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My Personal Ethic

This course may be my favorite that I have taken thus far during my university degree. I have had so many “ah ha” moments where things just clicked in my mind. I find myself talking to others about the things I am learning in this course. Everywhere I go now I look for interpretation. Whether it’s on a sign, a plaque or even a picture; interpretation is everywhere. I have always been the individual to stop and read the signs at parks or trails, and enjoy the animal shows at conservation areas. While my siblings only wanted to run around and play, I was enthralled in the information that was surrounding me. I have constantly mentioned throughout my blog that I feel at home in nature. Taking this course, I now know and have a better understanding of why I have this sense of home. I have been able to make connections to so many places I have already seen and new places I plan to go.

I believe that it is beneficial for every individual to take part in some kind of nature. Not only is it good for their health, it is also good for our environment. It was stated in the text that "interpretive activities contribute to the physical, mental, social, and spiritual health of park visitors" (Beck et al., 2018. p. 54). If I as a nature interpreter do my job right, I will give people facts and a non-forgettable experience that will in turn make them care more about the future and how to maintain the outdoors (Beck et al., 2018. p. 54). If everyone starts to see Earth as something more than just ground we walk on and air we breathe they will begin to respect and care for it more. To share information, I have to get to know my groups and figure out what they will be most interested in knowing and making connections with (Beck et al., 2018. p. 54).

Nature has to be a safe space for everyone. There are many groups who do not feel that they have access to nature. There should be a greater focus on including groups that tend to stay away from nature interpretation. Providing a more inclusive environment should include eliminating economic, cultural, and communicational barriers (Beck et al., 2018. p. 133). If more nature programs are promoted in areas that minorities or people with disabilities, it may help eliminate the lack of knowledge and fear that surrounds nature interpretation (Beck et al., 2018. p. 133). It is my responsibility to unpack my invisible knapsack and to realize that I am privileged being a young, white able woman (Gallavan, N. P., 2005). Keeping this in mind I am able to realize that enjoying nature is not as easy for some as others.

I believe that nature can be dangerous and that there are risks around every corner. As a nature interpreter, I consider it my job to weigh the risks and to keep our groups safe to the best of our abilities. This may require changing plans and cutting trips short like in Amanda Hooykaas’ example in week three’s “risk vs reward” content (2023). When an interpreter does not do their job correctly and does not weigh the risks properly, it can lead to tragedies. A key example of this was the 12 students and 1 teacher who died when their canoe capsized in lake Timiskaming. The teachers leading the trip did not take note of the alarming number of signs hinting at them not to continue on their trip (The Globe and Mail, 1978, p.1). The lake was very cold as was the temperature of the air and it was a windy day with forecasted storms. The group of boys were not experienced in canoeing. (The Globe and Mail, 1978, p.1). Although there are times when a risk is worth the reward this day was not one of them.

As much as I loved this course and believe that nature interpretation is important, I do not see myself as the interpreter to lead groups on walks or in a presentation. I would not fully be comfortable standing in front of a group of people and holding their attention for a long period of time. I do not like being the center of attention and being a leader in a group setting. An interpreter needs to be energetic, knowledgeable and passionate about what they are interpreting.

I have however enjoyed writing these blogs weekly and sharing my opinion with the class from the comfort of my computer. I am passionate, enthusiastic and knowledgeable about nature and I have lots of stories and information to share. At the beginning of this course I thought that my blog posts may be lack luster and not very entertaining. Others may think that is the case, but I have been impressed with myself and how creative I have become while expressing my feelings. I believe that using the internet for interpretation has just as strong in making a difference in people’s lives. If I can grab and hold the attention of the people who are already scrolling on the internet, I believe this is great way to spread a message to lots of people (Beck et al., 2018. p. 167).

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Chapter 8: Interpreting to the Masses. In Interpreting cultural and natural heritage: For A Better World (1st ed., pp. 165-184). SAGAMORE Publishing.

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Chapter 7: Serving Diverse Audiences. In Interpreting cultural and natural heritage: For A Better World (1st ed., pp. 127-161). SAGAMORE Publishing.

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Chapter 3: Values to Individuals and Society. In Interpreting cultural and natural heritage: For A Better World (1st ed., pp. 41-58). SAGAMORE Publishing.

Hooykaas, A. (2023, March 25). Unit Three: Risk versus Reward in Interpretation. University of Guelph Courselink. https://courselink.uoguelph.ca/d2l/le/content/791355/Home

Gallavan, N. P. (2005). Helping teachers unpack their “invisible knapsacks”. Multicultural Education, Vol. 13 (1), https://link.gale.com/apps/doc/A137921591/AONE?u=guel77241&sid=bookmark-AONE&xid=9fe2f151

The Globe and Mail (1978, June). Parents pray while waiting for names 12 boys, teacher drown on canoe trip 18 survivors due out today. The Globe and Mail, p. 1.

Photos

There's a movement to create accessible trails around the state that give people who are blind or use wheelchairs safe places to connect wit

Mental health symptoms are a common and functionally impairing feature of rheumatoid arthritis, and increasingly seem to represent an integr

cmenvs3000w23

Thanks for sharing your final thoughts on the course! One of your points in the opening paragraph really stood out to me, interpretation really is everywhere! That has definitely been one of the key take away themes throughout the course for me as well. Everything can be interpreted, and can intersect/be used within nature interpretation as well. As I've gotten older, I also stop to read those park signs you mention as well, some of them are so critical in providing meaning to the trail or park I'm walking for the first time, and really highlights the difference knowing a bit of information can make.

Additionally, your thoughts on inclusion and creating safe spaces in nature is incredibly important to consider when discussing nature interpretation. The invisible backpack was a standout term for me as well, and I believe that I will use the term and reference it often when discussing topics of inclusion with co-workers or students in the future. I hope to see an increase in diversity in nature interpretation spaces as time goes on, and I'm hopeful that we are at least heading in the right direction in some aspects! I once worked in a role for a conservation authority where our programming was funded for student's attending school's in low-income neighbourhoods of Toronto. We definitely have a long way to go, but I'm confident that with caring and thoughtful educators heading into the field, more positive change will come.

I appreciated your refreshing honesty about becoming a nature interpreter. I myself don't enjoy attention either, but have somehow enjoyed the role throughout the years! Although I primarily work with younger students and can't imagine enjoying the role as much if I was primarily working with adults.

Have a great end of the semester!

abasileenvs3000w23

Unit 10

As this semester comes to an end, it is great to be able to reflect on this course throughout these past few months. When I first decided to take this course, I did not think that I would have enjoyed it as much as I did. It was nostalgic to be able to reflect on many of my own personal experiences and tie it in with all the things we have learned throughout this course. I also developed a deeper understanding and appreciation for nature interpretation. It is a more complex topic then I originally anticipated it to be.

The most valuable thing that I have learned about nature interpretation is the importance of taking into consideration the learning capabilities of others and their experiences, to best deliver information to them. I originally thought that a nature interpreter would be someone that you will come across at a conservation park but it goes beyond that and focusses on teaching rather than a specific career (Beck et al., 2018). I love to share my love for nature with other people and although I do not see myself in a position of teaching in a traditional sense, I would like to teach those around me in a more casual manner. Specifically, to the younger generation of my family! I believe that teaching the next generation of kids will be very important for our environment. Implementing these teachings with my younger cousins and kids one day can help the effects of climate change by having them be the change that we need for our planet. Being able to share my experiences with my family can trigger that love for nature within them and can make them more inclined to want to protect the environment that they grew to love so much!

A reading that I enjoyed in this course was the “Helping teachers unpack their ‘invisible knapsacks.’” I think I appreciated reading it so much because it gave me a chance to reflect on the privilege that I experienced in my life when it came to nature. It is something that is easy to take for granted but creating that open conversation creates more inclusivity which is something that I never considered before. This leads me into my personal ethics since I believe that inclusivity is important in all aspects, not just nature interpretation. Understanding and acknowledging struggles or privileges that others may have allows them to feel included. It creates a positive and safe space for individuals to have open conversation and it is something that I personally strive for. When it comes to nature interpretation, everyone should have equal opportunity to access all that nature has to offer. Whether it is to simply enjoy the outdoors or to educate themselves on the surrounding environment, every race, gender, age, etc. should have the same opportunities. As a nature interpreter, accessibility should be a top priority.

As someone who has a love for animals and actively works with them through the animal shelter and wildlife rehab centres, I found that compassion is a huge part of my personal ethics. Animals are an important part of our environment and wildlife can be over looked by many, but they play vital roles in our ecosystem. Through my work at the shelter and wildlife rehab centres, there is a fulfilling feeling when you get to help an abandoned litter of raccoons or an injured rabbit recover and have successful releases. Showing compassion towards these animals fuels a drive to help them to get better. I love sharing my experiences dealing with these animals to help raise awareness for the importance of donating or volunteering for wildlife rehabs, if possible. Without these facilities, they will not be able to save the hundreds of wild animals that they rescue every year. Through teachings, I would love to educate the public on exactly what amazing things these places do and it is an approach to nature interpretation that best suits me. With my compassionate attitude and passion for this topic, this can be a great aspect to teaching. I believe that having a true love for something that you are teaching will help the message come across better to your audience and allow them to better connect with the lessons.

To end off this post, I wanted to take a moment to answer the questions that were posed to us every week within our material. Those questions are who am I as an interpreter? Who is my audience? And how can I make this experience meaningful? As I stated already in this post, I enjoy educating people on the wildlife aspect of nature. Through my teachings, I can help people to recognize the importance of supporting local wildlife rehabs to continue saving wildlife. Teaching style is important to consider as well and now that I have the knowledge from this course, I make sure that I can teach in a way that caters to everyone’s learning needs. My audience includes a wide variety of people and can be for anyone who wants to learn more about our native animal species and how they can help. To make their experience meaningful, I can connect with them on an emotional level through sharing my own stories about my work with these amazing animals. A few cute baby raccoon photos also never hurt to create a better experience!

With this being my last year in university, I am glad that I chose to take this course to end off my last semester. It has taught me a lot of things about the different aspects of nature interpretation and how I can apply it to my life and interests. Evaluating my personal ethics in this final post were a great way to end off this final blog post. As I close this chapter on my undergrad, I will take these lessons and reflections with me as I continue on my journey with nature interpretation.

A question to end of is, do you see yourself continuing in nature interpretation after the completion of this course?

References

Beck, L., Cable, T.T., & Knudson, D.M. (2018). Interpreting cultural and natural heritage for a better world – Chapter 1. (1st ed.). Sagamore Publishing.

cmenvs3000w23

Hi!

I really resonated with many of your final thoughts as the course comes to an end. Something that I immediately connected with was your mentioning of educating the younger members of your family. I too am very close with my younger cousins, and strive to get them outside in nature as much as possible to hopefully develop a love of nature, as well as a desire to protect it as the climate continues to change. I actually find a bit of push back at times from the older generation with this, mostly my grandparents on one side. They immigrated to Canada in the 60's, and raised their daughters to be quite scared of the "dangers" of the outdoors. Do you ever receive fear based pushback when it comes to exploring the outdoors from the older generations in your family?

The work you do for animal rehabilitation centre's sounds amazing! It's nice to know that there's good people helping animal's get the care they need to make it back into the wilderness. Your suggestion for more education surrounding the positive work being done at the shelter's such as the one you work at is a great idea! I believe that animal shelter's are highly dependent on public donation to continue doing meaningful work for the wellbeing of animals, a public awareness must be critical to their sustainability.

Congratulations on making it to your final year of university! That's an incredibly exciting time to explore different avenue's of your field and discover what suits you best. To answer you closing question, for the time being I believe that I will continue in nature interpretation roles for the forseeable future. I'm still gaining a sense of purpose and meaning from the role I work in, although in the future I can see myself pursuing a role focused specifically on educational program design.

Goodluck as you continue your nature interpretation journey!

Personal Ethics as an Interpreter

Every time a semester’s closing is near, it always amazes me how fast the weeks and units passed by, and working through this course has been no exception. It feels like just last week, I was scanning over the course outline, making note of each week's focus and theme, as well as documenting assignment due dates. Additionally, it feels like my personal perception and understanding of nature interpretation also developed and changed very quickly from the beginning of the course to where it stands now. My goal throughout this post, is to highlight the ways in which my personal ethic as a nature interpreter has shifted throughout these past 10 weeks, by touching upon the specific themes and subjects explored throughout the semester that have had the largest impact on my development.

(Throughout this final post, I've included some of my favorite photos I've taken of nature, as a reminder of ultimatley what we're all trying to preserve and protect.)

After reflecting on my past posts, a trending theme that I’ve touched upon often has been a change in understanding and perception of what it means to be a nature interpreter. Whether the theme was music, art, or technology, week to week I began to notice and reflect on my own experiences as a nature interpreter in the work field so far, and began to realize just how stuck I must have been in both a physical and mental routine. Why wasn’t I thinking of including more non-science based curriculum in my program planning? How could I not have seen the obvious similarities between planning and interpreting an arts based program and a nature based program? Teachers college was always mentioning “cross-curricular planning” and ways to pack in as many expectations as possible in creative ways.

(Burk's Falls, Ontario)

While sitting with these thoughts for some time throughout the course and especially for this week’s final post, I realized that at the time of my teacher’s college experience, I was generally not enjoying my classes and the content I was being presented with. There were a few reasons why I started to really drift away from wanting to be a traditional “classroom” teacher in the public system (lack of teacher support, high student class numbers etc), but the main one at the time was the sedentary style of learning, over controlling rules of child led play, and lack of outdoor time. It is through this dissatisfaction that I discovered outdoor education, environmental interpretation, and forest schools. The lack of nature inclusion in my programming may have been the reason why I’ve failed to consider bringing other curriculum and subject areas into nature interpretation, but I’m glad that I’ve gotten there now by working through this course, and I hope to bring in new subjects and ways of learning into my practice. This is one way in which my personal understanding of what it means to be a nature interpreter has changed.

Related specifically to my personal ethic as a nature interpreter, it is one first and foremost about the audience. This includes designing and facilitating programs that connect with the audience, considering barriers to program access, as well as reflecting on personal privileges. As Beck et. al (2018) mentions in Chapter 7: Serving Diverse Audiences, we as interpreters must understand and reflect on why people don’t attend nature interpretation programs in order to create access to a wider, more diverse audience. Although I currently work for an ngo which provides programming for marginalized groups, I’ve worked for various organizations in the past who do not share the same mandate. At times, especially depending on confidence and years of experience, it can be easy to get stuck in routine without feeling like it’s one’s place to bring up issues surrounding inclusion and access. From now on, I hope to take my commitment to inclusion beyond just inclusive lesson planning, and instead take it upwards to management and those who are the decision makers. Although reasons for why nature interpretation experiences includes certain audiences over others, the barriers which cause this are deeply ingrained throughout society, and ultimately starts at privilege. As Gallavan (2005) describes, educational institutions have been designed to reinforce the practices and beliefs of privilege. Although certain aspects of privilege can sometimes be easy to overlook, something as simple as not knowing certain programs are available for public access can be a result of privilege, and must be addressed.

(Lake of Bays, Ontario)

Understanding, reflecting, and addressing privilege will also allow me to follow another personal ethic of nature interpretation practice related to the audience, which is relationship building and connection. One of Tilden’s (1957) Principle’s of Interpretation mentioned by Beck et. al (2018) that has stayed with me throughout the course is "Any interpretation that does not somehow relate what is being displayed or described to something within the personality or experience of the visitor will be sterile (Figure 5.3)". One of my own personal goals of nature interpretation is to foster a connection, understanding and appreciation for nature, in order to spark environmental stewardship. In order for a program to be successful and achieve my goal, I must first take time to understand and connect with the audience. Whether it’s younger school aged students or adults, gaining attention and understanding first and foremost comes down to connecting with content. Relating to content is somewhat of a broad overarching topic and can include language, culture, learning style, hobbies, age etc. Although the list can be long, it can sometimes take just a few minutes of chatting and getting to know the audience, or doing some research ahead of time, to create that spark. And you can tell when it’s happened.

For example, I was once teaching a water science program in a remote community in Manitoba, which was an area I was unfamiliar with. Although the core takeaways were set for my lesson on watersheds, I took some time prior to the lesson to walk around and explore the area around the school and I saw what looked like pelicans overhead! I was somewhat in disbelief, as I had only associated pelicans with topical destinations, seeing many on the beaches when my family would travel south in the summer. When discussing wildlife in the classroom during the lesson, I asked students if they had pelicans in their area, and told them that I had no idea pelicans came this far north. They lit right up. They were thrilled to share information about something that reflected their area and home, and shared various stories about areas where you can find large populations of pelicans nesting. After that moment I had noticed a shift in attention, and a willingness to participate in activities. Acknowledging someone’s familiar is the first step towards achieving one’s goals as an interpreter, and making your program more meaningful for your audience.

(Gwillim Lakes, British Columbia)

I’m extremely grateful for the opportunities for reflection on my own personal interpretation practice that this course has provided me with. Although the saying may seem overused, this course has truly taught me that you never stop learning, even after you’ve been trained and practicing a job for years. Although the field of environmental science can be very doom and gloom at times, it is through education that I feel hopeful that society can shift perspective and begin to heal the ongoing destruction to our home. Without an understanding of the importance of various aspects of nature that keep all beings safe and healthy, we as a society cannot move forward. And so, the role of a Nature Interpreter is critical more now than ever.

Citations:

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), 36.

obenvs3000w23

Unit 9

My time in Bali, Indonesia opened my eyes to a world of nature that I had no idea existed. I felt immediately connected to nature and the way that the locals use their land. The respect that the people of Bali have for the animals and the nature they live with is inspiring. This trip taught me so much about how the people and the animals interact in so many new ways.

One of the most interesting and shocking things I discovered on this trip was Kopi Luwak. This is a coffee made from partly digested coffee cherries. An animal called the Asian Palm Civet eats the coffee cherries and as they pass through the intestines, they are fermented and then defecated. My family and I visited a Kopi Luwak shop and were given a tour of the sanctuary where the Civet cats are kept. They explained to us the process of obtaining the coffee but also the cultural significance of the drink to the people of Bali. They explained how many of the Kopi Luwak coffee shops keep their Civet cats in terrible conditions where they are forced into cages, but this specific family was operating a sanctuary where the Civet cats are treated humanely. Learning about humane animal practices in popular tourist destinations was also an eye opening experience for me.

Producing coffee in this way was discovered by the local people during times of colonization by the Dutch, as local farmers were not permitted to harvest their coffee beans (Muzaifa et al., 2019). To work around this, the farmers realized that as a part of the Civet’s diet, they consume coffee cherries and do not digest them (Muzaifa et al., 2019). They were able to collect them from the feces and clean them properly (Muzaifa et al., 2019). The beans are collected from the feces of the Civet, washed, dried, and the skin on the outer portion of the bean is removed. At this point, the beans are either stored away or roasted (Pierce-Feldmyer, n.d.). I remember drinking the coffee and wondering why it almost had a slight lemon scent, and the farmers explained it was a byproduct of the fermentation and these beans have a higher level of citric acid than regular beans.

This type of coffee is some of the most expensive in the world, with 100g averaging $80 in the United States (Pierce-Feldmyer, n.d.). The reason for this is due to the amount of work that goes into producing this coffee (Pierce-Feldmyer, n.d.). This includes caring for the Civets, collecting their fecal matter, and doing the intensive cleaning process. The demand for this coffee led to discovery of more efficient harvesting methods, which is where the mistreatment of the animals came into play (Pierce-Feldmyer, n.d.). This allowed me to realize how delicate the line between mass consumption and cultural significance is when it comes to nature. What once was an important cultural staple that represented balinese history has become a worldwide delicacy and the Indonesian relationship with the land has changed. This is an example of bring nature interpretation into my everyday life (Beck et al., 2018).

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

Muzaifa, M., Hasni, D., & Rahmi, F. (2019, October). What is kopi luwak? A literature review on production, quality and problems. In IOP Conference Series: Earth and Environmental Science (Vol. 365, No. 1, p. 012041). IOP Publishing.

Pierce-feldmyer, A. What is Kopi Luwak and why is it so expensive?. https://sciencemeetsfood.org/kopi-luwak/

cmenvs3000w23

Thanks for sharing some unique and interesting information that you learnt while on a trip in Bali! I've never heard of Kopi Luwak up until now, and what a fascinating background story to the process of obtaining the coffee beans, as well as the history of why/how the coffee came to be. I have also never heard of the animal responsible for digesting and fermenting the beans, those Civet cats are quite the lookers! It's saddening to hear that the cats are sometimes treated inhumanely at certain coffee shops. It's dissapointing to doscover the dark truth's of the tourist industry, when a particular niche becomes a popular tourist fad, resulting in the suffering of either the area's people, animals, or natural landscapes (elaphant rides in Thailand, Tiger petting, or Everest polution comes to mind).

I find the origin of Civet coffee to be fascinating and inspiring, and a great representation of creativity and perserverance of a population when faced with adversity. When unpermitted to do something as simple as harvesting your own coffee beans due to the result of colinization, the people of Bali still found a way by understanding and observing nature. This discovery and innovativeness makes me wonder what other discoveries/tools were harnessed and used to overcome adversity as a result of the people's connection to the land and nature in general.

You mentioned that the coffee had a lemon scent and citrus flavor due to the fermentation process. I'm curious if you enjoyed the coffee overall, and if you'd drink it again! I love a good cup of brew in the morning.

Thanks for introcuding me to a new and interesting cultural practice!

Unit 9: Moss!

This week, I’ve chosen to write about my latest fascination in nature, moss. After reading Braiding Sweetgrass (2013) by Robin Wall Kimerer last year, I needed more of the author’s beautifully descriptive and digestible science writing. Enter: Gathering Moss (2003). Since starting the book, I’ve been in awe of the tiny little ecosystems that are often overlooked by the general public, myself included prior to Kimerer. In this post, I hope to share some of the most interesting facts and information that I’ve learnt about moss thus far, and possibly help create some more moss enthusiasts (if you’re not already one).

In this week’s reading Beck et. al (2018) focuses on the bright future of interpretation, in all regards, and discusses the importance of bringing interpretation into the everyday. I believe that moss is a great example of a form of nature interpretation that is accessible and relatable to a wide mass of audiences and locations, and yet their significance to ecosystems is often overlooked or unknown to the general public. Mosses can be found growing on various hard shady surfaces throughout the world, and serve as a great means for sparking a connection and appreciation between an audience and their environment as they can find and admire it almost anywhere in the world.

Various species of moss date back 450 million years, and have survived and thrived through earth’s various drastic climatic changes (Kimerer, 2003). These non-flowering plants have stems and leaves, and no roots, but rather rhizoids. These small hairlike structures act as roots in that they are responsible for stabilizing and holding onto hard surfaces, as well as (for some species) sucking up nutrients (Kimerer, 2003). Grabbing a magnifying glass and getting nose close to moss has really allowed me to appreciate the beautiful structure and uniqueness of mosses growing in the small forests around the area that I live, I highly suggest it.

Another fascinating component of mosses is that they serve as microhabitats to a variety of microorganisms including nematodes, rotifers, and tardigrades (Hedderson & Brassard, 1990)! I love staring at even the smallest patch of moss, and imagining a bustling community of organisms just going about their day seemingly unaware of the big wide world just outside their lil city, similar to Horton Hears a Who! (Seuss, 1954). Additionally, mosses can serve as a habitat to both aquatic as well as terrestrial fauna due to their temporary water holding capacities (Hedderson & Brassard, 1990). The subsequent species are more active depending on when moss is dry vs wet.

Image of a little Tardigrade (also known as moss piglets, amazing) doing it's thang.

Mosses not only play an important role in miniature ecosystems, but are also vital in the development of larger ecosystems as a whole (Kimerer, 2003). They are one of the first plant colonizers of disturbed land, due to human influence or natural disasters such as forest fires. Mosses are responsible for stabilizing the surface of the soil, holding it in place to prevent erosion, as well as assisting in moisture retention and nutrient fixation. These functions lead to the possibility of additional plant growth, and the re-development of healthy ecosystems (Kimerer, 2003).

Thank you mosses for all that you do!

Below are a few photos of some mosses I’ve spotted while on hikes (one of them is a repeater from a previous post on art in nature!). I would love to hear your thoughts on moss, are you already a moss lover? Have you read Gathering Moss (Kimerer, 2003), or is this a new found topic that you’re now excited to dive into?

References:

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

Hedderson, T. A., & Brassard, G. R. (1990). Microhabitat Relationships of Five Co-Occurring Saxicolous Mosses on Cliffs and Scree Slopes in Eastern Newfoundland. Holarctic Ecology, 13(2), 134–142. http://www.jstor.org/stable/3682638

Kimmerer, R. W. (2003). Gathering moss: a natural and cultural history of mosses. First edition. Corvallis, OR, Oregon State University Press.

jgenvs3000w23

Nature interpretation through Music

Music has a different meaning to every single person and what may be considered music to one person may not be music to another. In my opinion, music is a form of art that consists of the production of pleasing sounds that can be created from anything. The typical music that we think of and hear on the radio usually consists of computer engineered sounds and a combination of traditional instruments like piano, guitar, drums, etc. But, I want to highlight the non-traditional forms of music as well. For example, street music that can consist of bucket drumming where artists use unconventional tools to produce a rhythm/sound. There are a few examples of music in nature that come to mind. For example, the flow of a river which provides a therapeutic, pleasing music to most individuals or raindrops pelting along a window which is a form of music that many use to fall asleep. These are the forms of music in nature that may be overlooked by some as just being sounds but in reality it is nature providing us with music. The opposite concept is where nature is in music. The concept of calm before the storm has inspired many classical music symphonies, a really popular one is Beethoven’s “Pastoral” piece. He creates a very calm, happy aura at first then abruptly changes the atmosphere of the piece to dark and powerful, reflecting the storm before ending the piece with more melancholy to reflect the calm that is slowly regained after the storm.

Music is a form of communication and artists have the power to advocate about issues going on in the environment. A common message that artists articulate is pollution and Earth’s devastation. For example, “Earth song” by Michael Jackson, he discusses the effects of war and pollution on the Earth. He includes lines like,

“What about killing fields?

Is there a time?”

and

“Did you ever stop to notice

All the blood we've shed before?

Did you ever stop to notice

This crying Earth, these weeping shores?”

(Earth Song by Michael Jackson, 1995)

The lyrics are a reminder to all of his listeners that their actions do have detrimental, long-term effects on the state of the Earth. It is a reminder of the effects of air pollution on our health, and the effects of land-use and land-use changes on biodiversity loss.

Another song that utilizes lyrics to address issues with pollution is “Eyes wide open” by Gotye. The lyrics that really stuck with me are,

“And some people offered up answers

We made out we like we heard they were only words

They didn't add up, to a change in the way we were living

And the saddest thing, is all of it could've been avoided

But it was like to stop consuming, to stop being human

And why'd I make a change if you won't”

(Eyes wide open by Gotye, 2021)

The lyrics show that our society has been given advice or instructions to mitigate climate change and the rising levels of pollution but instead “we heard they were only words” which shows that we did not apply the advice and chose not to listen. The lyrics continue with “all of it could’ve been avoided” which shows the lack of application from our population despite being provided the correct tools.

Music is art that we hear everyday, and nature sounds are used often but most often we see artists talking about nature, including problems of nature.

cmenvs3000w23

I enjoyed reading through your thoughts on music in nature and vice versa! An interesting perspective that you included which I overlooked and didn't think of myself is nature mentioned in music through lyrics. Although it seems like the topic of climate change has become increasingly covered in media over the last few years, it's furstrating to see instances throughout the decades of even celebrities calling for environmentl change, as highlighted by the lyrics you displayed of Michael Jackson's Earth Song from 1995. Songs such as this reveal just how influential nature has been throughout music in pop culture, as well as how long the call for environmental change has been ignored.

Thanks for your thought provoking post Jadi!

Music & Nature

A common theme that stands out throughout this week's readings and main topic of nature interpretation through music is connection. Connection is at the forefront of successful nature interpretation. In order to create nature interpretation programs that are meaningful and memorable to participants, the interpreter must present content in a way that resonates and connects with the audience. Throughout the past few weeks of the course, we have been presented with a new means to foster this connection, this week being music.

I found this week’s assigned chapter from Beck et. al (2018), “Interpreting to the Masses” to connect well with the topic of nature interpretation and music, as well as the theme of connection. To achieve our goals of nature interpretation, where we share our passion and love for nature through programming, Beck et. al (2018) says that we must first capture people’s attention amongst all the business and chaos of the world. The next step is then to “entice people to expend the effort to get intellectually and emo-tionally involved with the message” (p.166). I believe that music can serve as the perfect first step in capturing an audience's attention, fostering a connection, and eliciting an emotional response which serves as a pathway to the following step mentioned above, becoming intellectually involved with the message and the interpreter’s overall goal of a nature based program.

As an example of using music to begin a program, a step 1 for capturing an audience’s attention, rather than begin a nature interpretation program through instruction and speech, one could allow nature to do the intro through sound and music. Of course some instruction may need to be done to get your group to an area where nature is singing for you, but perhaps even on the way to the spot where birds are singing, crickets are chirping, or leaves are dancing, challenging a group to engage in a silent walk, where the focus is to use their sense of hearing could be the hook. Gray et. al. (2001) asks “Do musical sounds in nature reveal a profound bond between all living things?”. Focusing on the music of nature can foster the emotional connection to nature that (I assume) most of us would hope to achieve through our own nature interpreting programs.

Music and nature both together and separately elicit feelings and emotional responses for me. I’m a huge fan of movie scores, and there are particular ones that remind me of various landscapes and feelings. Although the images and feelings I get while listening to them are highly influenced by the movies they are from, I still produce my own images from personal memories of different natural landscapes as they play. I’ve only shared quotes from this week’s various assigned readings this week, but I just felt that the authors captured the relationship of music and nature so perfectly with their own words, that I just didn’t want to paraphrase them. This line from Josep-Maria Sahi (2012), by Sahi (2011) highlights the underlying reason why I love scores so much. “Music affects our minds through emotion and non-lingual concepts. When we hear music we first get a feeling and then thoughts” ( p.129).

I’ll share some of my favourites as well as some themes and landscapes that they take me to below!

Fields, grasses, and creeks are highlights of this film, and so this piece reminds me of my own childhood memories running through the long grassy field that used to be down the street from my house as a kid.

Going in the opposite direction here, any time I'm doing a hike near a grassy rocky cliff I think of this one.

Big giant douglas firs on Vancouver Island, there's a special feeling of magic in those old growth forests.

Looking forward to listening to everyone's songs!

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

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science, 291(5501), 52

Mallarach, Josep-Maria (ed.). Spiritual Values of Protected Areas of Europe: Workshop Proceedings. Bonn, Germany: Federal Agency for Nature Conservation, 2012. 170 pp.

#Youtube

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The Importance of Interpreting History

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

This quote is about the importance of history and that it cannot be neglected, but also states that there is no merit in ancient things which is kind of confusing, lets's unpack it.

In the first part of the quote Hyams says there is no merit in ancient things, this I do not agree with, I believe there is great importance on ancient objects not just events, people, or knowledge. Objects help us visually see history and connect with it. They are also very important for interpretation and give interpreters the opportunity to create stories and engage with audiences. Beck et al. state living history is “an attempt to accurately replicate the past through the use of a physical environment and the sights, sounds, and smells of the period being represented” (2018). This shows the importance of historical objects and how interpretation through exploration and storytelling is one of the best ways to engage audiences in history. Living history is, for both the interpreters and viewers, an immersive, educational, fun, enriching, and imaginative way to learn about history, and is a great way for interpreters to engage with audiences. There are two main ways that interpreters can deliver living history, through first-person and third-person interpretation (Beck et al., 2018). First-person is when the interpreter is portraying a specific person and third-person is when the interpreter is explaining the scene or life of someone as an outsider (Beck et al., 2018). Living history relies on “ancient things” such as objects, clothes, ancient sites, and more, to help interpreters tell an enriching story.

Now to unpack the second part of the quote, which I agree with, “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.” Some people are less interested in the social, political, and storytelling of history, but these are important, even more so than the physical artifacts because they were the result of human decisions and actions, which can be repeated. There are many good and bad things that have happened throughout history, either with or without malicious intent. Let's look at a current political and social issue, woman's bodily autonomy, specifically abortion, and Roe v. Wade. In the recent past, in 1900s-70s, it was illegal for women to have abortions. And because of this women in the thousands would seek unsafe abortions, and unfortunately, this led to many women having irreparable damage done to their reproductive organs, causing them to be severely ill, and many women died. This was the norm at that time even though it was wrong and we now know the negative effects it had on women. So, women fought, they fought for years for their rights and “won.” And yet the United States has now regressed and is now allowing state governments to deny women the right to bodily autonomy, and indirectly giving men (majority of the people in government) the right to control their bodies. That was a bit of a side tangent, BUT I want to explain how this pertains to interpretation. This is a case where interpretation has “failed” to show audiences and society the wrongful ways of the past and how these actions should not be repeated. And so unfortunately history has repeated itself, and people are now again suffering. Interpretation can and should be more heavily used to describe and immerse people in the past so they can learn, and make better decisions about the future.

This week I did not use any specific nature examples but the principles are the same and can be applied when interpreting nature in the past. Some examples are looking at colonization and today and examining issues such as deforestation, overfishing, and abuse of the land.

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

cmenvs3000w23

Hi! I enjoyed reading through your post on this week's topic of history interpretation. What I found particularily interesting was your own interpretation of the Edward Hyams quote, specifically unpacking the opening line. I definitely agree with your point on the importance of ancient objects, as they provide a visual piece of history for us to connect with. Saying this, my understanding of " there is no peculiar merit in ancient things" was slightly different. I believe that the line on its own seems as though Hyam is stating that ancient objects are not important or interesting, but the overall message of the passage as a whole is about all pieces of a story relying on one another to be complete and whole. And I believe that this message holds true to the opening line. Rather than ancient objects being unimportant or unspecial, I think that he's saying without knowing the object's history, and full story of how it came to be, the object's importance holds less merit than when we take time to understand and interpret something's significance, be it an object, a human right, or a natural structure.

Your example of Roe v. Wade does a great job of highlighting the importance and significance of teaching, listening, and understanding history of all subjects, especially when it comes to human rights. For the subject of women's rights, we cannot appreciate where we are and where we want to go without understanding the activism and steps that were taken to get to the present, unfortunatley because as you pointed out, society can always take steps back.

Thanks for sharing your thoughts!

Nature Interpretation & History

As we continue to work through the topics and themes of the course, I’m finding my own understanding of what nature interpretation is and what it looks to be constantly evolving and expanding. At the start, I’m almost embarrassed to say, but I had a very rigid and unoriginal view of what nature interpretation looks like out in the field. It may be due to my own job experiences, but guided hikes, overnight field centre trips, environmental education programs, was the extent of what I associated with the topic. After working through Unit 4’s topic of Nature Interpretation through Art and now this week's topics of Nature Interpretation through History and Writing, I’ve been reflecting on my own practice in the role of nature interpreter and have come to the conclusion that I’ve been greatly lacking in harnessing cross curricular interpreter skills.

Creating effective nature interpreter skills can only be enhanced by understanding and incorporating the methods for planning and learning that are successful in other subjects such as art, writing, and history. From now on, I’m planning on making a conscientious effort to remove myself from viewing my programming strictly from a science based lens when creating new lessons. I often find myself going through waves of “writer's block” after creating what feels like the 100th lesson on an environmental topic, and I’m hoping this new perspective is a breakthrough in offering some new inspiration.

When exploring the topic of the importance of History and how it relates specifically to Nature Interpretation, it almost seems like the perfect fit. As mentioned by Beck et. al (2018), History and interpretation as well as the written word is meant to elicit an emotional response, by allowing the reader to relate their life to a story of the past. I think that History often gets a bad rep as being boring and dry due to the limited exposure with the subject in the intermediate senior years, focusing more on politics, ancient civilizations, and world wars. I actually loved my experiences with History classes thanks to an amazing animated teacher I had in high-school, who did a fantastic job of using methods from the arts to spark an interest and connection between us the students and the time periods we learnt about. He would get on all fours to enact as best he could what trench warfare looked like. Unfortunately, the curriculum for intermediate/senior grades (at least in Ontario) only exposes us to this narrow version of what History learning is, and I believe that for many students who did not get lucky with a passionate history teacher, the interest in History as a topic ended there. But as we know, History is a broad overarching topic that can be applied across all others including music, science, politics, art , food etc, and in order to gain a better understanding of the present state of a topic, any topic, we must understand the whole story.

Rock outcrop in Killarney Provincial Park, where the rocks are between 1-3 billion years old. Geological history, mind blowing (to me).

“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)

One of the ways Miriam Webster defines Integrity is “The quality or state of being complete or undivided : synonym - Completeness. I found the quote by Edward Hymans to relate extremely well to a theme I’ve discussed a few times throughout my blog posts: my goal for nature interpretation: inspiring environmental stewardship and ultimately caring for nature. Creating experiences for learners that only allows them to interpret what’s in front of them in the moment, the now, is limiting in the potential for eliciting an emotional response and connection to the program. I believe that taking the strategies of writing and history interpretation, where one uses the past to foster a connection to the present, can only enhance the quality and overall goal of nature interpretation. Rather than observing a 200 year old maple tree for its sheer size and sap production, let’s take ourselves back through time to when that maple seed first helicoptered down to the forest floor. What events has this tree lived through? Was was happening in each of them? After which experience are learners more likely to feel a connection and understanding of the importance of that tree? A completed story is one of integrity. "It is critical to preserve and interpret memories so those memories can inspire action today” (Beck et. al, 2018, p.327).

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

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Why can't we be better? (Unit 05: Freelance)

When I look at this photo I see more than just the lake, or the day it was captured and why I was there. To me this photo represents adversity. The goal is the other shoreline, to get there you have to swim. Without any context, it's a guessing game full of variables; temperature, chemical hazards, wildlife, boaters, depth, distance, time constraints, weather, etc. The importance of this comparison is that I view the challenges of communicating from the highly-educated to the general public and vice versa, the same way. A battle of adversity. Are you willing to make the swim? Is it worth it to even try? Will anyone care?

I believe in the freedom of information, the freedom of speech and the access to clear, capable and conscious communication for all and the effectiveness of a well-informed electorate to make morally and ethically smart choices. I believe in the good of people and our responsibilities as co-habitants of this planet to be environmentalists because we posses the power to do so.

Thematic Question (Please read carefully): Why would you, purposely leave a space worse than how you found it?

I find the context of this question to be applicable on numerous stages of argument in benefit of environmentalism and an advocate of a strong collaborative global society. The thought I am trying to instil in your minds is; what reason do we really have that excuses us for acting deliberately harmful to our planet?

In my opinion, I believe our pitfall lies within our communication. We currently live in one of the most polarizing eras of humanity, from civil rights issues, the protection of biodiversity against medical/technological/economic advancement, population and sustainability crises, to acts of war. The way we conduct, present and express ourselves individually and as part of a group dictate the terms of our situations. Yet, we choose to act in blatant disregard of our planet and the life it is able to provide and sustain. The solution is to provide everyone with the information and process to effect collaborative positive change, because the consequences of inaction from unwillingness and ignorance is morally and ethically destructive.

cmenvs3000w23

Hey! Interesting use of imagery to depict the theme of adversity in effective communication. In my opinion "why would you, purposely leave a space worse than how you found it?" comes down to carelessness. Similar to what you mentioned, a lack of effective communication between the highly educated and the average everyday person may be the underlying cause of every other excuse used to explain why we've caused and continue to cause so much destruction to the health of the environment. I was initially going to say a few different reasons: such as a lack of proper education/relationship building with the environment in the school system, a lack of a collective social standard for the environment in most countries (I'm thinking of Scandinavian countries where they represent the opposite of this), or general greed, and a "I want more now" attitude. But after pondering on these, I relazied that each one was interconnected with one another, and stemmed from the roots of ineffective communication. It's incredibly frustrating being on the other side of this, and caring deeply about the continuous battle for rigurous change to protect biodiversity, wetlands, old growth forrests, etc. I often (again similar to your overall theme) ask myself how can anyone at this point, simply not care?

Nature in Film

As I’ve seen many others say, I also struggled to settle on a topic this week with the freedom of choice. I juggled between writing about eco-anxiety or my feelings of pushing through the grey season that is winter. In the end I settled for a much lighter topic, as I find that taking courses in environmental science often times leave me feeling down and worried about the future of our planet. So instead, I’d like to share a few of my favourite nature themed-ish movies that I’ve watched over the last few years.

Fire of Love. The first film on my list is the most recent one that I’ve watched, based on, in my opinion, one of earth’s most fascinating and visually stunning features, volcanoes. The documentary follows the love story of two volcanologists, Katia and Maurice Krafft. The story not only highlights their relationship and admiration for one another, but their shared love and admiration for all things volcanoes. The passion and sheer dedication to exploration and research shines through in the absolutely stunning archived footage captured by the scientist couple, which was used to produce the film. One pre warning I'd give if you haven’t seen it yet is that the voice of the narrator takes some getting used to, but if you can move passed it, the Wes Anderson-esque style of editing is a real treat, as can be seen by the movie cover alone, which almost seems studio created.

Captain Fantastic. I watched this movie sometimes during covid times (it all seems like the same year at this point) and found it to be a refreshing reminder that questioning and critical thinking in society and education can sometimes be scarce. The story follows a woods living family, who’s taken the responsibility of education as their own, and is mostly cut off from society. With the recent loss of their mother, we watch as the family navigates the outside world. This movie has a slow burn, but raises interesting questions about parenting styles, the education system, and societal norms.

The Biggest Little Farm. It’s been a while since I’ve watched this documentary, but the first word that comes to mind when I think about it is wholesome. The movie follows a couple and they attempt to develop a farm that is completely sustainable, and completely natural. The couple are determined to find creative ways of navigating challenges without the use of chemicals, pesticides, or human created technology (minus physical tools) to create a thriving farm. The ups and downs of their journey both on and off the farm make for an interesting story about biodiversity, and the natural order of the world.

I’d be really interested to hear your opinions on these if you’ve seen them! Also, please share any recommendations of nature based films if you’ve got any :)

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Unit 04: Nature Interpretation through Art and Planning for 'All' Scenarios

Interpreting Nature Through Art

‘The Gift of Beauty’ in terms of nature interpretation is the ability for individuals to sense beauty in their natural surroundings, and to provide a spiritual uplifting and encourage resource preservation (Beck et al., 2018). Interpreting nature through art can draw out these types of responses in the public. Jay Griffiths (2013) describes how, “art elicits sympathy, conjures empathy and these emotions are requisites for a kind, kinned sense of society.” Each of these factors are necessary when aiming to change the public’s perspective on nature, and to have society create stronger relationships with nature.

The use of the arts in nature interpretation programs can entertain, educate, and make emotional connections with the audience (Beck et al., 2018). Art provides nature awareness which can bring out individuals' fascination and curiosity of the natural world (van Boeckel, 2015). Ultimately, it can enhance nature interpretation programs and advertise its importance to the public. The gift of beauty in nature can be experienced through a variety of art forms that includes theatre, visual arts, music and dance. These art forms have been used as tools of interpretation for decades as there is a natural connection between the arts and interpretation of our culture and landscape (Beck et al., 2018).

So how do I interpret this “gift of beauty” that nature has through art? I sense this gift through two main art forms, which are music and visual arts. As mentioned in the Unit 02’s blog post, there are different types of learners and I myself am an auditory learner. Thus, learning and listening through music is most likely to grab my attention and evoke strong emotions and opinions on subjects—especially that of nature. The use of music in nature interpretation programs is a strong source of eliciting this emotional response as music works in three special ways: words can stick into the minds of listeners, songs paint pictures in the imagination, and often songs evoke emotions in listeners making them memorable (Beck et al., 2018). A song that exemplifies all three of these traits is one that I have loved for a very long time is Joni Mitchell’s, ‘Big Yellow Taxi’. If you haven’t heard this song before I highly recommend you take a listen while focusing on the lyrics, it holds a very important message about the environment!

Similarly, representation of nature through visual arts is another useful tool in evoking emotional responses from individuals. Visual arts can be used in innovative ways to enhance park grounds and view artist’s realities of nature from different perspectives. The beauty of visual arts is that you can see interpretations of nature throughout centuries of time. There are bound to be differences but what is truly remarkable is how artists from different centuries can capture the same essence of a landscape. For instance, both of the paintings below capture a similar nature of The Marne river in France—that being its undeniable warmth.

Modern day oil painting ‘Les Reflections sur La Marne’ by E. René His that presents their perspective of The Marne river in France.

1888 painting of ‘Les Bords de la Marne’ by Paul Cézanne that displays his perspective of The Marne river in France.

After discussing art’s role in nature interpretation, how would you interpret/compare these two paintings? What art form speaks to you the most? Do you have any nature-themed song recommendations?

References:

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

Griffiths, J. (2013). The exile of the arts. Orion, 30(5), 10-11.

van Boeckel, J. (2015). At the heart of art and earth: an exploration of practices in arts-based environmental education. Environmental Education Research, 21(5), 801–802.

Images taken from:

cmenvs3000w23

Thanks for sharing a various forms of art that you enjoy, including music and visual arts. I can definitely resonate with an appreciation and sensing of the "gift of beauty" through music. There's nothing quite like the feeling of discovering new music and hearing something that makes you say "wow" when you hear it for the first time. I found the connecting theme of emotional connection as a response to both the arts and nature to be an interesting one, and something I had not thought of very much before. But once I began to reflect on this, peace and comfort I feel when putting on an album to get me out of a funk feels similar to the calm I feel when getting out for a trail walk in nature.

Although I wouldn't typically consider myself a traditional visual arts person, I do enjoy scenes of nature such as the paintings you posted, which again ignite an emotional response of calm and peace. Out of the two you posted I'd have to say "Les Reflections sur La Marne by E.Rene His would be my preference. Perhaps it's because the scene is more familiar to me, reminding me of scenes of ravine's I explored around my childhood home growing up.

Thanks for sharing!

Nature Interpretation Through Art

This week’s topic of interpretation through art really expanded my perception of nature interpretation, and the ways in which the methods and strategies for interpreting both subjects mirror one another. Prior to this week, I wouldn’t have typically considered myself an arts person. I tend to power through art galleries, was always frustrated with my lack of drawing skills growing up, and never really got “it” when looking at fine art. And although these examples are specific to the traditional fine arts such as painting, sketching and sculpting, my brain is guilty of defaulting to imagining those mediums first when thinking of the word "art". But after engaging with this week’s reading material, I’m left thinking maybe I am an arts person after all.

A line from the text that really started to initiate a reflection on the ways in which my roles so far as a nature interpreter have intersected with art interpretation was: "Many interpreters who are not professional actors don costumes to get across their messages " (Beck et. al, 2018, p.219). I realized that I had literally done this exact thing while working during the maple syrup season at a conservation authority. I dressed in early settler clothing to teach about one of the methods used in the past to make maple syrup, walking around my sap filled cauldrons heating up over individual campfires. And although this is a seemingly obvious and direct example of using the arts in nature interpretation, I realized that most of the general production overview list in Box 10.2 (Beck et. al, 2018, p.219) from the text were planning strategies that could essentially be applied to all of the nature interpretation programs I’ve designed or facilitated. Some of the more directly relevant ones being: audience needs and expectations, program outline, facilities and equipment, and evaluation. Additionally, I’ve also included similar elements to visual art within programming, having students engage with their senses to find patterns in texture, sound, and smell.

Pictured below is some fun looking patterned moss I observed while on a coastal trail on Vancouver Island.

My goal of nature interpretation: to facilitate a connection and care for the natural world in order to spark environmental stewardship, is achieved by creating programs that audiences can connect with both physically, emotionally and socially. And essentially that’s exactly what art is trying to achieve, an emotional connection and response (Boeckel, 2014). People aren’t going to care about something that they don’t understand, and I’ve always found that to be a major gap in achieving positive strides towards meaningful environmental change. If a majority of the population doesn’t understand the significance of why certain aspects of nature need to be protected, then we will continue the dance of 2 steps forward 2 steps back, depending on which political party is in power. This is where I believe the role of environmental education and nature interpretation is critical for the upcoming generations.

After all this, my point is that maybe I just never got “it” when it came to the traditional visual arts because no one ever taught me how to interpret them. I don’t recall experiencing a program where a passionate individual intentionally created an art experience for an audience to engage with in a meaningful way. The same strategies that are applied to creating meaningful environmental education programs, where learners can hopefully leave with a greater sense of understanding and appreciation for something, are used across all subjects, but seemingly especially for art. "Though perhaps unintentionally, art became an exclusive thing—if one lacked the “proper background” to appreciate art, then one need not expect answers to uncouth questions" (Beck et. al, 2018, p.228). I want my learners to question the decisions being made regarding their present environment, and their relationship with the environment of the future, and in order to do that, the foundation of a "proper background" must be developed.

Although I’ve never (yet!) connected with traditional visual arts, I’ve always loved and appreciated nature photography. A cool reflective shot I took of Tlakwa Mountain at dawn, during a camping trip on Vancouver Island. I enjoy flipping the photo upside down to really appreciate and remember the glassy stillness of the water that morning.

Citations:

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

Boeckel, J. (2014). At the heart of art and earth: An exploration of practices in arts-based Environmental Education. Environmental Education Research, 21(5), 801–802. https://doi.org/10.1080/13504622.2014.959474

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Unit 3 Discussion: Privilege and Nature Interpretation

I would define privilege as a concept of opportunity; the ability to be born with a set of opportunities that are not shared equally by everyone else. It is a concept that is important to acknowledge and discuss. Something I feel very privileged to have received in my own life is my experience traveling the world. I am fortunate to have seen and explored many different landscapes throughout my childhood, and I am aware of how lucky I am to have encountered these experiences. They were learning opportunities that brought me new ideas, perspectives, and overall enjoyment. I am also aware of my privilege regarding the ability to move freely through nature to perform activities like hiking, running, or swimming, as these activities can be difficult and inaccessible for those who experience physical disabilities (Beck et al. 2018). While interpreting nature, I believe it is important to consider what actions one could take so that more opportunities can be shared and accessible for everyone.

As I considered the relationship between nature and privilege, I found myself thinking of the movie Parasite, which I saw back in 2019. While it has been a long time since I saw this film, I can’t help but remember a scene depicting class dichotomy with the use of a rainstorm: when the storm began, the wealthy family had been away on a camping trip, and were all able to return home as it worsened. Meanwhile, the family dealing with poverty had to face the consequences of the storm directly, as their house had been flooded and destroyed. It struck me what a privilege it is to be able to go out and enjoy nature when you feel like it, and then return to a warm, safe environment at the end of the day. There are so many people who are forced to endure every painful and dangerous element that our environment has to offer, and it is lucky to be able to choose which aspects of nature to enjoy and which to avoid. For example, when I say I love the snow, the cold, and the ice, I am lucky to have this positive outlook, as I have never had to experience the act of genuinely trying to survive through the winter like so many people who don’t have access to housing. It is important to consider these ideas of equality and privilege as we examine our own relationships with nature, as it can help us improve our social structures and create a world with less disparity. Just as we would hope for humans to establish harmony in nature, we should also aspire for humans to establish harmony with each other.

Work Cited

Beck, L., Cable, T.T., Knudson, D.M. 2018. Interpreting Cultural and Natural Heritage For a Better World. Sagamore Venture.

cmenvs3000w23

Parasite is a great depiction on the topic of privilege. As you mentioned, the film focuses on the division of class, and the different ways in which groups of people can experience what may appear seemingly harmless, such as a thunder storm. Applying that scene specifically to the topic of nature interpretation and privilege relates to an example that I mentioned as well, which is access/afforability of outdoor gear. Throughout my experience working in the field so far, I've found that in order to gain the most out of an outdoor program, students and learners must be as comfortable as possible in all the elements. It seems rather obvious, but those wearing waterproof gear are more likely to experience the positive and pleasent feelings of playing and learning in the rain than those who are wearing permeable clothing. Comfort = money, and I've found it really difficult to find outdoor gear at an affordable price for tight budgets, which results in higher classes gaining the privilege again of being able to access nature in all conditions and gaining the benefits of doing so, while others are left out of the experience.

Privilege & Nature Interpretation

Privilege plays a major role in determining the audience who gets to participate in nature interpretation opportunities, as well as opportunities to experience various aspects of nature in general. My working definition of “privilege” would be somewhere along the lines of having particular advantages that were inherited, not earned, due to various social constructs including race, gender, wealth, religion, culture and physical ability.

Some general examples of the role privilege plays in accessing nature include the costs associated with proper gear to make experiences comfortable: hiking boots, rain jackets, winter jackets, camping gear etc. Being able to access nature trails is a privilege in itself; you typically need your own form of motorized transportation to get there, if there’s a trail system in your suburb, it’s usually a middle to upper class neighborhood. More specific to nature interpretation, the experience usually comes at a fee to those attending, and the areas themselves are typically not accessible for all mobilities.

Throughout my early experiences working in the field of either outdoor education or environmental education, I witnessed countless examples of privilege being responsible for shaping the audience of learners that I worked with. The job where this was most prominent was while working at an outdoor education centre in Squamish, British Columbia. My role as an instructor was due to privilege. I gained an education, was encouraged to go by my parents, and was able to save money by living at home cost free to get myself there. The school group’s attending fall programming would come for 3 days/2 nights for a remote, cabin living, outdoor experience. While working my seasonal contract, only private school student’s came to the centre. They would have opportunities to participate in high ropes, rock climbing, mountain biking, orienteering, camping etc. Student’s would arrive with brand new outdoor gear from high end brands, their packs stocked with whatever they needed for the few days to make their stay comfortable. Our permission forms that were sent home prior to their trip actually included the list of gear recommended (but really required to be comfortable/safe in the constant switch from downpouring rain to snow). Although these students came from diverse cultures and backgrounds, and I loved getting to work with them and watch them gain confidence and self determination throughout their stay, the experience itself was exclusionary to those with class privilege.

I believe that this nature by privilege example intersects well with Peggy McIntosh’s (1989) description of privilege mentioned by Gallavan (2005) in which she says that “the construct of privilege entails a set of beliefs and practices that are assumed or taken for granted by everyone throughout society and have been institutionalized into schools” (para. 9). Although she was applying this point towards the invisible backpack in the setting of schools, the choice and ability to attend an outdoor education trip such as where I was working plays into the re-enforced privilege structure. I’m not sure if at the time certain student’s who maybe couldn’t afford the cost of the trip including gear chose not to come, as well as those who may have been unable to due to physical barriers, but regardless, the barriers were very much there.

I have since worked in roles where the students I worked with were from inner-city schools identified as being in low-income neighbourhoods, where the multi-day centre experience was exclusively funded through ngo’s and municipal funding. Although many barriers were surely at play due to the perceived physicality of the outdoors, it was nice to see that positive strides in the right direction do exist when it comes to the audience that gets to experience nature interpretation opportunities.

As I continue to reflect on my role as nature interpreter, I will continue to consider a suggestion made by Beck et. al (2018): "To attract a wider audience, interpreters should strive to know why people do not come to programs and facilities" (p.129).

Citations:

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), 36.

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Teaching Learners

When I think of who I want to be as an interpreter, I think about my experiences on the receiving end of interpretation as the audience. Who made me think, and who made me laugh and engage with their talks, who inspired me?

One of the most influential interpreters in my experience has been someone that refers to themselves as a science translator. I think this is a really cool title because she focuses on making the big science words, themes, and concepts, digestible for all audiences. Bryna Belisle is the director and owner of Monteverde Butterfly Gardens in Costa Rica, but she does more than just talk butterflies! When I watched one of her presentations she wanted to illustrate that even bugs and insects with a not-so-pretty reputation were just as loveable and deserved more appreciation. She talked about cockroaches and her love for them, telling us cool facts about them as she let one crawl all over her arms. Then, as she's talking about how they're not as dirty as everyone thinks and letting the cockroach crawl across her face, giving it some smooches, she then pops it into her mouth! You can see her do this in her Instagram post below that I've linked where she shares her love for these creatures.

Bryna B shared a post on Instagram: "I 💚 🪳 Here is the proof Put your roach related questions in the comments and I'll answer! #cockroach

Now I'm not saying as an interpreter this is how I plan to approach all of my work, but there's definitely a few things to learn from Bryna's methods because it sure was memorable and effective at communicating her message! Bryna demonstrates key skills that make an effective interpreter: passion, enthusiasm, and storytelling are critical in getting messages across to an audience.

If I could pick and choose different aspects from all of my experiences as an interpreter, it would look a little something like this:

Once I got my first job in something more related to my field and major of wildlife biology and conservation, there was no going back. I cannot picture myself in a world working a 9-5 job for 30 years before retiring and then finally 'living'. I want to keep learning about what's around me, and the more I learn the more I realize there's so much to keep discovering (hence continuous learning)! I want to continue growing and fostering my own appreciation so that I can inspire others. I want to be outside and see cool wildlife and witness amazing landscapes that even photographs can't capture the complete beauty of. I want to share my own passion and enthusiasm that Bryna does every day at Monteverde!

Above is one of my favourite photos of myself from my time volunteering with Wild Ontario, and really captures my ideal role as an environmental interpreter. Here I am handling Sibley, a non-releasable red-tailed hawk with the program. Not only was this a valuable experience for Sibley who was working hard at her job as a species ambassador, but also for me because I was able to speak with so many people and have many deep, profound conversations. I was really proud of Sibley for handling the many stresses of a hot day with lots of people around, and I was proud of myself because I felt like I made an impact on a lot of people who talked with us, and that's all I could have asked for!

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I've never heard of Bryna Belisle before but now I'm so glad that I did! I just went to go briefly scan her page, and just like you had mentioned, immediatley appreciated her focus on bringing attention to the importance of all species, even the ones that are not pretty or typically considered "cute". I've also never heard the role of Science Translator used before, but what a perfect way to match the goal of interpreting to the title. I'm just finishing up Braiding Sweetgrass by Robin Wall Kimmerer, and the title of Science Translator connects really well to the closing points of the chapter "People of Corn, People of Light", where Kimmerer argues that in western societies today, holders of fascinating stories that can bring people back to connecting with all of creation are scientists, but often the language used in the field is not accessible to the greater public, and an opportunity to foster care of land is lost (Kimmerer, 2013).

Bryna Belisle seems to be one of the scientists tackling this problem and disconnect between overlooked species and the general public, by educating audiences using a variety of methods such as memes, demonstrations, and humour. One of my main goals of a nature interpreter is to foster environmental stewardship, but to get there people first have to understand and care. I will definitely be taking some tips and learning from Bryna!

Thank you for sharing!

Kimmerer, R. W. (2013). Braiding sweetgrass. Milkweed Editions.

Unit 02: Teaching Learners

My goal as an environmental interpreter is to establish/strengthen a connection between the learner and nature, in order to ultimately inspire environmental stewardship. My favourite and preferred audience of learners to work with is students from K-Gr 6. I especially enjoy working within this age range as these years are foundational to building a meaningful relationship to nature, and can lead to a positive effect on overall childhood development. As Richard Louv (2008) mentions in Last Child in the Woods, increased time in nature and green space can lead to higher academic achievement, social-emotional regulation, and confidence in children. I find that each age group offers unique gifts and challenges when it comes to designing a program that scaffolds learners effectively.

Additionally, my ideal role as an environmental interpreter is one where I’m not only facilitating lessons, but also have a lead role in the development of programming. Throughout the experiences I’ve had as an interpreter, the ones where I felt I could make the best connection with each group I was working with were jobs where I could be part of the program development process. I found that certain jobs where I was handed pre-made lesson plans to follow left me feeling restricted, and feeling almost robotic at the end of a day's work. The researching and planning process is where I feel most creative and inspired to teach, as it’s also the time where I get to continue to learn and discover any potential new information on environmental science and education, and collaborate with other educators.

I believe that using interpretation leader Sam Ham’s TORE model of thematic communication mentioned by Beck et. al (2018) would provide a great basis for the program planning process, leading to more complete and goal driven delivery. When delivering the same program content to multiple groups in a row throughout the year, I find myself going through the motions and at times forgetting to me mindful of the purpose and evolving theme of my interpretation. Although all cornerstones of the model are important to making an experience enjoyable for learners, R, relevance to audience, is one that I strongly believe is the critical component to whether or not an interpreter will achieve their goals for programming. An audience can listen and absorb all the information being provided and experienced, but I believe that results that last past the end of the program are only possible when the learner can relate to the content. Beck et. al (2018) mentions that connecting content with your audience can be a challenge, depending on whether or not you know your group and can prepare ahead of time, or if you start without knowing them at all.

I find that taking the first few minutes to do introductions, and simple ice breaking games can make a huge difference in establishing connections with the group, and getting to understand their learning styles and comfort level with the outdoors. For example, finding out that a student’s favourite thing to do in their spare time is play video games can be key information to incorporate later on perhaps in a game break may result in that student suddenly feeling included and excited about the content, despite never mentioning loving the outdoors. Learning back pocket games and icebreakers from other interpreters in the field has been one of the most valuable components to enhancing my lessons, and I hope to continue strengthening this skill, to build on my R cornerstone.

A resource that I've found useful for ice-breakers and games:

Ultimate Camp Resource is a free resource for Camp Games, Camp Songs, Camp Skits and more. Ultimate Camp Resource is made for camp people, b

Even though it's camp related there's lots of games that work great for all ages, even adults!

Citations

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

Louv, R. (2008). Last child in the Woods. Algonquin Books.

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