Nature Interpretation Station

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Small actions, big outcomes! Environment as a frequent classroom topic!

Describe your personal ethic as you develop as a nature interpreter. What beliefs do you bring? What responsibilities do you have? What approaches are most suitable for you as an individual?

This is my final blog post and you likely do not know who I am, but if you are interested, I invite you to delve into Madeline Fantin’s interpretive ethics, values, and ideas for the future.

To start, what beliefs do I bring? I am a wildlife biology and conservation student; therefore, the vast majority of my courses have looked through a scientific lens (western science that is). Perhaps the reason I chose my program is due to possibly my most core belief, that individuals have the power and influence necessary to make a real difference. This is why I became a vegetarian even though my entirely Italian family thinks I’m bonkers, I think one person cutting their carbon emissions is a worthwhile effort. Are billionaires flying their private jets around for unsatisfactory reasons and investing in all kinds of large corporations who dump pollution directly into our environment? Yes of course, and don’t get me wrong, I think part of the fight towards a healthy planet is holding the extremely wealthy accountable. Perhaps they are hoping we will put all the blame on ourselves so that we ignore their insurmountable consumption. However, we are consumers too and where possible, we can choose where to put our money and how to live our lives to a certain extent. I believe that however small, the average citizen’s fight against climate change is valuable and necessary. In conversations I have had with the people in my life, I have learned that many people become unmotivated by the “all or nothing” mindset. For example, I frequently hear people say that they “could never go without meat all the time.” So don’t! Have meatless Mondays! Have meatless weekends! Go pescatarian! Go meatless biweekly! There are unlimited combinations of schedules that could provide a more reasonable expectation. The effort doesn’t need to be “perfect” to be worth something. This can be applied to many environmental actions. In most places in Ontario, it wouldn’t be reasonable to ask people to use public transport or bike as a main form of transportation. Most cities don’t have great public transport, and most people live a long, long bike ride away from their place of work. However just because you cannot bike to work doesn’t mean you can’t ever trade the car for your bike. Maybe there’s a friend you often visit just on the other side of the neighborhood, and maybe you usually drive to them, but when the weather is ideal and if you are able, the bike could work! Many “imperfect” actions are better than no action at all I promise!!!! There is no shame in not being the perfect environmentalist all the time, it is near impossible in the society we have created.

I also believe that there is something to be gained from spending time in nature, for anyone. Whether that is a chance to gather thoughts, get some exercise, some vitamin D, you name it. I don’t think it needs to be picturesque either. Sometimes connecting with nature looks like sitting on the curb outside your east campus townhouse because the sun has reappeared after some days of gloom. Sometimes you will have the energy to head to the arboretum, but when you don’t, taking a sunny break on the curb is better than skipping the outdoors all together. Again, it doesn’t have to be all or nothing.

I believe it is never too late to get started! Everyone, no matter the age or circumstance, should feel like they have a place in the world of nature interpretation and the outdoors. Having not grown up in an outdoor adventure family doesn’t mean you can’t have any outdoor adventures! On that point, outdoor adventures are whatever you make them. They need not be a costly trip to the other side of the continent. Someone with the right mindset could gain more from an hour by the local creek, than someone with the wrong mindset on their trip to Mount Kilimanjaro.

What responsibilities do I have? Well, there are the obvious ones such as to deliver the program I have advertised, inform guests about risk, manage and prevent dangers, present accurate information, check my bias and privilege, to be fun and engaging, and for guests to leave feeling like they have benefitted in some way. Other more specific responsibilities I believe depend on the approach…

So what approaches are the most suitable for me? Well, it is my goal to get into teaching in high school classrooms. This is not the type of environment we have spent the last few months discussing, but nonetheless I think there is a ton of relevant overlap. Nature interpretation could take place in the classroom, or the school yard. There may also be opportunity for class trips where students could be exposed to new ways of learning or new environments.

When relevant to the content, I would aim to stimulate interest and conversation about the environment and environmental issues happening around the world, as they relate to us in Canada and otherwise. I probably plan on living in Canada, and therefore will need to create programs suitable for all 4 seasons. This could mean the same topic modified with each passing season, different topics in each season, or a combination. I am excited to take advantage of the variance each season brings. I think many topics in the high school curriculum could benefit from an environmental lense, and I would look to make connections throughout where possible.

 I would look to encourage active learning and participation through mediums the students may be interested in, just like we talked about all the different mediums of nature interpretation. If I’m teaching grade 9 or 10 science, then this class is still required of them, and many may only be there by necessity. They might not want to be there or have particular interest in the content, which is ok, and I would need to navigate how to still make sure they get what they are meant to, even if they never develop excitement about it.

To revisit responsibilities, as a teacher I must provide a classroom environment conducive to learning, where everyone feels comfortable, valued, and that students look forward to attending each day.

For my final blog post outro (☹), I will say that climate doomism is very contagious and easy to get wrapped up in. I think one of the most important things we can do as nature interpreters is spark hope for change. You never know who is looking to you when they are feeling discouraged about the state of the world, and how you can provide them motivation to keep fighting the good fight!

[anenvs3000f23]

Hey great post!

I think you make a great point about how any action, no matter how small, is better than taking no action at all. I myself have been a pescatarian for about a decade now. While I do not think my decision was initially based on reduction of CO2 emissions, it is part of the reason I continue with the lifestyle. While this action only contributes to a fraction of a fraction of a difference in CO2 emissions, I can take pride in knowing that there is an effect. I also think you make a great point about how any amount of reduction of meant intake can make a difference. Vegetarianism or similar facets are just not viable options for some people. Whether its due to other dietary restrictions or socioeconomic factors. However, “meatless Mondays” as you mentioned can be very effective or even just eating smaller portions will reduce your intake. With enough collective effort the demand for beef, for example, will be reduced, in turn reducing the supply and consequently reducing CO2 emissions. The moral here is that small actions with enough collective participation can have a large effect on the world. 

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Blog Post 9 - Final Prompt

Throughout the semester, we have repeatedly been posed the same three questions: “Who am I as a nature interpreter?”, “Who is my audience?”, and “How can I make this experience meaningful?” In considering my answer to these questions, I’ve been forced to examine my own beliefs, the responsibilities I have to my audience, and the approaches that will best help me to accomplish my goals as an interpreter.

The question “Who am I as a nature interpreter?” can only be answered by first answering “why do I want to be a nature interpreter?”. For me the answer to this question is simple: I want to change the world. I believe that to truly be able to reverse the effects of climate change and pollution, we need major systemic change. For decades environmental scientists have been telling world leaders and major corporations that they are destroying the planet, but their calls for action have fallen mostly on deaf ears. Even before I began studying conservation, I have always felt a strong sense of anger at this injustice. I feel obligated to protect nature because, like all of you, I am a part of the natural world. When people begin to recognize how connected we all are, and the consequences that the majority of us now face for the actions of a privileged few, it only makes sense to unite and fight back. A prime example of this kind of solidarity came in the form of a letter sent by a group of miners to the activists blockading the iron mine where they worked. The local inuit community in Baffinland had expressed their concerns over the effect the expansion of the mine would have on wildlife, and how the loss of wildlife would in turn affect their livelihood - their ability to hunt. When their concerns continued to go unaddressed, a group of local hunters - the Nuluujaaq Land Guardians - decided to take the defense of their local ecosystem into their own hands. Despite the fact that this blockade meant many workers were stranded in Nunavut, a number of the mine workers decided to express their support for the blockade rather than siding with their bosses who had pushed through the expansion project. Their letter was inspiring, and I encourage you all to take a moment to read it in full. One quote in particular stood out to me, and summarizes the exact sentiment I hope to inspire as a nature interpreter: “This country has seen the consequences of entitlement and greed that have led to the destruction of the land for profit, and we are glad you are fighting for autonomy over your land.” When I see this kind of solidarity I am left wondering: what can I do as an interpreter to foster this sense of responsibility for each other and the natural landscapes we share?

If my goal is to spark a connection with nature strong enough that it inspires my audience to fight for real systemic change, I need to carefully consider who my audience is and what responsibilities I have to them. To be an effective interpreter means to be able to meet your audience where they’re at. Not everyone has the same amount of background knowledge about the natural world, and not everyone learns in the same way. With small-group, in-person nature programming, it’s easier to adapt the way you present your information for people with different learning styles. When your goal is to reach people on a broader scale, as I aim to do, accounting for different needs becomes more complicated. This does not mean that accessibility can simply be ignored, in fact it only makes it all the more necessary. Different people face different barriers when it comes to accessing nature programming, many of which (ability to get to provincial parks, time to attend workshops, etc.) can be addressed with the mindful use of technology. Social media gives interpreters a larger platform to connect people with nature than ever before, and it allows people to learn about nature without having to leave their homes. However, this brings to mind the question posed to us in unit 5: “How do you engage [your audience] when you are creating content (whether blogging or podcasting) and then really leaving it out there for them to interpret themselves)?” How can I use my platform on the internet to spark lasting relationships with nature, when everyone who comes across my content may have different learning styles, needs and/or interests? Overcoming this challenge will require the development of a wide range of skills, the humility to recognize what isn’t working, and a willingness to change my approach to engage as many people as possible.

Creating engaging programming is the bread and butter of our job as nature interpreters. By producing content that is both interesting and easily accessible, I can foster meaningful and lasting relationships between my audience & the environment which will hopefully inspire the kind of dedicated environmental activism we so dearly need. There are a number of different approaches that interpreters can take to create meaning for their audience. One such approach is the integration of art into nature programming. Art can open people up to consider different perspectives. Art can also be an effective vehicle to communicate the ‘gift of beauty’ that nature provides, sparking wonder and curiosity about one’s own local environment. To inspire action requires one to foster these connections with nature, but it also means making people aware of the threats that our ecosystems face. It's about finding a delicate balance between listing off facts, and creating memorable experiences. While it's important to consider what exactly will be the most effective way to engage your audience, with their myriad different interests and backgrounds, unit 3 of this course gave some advice that is equally important to consider: “Sometimes an audience won’t be receptive. Sometimes it won’t work. And it takes some courage to humbly acknowledge that despite your best efforts, you won’t always be able to win everyone over.”

Though I may not be able to reach everyone with my approach, that isn’t my ultimate goal - my goal as a nature interpreter is to spark a deep and lasting connection to nature in as many people as I possibly can. When you’re going up against powerful companies that continue to put profit above our local ecosystems, our lives, and our planet, you need as much ‘strength in numbers' as you can get. With the knowledge I have gained this semester I feel equipped to begin my journey as a nature interpreter, with the hopes of securing a brighter future for us all - and for the ecosystems we call home.

[anenvs3000f23]

Hey great post!

I really resonate with your desire to spark a deep, lasting connection with nature in the people you are interpreting to. I have always felt a strong connection with nature and as such I have a strong desire to share this desire with others. I find nature interpretation to be one of the best methods for accomplishing this. On my time working as a nature interpreter I have even had repeat customers tell me how much interpretation has influenced their lives. Many people convey how they started planting milkweed for monarchs, other tell me about new outdoor activities they do with their kids. Interpretation can be powerful in this sense. Moreover, I really relate to your struggle in wanting justice for the environment. Our current economic system prioritizes profit over all else leading to the destruction of our natural resources through corporate greed. It can be disheartening to activists struggle against the power of large corporations. However, I believe nature interpretation can be a powerful tool of resistance. An uneducated population is easy to control whereas a well informed, organized population is powerful and frightening to those who benefit from the status quo. Hold out hope and do what you can to educate and inspire those around you become a tool of resistance and of change.

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final blog post

My interest in nature interpretation stems from the same ethics that sparked my interest in studying the environment in the first place. I hold a strong belief that the current global focus should be on the preservation and conservation of the environment. It is with this belief that I found enjoyment in studying sociology, hence declaring it as my minor. As I continued my studies in biology and sociology, I found the two subjects to be more entwined than expected. Without going into much detail, a clear link can be drawn from the profit over people status quo to the blatant unwillingness of governments to take serious action against the climate crisis. With this, I believe that education can be one of the most important tools in popularizing a vested interest environmental conservation. I think nature interpretation, in its many forms, makes for an excellent substrate to do so. A staple of good nature interpretation is finding a way to make deeper connections with your audience rather than bombard them with facts. Doing so makes space for people to feel inspired by the knowledge they receive. As such, nature interpretation has the ability to inspire people to become stewards of their environment; whether that be localized to a pollinator garden in your front lawn or expanded to organizing whole communities as a united front against climate change. While I have strong beliefs on this front, I believe it is important to remain as neutral as possible while interpreting. All people, regardless of personal or political beliefs deserve quality nature interpretation. However, an important distinction should be made between catering to diverse audiences and skewing the truth for the sake of comfort of convenience.  

            Subsequently, the role of nature interpreter comes with some inherent responsibilities. I believe interpreters have a responsibility to ensure interpretive material is truthful. As educators, interpreters hold some level of power over their audiences in that their word is often taken as fact. As such, interpretation can become a powerful tool in the spread of misinformation. Hence, interpreters hold a responsibility to educate with evidence-backed information. Consequentially, I believe it is important to acknowledge when you, as an interpreter, are unsure of an answer. I believe a good interpreter will use a gap in their knowledge as an opportunity for learning. If there is information available, the interpreter could spend time finding the answer with their audience, encouraging good methods of research. Alternatively, if there is no way to immediately find an answer, a speculative answer can be deduced by using overarching concepts. In my experience as a nature interpreter, the ladder option is most well received by guests. It brings overarching biological concepts to the forefront of the conversation allowing them to be applied to other examples. Beyond this, a nature interpreter is also responsible for the safety of their audience. People from all different walks of life attend interpretive events. In the case of outdoor interpretation, this can elevate the amount of risk involved. Even a seemingly easy hike may become dangerous for some if they attend in improper footwear, for example. Taking this into account is the responsibility of the nature interpreter. Precautions should be taken to ensure the safety of all attendees. For the example given, reminders could be sent out about attire, backup footwear could be provided, or an interpretive program could be altered to suit the needs of the current audience.

            When I initially enrolled in this course I had already worked as a nature interpreter for about six months. As such, I was convinced I would already be knowledgeable in the concepts we have covered in this course. I was undoubtedly incorrect in that thought as I have learned a plethora of methods to improve my interpretation. As of current, I interpret at a butterfly conservatory that focuses on tropical species of butterflies as well as other tropical plants and animals. Here I can apply many of the concepts from this course, I have become more aware of the diverse audiences I interpret to an adjusted my material accordingly. I have dabbled in incorporating art into my interpretive materials, usually with illustrations or pictures pertaining to nature. However, this is not my ideal position as a nature interpreter; I have a deep, profound love for the native flora and fauna of Canada. As such, I wish to spark the same connection with nature in others. Furthermore, I enjoy being outside and in nature, even in our Canadian winters. I believe I would be best suited to an outdoor approach to nature interpretation where there is easy access to hands-on learning. I believe being able to see, touch, listen, or even taste the nature you are being interpreted to about will leave a longer lasting impression that may blossom into a lifelong passion.

            My experience in this course has taught me the importance of quality nature interpretation. The ability to spark interest in a subject that might otherwise be overlooked is a valuable skill and should be recognized as such. Nature interpretation reveals to people what was always there but went unnoticed. This could be something as large or as old as geological formations in bedrock, or as fleeting as an amalgamation of slime mould on a food source. As such nature interpretation provides a valuable public service that any interpreter should be proud to take part in.

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Post #8

Blog post #8

There are seemingly infinite amazing things one can learn about nature. From simple life strategies of plants and animals, to the most complex interactions between even the different kingdoms of life there is always something new and exciting to learn. One of my favourite facts to share comes from my time working as a nature interpreter at a butterfly conservatory.  Of the many tropical species on hand the Australian spiny stick insect has one of the most interesting ways to “care” for its young. The females of this species can reproduce parthenogenetically meaning they can create offspring without a male by cloning their genetics.one a fertile egg has been created, the female will fling the egg from the treetop in which she resides. The eggs are produced with a polysaccharide coating on the outside; once on the forest floor the sugar is detected by ants as a food source where they will carry the eggs back to their food stores. While in the ants nest the egg receives protection until it is ready to hatch. The hatchings of this species actually resemble ants quite closely so as to not alert the colony upon their emergence. The hatchlings can then just walk out of the nest and make their way to some foliage for their first meal. The relationship of these two species is an example of commensalism; where one species benefits from the interaction while the other receives no benefit or harm.

 A more familiar symbiotic relationship may be that of the leafcutter ants. This species of ant has been farming millions of years before the first instance of human agriculture. For about 50 million years leafcutter ants have been cultivating and feeding on a fungus that they maintain in their nests. The species of fungus is one that is only found in leafcutter ant colonies as the many years of coevolution have made the fungus dependent on the ants. The ants get their namesake for the way they cut and collect leaf pieces. However, the ants do not possess the enzymes to be able to break down the tough lignin and cellulose in the plant leaves. The fungus, however, does possess the enzymes. Hence the ants feed the leaves to the fungus to digest then feeding on the nutrient enriched hyphae as their food source. Interestingly , the fungal digestive enzymes are also indigestible by the ants. Meaning the digestive enzymes of the fungus will pass through the ant unchanged. The ants make efficient use of this by excreting on the most metabolically active portion of the fungus to aid in the digestion of the plant material. This type of symbiosis is a classic example of mutualism where both organisms benefit from the interaction. These are just two examples of a plethora of complex interspecies relationships with more being described all the time. Often nature is more complex than it seems on the surface, as long as you know where to look

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Post #7 Nature and Music

I was excited to learn this week’s blog prompt was about music as I have been a playing music for about a decade. I also spend much of my time exploring for music that is new to me, often delving into b-sides and experimental songs. As such, my interest was piqued by this week’s prompt asking us to find the nature in music and the music in nature. With this, I believe it is important to discuss how we define music. As it is briefly described in the unit module, Music [is] defined as patterns of sound varying in pitch and time produced for emotional, social, cultural, and cognitive purposes (Krause et al. 2001). While I think this definition is sufficient, it excludes sounds not made by humans by stipulating music’s production to be for emotional, cultural, and cognitive purposes. However, many of the sounds in the cacophony of nature are a result of social structures. The most obvious example here is mating calls. Many will think of birds in this case, but it is a life strategy used among many animal species, even insects. For anyone who has experienced a summer in Canada, there is a familiar symphony that occurs annually as a result of cicadas looking to mate. While to us it may sound like a random assortment of noise, there are actually three distinct calls cicadas make that represent which stage of mating they are in. One the males make to attract a female, a returning call from a female, and finally a call from the male to celebrate the act. Hence, we can categorize this as patterns of sound produced for social purposes. While this is not music as defined above, it holds many of the same values as what we do consider to be music.

            Conversely, I feel as though it is easier to the nature in music rather than the inverse answered above. In the unit module, it mentions the use of samples of birdsong in beatboxing performances. This is not an entirely new concept, the Beatles use birdsong at the beginning of Blackbird, Blind Melon samples cats meowing the the beginning of Mouthful of Cavities. However, this is not the only way that nature finds its way into music. There are more implicit methods such as simply being inspired by a landscape or scenery. Even further removed one can imagine many of the instruments used to create music are wooden (previously trees). Thus, physically incorporating nature into music. As we can see, music saturates nearly every part of our daily lives and the lives of many species in nature. We can also conclude that nature will affect music in many implicit and explicit ways.

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Blog post 5

This week's lesson made me think about our first prompt “what kind of interpreter I want to be”. When I began this course I definitely only thought of nature interpretation as a scientific pursuit. When I thought of nature interpretation I thought about teaching a layperson audience about environmental science. My plan was to help people understand the need for conservation by helping them to connect to nature through science. For me, learning more about the complexities of the science in nature made me feel a desire to protect it. Although I knew people had different learning styles and ways of understanding, I still thought that they would feel the same way as I did. However, taking this course has helped me realise that conservation and science does not have to be the main focus of interpretation and that catering to people’s learning needs can mean a variety of things. Specifically, last week's discussion of art in science. As I mentioned in my last discussion post, art has always been an important part of my life and I was excited to consider all the ways it could be used to interpret nature. I could imagine myself using visual arts and music to help people connect to nature. However, I don’t see this as being separate from science interpretation. In fact, I would like to use these methods to connect people to nature and help them learn about the science underlying it. 

One part of this week’s reading that really interested me came from the Convergence Between Science and Environmental Education. As an ecology student I found this paper somewhat confusing. Learning about science and learning about the environment have never felt separate to me. I don’t think they should feel separate to anyone as when we are educating ourselves about protecting the environment we should be doing it in a way that is supported by science. We know how we are damaging the environment because of scientific analysis. We know how to improve our environment because of research into what works. Regardless, I recognise the distinction the paper makes and its importance in educating non-scientists about environmental issues. I was excited about their discussion of citizen science as I understand how apps like inaturalist can link science and environmentalism as well as community and scientist. They brought up how an edible garden can be used in schools alongside speakers to connect students with science and their communities. This left me wondering how inaturalist could be used in a similar way. Inaturalist allows people to identify plants and animals in their environment and post them on a public forum. These postings can be used by scientists to gather data or to find rare species. Students could be taught how to use the app, how to identify animals, and about endangered species in their community. They could also learn how scientists gather and use data. All of this could be taught using various speakers from different backgrounds and could help students feel connected to science and their communities. 

[anenvs3000f23]

Hey!

Great Post! I really relate to you wanting to encourage environmental conservation through educating people on environmental science. I also feel as though my interest in learning ecology and environmental science encouraged me to protect it.I found that the more in depth my education delved into the complexities of nature, the more I realized how delicate ecosystems can be. However, I also failed to consider that others may reach this conclusion through other means. Over the course of my degree I have focused on studying plants, specifically plant-microbe interactions. In doing so I have developed an understanding of the complex inter-species interactions that culminate into an ecosystem. Others, however, would likely find the educational content I enjoy to be utterly mind numbing. Hence, other methods of teaching about nature are necessary. One of the ways I was first introduced to nature interpretation was through nature documentaries such as Blue Planet with David Attenborough. Quality documentation such as this provides striking imagery combined with informative voice over from the comfort of one’s home. A further benefit of this media type is that it is created to appeal to a wide swath of audiences. As such, it can provide some interpretive gifts to those perhaps unencumbered with the insatiable need to learn about ecology.

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Blog #5 interpretation and class

Blog post #5

The spoils of modern life have made nature interpretation the most accessible it has ever been. Through the use of digital media and the global reach of the world wide web, nature interpretation on any subject can be accessed by people almost anywhere. This being said, I do still believe it is important to recognize the barriers many people still face in accessing quality nature interpretation. One immediate barrier to this modern plethora of educational materials is an absence of media literacy. Specifically, being literate in technology enough so that you have the knowledge to access these materials. There is a putative understanding that older generations lag behind in technological literacy with not many resources available that can teach these skills. As such, many excellent educational resources become inaccessible to certain age groups. This arguably nullifies the work interpreters do to ensure inclusion and investment in interpretive programs. With this in mind, educational organizations or individual interpreters can work to find solutions to these barriers. This may involve providing an interpretive program through several media sources, perhaps making use of physical media such as DVDs. Larger organizations could also work with educational institutions such as libraries or schools to provide free access to both technology and the interpretive materials themselves. 

 Furthermore, discussing access to technology inherently conjures a discussion of class. It should be unsurprising that economic status affects one’s access to technology thus affecting access to certain interpretive materials. The cost of a computer alone can be hundreds or even thousands of dollars. However, socioeconomic status affects all aspects of life, possibly making nature interpretation inaccessible outright. As an example, I have mentioned in a previous post that my workplace involves nature interpretation of tropical species. The immediately obvious economic barrier is the price of admission (about $20 per person). Making the cost of admission for a family of four comparable to a week's worth of groceries. Given the choice, an impoverished family will likely opt for food over a day trip. This example is not strictly hypothetical. It is not uncommon for families or individuals to walk away after learning the cost of admission. Alternatively, there are many free interpretive resources available; ranging from online resources to interpretive signage on a public hiking trail. These provide much greater access to interpretive materials, but are not entirely barrier free. I mentioned previously how class affects access to technology, therefore creating a barrier to online resources. However, even free in-person materials may be difficult to access. There is a cost to any amount of travel, whether that be gas money or the cost of public transportation. One must also account for the cost of using one’s time to seek out interpretive materials. Essentially, despite how interpreters may try to make interpretation accessible to all, there are always barriers that will affect how people can access nature interpretation. This must always be taken into account in an effort to provide education to all.

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Blog post 4 - Nature Interpretation Through Art

Incorporating art and the creation thereof into nature interpretation can open your audience to a new way of seeing and interacting with the world. Creating art forces you to step out of your everyday experience and enter a different state (Csikszentmihalyi, 2004). Art can have a powerful effect on the mind, so it's no wonder that art changes the way people interact with nature. It can be a useful tool for sparking fascination & curiosity in your audience, and thus increasing their awareness of their interactions with the natural world (Boeckel, 2015).

This, to me, is the gift of beauty: it can be a highly effective vehicle for directing attention to different themes. Art allows people to communicate how they see the world, or how they want you to see the world. What people decide to include or omit from a painting determines what kind of story it tells. Through this storytelling, art can influence the way people think about things. For example, the landscape art of the group of seven has shaped one way of thinking about Canada's national identity. The absence of people in their paintings divorces humans from the Canadian ‘wilderness’. In this way, the artists communicate white settler ideas of how humans interact with nature; as external observers rather than participants in natural processes. As nature interpreters, we can use art to communicate different ideas about our place in nature. If you’re facilitating a creative activity, art can be a way for your audience to communicate to you what holds significance for them, and that information can be used to determine the themes that you choose to focus on.

As such, It's important to keep in mind that not everyone creates art in the same way. As an amateur tattoo artist, art is a way for me to explore the natural features that bring me joy and create a permanent record of them. Looking for inspiration forces me to be more in touch with my senses, and to take notice of what I find beautiful about the natural environment around me. What’s perceived as beautiful will differ for each individual. Personally, I was drawn to the aesthetic appeal of the heart shaped flowers of the bleeding heart plant, so I chose to immortalize them on my forearm. The strength of the giant stag beetle’s impressive curved horns was so beautiful to me that I decided to tattoo one on my thigh. Drawing small details like these forces you to deepen your understanding of your subject. How do the leaves of a bleeding heart plant connect to the stem? What angle do a giant stag beetle's legs need to sit at to support its weight? And most importantly, how do all these small details come together to create a full picture? Once I’ve finished a design, I can then begin the process of transferring it onto my skin.Tattooing myself is a way for me to create a record on my body of the things in nature that I find significant. Once a tattoo is done I am gifted with a constant reminder of the beauty that I have seen in the world; something to reaffirm my place in nature and my connection to it.

[anenvs3000f23]

Hey!

Great post! I am very interested in how the creation of art can allow one to enter a different mindset. I agree that it can be a useful tool in sparking interest in nature. I am an avid advocate for demonstrating that all landscapes and ecosystems contain some inherent beauty. I find we often focus conservation efforts on places that hold a surfeit of natural beauty. However, ecosystems such as tallgrass prairies, wetlands, and savannahs that are typically considered “boring” or “mundane” hold immense beauty in the biodiversity they support. Prairies and savannahs support many skipper species of butterfly along with ecosystem specific shrubs and bushes. Wetlands are massively important in nutrient cycling and are also home to breeding grounds of native black bears. The unfortunate truth is that there is much less push for the protection of these areas; for example, there are few wetland areas large enough in Ontario to support breeding of black bears. Through the use of art, visual or otherwise, I believe some light can be shed on their importance and beauty. The general public deserves knowledge on the importance of “less beautiful” landscapes. This can be achieved through the creation and interpretation of art. Allowing people to enter a different state of mind may change the way people interact with nature. Thus, sparking conversation and interest on the importance of nature.

[anenvs3000f23]

Post #4

Who are you to interpret nature through art? How do you interpret “the gift of beauty”?

 Art is an effective way to capture and share a moment in time. Most people engage in this activity almost daily through the act of taking pictures with their phone. Subsequently, the possibility of sharing them through posting on social media widens the range this art can reach. Through my role as an interpreter, the creation and sharing of art, visual or otherwise, can foster a deeper connection with the subject of interpretation. Modern life moves at a pace much faster than we have ever previously lived. As such, some have observed a decline in imagination and compassion in the youth. This poses a challenge for interpreters as the position requests the imagination of its constituents to visualize how things may have looked in the past, as well as how the present might affect the future. Personally, I have little experience in creating any visual arts, however, I have always enjoyed experiencing it in galleries and museums. On the other hand, I have long enjoyed playing and writing music. I picked up the guitar at a young age and since then have learned to play the bass and drums as well. While I have never tried interpreting nature through music, I do not think it is outside of the realm of possibilities. In the early 20th century composer John Cage wrote some pieces inspired by his time identifying and foraging mushrooms. One of these pieces included a “silent symphony” which was meant to draw the audiences’ attention to minute noises that are often overshadowed by life’s daily cacophony. I believe a similar approach would be useful to draw people’s attention to the often overlooked, minute details in nature.

Using art to interpret nature is an astute mode of instilling desire to sense the beauty of our surroundings. I believe there is beauty in all landscapes if you know where and what to look at. Art, in any medium, can highlight these sources of beauty for an audience thus providing greater ability to see what beauty is already there. An example given in the unit module was the Group of Seven. A group of Canadian impressionist painters that captured the landscapes of Algonquin park. The windblown conifers and exposed bedrock of the Canadian shield invokes a sense of patriotism for the plethora of natural beauty held within our borders. By the time I had discovered the works of the group of seven I had already visited Algonquin, among other parks, a few times. However, the paintings still provided me with a refreshed outlook on these landscapes. Furthermore, the paintings encouraged me to continue camping in these parks with a newfound respect for the resources the hold. I believe these works would have had similar effects on Canadians since their creation. Additionally, the passion for nature cannot only be seen in the works of the artists but also their actions as Canadian citizens. Two of the groups’ members were even instrumental in the conception of Killarney Provincial Park. Art works in many ways to instill the gift of beauty. In doing so it provides space to realize natural beauty and encourage the preservation of its resources.

[mpsenvs3000f23]

Blog Post 2

An environmental interpreter is a broad label that applies to many different professions. My previous experience with wildlife rehabilitation has inspired me to view this career from the perspective of a nature interpreter. Wildlife rehabilitation only reaches its potential for positive environmental impact when nature interpretation is utilized as a tool to foster a more harmonious relationship between the environment and the general public. This can be achieved through the public outreach aspect of wildlife rehabilitation. I witnessed this firsthand when I volunteered at Salthaven Wildlife Rehabilitation and Education Center; I observed Brian Salt, the founder and director of this clinic, utilize “animal ambassadors” to reach the public and foster a more positive perspective on wildlife. Brian Salt is a phenomenal example of a nature interpreter; he is highly regarded in the local community and his efforts have made measurable change in public attitudes towards local wildlife, encouraging peaceful coexistence between people and animals. These experiences have shaped my ideal role as an environmental interpreter into a similar role as Brian Salt; in addition to treating the animals in the clinic, he acts as a mentor for young staff members looking to further their experience with wildlife, and inspires people through his outreach programs. Many of the urban wildlife species admitted to the clinic, such as skunks or raccoons, are regarded as backyard pests by the general public. This places an increased importance on wildlife rehabilitation centers and their role in mediating public relations with animals. I would be honoured to play a similar role as Brian in the future, and through studying his program and his teaching style, there are certain skills that stand out as particularly useful. A foundational skill of environmental interpretation is public speaking. Public speaking for interpretation goes beyond sharing facts about the animals; you must be aware of your specific audience, how to connect to them, and how to give your topic emotional significance. Furthermore, it is crucial to understand how to address public concerns in a way that de-escalates the situation and fosters an environment of trust. This is particularly important in the context of wildlife rehabilitation, as some consider this practice controversial. There may be legitimate concerns being raised about public health and safety and it is important to validate these concerns while finding creative solutions that are respectful to both persons and animal involved. The audience must also feel a personal and emotional connection to the subject or place being interpreted. Within the context of wildlife rehabilitation, “animal ambassadors” such as Brian Salt’s raptors can appeal to the emotions of the audience and create that sense of connection. The emotional signifiance of wildlife rehabilitation goes far beyond the success stories of animals released back into the wild; there is also a real impact on the community and the relationship between the public and wildlife. These skills will be valuable at any wildlife rehabilitation clinic with opportunity for public outreach. Wildlife rehabilitation centers offer so much more than the treatment of wildlife; they offer opportunities for young people to get involved with the work either as staff or volunteers, as well as educational programs to teach people about wildlife and bring new perspectives. The importance of these programs should not be underestimated as they can have a measurable impact on a community.

[anenvs3000f23]

Hey!

Great post! It was very moving to read about your time working in wildlife rehabilitation. I concur that more outreach intertwined with these programs can foster a more positive public attitude towards local wildlife. I believe that a lack of education on topics such as wildlife rehabilitation or ecosystem restoration can create a chasm between the public and those who work in the field. The past few summers I worked with the Ontario Butterfly Species at Risk Team on the mottled duskywing recovery project. Something I noticed while working here is that many people have a poor grasp on how recovery might take place, even when trying to the scope of the project. I do not believe this is a fault of those people but rather a lack of baseline education on ecological interactions. Such as a poor understanding of why habitat restoration is a necessary first step before species reintroduction. Providing outreach and educations programs that are tied to ongoing rehabilitation or restoration projects allow for engagement with some more basic concepts in a real-world context. I think we should be encouraging more people to step into interpretive roles relating to their work. This would provide the public with education available from experts in their specific fields.

[anenvs3000f23]

Blog Post #2

Describe your ideal role of environmental interpreter. What might it entail? Where might it be? What skills might you need? (Keep these all-in mind as you begin to work on your assignments – tailor these to that ideal job!)

            In my ideal role as an environmental nature interpreter, I would like to take a hands-on approach and be immersed in the environment I am interpreting. Growing up in Ontario, I initially had little interest in the landscapes and forest types available to me. Instead longing for the impressive mountain ranges of the west coast. However, as I matured, I discovered a love for the diversity of the Carolinian and great lakes forests that I grew up with. As such, I strive to inoculate this same interest in others who may not see the importance of our Ontario forests. Ontario, however, is large and contains many different types of forests with different histories. Furthermore, specific parks or woodlots would also have their own specific histories. Thus, I would choose to interpret an area I am very familiar with as to make connections to these local histories. For a few years I worked for Ontario parks as a trail technician on the Bruce peninsula. This involved plenty of hiking all along the peninsula. As such, I am familiar with both the landscape and the natural history of the area. This would allow me to make more big picture connections. For example, the glacial activity that shaped the Niagara escarpment and created many of the lakes in the area effects how animals now must move about the landscape. Showing how even geological history can shape our lives would hopefully bring more appreciation for the present. Furthermore, it instills meaningfulness in how our actions affect the future.

Part of what changed my view on Ontario forests was interpretive walks with some of my university courses. Being able to see, touch, smell, and even occasionally taste the subjects of study elevated the experience beyond what just a lecture might do. Hence, my ideal interpretive position would likely entail some form of guided hikes.  Not only does this provide a hands-on learning experience, but it also provides opportunity to witness the challenges native wildlife experience with the changing of Canada’s starkly different seasons. Some may believe that the winter brings a challenge to outdoor learning, however, it also brings opportunity to witness unique life stages and strategies. Such as how mistletoe remains green in the winter due to its parasitic activity, hence its association with the Christmas season. Convincing people, however, to participate in winter hikes may pose as a challenge. As such, sparking an interest in participants is a necessary skill to keep a captive audience. Doing this can be different person to person and requires nuance and practice. However, the basic principle remains the same where one must relate the subject to the lives of those in the audience.

[czenvs3000f23]

Unit 1 Blog Post

Prompt: Describe your current relationship with nature. How was this developed/evolved? Who offered you "a sense of place," as described in our textbook?

For practically all my life, I've lived in the suburbs of Southern Ontario. I would go to school which was flanked by busy roads and intersections that would support the constant stream of cars going 70 km/hr. I would eat lunch under the glass ceiling of the mall, where I could still see the white, puffy clouds overhead. Most of my time was spent within the walls of my house, which looked identical to the others that spotted the neighborhood.

Despite this, I knew from a very young age that I wanted my career to do something with the environment. I'm not exactly sure where this stemmed from. I might've always had an intrinsic interest in biology or inherited my mom's passions, but I think most of it had to do with the programming that I was exposed to. I spent many days after school watching TVO Kids, which had a heavy emphasis on environmental education as a part of their broadcasting. I devoured the content supplied by The Wild Kratts, Dino Dan, and many others. I also got really invested in National Geographic Kids. I remember when I would get so excited to receive my monthly subscription to the magazine, and proudly showed them off to my classmates the next day at school.

Still, I hadn't racked up many hours outdoors hiking or going on other excursions. I used to be so insecure about this fact. Did it diminish my passion for the subject? Do I really belong in this field?

I think this really changed once I was in my first year. It was during the height of COVID and I was living on residence during the winter semester. The transition from high school to university was challenging as I suddenly had to be responsible for a whole slew of things. I was meeting new people from all different walks of life, adjusting to living on my own for the first time, and learning what it meant to be a student at a university. All while navigating the pandemic. Suffice it to say that in some moments it was really hard. I remember distinctly after I learned that I failed the CHEM1050 midterm, I headed straight to the arboretum. At this point I'd be going there on daily walks to get out of my stuffy dorm but this time I went to clear my head.

There's something about walking through the trails of the arboretum at the end of winter and the beginning of spring. It's almost indescribable what I felt during that time in my life. Seeing the snow melt, and the little buds poking out from the soil stirred something within me. I would stare at the pond at Wild Goose Woods for a long time, just thinking. And suddenly, I would feel better. Being part of nature puts things into perspective. Deadlines don't matter. Petty dramas don't matter. It matters that I am alive in this moment, bearing witness to incredible ecological interactions that underpin the very fabric of society.

Since then, I'm still learning to appreciate the little things. I take joy in Ontario's natural heritage and am proud of the fact that I get to live in such a place where we experience four seasons. This past summer I had the opportunity to work at a farm as a camp counselor, where I was outside 8 hours a day, 5 days a week, and despite the hard work, I genuinely loved it. I'm excited to continue to grow and experience how rich and diverse our planet is.

[anenvs3000f23]

Great post!

I was moved by how you grew up without much exposure to nature yet retained an intrinsic interest in the subject. I am glad there were resources available to you that still provided to opportunity to develop a love for nature. I too loved reading issues of National Geographic. Which certainly helped deepen my appreciation for the environment. A testament, I think, to the quality of the interpretive literature they provide. While I have enjoyed being outside and in nature from a young age, I did not always think I would study or work in the field. There were times in my life where I believed I might go into a medical field or even some trades. When I started university, I entered a general biological science program and eventually found enjoyment in studying the environment. Nonetheless, I also felt some uncertainty in knowing if I belonged, or if this was the right path for me.

  I also resonated with the section of your post mentioning how you struggled with adjusting to string university. I too struggled with some culture shock in my first year. Living on my own and attempting to do so responsibly was not easy. I had not developed good study habits in high school. Subsequently, much like yourself, I was forced to come to terms with a failed midterm or two. Finding solace in the temperate embrace of the arboretum in spring is something I wish I had done at this time. It was only when I started taking courses that required visiting the arboretum that I realized the benefits such green spaces.

[anenvs3000f23]

Blog post #1

Blog post 1

               I have had an interest in nature from a young age. I spent my childhood on many outdoor adventures and camping trips that were the genesis of my love and respect for the environment. This interest in nature has evolved from influences in both personal and professional aspects of my life. Allowing me to develop my sense of place in nature and in the world.

To begin, my parents have long been invested in enjoying the outdoors, even spending their honeymoon in Jasper National Park. Subsequently, I spend much of my time growing up in the outdoors, taking hikes though local areas, backwoods camping in Algonquin, and even attending nature-themed summer camps. I developed an interest in what I saw around me and yearning to see what I had not yet discovered. My interest developed further through my schooling. First, with sparse and generalized teachings on the environment in high school. Such as, some precursory knowledge on evolution and a basic overview of photosynthesis. My interest continued to grow with the more detailed and in-depth information provided in post-secondary. I began to discover an interest in plants and soon I found myself enrolling in plant anatomy and forest disease courses. The culmination of this education is a deep respect for the environment and an enthusiasm for learning more. While I wanted to pursue higher education in biology and ecology, many have little to no knowledge on the natural world around them. As such, I found myself trying to share what I have learned with anyone who would listen. This eventually developed into an employment opportunity.

 I gained employment at a butterfly conservatory which included nature interpretation in some of the duties. Most of what I was interpreting on would be tropical species of plants or animals. This was intimidating as most of my education focused on North American flora and fauna. However, as I learned and became more familiar with my position, I found a sense of place in using overarching ecological concepts to connect our tropical exhibit to the native biota visitors would likely be more familiar with. For example, the butterfly life cycle is highly conserved among most butterfly species. As such, I could use the examples of tropical butterfly species I had available to go in depth on conservation strategies of native butterfly species. Attempting to provide this “big picture” understanding is not always easy and can be demotivating at times. However, there are many other cases where guests have gained a clear vested interest in nature and conservation after being interpreted to. It is in these moments where I feel a sense of place. Being able to provide even a percentage of the excitement I felt for nature growing up is a positive moment.

[dralh]

Disclaimer (please pin an edited version to the top of your blog)

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.

[anenvs3000f23]

This blog was created for ENVS3000, 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.