoiding unnecessary jargon in order to maintain engagement is so important and will continue to be important throughout your career. Along with this, it seems as though you’ve learnt other beneficial skills that compliment the teachings of this course, such as, incorporating personal experiences as well as altering your narrative to fit the different goals of the audience. 

I found the part where you mentioned the challenges associated with group interests to be fascinating. You’re right, not everyone is going to share your same passions, however, using that passion to guide your presentation will absolutely land you infront of the right audience. While remembering to not take their opinions too seriously, taking into account their reaction can allow you to reflect on your presentation methods and attempt to find ways to attract even the most uninterested visitors. 

I’d love to hear more about how you ran the such program through COVID. I know from experience that running programs through COVID and attempting to promote engagement and visits presented a whole different set of challenges! I’d love to hear more on that when you have the chance. 

Seeing how much you love your position was refreshing to say the least. I hope you continue to flourish and follow the path that leads you to what you love.

[ammenvs3000w23]

Interpreting Nature Through Art

“Interpretation is an art, which combines many arts, whether the materials presented are scientific, historical, or architectural” (Beck et al., 2018)

Art is an interesting topic, especially within the context of nature interpretation. Prior to starting this course, I didn't necessarily think that art had a place within this line of work, which is funny given that some of my earliest memories involve sitting outside with my mom drawing the flowers in our garden. When I visualized nature interpreters, all that came to mind was an individual standing in front of a group conducting a lecture. I can't help but think that my assumptions fuelled my lack of curiosity about the topic. The quote above stood out to me for that exact reason. It encourages the idea that art can fit into any educational setting.

As I've gotten older, I've begun to recognize the prominence of art within the context of nature. Any time I decide to take a walk through a trail, look out my window to see the sunset, or pass a tree that has been freshly covered in snow, I find myself reaching for my phone to capture the beauty of my surroundings. Looking back at these photos later re-instills an instant feeling of appreciation and awe for the world we live in.  

Visual art is another way in which I interpret nature. Crystalynn Tarr is a Canadian artist that I have recently come across. She stood out to me for her choice of paint materials. Rather than using synthetic paints, she uses materials that come from nature, such as dirt and rocks, to create different pigments. All of her paintings are captivating, however, one particular piece that stood out to me is one of a mushroom. Now while some may disagree, I would have never associated beauty with mushrooms, but the way she incorporates them within her pieces has somehow altered my perspective. Art is interesting in the way that it allows you to visualize how someone else perceives the outdoors; what one may find visually unsettling can be the very definition of beauty for another. 

Watercolour painting by Crystalynn Tarr

For me, the gift of beauty is exactly that. An individualized perspective of our world and the ability to translate that perspective in order to allow others to see it in a similar light. The only right way to approach its interpretation is to do so in a way that brings you joy. In doing so, I believe you will have better success translating your appreciation to others and in turn, contribute to one desire to preserve the area. 

Art, in all its many forms, is an excellent tool for nature interpretation. While I only named a few, the variety of forms are excellent ways of translating information, raising awareness, and reaching a wide range of learners (Beck et al., 2018). 

I thought I would include this photo as well. It showcases some of the drawings I have done which involve elements of nature.

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

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

[apenvs3000w23]

Unit 04: Nature Interpretation Through Art

This week we ask, “who are you to interpret nature through art?” although you may read this prompt defensively at first glance, I believe that interpretation through art comes in many forms. The beauty of interpretation is that there is no correct answer. There is a method and a medium for everyone to enjoy, such as music, paintings, theatre, photography, etc. As Beck et al. (2018) state, incorporating art into nature interpretation is helpful for increasing the pleasure and enjoyment of the audience. Information and emotions can be communicated through art forms, making them powerful. Beck et al. (2018) also mention how the utilization of art can permit areas of your mind to open and connect yourself to the interpretation. 

I believe this relationship flourishes because of our five senses; sight, taste, smell, hearing, and touch.

They are powerful. 

They can have you revisit a single memory from one specific day in 2012 just based on one triggered sense. I believe art taps into these senses in a similar way. Since art can satisfy all senses, it can compel your body and mind to vulnerability. Vulnerability aids in forming connections and resonating with the topic, which is why art used in nature interpretation is so influential.

My favourite form of art for nature interpretation is photography. Taking pictures of what I find beautiful is what brings me joy. It allows me to open up and saturate myself with my surroundings. Not only does it delight me in the present, but I can relive it all later. This may be a biased approach since I have grown up with a smartphone for most of my life. However, when I am surrounded by nature’s beauty, instead of taking it all in, I have been subconsciously conditioned to take out my phone and take a picture. Although this seems upsetting, I like to alter this outlook to have a more positive approach. I remind myself that wanting to take a picture should not make me feel guilty and should not make me feel as though I am not “living in the moment”. If photography brings me joy and I wish to revisit this picture later, what’s the harm? 

That is the charming aspect of art. There is a medium for everyone. 

In terms of the “gift of beauty,” I believe that the spectrum of “beauty” is vast. This concept is expressed as a person’s capability to observe beauty in their surroundings through interpretation that aids in increasing resource preservation (Beck et al., 2018). I agree with this concept and its premise. Since everyone has different tastes, anything can be considered beautiful! Regarding myself, I coincide with this concept as nature is truly a beautiful gift that we have been provided. 

To conclude, I have added a quote from Vincent van Gogh that correlates different methods of art and nature.

“I have nature and art and poetry, and if that is not enough, what is enough?”

 –Vincent van Gogh

The photos I have added to this post remind me why I love photography and nature!

Literature Cited

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

better world. Sagamore Venture.

Vincent van Gogh to Theo Van Gogh : January 1874. (n.d.). Retrieved February 1, 2023, from

ightful,not%20The%20Hague%20and%20Brabant.

[kh-envs3000-w23]

The pictures you have posted are really beautiful. I myself, also love interpreting nature through photography more than any other medium. I don't think I am in your league, however. But, as you mentioned, it really is a very personal memory or interpretation of a moment in time. Nature is a beautiful gift and its amazing that there are folks who truly do not appreciate how many different ways, nature can be viewed or recorded. There are expansive landscapes, or tiny flower petals, or colourful butterflies. There is nature in motion or action and there is nature in stillness as well.

I also agree with your comment, that we all have different tastes and different emotional connections with nature and art. Its very personal, as only we as individuals have had the experiences that shape our perspective or our unique way of interpreting art. In the photo of the trees, 10 different people may have captured it 1000 different ways, and they would likely all still be art.

I had the honour of visiting the Van Gogh museum in Amsterdam and he truly is a nature lover, another quote I enjoy "If you truly love nature, you will find beauty everywhere.".

[ammenvs3000w23]

I was scrolling through your post and the photo of the sunset caught my eye!

Here's a picture I took of what looks to be on the same day

I love that we both decided to stop and capture the moment.

[mecenvs3000w23]

Unit 04: Art Interpretation

Various mediums of art including paintings, sculptures, photographs, music, etc. can be valuable tools for nature interpretation. Interpretation through art allows individuals to draw their own thoughts and emotions towards a piece, which is required for a kind society that is connected to nature in some way (Beck et al., 2018). Likewise, visual and performing arts have been used for centuries as effective tools of interpretation (Beck et al., 2018). Art is an effective interpretation tool because it is likely to attract a more diverse audience. For example, some forms of art such as paintings don’t require reading; thus, those who lack this skill will be able to appreciate art as much as those who do have that skill. Likewise, interpreting some kinds of art, such as paintings, does not require hearing; thus, deaf individuals will be able to appreciate this type of interpretation tool. Additionally, different cultures have different traditions and acknowledging this will allow more effective interpretation. For example, some cultures have routinely passed their rituals, beliefs, and skills through generations through oral tradition. As a result, the art of storytelling holds great value in these cultures (Beck et al., 2018). Overall, there are various types of art which can be very effective for interpretation based on the audience and situation.

Next, I would like to discuss the “gift of beauty”. The principle behind the “gift of beauty” is that the goal of interpretation should be to promote the ability and desire in people to see beauty in their surroundings (Beck & Cable, 2011). Likewise, it should provide spiritual upliftment and encourage the preservation of resources (Beck & Cable, 2011). In terms of this gift, I prefer to interpret art based on my past experiences. When I was younger, I always loved drawing, colouring, and painting, but as I grew older, I began to focus much less on making art pieces myself. Instead, I gained an appreciation for other people’s work. For example, I enjoy looking through art galleries and museums. One place that comes to mind is the Algonquin Art Centre. I love admiring paintings of places in nature and places that I have been; specifically, walking through the Algonquin Art Centre I recognize many of the places being painted and it makes my appreciation for the work even greater. Additionally, my parents always had paintings hung on our walls by Robert Bateman. Robert Bateman was a Canadian naturalist and painter who focused on painting wildlife and nature (Simon & Schuster, 2015). Additionally, I have watched many outdoor performances and skits in Algonquin Park through the years that have been highly effective at capturing the audience’s attention and passing along valuable information.

In conclusion, there are several kinds of art that are highly valuable tools for nature interpretation and can encourage various individuals to see “the gift of beauty”. To end, I would like to ask a question – what form of art do you favour?

References

Beck, L. and Cable, T. 2011. The gifts of interpretation, Champaign, IL: SAGAMORE Publishing.

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

Simon, & Schuster. (2015). ROBERT McLELLAN BATEMAN. Robert Bateman - Biography. Retrieved January 31, 2023, from http://robertbateman.ca/biography.html.

[ammenvs3000w23]

Similar to you, my mom always chose to hang up paintings around my home. While hers were not by Robert Bateman, she fell in love with different forests paintings. She always points out that although the painting is rather simple, the fact that it encaptures nature creates a calm energy within the space. Given that I am constantly surrounded by these paintings in my home, I can not help but develop an appreciation for the details within each image. Being able to view nature from the artists perspective has an interesting way of increasing my appreciation for similar landscapes.

I love where you mentioned the piece about how different art forms can facilitate understanding for a larger population. For example, when considering those who are unable to see, utilizing music can allow them to understand and connect with the interpretation. Incorporating different art forms can thus allow the message to be reached by a wider audience in addition to making the interpretation more inclusive (Beck et al., 2018). 

I agree with your interpretation of the “gift of beauty”. Us humans live in a very fast pace society and it is very easy to get caught up in that reality. The gift of beauty puts forth this idea of taking the time to embrace our surrounding world and learn to appreciate its simple pleasures (Beck et al., 2018). With this, people will naturally develop a desire to preserve the natural areas in which they find themselves in (Beck et al., 2018).  

[ammenvs3000w23]

Privilege and Nature Interpretation

I remember a day when my dad stayed home from work. He had decided that we would spend the day together exploring a nearby trail followed by lunch at my favourite restaurant. Back then, it was just another day, however, thinking back on it now, I can't help but recognize the privilege my family and I have. The privilege of taking time off of work without stress, the privilege of eating out regardless of the price, the privilege of being able to access different parks, the privilege of being able-bodied, etc… Needless to say I'm not pointing this out to brag but rather recognize that because of my privilege, I am granted advantages that others do not have.

For me, privilege is defined by the social advantages awarded to someone based on their identification with a particular sexuality, race, gender, class, age, ability, and religion. Privilege is not earned but rather awarded to those who identify with groups associated with unjustified social power. 

When I was younger, I was constantly reminded by my parents of how privileged my siblings and I were. My dad grew up in the lower class and therefore did not have access to the same things that I have access to now. They used this as a lesson to remind us to stay mindful of our reality and the benefits that we experience because of it. While it was harder to understand when I was younger given that those around me shared a similar lifestyle, I now recognize how privileged I truly am. 

The invisible backpack activity explained by Gallavan (2005) reminded me of an activity I had completed in another course. This activity is called Power Flower and it helps one analyze their identities that align with privileged groups. Both of these activities allowed me to think back on my experiences and how my identification with certain groups puts me at a head start compared to others who aren’t given the same advantages (Power Flower, 2015). 

Photo of my Power Flower where the inside petals represent my reality and the outside petals represent the norm/power groups in our society (Power Flower, 2015). 

Many of us have been able to develop our love of nature through the experiences we have had over the years. Whether it be camping trips, hikes through national parks, or traveling to different countries, we have all on some level been able to experience nature in a profound way. While these likely shaped the path we are on now, many people lack access to the same experiences. This can affect their relationship with nature or their perception of nature interpretation as it creates this belief that they do not fit within this world. Taking the time to learn about our audience and remembering to remain mindful of these differences is crucial as it allows the interpreter to shape their lectures around the needs of the group (Beck et al, 2018). 

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

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

(n.d.). A Tool for Everyone: Revelations from the “Power Flower”. Retrieved February 8, 2015, from http://lgbtq2stoolkit.learningcommunity.ca/wp/wp-content/uploads/2014/12/flower-power-exercise.pdf

[cmuenvs3000w23]

Risk vs. Reward (Unit 03)

My current working "definition" of privilege resembles that of the one provided by Gallavan (2005). Privilege to me, is an unearned advantage provided to an individual that inequitably tips the scale of success in favour of those who are baselessly associated with superiority, dominance, and power.

With that being said, I am going to "unpack my invisible backpack" as explained by Gallavan (2005) as a means of self reflection and acknowledgement of my privilege. By doing so, I aim to connect further with my audience by opening the conversation (regardless of similarity), and provide to me as a nature interpreter the chance to understand and experience the setting from a different perspective (Beck et al., 2018).

My backpack: I am a straight white male, middle class, highly educated, speak both English and French, able to pay for university, played multiple competitive sports outside of school, possess a Canadian passport and have travelled outside of the country, and even though I do not practice under any religious affiliation; work and school schedules reflect my observed holidays.

If you feel comfortable doing so, I would love to hear about your life and unpack our backpacks together further in the comments!

Pertaining to risk and reward in relation to this section, this unit raised multiple forms of associated risk in both physical and situational risk in pursuit of the rewards of strong interpretation and communicating to diverse audiences (Beck et al., 2018). Physical risk as exemplified by the St. Johns School: Tragedy in Temiskaming, is an important category to cover as both the terrain, weather, audience and wildlife can all pose physical risk to you and your audience while interpreting. The situational risks associated pose a different kind of risk, where as the interpreter your audience can become polarized by the lack of connectivity for numerous reasons under the spectrum of privilege or something as simple as your attitude towards the job. Both of these associated risks that a role as an interpreter faces promote the use of the precautionary principle, where the most valuable approach you can take in risk management is to provide your audience prudent information and action in response to uncertain interactions.

Activity: Using the precautionary principle, what risk would you advise your travelling group to be wary of from this picture alone?

References

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

Gallavan, Nancy P. "Helping teachers unpack their 'invisible knapsacks'." Multicultural Education, vol. 13, no. 1, fall 2005, p. 36. Gale Academic OneFile, link.gale.com/apps/doc/A137921591/AONE?u=guel77241&sid=bookmark-AONE&xid=9fe2f151. Accessed 27 Jan. 2023.

[ammenvs3000w23]

Hey Cameron, what an engaging post! 

After reading your blog post, I noticed many similarities between your backpack and my own. With this, I began to think about how it has given me access to a wide range of experiences that others may not have had access to. 

My invisible backpack, explained by Gallavan (2005) holds the following: I am a white female, middle class, able-bodied, highly educated, bilingual in both French and English, have had my university paid for, was a competitive dancer, possess a Canadian passport, have traveled to numerous countries for both educative and relaxative purposes, and lastly, while I am not religious, the holidays I am given allow me to celebrate with the members of my family that are.

Growing up, many of the people I surrounded myself with had access to similar things. Because of this, I did not quite fully understand privilege in the same way I do now. To further explain, while I knew having access to money was a privilege, I did not understand how other things, such as speaking french, were a part of that same category. As I continue to get older and work on better understanding this concept, I realize how the tools in my backpack make accessing certain resources easier for me compared to others. That said, I think it's important to be aware of one's positionality within different circumstances and how different privileges can impact the way teachings are perceived. 

Gallavan, Nancy P. "Helping teachers unpack their 'invisible knapsacks'." Multicultural Education, vol. 13, no. 1, fall 2005, p. 36. Gale Academic OneFile, link.gale.com/apps/doc/A137921591/AONE?u=guel77241&sid=bookmark-AONE&xid=9fe2f151. Accessed 27 Jan. 2023.