Emilia's Nature Blog

[brenvs3000-19]

The End of the Beginning

     Throughout the semester, I have had the chance to sit down and truly dive into my own development as a nature interpreter. It has made me question what I know and forced me to look at what I believe in. After all, is that not the point of interpretation? Taking what you know and believe and sharing it with others. 

     Beck and Cable (2011) insist that “Visitors are more likely to listen to someone who brims with enthusiasm, who is passionate about the place, and who is fired up about his or her work.” I agree whole-heartedly with this assertion. Who wants to sit and listen to someone talk about something they don’t really care about? On the other hand, an interpreter who can actually convey the true passion they have for a topic through their programs makes you wonder what makes it so special. It engages an audience to learn more and, in the end, it may be contagious. My ultimate goal as an interpreter would be for people to leave just a little more passionate about a topic. If everyone was at least a little bit passionate, then it would contribute to a grander appreciation and respect for Nature as a whole. 

     The passion I hold for the environment stems heavily from my own beliefs. As I’ve mentioned in previous posts, my upbringing has had a heavy influence on my love for nature. I had the privilege of growing up in a household that highly values nature and the services it provides for us. We derive food directly from the forest and rely on the products of these ecosystems to heat our homes. This lifeline between my family and the environment instilled in me heavy respect for nature at a very young age. Natural ecosystems provide so many indirect and direct services that benefit the well-being of humans. I witness this first hand due to my upbringing, but I feel that a disconnect has developed between people and the environment in modern times, especially in increasingly developed areas. Some of our backyards may no longer be lush forests or sparkling rivers, but it’s essential we remember the benefits a FULLY functioning natural environment provides. I believe that no matter where you grew up and how much exposure you had to the environment it’s never too late to learn about the environment and be an advocate for its conservation. 

“Ecosystem services word concepts banner“ - Retrieved from Colourbox

     To me, nature is also something much more than a physical necessity for survival. Countless studies have found that nature has a positive impact on our mental health and helps to uplift our spirits. Within minutes of exposure to nature, we can have a significant reduction in stress hormones (Huynh et al., 2013). I got to experience this just last weekend. Despite a busy workload, I had a chance to travel home to Kawartha Lakes to go hunting with my Dad. On Saturday I spend over 5 hours sitting in a tree stand in -17°C weather. In spite of the cold, I came out of the day refreshed, less anxious and overall less stressed. Sitting immersed in the forest, simply watching the world exist around me was like a reset button. I felt one with nature and I wish everyone could experience being able to simply enjoy the beauties of nature and the benefits it brings. 

These two photos were taken exactly 8 hours apart from the same tree stand on Nov 17. There is something special about watching the sun first peak over the tree tips AND watch as it makes its final flash before disappearing beneath the horizon - Photos taken by me

     As time has gone by, I find my own personal ethics and beliefs have bled into how I conduct myself as a nature interpreter. I feel I have a responsibility to share my knowledge and passion with others. Interpretation is much more than just laying out the facts for people. The National Association for Interpretation defines interpretation as “a mission-based communication process that forges emotional and intellectual connections between the interests of the audience and the inherent meanings in the resource” (Beck and Cable, 2011). What better way to cultivate these connections than weaving together a story?

“Stories entertain us. They create community. They help us to see through the eyes of other people. They show us the consequences of our actions.

They educate our desires […] And stories acknowledge the wonder and mystery of Creation.”

Scott R. Sanders’ summary of the power of stories (Beck and Cable, 2011)

     Creating a story that not only shows the beauty of nature but informs people of the risks and issues can create an entertaining environment to enhance learning. I found that enjoying an experience and positive association with a program helps to increase the retention of information. I found this especially true in our labs. I enjoyed the improv lab, and I can look back on it and remember the games we played. Therefore, I am able to look back on the hidden lessons that were embedded in the material, such as the importance of focusing on prominent features that define a landscape in our ecosystem guessing game. 

“Share your story It is written wooden letters“ - Retrieved from Colourbox

     The question to consider now is how do I approach my self-identified responsibilities? How do I share my passion as an interpreter? As I look back on this semester, I feel I have been able to cultivate skills that will bridge the gap between an audience and myself. The most valuable approach I have taken away from this course is the ability to adapt interpretation to suit a message and/or target audience. Not every audience and topic should be dealt with the same way. Being able to think on my feet and come up with solutions and new approaches to interpretation on the fly are valuable skills when working in very unpredictable conditions. And the one thing I think everyone can agree on is the fact that nature is a dynamic landscape. Every day can bring new challenges. It was great to practice these skills, such as in the improve lab or our Arboretum guided walk. It’s also important to adapt to the times and the methods to best reach an audience. In this course, I have learned first-hand how to interpret several mediums. Our blogs and podcasts have opened my mind to new ways to deliver a message to an audience, and I look forward to further developing this in how I conduct my own social media. 

“ People media connections abstract scheme” - Retrieved from Colourbox

     In the end, I am walking away from this course with more skills and knowledge than I entered with.  Every person has their own “invisible knapsack” (McIntosh, 1989), and as I leave, I realize that I suddenly have more tools in mine. What I carry in my own knapsack will continue to help guide me in my growth as an interpreter.  

References:

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

Huynh, Q., Craig, W., Janssen, I. and Pickett, W. (2013). Exposure to public natural space as a protective factor for emotional well-being among young people in Canada. BMC Public Health, 13(1).

McIntosh, P. (1989, July/August). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 10-12.

[etrax3000-19]

          Thank you so much for sharing your final thoughts on the course. You’re reflections about the course truly reveal how much you have developed as a nature interpreter. Your goal as a nature interpreter to ignite passion in your audience to establish a greater appreciation and respect for nature aligns with my own goals as a nature interpreter. My own goal is not only to engage people with nature but also inspire others to take action themselves to protect nature by being mindful of everyday actions that impact the environment. I think that Beck and Cable (2011) describe this best by offering the gift of “spark”. After reading the textbook I think the chapter the gift of a spark had the greatest impact for me to really understanding what a nature interpreter needs to know about the audience to create that amazing experience that leaves a lasting impression.

          I really liked how you’ve shared a lot about your childhood and where you grew up in your posts. It is clear that this has influenced your passion for nature today. You make a great point that its never too late to learn about the environment. I was one of those people who didn’t grow up surrounded by nature and I didn’t find my passion for nature until I was in high school. But the impact that other nature interpreters had on me changed my perspective. I think that being able to give someone else that spark and inspire them to get involved is what being a nature interpreter is all about.

          I couldn’t agree more with the ending of your post. This course might not have had a lot of content but what I have learnt are skills that are far more valuable (and not something I will forget about after this semester is over). I have developed skills in science communication, presenting and even creating a podcast.

References

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

[kvenvs3000-19]

Do the greatest you that you can do!

It’s crazy to see how fast this semester went by! My last blog post is a bittersweet one to write since I am sad that the course is over but so happy to walk away with so much new information. As I move forward in my life, I’m faced with the question; “what’s next?”. I know that I can take everything I learned in this course and apply it to my life somehow in the future.

As an environmental science kid, I have always wanted to include nature in my life. I still love going on hikes (especially if they’re with my dog).  I think nature has always been such a big part of my life and I would love to pursue a career that encapsulates that part of me. Although I may not want to be a nature interpreter per se, I still think these lessons and experiences will help me in the career I have in mind. For the longest time, I have wanted to get my masters and start working in field biology.  I think the things I’ve learned from this course translate into so many different fields and I am lucky enough to have this knowledge and be able to apply it to my future.

A photo of the pond in Victoria Woods in the Arboretum. Taken by me.

I believe that nature is so vital, and I think nature interpretation is an incredible way for people to experience nature and learn more about the thing keeping us alive. It means so much to me that people dedicate their lives to teaching others the importance of nature. In my group’s podcast, we talked about the therapeutic basis of nature and I think this is such a great aspect of nature. I truly believe that nature has so many qualities that make it amazing. Personally, I love hiking because it is no peaceful and seeing that therapeutic quality really work is incredible. My dog suffers from separation anxiety and she’s a puppy, so her energy is all over the place. When we go hiking, she is a completely different dog. She is calm, she walks at the same pace as me, and she will sit and wait with me if I want to stop and take photos. I think it is incredible that nature can help calm even the most rambunctious puppies and it is all because of the therapeutic qualities that it contains.

Probably the 20th photo of my dog I’ve uploaded but she’s so cute I can’t help it.

I also believe that nature interpreters have so many responsibilities and it is incredible to see how many people follow these to a tee. In nature interpretation, as with every form of presentation, it is so important to keep people engaged. This comes from tailoring to your audience. In class, we discussed how every audience is going to connect with information differently and each presentation should be altered to engage your group in the best way. Our podcasts were a great way to test this responsibility. In our podcasts, we presented the same information to two wildly different age groups. When you go through that experience, you really learn how careful you are with how you are presenting. With the kid’s podcast, we didn’t want to use too many overly complicated words and we wanted to keep the topics pretty simple. Whereas in the adult podcast, we wanted to talk about more complicated topics, and we could use more mature vocabulary. I think this experience was so helpful to learn how to teach different audiences.

A photo of one of the paths in the Arboretum. Taken by me.

Another key responsibility of a presenter is to ensure that your audience is comfortable and safe. This is especially true in terms of nature interpretation because it is so common to have risks on a nature walk compared to in a science complex. Although this responsibility seems simple, it is the most important. In class we discussed how assessing risks is one of the most important parts of a nature walk. We experienced this with the tour we had of the Arboretum with Chris during our lab. Since it was so windy outside, it was dangerous for us to be in areas of the Arboretum where falling trees were a danger. This responsibility isn’t only necessary in nature interpretation though. It is important that any presenter ensures their audience is comfortable at all times. During our history tour, our tour guide made sure to slightly alter our walk to stay indoors out of the cold. This is such an important responsibility that I think was done so well. It is important that we keep our audiences feeling comfortable and safe. If we don’t do this, they will not be open to listening to the information we are providing them. This goes along with making sure our audience is having an enjoyable experience. We want to be sure that everyone is enjoying themselves. After all, the most memorable experiences come from the most exciting situations.

Personally, I am not super comfortable presenting to people. I find that the more I prepare for a presentation, the more nervous I get. For me, the best approach is comedy. I think that comedic teaching is the best way to make an impression and it is the easiest for me to accomplish. I think because I tend to use comedy when I’m nervous, having that be the theme to a presentation makes me more comfortable. In my experience, comedic presentations are the ones I remember the most. In our improv lab, I remember so much of what we were talking about because the lab itself was so fun and care-free. To me, it is so vital to present information in an entertaining way and I think the best way I can personally accomplish that is through being myself (which contains just way too many dad jokes). I haven’t had a nature interpretation experience, but when I was a tour guide here at Guelph, I used this approach a lot and I found it engaged my audience way more than just spewing facts at them. Since everyone there is so willing to learn, it is my responsibility as a guide to make the learning more enjoyable. And I hope to bring this mindset into anything I do in the future.

This is Woody. He is a tree. My friend and I went on a walk in the Arboretum and had just a bit too much fun. We love Woody. 

Finally, the most important thing I think I learned from this course is that there is no one right way to do things. Whether it be nature interpretation, presenting, leading a walk, or just having a discussion with someone; everyone will do things in their own way. Some people may take a very factual and informative approach while others make joke around and be silly. Regardless of what you do, it will go perfectly if you stick with what you know and be yourself.

Thank you all for a great semester!

[etrax3000-19]

          Thank you so much for your post. Your reflections on the course are very insightful and reflected many of my own experiences in the course. I agree with you that pursing a career in nature interpretation might not be my goal. However, there are a lot of valuable skills and knowledge that I have gained from this course. Not to mention being a nature interpreter doesn’t mean you have to be paid for it. I think that being able to give someone the “spark” and get engaged outside has value (Beck & Cable, 2011). Whether that’s to a family member, friend or stranger you never know when nature interpretation could be applied.  

          You also made a great point in your post about managing risk. I agree with you that the safety of your audience is the number one priority as a nature interpreter. I myself try to be prepare but there are things that can be out of my control when accidents happen. I still need to work on my ability to manage risks as a nature interpreter. However, you make a good point that nature interpretation is versatile and goes beyond the traditional nature walk. Which means that everyone will adapt their own personal style to nature interpretation. My approach to nature interpretation is rooted in my love for beauty in the environment and being able to help people see this for themselves. My favourite quote from our textbook is: 

“Interpreters help people possess beauty by getting them to slow down, by directing their attention to the detail, and then by helping them understand the significance and meaning of the place or object.” (page 139) 

          By helping people who might not see the beauty in nature be able too perceive the beauty will encourage the protection of landscapes and species. I am passionate about protecting the environment and as a nature interpreter my approach is not only to get people engaged with nature but also be mindful of everyday actions that impact the environment

References

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

[etrax3000-19]

My personal code of ethics and developing as an interpreter

          When I think of ethics, I think about the various business courses I have taken and how a business will have a code of ethics. However, I have never really thought about what my own personal code of ethics would look like. My understanding of ethics from business class would involve parameters for appropriate behaviour based on morals. My personal code of ethics would then act as guidelines for my actions based on the morals I hold. There are many moments in life where I have to choose between two alternative and my own code of ethics plays an important role in the decision I make. Especially as I develop as a nature interpreter my personal code of ethics will impact the groups that I am guiding on interpretive walks or programs. This makes developing my personal ethic very important.

Photo from colourbox (2019).

          I think that my personal ethics have developed since I was a child from learning and discovering the world. These are also constantly evolving as I continue to learn about the world and become an adult. There are four ethics I would like to talk about in this blog post: honest and integrity, hardworking and sincere, respect and be prepared.

Honesty and Integrity                                                                                                                                                                                                                     The truth matters to me. I think it is important to stand up for what is right and just. As a child my parents taught me important values such as honesty and compassion. I quickly learnt the importance of these values because my actions had consequences as a child such as getting a time out. Today as an adult this is still true only the consequences are different. As I develop myself as a nature interpreter, I think that honesty and integrity becomes even more important because the actions I make set an example for others. For example, as a nature interpreter it is important to me that natural landscapes be protected for future generations. To encourage others to be mindful of their own impact on the environment I need to show this to lead as an example for others. It is my responsibility as a nature interpreter to not only provide accurate information on the subject of climate change but also to stand up for the protection of the environment as various issues threaten the conservation of species and landscapes.                                                                                            

Hard work and Sincerity                                                                                                                                                                                                              I am hardworking and sincere. It is important to me that I am dedicated to the activities and tasks that I am doing to fulfill my ambitions. I am developing this with each challenge I am met with in my life. Especially since attending university I have been able to over come many challenges and work hard to achieve success. This has made me not afraid to take on difficult tasks. I think this becomes more important as I develop as a nature interpreter because it can be challenging to relate the subject of nature to the variety of peoples live in an audience to offer a “spark” (Beck & Cable, 2011). I have received this “spark” from other nature interpreters that has made a lasting impression on my life. Now as a nature interpreter myself I need to develop this skill of offering the “spark” to others. This will take hard work to develop and practice as I improve in nature interpretation. It is my responsibility as a nature interpreter to understand my audience and what they are interested in to relate my message to the knowledge and experience of the audience and provide an engaging and meaningful experience. This includes catering to different types of learners in the audience such as active and reflective, sensing and intuitive, visual and verbal, sequential and global learners.                                                                   

Respect                                                                                                                                                                                                                                         I think it is important to be respectful. This ethic has been with me since elementary school and into high school. I developed this because my elementary school motto was: “treat others the way you want to be treated” and in high school the motto was: “respect: give it, get it”. This has stuck with me ever since, highlighting the importance of respect and treating others fairly. As I develop myself as a nature interpreter and communicating to a wide variety of audiences it is important to be respectful to everyone. Especially as everyone carries their own invisible backpack. Being aware of this as a nature interpreter means respecting everyone regardless of what someone might have or not have in their invisible backpack (McIntosh, 1989). It is my responsibility as a nature interpreter to be aware of the privileges I have in my life and not assume things about other peoples lives. This way I can be inclusive to everyone as a nature interpreter.                                                                                                                 

Be prepared                                                                                                                                                                                                                                  Another important motto I carry with me is from girl guides and that is “be prepared”. In girl guides this meant that guides are ready to cope with anything. I think that as I develop myself as a nature interpreter being prepared means planning for interpretive activities and programs. I also realize as a nature interpreter there are risks in any activity or program. Despite every effort to be prepared incidents can still happen. I carry with me as a nature interpreter the lemon theory to avoid accidents when be prepared isn’t enough. I am still developing my skills as a nature interpreter to manage risks in outdoor activities. It is my responsibility as a nature interpreter that my priority is everyone’s safety when engaging in various outdoor activities (Hahn, 1960). There is an element of being prepared with planning to avoid risks however as a nature interpreter I need to develop my ability to risk manage because accidents are not planned and can be out of my control                                                                                          

          My approach to nature interpretation is rooted in my love for beauty in the environment and being able to help people see this for themselves. Because beauty is subjective, and nature is dynamic there is always some aspect of nature that everyone can view as beautiful it just might not be obvious at first. I express the beauty I see in nature with my creativity in photography, so my approach to nature interpretation would involve photography to help others see the beauty in nature for themselves. By helping people who might not see the beauty in nature be able too perceive this beauty can help others understand the intrinsic value of nature to encourage the protection of landscapes and species. I am passionate about protecting the environment and as a nature interpreter my approach is not only to get people engaged with nature but also call people to action to protect nature and be mindful of everyday actions that impact the environment. 

Photo of me taken by my sister, to remind myself that my personal code of ethics will help me inform my decisions and help me develop as a nature interpreter (2018).

          My personal code of ethics will always influence my decisions and actions when I am faced with a dilemma. Some aspects of my personal ethics are influenced by how my parents raised me and values that have been instilled in me through experiences I had as a child. Other aspects of my personal ethics I am still developing as a nature interpreter and as adult. Because of this my ethics will adapt with my personal growth as a nature interpreter. I value the many lessons and experiences this course has offered me to developing myself as an adult and a nature interpreter.

References

McIntosh, P. (1989, July/August). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 10-12.

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

Hahn, K. (1960).Six social declines of modern youth. Retrieved from: http://www.kurthahn.org/wp-content/uploads/2017/02/2017-obt1960.pdf

[hivany3000-2019-blog]

Debriefing the Gifts from the Arboretum!

          Throughout this course, we have been exposed to a variety of interpreters that each have their unique approaches for sharing the information they are passionate about. In terms of the lab activity that I connected the most with, it would be the walk in the arboretum that we did with Chris Early. Throughout this lab period we experienced a variety of interpretive hurdles that include, cold and wet weather along with high winds that limited us going into the forest. Chris demonstrated the unique teaching or adaptive skills that he has. When we were limited to the open areas due to the winds, I felt a little disappointed that we were not going to be able to experience a more traditional “interpretive guided walk”. However, Chris was able to use this limitation and change the perspective to create an advantageous learning opportunity. He introduced us to a bird calling game, where participants learnt some common bird songs and eventually had to find their mate using only their hearing.  

          After reflecting upon that lab, I realize that the disappointment I originally felt (feeling like we missed out on a traditional “interpretive walk”) is no longer my feeling about the entire lab period. I feel now that we were able to experience a truer representation of how interpretive programs never go as planned. Throughout this course along with the textbook, the idea of adaptability has always come up. However, it was not until this lab and the demonstration that Chris Early gave us, that I truly appreciated the ability of one to think quickly on their feet and adapt to changing conditions.  

          I noticed throughout this lab that the main point of the walk was not to demonstrate a perfect interpretive walk. It was to show a variety of teaching techniques and how to take a less than ideal situation (such as the weather) and change the program to fulfill the program outline. I feel that I learnt a valuable lesson surrounding the importance of being prepared for your program. This preparedness is not only in creating a plan (or guide), but in knowing the information that you would like to present in enough depth to be able to adapt to the changing conditions that could restrict your program.  

          Overall, this arboretum walk with Chris Early demonstrated a variety of tools and techniques along with characteristics that each interpreter could benefit from having. I learnt that there is no perfect interpretive walk, and the true beauty in connecting people with nature is in the mutual experiences that occur when in nature. I will try to incorporate the lessons that I learnt in this activity within my own nature interpretation walks for work and when sharing my passion for the environment with friends and family.  

          In terms of the “gifts” that were referred to in the textbook, this experience provided me with quite a few. In particular, the gift of targeted programs was demonstrated through the ability of Chris to share his bird calling game to us and to his usual audience of younger children.  Chris explained that when it is used with younger groups, it is an opportunity for children to connect the sounds they hear frequently outside to the reason that birds call (these being for reproductive reasons or even for warning calls). Thus, he was able to express the importance of the game to us (as university students) being less on the information that we receive and more on pushing us out of our comfort zones. Then, for children it is less for pushing them out of their comfort zone (kids are more willing to participate in activities) and more for connecting the sounds they hear in nature to an experience every time they will hear those bird calls again.  

          The second gift demonstrated in this lab period was the gift of passion. It was evident throughout this lab period that Chris has a passion for sharing his knowledge and experience of the outdoors. As mentioned in the textbook, this passion is something that makes for a very effective interpreter. Which, I believe his effective interpretation resulting from his gift of passion translated very well into the interpretive walk that we received in the arboretum. It was especially demonstrated when we participated in the impromptu short interpretation of an object that we found nearby. Chris gave constructive criticism along with being encouraging towards every person who presented.  

          The third gift that was demonstrated clearly was the gift of spark. This gift to me is essentially the ability of the interpreter to provide a spark of interest or curiosity within the program participant. While this gift may have been a little bit easier to give to this group of participants (since we all signed up for the nature interpretation class), I think that he provided valuable information on the reality of being an interpreter while inspiring others to pursue this rewarding career pathway.  

          To conclude, I feel like the gift presented in this lab that could have benefitted with some development would be the gift of passion. While it was evident that Chris is very passionate towards his career in nature interpretation, I felt like it would have added to the lab period to hear some more personal experiences that Chris has had. While it was difficult to be excited to share knowledge in the cold and wet weather and get others to be excited to learn, I feel that Chris did a great job at being encouraging. Like I mentioned, I think this gift could have been developed further throughout the activity by having Chris share more personal experiences with watching other nature interpreters he has mentored develop. This could have added another layer of understanding and passion within us as newer developing interpreters to learn from the mistakes or successes that Chris has experienced as a mentor with other developing interpreters.

I wonder, did anyone else feel like they could have benefitted from hearing about other interpreters development stories?

References

“The Gifts of Interpretation” by Larry Beck and Ted T. Cable. 3rd Edition, Copyright 2011.

[etrax3000-19]

         Thank you so much for your post debriefing the nature walk in the Arboretum with Chris Earley. I also talked about the walk in my blog post. I found it interesting that despite both our posts being about the same lab we related very different gifts from the textbook. I personally didn’t think from my experience to relate the gifts of spark and passion. However, I can understand from your experience you outlined in your post that these two gifts make sense. Even though we were at the same lab our experiences were different, just as I am sure that each person in class would have their own unique experience as well. We are all individuals who experience the world in different ways, and it was great to read your perspective on the walk.

         In response to your question at the end of your blog post, I do think that I would have benefited from different interpreters. I think that each nature interpreter has a unique story to share about their experience in the field but also how they got to the job in the first place. I think this would also emphasize that there isn’t one single path to take to become a nature interpreter because of the diversity of people in this field. It is clear from this course that there are many types of people who are considered nature interpreters and that’s part of what makes each interpreter unique. Having said that, while it would be beneficial to get a better idea of this diversity of nature interpreters in the field, I also think that each interpreter needs to find their own path. I mean that in the sense that just because something was successful for one interpreter it might not be for someone else. Taking this course, I think helps us as aspiring interpreters’ figure what that looks like for each of us because we are all unique so that will be different for everyone.

[etrax3000-19]

Debrief and personal reflection

          Throughout this course I have had multiple opportunities to get engaged with course material during various lab activities. When I think about to which activity stood out for me during this course it was the visit to the Arboretum for a walk with Chris Earley. My experience during this walk was informative because it helped me connect the theoretical aspects of the textbook with a hands-on nature walk. The walk included a game about bird mating songs where the group was divided in two and one half had to sing the mating song and the other half had to close their eyes and listen to find who was singing their song. The game got everyone moving around and participating in a fun silly activity that made everyone laugh. I personally learnt a lot about different bird songs that I am now able to recognize on my own from the activity. I was able to relate this to the gift of joy because the activity had a purpose to not only teach people about the different bird’s songs but also get the group engaged and having a good time. Beck and Cable (2011) describe eight characteristics that provide an optimal experience; purpose, attention, challenge, involvement, immersion, control and sense of time all of which were reflected in this activity. The purpose of learning bird songs, the attention to what song you were singing or listening for, the challenge of identifying your bird call over others, the involvement of everyone in the group, the immersion into the bird’s song you were singing, control over singing the song or listening for it and the activity was fun so time seemed to go quickly.

Photo I took at the Arboretum to show the beauty that exists on the University of Guelph campus (2018).

          The next part of our time with Chris was walking in the Arboretum along a trail to get to our next destination. Despite the day being cold and windy, I really loved being in the Arboretum and appreciating the beauty of the nature that the University has right on campus. It made me think that I don’t visit the Arboretum enough to enjoy all that it has to offer. I was able to relate this to the gift of beauty because it made me sense the beauty in my surroundings. Beck and Cable (2011) reinforce this by describing that interpreters help people see beauty in ordinary things to help people be able to perceive and appreciate the beauty in nature. Then Chris stopped at an Osage Orange tree where he revealed a story about how this tree has difficulty reproducing without mammoths. We were then all asked to find something and interpret it to the class. I was very nervous about this activity because I don’t like speaking in front of large groups of people especially when I haven’t had time to prepare something. I personally would have liked if we were given the opportunity to present to friend first and then if people were willing to share, they could present to the whole class. Despite not liking this activity, I was able to relate this to the gift of story because it was a way to present information that was engaging to the audience. Beck and Cable (2011) describe the gift of story as 

“the interpretive presentation-as a work of art-should be designed as a story that informs, entertains and enlightens” (page 21). 

Chris ended the walk reflecting on what makes a good interpreter and shared his own tips from his experience being an interpreter. 

Photo from colourbox (2019).

          Reflecting on my experience from this walk in the Arboretum with Chris I need to further develop my confidence in speaking in front of others so that I can over come my fear of presenting. I need to develop the gift of story to improve my presentation skills. Beck and Cable (2011) explain that what makes a good interpreter is the ability to connect with the audience through a story that is relevant, entertaining and inspirational. By pushing myself out of my comfort zone and speak in front of groups I can work on developing these skills.

References

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

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Post #8: Scientific Heroes

From the days when our teacher would roll in the tv and the class would watch Bill Nye to supportive teachers in High School to environmentalists and documentaries today, I have had a lot of scientific heroes. As a child I often found learning science and math difficult and had a hard time excelling in these courses. I later realized in high school that I am a very visual learner and teachers explaining concepts to me often didn’t do the trick. However, before I had this figured out, Bill Nye made science a fun learning experience for me along with many other students from our generation, I remember thinking that the way he explained his experiments hardly seemed like school but more like a fun activity and I often wanted to replicate them at home. I even dressed up as a mad scientist for Halloween in grade 5 and I’m pretty sure if it wasn’t for Bill Nye that I would not have been as invested in sciences as I was. To this day I still enjoy watching his content and watch his new shows and read his books. His content has grown with me well because a lot of his focus is centered around climate change and the science behind it and this is what I am also very interested in. 

A photo of Bill Nye’s new show “Bill Nye Saves the World” taken from https://www.imdb.com/title/tt6021260/mediaviewer/rm2890217216

In high school I started to enjoy sciences a lot more because most of the time I was able to read the textbook and teach myself concepts I struggled with or go to the teacher and ask if I still didn’t understand. As a result, my grades picked up and this only furthered my interest in sciences. Furthermore, I had great biology and chemistry teachers who helped keep this “spark” alive. They let us do a lot of great experiments which prepared us well for university. I can thank my chemistry teacher in particular for encouraging me to continue on in sciences. In grade 11 I had my doubts about whether I would be able to handle sciences in university or even the next year in grade 12. She believed in me and this doesn’t sound like much now, but at the time it meant a lot, especially because I hadn’t done that well academically in science all throughout elementary school. 

Currently, my science role models revolve more around certain environmentalists, such as Greta Thunberg, as well as documentaries. As I said before, Bill Nye is still someone I watch along with documentaries by National Geographic. I watch these when I have time, but I find myself watching them a lot more when I’m not in school to keep my science brain alive or when I’m at a road block and feel like I’m missing a “spark.”

A quote from the reading that I really enjoyed and thought resonated with my post this week is: “our mission should be to leave our gentle enriching thumbprint on our visitors, donors, volunteers, policy-makers, and administrators. If we do this, we will garner the support we need and leave a legacy.” I thought this quote was really sweet and I was able to relate this to how my chemistry teacher believed in me and how such small actions can impact us so profoundly. 

My question to you guys is: what do you do or who do you go to when you feel like you are lacking your “spark”? 

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          Thank you so much for sharing your science heroes and how they have evolved over time. I also spoke about Bill Nye in my blog post and my experience was similar to yours with the teacher rolling in the TV to watch Bill Nye in science class. I was always so excited to get to watch Bill Nye in science class just as you. It is clear from your post that Bill Nye is still one of your science heroes, but your heroes have also evolved with you over time from your chemistry teacher. My scientific hero is also a teacher I had from high school but for me I learn best by doing so I was really engaged during outdoor activities that sparked my interest in environmental sciences. 

Photo taken by my dad of me kayaking the the Eramosa river as an example of me re-kindling the “spark” (2019).

          To answer your question about what I do to re-kindle the “spark” I like to get outdoors. It sounds cheesy but when I get too wrapped up in school or with life that I forget my true values and goals I will go outside. Whether that’s walking my dogs, hiking, kayaking or any other activity, being in nature reminds me of the bigger picture and why I am so passionate about nature and protecting the environment in the first place. A quote from Beck and Cable (2011) resonated with me 

“Our goal should be to build relationships: to touch acquaintances in a way that makes them want to be our friends” (page 132). 

          I think this has a lot to do with scientific heroes such as Bill Nye because we may not actually be friends but there is a relationship there that has influenced many peoples lives.

References

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

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Scientific Heroes

         Throughout primary school, middle school and high school I have always loved science. There’s no surprise that watching Bill Nye in science class was always an exciting time. When it comes to scientific heroes, I don’t think of Bill Nye as my scientific hero, I think about a specific teacher in high school. I have actually already mentioned this teacher in my first blog post, his name is Joel Barr. I mentioned that Mr. Barr was my CELP teacher and that he offered me the “spark” that Beck and Cable (2011) describe as an interpreter’s ability to relate a subject to the lives of people in the audience and create an interest. Beyond the “spark” he ignited a passion for the environment within me. This is because he encouraged me to explore my passions for science beyond the classroom. One of my favourite things he would tell the class was: “don’t let school get in the way of your education.” Mr. Barr broke the mold of how I understood science from a classroom setting of watching Bill Nye to the real-world experiences that I could gain from opportunities in my community. Beck and Cable (2011) describe an interpreter’s passion as

“being passionate for the interpretive site, the interpreter has a passion for sharing his or her knowledge and wisdom with others” (page 156). 

          I think that’s what makes Mr. Barr my hero. It’s not that he taught me anything specific about a certain topic that impacted my life, but it was his energy, passion and charisma that I strive to embody within myself. He encouraged me to follow my own passions and to keep achieving my goals regardless of challenges I may face.

Photo taken by Kennedy Dolby of Mr. Barr capturing his energy and passion as he teaches the class about the Earth Keeper’s program for grade 5′s (2013).

          Even though I have graduated the CELP program I carry the leadership and experiences that Mr. Barr provided to me and aspire to be as insightful, encouraging and supportive as he was in my life to others. I never thought another teacher could have such a strong impact on my life until I came to university. I have had the pleasure to be in several of Dr. Simone Haerri classes throughout my undergrad. I have learnt so many things from her classes such as scientific knowledge and scientific communication through writing and public speaking. She really cares about her student’s success and I really benefited from her feedback to continuously improve. Beyond the many things I have learnt in Simone’s classes I admire her optimism, adaptability, desire and passion. These are characteristics that I think regardless of success are genuine and something that I want to carry forward in my own life.

Photo of a poster I created for Simone’s climate change biology class that I was able receive feedback on and improve my science communication skills (2018).   

          As I come to the end of my undergraduate degree, I struggle to understand what my next step is with my education and career. Despite this great unknown, I value my scientific heroes and know that which ever direction I choose in life I will take with me important lessons I’ve learnt from them and emulate their same passion, energy and integrity for their work in my own life.

References

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

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The Wonder of Plants

The most amazing thing (I think) about nature is edible and medicinal plants. I learnt a lot about these through my job this summer. Once you learn the hazardous/poisonous plants, you can explore everything else the forest has to offer!

First, we’ll start with my favourite – plantain. Not the plantain in the grocery store reminiscent of a banana, I’m talking about common plantain, a “weed” commonly seen all over parks or your front lawn. This plant is magical in its healing abilities. You can pick some, chew it up and apply it to your cuts/ scrapes. I don’t know too much about the science of it, but I do know one story from “Plants have so much to give us, all we have to do is ask” (Geniusz et al., 2015). I was told this story from my co-worker, so I apologise for any discrepancies in the re-telling.

One day, a professor was working, and a man came into her office and left a big bag of freshly picked oranges on her table and left. Her boss said, to go ask that man what had happened, as she believed some healing had happened. She retrieved the man, and he said that he had learnt about plantain from her class and had taught about its healing properties to his mother. Later on, his mother went to a garden conference, and she began to feel strange after she found a cut on herself. So, she kept applying plantain throughout the whole day. The next day, she still felt ill, so she decided to go see a doctor. The doctor asked her many questions, and eventually he asked her what she was doing yesterday, and she said she was at the garden conference. He said, “I’m so sorry, but two of your friends have died”. Apparently, they got bit by a venomous spider, and died from it. They ran tests on the woman’s blood, and apparently, she had gotten bit by the same spider, but because she had kept applying the plantain, she had survived. The son of this woman had brought the freshly picked oranges as a thank you gift to the professor for teaching him this knowledge about plants.

So that is a story, courtesy of Mary Siisip Geniusz and my co-worker for telling me it.

That’s just one amazing medicinal plant that exists out there. I find it really interesting how many cultures, especially Indigenous ones, have such an in-depth knowledge about wildflowers and medicinal and edible plants.

Another plant I love dearly is Yarrow (Achillea millefolium), which is helpful for fevers, pain and headaches. I also love the mulberry trees for feeding the ducklings and feeding my soul, as well as providing me with a purposeful dye to paint with (Garrett, 2003).

I encourage you to find a reliable medicinal plants book. Currently I’m reading “The Cherokee Herbal” and supplementing it with “Newcombs Wildflower Guide” to identify plants with. I think that using the gift of beauty can allow us to find anything in nature as fascinating, if we go into learning with that mind set.

So the question I will leave you with is, where do you think you can bring a sense of wonder into your life to learn about nature, and what do you think you would like to learn more about?

-       CJ

Works Cited

Garrett, J. T. (2003). The Cherokee herbal: native plant medicine from the four directions. Rochester, Vt: Bear & Co.

Geniusz, M. S., Geniusz, W. D., & Geniusz, A. F. (2015). Plants have so much to give us, all we have to do is ask: Anishinaabe botanical teachings. Minneapolis: University of Minnesota Press.

Newcomb, L. (2011). Newcombs Wildflower guide: an ingenious new key system for quick, positive field identification of the wildflowers, flowering shrubs and vines of Northeastern and North-Central North America. Boston: Little, Brown.

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          Thank you for sharing the story told by your co-worker. I am truly astonished by the outcome of that story. I agree with you that edible and medicinal plants in nature are amazing. A few that come to my mind are chaga mushroom, wintergreen and echinacea. I am also interested in the various medicinal applications that can be found in nature. I have always been fascinated by honeybees and this semester I’m able to learn more about them in a course called honeybee biology. Recently, learnt that there are antibacterial properties in honey. The mechanism is from the release of hydrogen peroxide generated from the reaction of glucose with a wound and other phytochemical components in honey. Results from a study by Cooper et al. (1999) found that manuka honey could prevent the growth of Staphylococcus aureus with a minimum inhibitory concentration of two to three percent. Additionally, honey that was sourced from various pastures could prevent the growth of Staphylococcus aureus with a minimum inhibitory concentration of three to four percent (Cooper et al., 1999). I think the use of honey could be an effective way to develop new strategies to address the problem of resistance by including the natural antimicrobial activity of honey as part of the solution. It is interesting to me that honey has been used for medicinal purposes for thousands of years in ancient civilizations, but the use of honey is not as prevalent in medicine today due to modern technology. Further research on this topic could have an important role in developing a modern and commercial use of honey in medicine.

Reference

Cooper, R. A., Molan, P. C., & Harding, K. G. (1999). Antibacterial activity of honey against strains of Staphylococcus aureus from infected wounds. Journal of the Royal Society of Medicine, 92(1), 283-285.

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Dog Strangling Vine

          Dog strangling WHAT?! Don’t worry I’m not talking about a vine that will actually strangle your dog. I am talking about the alien invasive species Cynanchum nigrum commonly known as dog strangling vine (DSV) or swallow-wort. DSV competes with native vegetation for habitat, sunlight, water and nutrients reducing the ability for native vegetation to grow and will quickly dominate an area reducing the biodiversity. The dense growth of this invasive species can negatively impact forestry and agriculture industries.

Photo by Greg Bales of dog strangling vine covering the forest floor from Ontario’s Invading Species Awareness Program.

          Not only does DSV have detrimental effect on the surrounding native vegetation but it also negatively impacts monarch butterflies. Monarch butterflies confuse milkweed plants with DSV and lay their eggs on DSV instead of milkweed. Emerging larvae that feed on DSV are unable to survive because DSV as a food source is not substantial enough for the emerging larvae causing nutrient deficiencies (DiTommaso and Losey, 2003). This means that monarch larvae are unable to fully develop leading to a decrease in monarch butterfly population.

Photo from colourbox of a monarch butterfly.

          In the mid-1800s settlers from Eastern Europe introduced DSV to North America for growth in gardens because it does have a nice purple flower (OMAFRA, 2003). By the early 1900s DSV spread into Canada. Today, DSV has established in many parts of South Eastern Canada specifically, in Ontario between Ottawa and London and in some parts of Quebec (OMAFRA, 2003). DSV can grow in a variety of habitats including ravines, hillsides, managed forests, fields, roadsides and ditches (MNRF, 2012).

Photo by Ken Towel of dog strangling vine flowers from Ontario’s Invading Species Awareness Program.

          DSV is an herbaceous plant that grows an upright stem measuring up to two metres tall (DiTommaso et al. 2005). Along this stem are pairs of oppositely growing oval-shaped leaves that are wide at the base and come to a point at the tip. The leaves are largest near the middle of the plant measuring 7-12-centimetres and get smaller near the top of the plant measuring 5-7-centimetres (DiTommaso et al. 2005). DSV will continue to grow very tall until the stem can no longer support the weight causing it to twine around other plants and trees as a vine. In late July too early August DSV will produce fruit in the form of a 4-6-centimetre long slender seedpod. The pods begin green and develop a milky sap turning brown revealing feathery seeds resembling those of the milkweed family. These feathery seeds allow for effective dispersal and ability to invade.

Figure by DiTommaso, Lawlor and Darbyshire of dog strangling vine flowers and seed pods from The Biology of Invasive Alien Plants in Canada.

          I have personally witnessed the destructiveness of DSV and I am passionate about protecting monarch butterfly populations. Which is why I actively participate in the management of DSV in my hometown to protect native species. The main management technique which I have been apart of is by means of mechanical control. This involves defoliating the plant by clipping or mowing up to four times in one season to remove the biomass. Other management strategies can include the use of broad-spectrum herbicides. However, when applying these types of herbicides there is a risk of removing native vegetation with the DSV. With various methods of management, you can get involved and help prevent the spread of DSV and protect native vegetation and monarch butterflies for their continued survival!

References

DiTommaso A, Losey JE. 2003. Oviposition preference and larval performance of monarch butterflies (Danaus plexippus) on two invasive swallow-wort species. Entomologia Experimentalis et Applicata, 108(1):205-209. 

Ontario Ministry of Agriculture, Food and Rural Affairs. 2003. Ontario weeds: Dog-strangling vine from: http://www.omafra.gov.on.ca/english/crops/facts/ ontweeds/dogstrang lingvine.html

Ministry of Natural Resources and Forestry. 2012. Invading species awareness program: Dog-strangling vine from: http://www.invadingspecies.com/dog-strangling-vine/.

DiTommaso A, Lawlor FM, Darbyshire SJ. 2005. The biology of invasive alien plants in Canada. 2. Cynanchum rossicum (Kleopow) Borhidi [= Vincetoxicum rossicum (Kleopow) Barbar.] and Cynanchum louiseae (L.) Kartesz & Gandhi [= Vincetoxicum nigrum (L.) Moench]. Canadian Journal of Plant Science.

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Music Moves Everyone!

          It is well-known in this course that the role of nature interpreters is to connect individuals to nature. To be a successful interpreter (or naturalist), focus is placed less on a formal training and more on your passion for learning and sharing. Before you can truly share information that you are passionate about, you need to understand your participants backgrounds and potential advantages or disadvantages that they currently hold (ie. their invisible backpacks). To be more specific, there is not one box or pathway for becoming an interpreter and the focus is less on facts that you know and more on your ability to instill passion or create connections to nature for other people.  

          That being said, this week’s blog post prompt is very special to me. The reason this is has to do with my background as a musician along with my passion for the environment as a nature interpreter. Just like a successful musician, being successful at nature interpreting takes practice along with adapting. This idea of practice makes perfect was introduced to us in our textbook readings along with our lab at the Arboretum with Chris and can connect to the idea of being a musician. To effectively communicate our interpretations to others we need to understand the basics of communication and nature interpretation. Only then can we create our own personal styles and strategies. When I think of music in nature, I immediately picture a spring where birds are singing and those sounds mesh together to create a harmonic symphony. This is only one example, however, if you think about our brief walk through the arboretum we were exposed to a variety of sounds. Sounds such as wind moving through the trees, shoes crunching leaves, water being splashed around, and even the male birds singing in the bird call game. While not the typical music we first think of, the sounds we hear in nature are often an inspiration to artists when creating their masterpieces. To me, music to be is the combination of sounds to create a piece of expressive art. It can be used in a variety of settings, however, for nature interpretation it can be an effective tool when appealing to auditory learners when incorporated into programs. Thus, music in nature can be found everywhere sound is made and presents itself in a variety of difference forms. All combined to create a musical symphony depicting different lessons, as demonstrated with bird calls and their importance in finding mates and marking territory.  

          To answer the second question for this week, asking where nature is in music, it is evident that the environment influences many processes. Thus, it would not be a stretch to infer that nature has an influence on musicians when they are creating art. It is also expressed in the textbook how musicians utilize music as a vessel for sharing the beauty and timelessness of nature. Thus, music in nature and nature in music can be represented in a variety of ways. These ways being crucial tools used for interpreters to pass information onto individuals or for inspiration to be received by musicians.  

          I wonder, is there a specific moment where you were running an interpretive program that you found utilizing music or sounds to be beneficial in solidifying information?  

          Or if you are a musician (or artist), can you think of a moment where you felt inspired by the sounds of nature when creating a piece of art?

References

“The Gifts of Interpretation” by Larry Beck and Ted T. Cable. 3rd Edition, Copyright 2011.

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          Thank you for sharing your insightful and genuine thoughts on music in nature. I appreciate you sharing your passion for music. I respect and admire musicians because I myself am not musically inclined. I agree with what you said in your post about the sounds you hear in nature such as wind moving through the trees, crunchy leaves, water running and the songs of birds. I like the way you describe these sounds in nature as a musical symphony when to my ears they are just sounds. Which shows that you have a better tuned ear for music than I do. I personally would like to develop my musical skills as I am learning from going on the walk with Chris Early and being involved with creating a podcast that music is important in nature. While trying to interpret music in nature takes me out of my comfort zone because I don’t feel that it is one of my strengths, I want to improve this skill. I want to get to know the songs of birds better to identify them and be able to have music in nature as one of my interpreting tools.

          You also made an important point that auditory learners might learn better from interpreters who present information in an auditory format such as music. This makes music in nature an important skill to connect with a variety of different audiences in while interpreting. Singing songs by the campfire when I was in girl guides was one way I could engage with music in nature. Singing songs can be a great way to bring music into nature interpretation and chances are a catchy song with a take home message might get stuck in your head making you more likely to remember!

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Sounds in Nature or Music?

           When I think about music in nature, I think about the sounds I hear when I’m outside. I have two dogs at home that I like to take for walks in the evening. Recently the sounds I hear while I’m walking my dogs are the crunching of fallen leaves beneath my feet. The wind whistling between tree branches as there are fewer leaves that cling to their branches. The sounds of birds and water as we pass the neighborhood pond. There is so much of nature that can be experienced just by listening.

Photo taken by me of my feet and the crunchy leaves I hear when I walk (2019).

          These examples of nature that I hear on my walk with my dogs are only sounds. Nature sounds are calming and relaxing. But how do sounds of nature become music? I think of music in nature as singing around a campfire from my days as a girl guide. The connection of being outdoors and singing songs is music this doesn’t come from nature. The songs of birds are natural music as they sing to attract a mate, to announce a warning or protect their territory. During the walk with Chris Earley at the University of Guelph’s Arboretum, he demonstrated different bird calls. I was fascinated because when I hear the songs of birds, I can never identify what kind of bird it is. However, Chris Earley had a fun way of remembering each bird call with words. For example, a chickadee makes the sound “cheeseburger”. I thought this was a neat way to remember bird songs.

Colourbox photo of people singing around a campfire (2019).

“Indeed, interpretation is an art that combines many arts. The basic principles for creating and presenting an effective story also apply to any of the arts used wholly or in combination: drama, poetry, puppetry, storytelling, music and dance. The possibilities are endless, and the final product is a function of the individual interpreter’s knowledge, talents, experiences, imagination, organizational care and presentation skills.” Page 26 – Beck and Cable (2011)

          This quote from Beck and Cable (2011) got me thinking about all the different forms nature interpretation can take on, making it truly an art. I am personally not musically inclined but as Beck and Cable state there are various ways to interpret nature and it depends on the interpreter’s experiences, knowledge and skills. I think that there are many ways to interpret nature including with music. After going on the walk with Chris Earley and being involved with creating a podcast, I am learning more about how important music is in nature. Not only with bird songs but also with creating a podcast, to keep things interesting for children music can be a good way for engagement. While trying to interpret music in nature takes me out of my comfort zone because I don’t feel that it is one of my strengths, I want to improve this skill. Sounds in nature are more than just crunchy leaves and wind. I want to get to know the songs of birds better to identify them and be able to have music in nature as one of my interpreting tools.

References

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

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Now I walk in beauty

I am an artist myself, so I personally interpret nature through art almost every day. My drawings and paintings center around my interpretation of people and their connection with nature. I aim to express my feelings about nature and people through my art.

I also work to create art with mediums that are more environmentally friendly, including handmade watercolour paints (by a lovely Indigenous woman in Manitoulin Island), and black walnut ink that I made myself. I know there are many other natural dyes and inks you can make from plants, but with the winter quickly approaching, that will be a project for next summer. I think it is important to realise that most art mediums come from some natural form at its root and learning how to create these mediums ourselves allows us to have a deeper appreciation of the art we are creating.

A piece of art I made the other day, using my tablet.

I personally believe that we are all nature in itself, and we are deeply connected to the rhythms of the earth. Many other animals are known to be in tune with fluctuating rhythms of the planet, so I personally think it makes sense that we are too. The reason I make these connections (relating wonder and connection to nature), is because we intricately are nature and it is important to interpret and express that to others.

Nature also has patterns that can be extremely beautiful and complex, seen in geometric patterns of plants.

I believe it takes a certain eye to see nature as beautiful and as art. As nature interpreters I believe it is our job to bring that beauty to light to the people we are interacting with. I think the best way to do so is to bring a sense of wonder and imagination when we are out on walks, hikes, or showing nature to anyone else. Also, taking hikes slowly and pausing along the way to really appreciate a view creates that sense of wonder too. Doing creative activities either in nature and about nature connects people more deeply to this sense of wonder. Creating with natural materials, painting a landscape, making art on the ground through a sculpture of rocks you found, etc. There are so many different ways of creating.

I deeply agree with this quote “Interpreters can carry out the profound act of interpreting beauty only if they first perceive it themselves and know strategies to bring it to the attention of others” (Beck and Cable, 2011). Having a sense of wonder and imagination shows others how there is beauty in simple things, in everything that is around us – nature. This can inspire us to create more, as we can create beautiful things.

Art can express nearly anything and everything we want it to, if we just put our heart and soul into it.  Creating connects us with our bodies, our hands, our mind, and our heart. It connects us with our “interior landscape”, also known as our self, our thoughts and moods, as well as the “exterior landscape” of the world around us. Creation invokes feelings inside of us, just as beauty does. Having creativity as our skill allows us to look at the world with a new perspective.

My question to you is: how do you interpret nature through art, and what are your favourite ways of doing so?

-       CJ

References

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

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          Thank you for sharing your personal experience with art and nature. The art you created and shared in your post is beautiful. I also love that you try to incorporate natural elements in your art such as dyes and inks from plants. I am not someone who is very artistic and seeing beauty doesn’t come naturally to me. I really have to take time to pay attention to details in nature to admire the beauty. I like to interpret nature through the art of photography. I had the opportunity to be involved in a photography workshop in high school that allowed me to recognize beauty in nature. It was from this workshop that I learnt to slow down and admire the details that exist in nature. As someone who isn’t very artistic, I can still find ways to interpret nature through the art of photography. However, I had to develop these skills and train my eyes to see the beauty of nature as it didn’t come naturally to me at first. I agree with what you said in your post about nature interpreters helping people to connect with nature because without the photography workshop I would probably not notice all the beautiful details that exist in nature. Beck and Cable (2011) mention that people often need help to view the beauty in nature by directing their attention and helping them understand the meaning of nature. I think that everyone can appreciate the beauty nature even if they aren’t artistic because beauty is subjective. It just might take the help of nature interpreters to engage people in new ways with nature to view it’s beauty. Your suggestion in your post to create art using natural materials such as making rock sculptures inspired me to collect things from my walk this morning and create something with them.

Photo I took of the art I created from things I found on my walk this morning (2019).

References

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

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Natural Beauty

          I interpret nature through art because I am attuned to the beauty that exists in nature and I find peace, elegance and joy in nature’s beauty. The way I perceive beauty in nature has developed with my relationship to nature that I described in my first blog post. I didn’t always notice the beauty in nature, but I learnt to pay attention to details as I developed an eye for nature’s beauty. Beck and Cable (2011) mention that people often need help to view beauty by directing their attention and helping them understand the meaning of nature. I had the opportunity to be involved in a photography workshop in high school that allowed me to recognize beauty in nature as Beck and Cable (2011) mentioned. The workshop is called “focus on nature” and it is offered in Guelph to inspire people to explore and connect with nature through photography. The workshop provided me with photography skills but also was the first time I really stopped to view the beauty in nature and interpret it through the art of photography. This workshop revealed to me the details that exist in nature and, changed the way I saw beauty in nature. I was truly inspired by this experience and I continue to notice details and feel at peace in the elegance of nature. Since, learning some basic photography skills from this workshop I have been able to apply them to capture the beauty that I perceive in nature.

Photo of a bee on a sunflower I took this summer at Terre Blue (2019).

Photo of turkey tail fungi on tree I took in Guelph/Eramosa (2019).

          I interpret nature through art with photography however, the beauty I see is personal and subjective. The subjectivity of beauty makes it difficult to describe. Beck and Cable (2011) explain that “[beauty] is revealed beyond the senses to the soul; an uplift of one’s spirits, a rejoicing in the presence of symmetry, elegance, harmony, grace” (page 136). Despite beauty being difficult to define because of its subjectivity everyone can enjoy some aspect of nature’s beauty. I think that the real beauty in nature is it’s ability to change throughout the seasons. Beck and Cable (2011) also mention this idea of natural beauty being dynamic and more beautiful than any painting could portray it, because nature is never the same from one instant to the next. Over the Thanksgiving weekend I was camping in Algonquin Park where I got to witness some of the most beautiful changes in nature, the fall colours. 

Photo I took over Thanksgiving weekend of the view of the lookout on Bat Lake Trail in Algonquin Park (2019).

          Walking through the immensity of the natural landscapes that is Algonquin Park I am reminded of the size of nature. Looking out over the lookout of Bat Lake Trail I felt like I was only a small part of a greater picture. Nature not only has beauty but the power to provide life. In light of Thanksgiving weekend I am grateful to be apart of nature and get to appreciate it. It is through my appreciation for the beauty in nature that ignites my passion to protect it for future generations to enjoy. Beck and Cable (2011) explain that connecting people with the beauty of nature inspires stewardship because it ignites people to care. This is where interpretation of the beauty in nature is important to connect people with it’s beauty to encourage protection of these landscapes.

Photo I took of an echinacea flower growing in my backyard (2019).

Through what medium do you perceive the beauty and art of nature?

References

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

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Outdoor education comes in all forms!

          After doing some research regarding the podcast assignment that we have coming up, it has come to my attention the increasing need to encourage outdoor education. Undoubtedly due to a variety of circumstances that include the influence of technology, youth and adults are missing out on opportunities to connect with nature. It is well known in literature that physical exercise is key to healthy living and can influence your state of mind. In a study by James et al. (2017), researchers described barriers influencing the ability of children and adults to participate in outdoor activities. Unfortunately, some of these barriers are the highest in low-income urban communities. Thus, only furthering the need to encourage communities to create opportunities for accessible outdoor education. It is necessary as outdoor educators to do our best to mitigate any or all obstacles in the way of providing opportunities to connect with the outdoors to everyone. In the traditional sense, outdoor education has often been intertwined with schools that are fortunate enough to have the funds to travel around. However, the idea of outdoor education should not be limited to just schools or families that have appropriate funds, they should be inclusive to all.  

          In our textbook, the idea of integrating technology within interpretive programs has been cautioned. Technology can be a great tool for meshing comfort zones of individuals and helping to connect them to the naturalized world. It also allows for smaller nature or interpretive centers to share their knowledge on a larger scale. However, the textbook mentions that our technological age has caused researchers world-wide to be concerned about the impacts on our physical and mental health. This is consistent with research that I have found throughout exploring our topic of outdoor play in our podcast. It is important to note as interpreters that technological based programs can be expensive if utilizing high-tech exhibits. Although, it doesn’t always have to be financially draining as most people have access to a smart phone, laptop, or tablet. The question here would be, how do you utilize the common technology that many people have already?  

          In my experience with running outdoor interpretive programs, there is an increased trend in utilizing platforms such as iNaturalist. This app in particular, helps a variety of individuals (from a skilled ID researcher to a curious individual) understand and identify a large range of organisms in nature. It is designed to help integrate the common smart phone along with the convenience of taking a picture to encourage learning. This encourages many people to start learning about different biotic and abiotic components of their surrounding landscapes. Thus, the integration of technology is not always feasible or dependable in some cases, however, after understanding the background and the potential tools in your audience’s backpack. It may be beneficial to integrate tools as simples as an app that can be downloaded onto your smart phone. This may encourage learning through engagement and connection between the sometimes segregated worlds of nature and technology.  

          Since being immersed into the outdoor programing or interpretive world, I am curious whether those of you who have participated in similar programs have noticed an increased integration of technology? This could be through a variety of technological tools including; GPS units, phone apps, etc.

          This area of outdoor education is so vast and as interpreters I think we can become lost in the traditional idea of outdoor education. Thinking back to one of the earlier lectures, when googling “nature interpreter”, the images coming up are very similar to this one.  

Picture taken from: https://www.venus-line.net/en/sightsee/八ヶ岳自然と森の学校/

Depicts a “typical interpretive program”, after googling “nature interpreter”.

However, nature interpreters can come in a variety of forms during a variety of times. Meaning, you don’t have to have formal training, you just need a passion to learn and understanding or appreciation for the big picture environment.  

Photo by my band mates, depicting myself saving a green frog from being squished during a final performance.

Photo by my sister of myself holding a pine imperial moth caterpillar that I saved from being squished at a boat launch in Muskoka.  

References:

James, A. K, Hess, P., Perkins, M. E., Taveras, E. M., Scirica, C. S. (2017). Prescribing outdoor play: outdoors Rx, Clinical Pediatrics, 56(6), 519-524.  

“The Gifts of Interpretation” by Larry Beck and Ted T. Cable. 3rd Edition, Copyright 2011.

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          Thank you for sharing your thoughts and experiences with combining the two segregated worlds of nature and technology. This is an interesting topic because traditionally nature interpretation is geared towards getting people away from screens and engaging with the environment. However, more than ever technology such as smart phones, tablets and laptops are integrated into our everyday lives. In my experience participating in an outdoor education program there wasn’t any integration of technology in the program. Additionally, the teaching style was very traditional, making our own mukluks for a winter camping trip, using sleds and canvas tents. This traditional back to nature type of outdoor education program was an amazing and inspirational experience for me. However, since I graduated from the program, fewer people are interested in applying and the numbers have decreased to almost not being able to run the program. This is upsetting for me to hear because of the amazing experience I had, that honestly changed my life. Perhaps, as you suggest in your post, the way to engage more people in outdoor education is integrating technology into these programs. The challenge would be to balance nature and technology. To get the outdoor experience without technology being too much of the focus. I like your example of using iNaturalist to identify species in the field. Another example I thought of was an app called Sky Map that allows you to identify constellations, stars and planets with your smartphone. I agree that there are ways to integrate technology into nature interpretation in a fun and meaningful way. I think that the future of nature interpretation is going in a positive direction by integrating technology into programs to keep up with the trends of peoples interests today as smartphones, tablets and laptops are already a large part of our lives.

Photo taken by me of my classmates mukluks (2015).

Photo taken Kennedy Dolby during 2015 winter camping trip of the canvas tent.

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Individual actions for global change

          As I near the end of my undergraduate studies I have been reflecting on all the courses I have taken, and I’ve realized that there is a theme. The overarching theme of environmental concerns such as climate change, air and water pollution, land degradation, deforestation, biodiversity loss, urbanization, littering and landfills, natural resource depletion, endangered species and extinctions and countless more. When I started my undergrad, I was excited to learn about these issues and be part of the solution to these problems. However, I have since learnt that global issues can’t be solved over night and the more I learn about them the more I feel unable to make a positive change. I try to be conscious of the impacts my everyday decisions have on the environment, but I am also aware that I am only one person. I want to challenge this idea because I believe individual actions can make a difference in global issues. I think that a lot of people have this preconceived notion that because these are global problems there needs to be global solutions provided by global corporations and governments and only with new emerging science and technology.

Photo of me tree planting for the first time in high school which has become a yearly tradition since 2013. Photo taken by my best friend Brenna Dorosh.

          For example, when choosing to bring a reusable mug for your morning coffee, you might only be avoiding one less disposable coffee cup from ending up in a landfill which might seem insignificant. But when choosing to do that for an entire year you’ve now stopped 365 disposable coffee cups from ending up in landfills. This simple action can have even more impact when multiple individuals choose to use a reusable mug avoiding millions of disposable coffee cup from ending up in landfills. Similarly, when one individual puts an extra disposable cup around their coffee because it is too hot to hold on to this might not seem that bad. After all it’s only one extra cup. But when one million people do the same thing now there are an extra one million coffee cups that will end up in landfills. Actions on an individual scale, whether good or bad for the environment, have a global impact. Instead of waiting for governments, companies, science and technology to solve global problems I believe that individuals have the power to make change with their actions.

Photo from colourbox of a hand holding the Earth with the phrase “Think global, act local” which has been used in many context but the first use in an environmental context was by David Brower the founder of Friends of the Earth.

          Reflecting on this made me think that maybe not all individuals have a good understanding of global issues like I do, so they are unaware of their actions good or bad to feel empowered to make a difference. This is where I have started to connect the concepts of nature interpretation to being able to solve these global issues. For example, communicating the knowledge I have gained in my undergrad to others is important to share my knowledge in ways that engages others who might not value the environment the same way I do. From reading “The Gifts of Interpretation” I am learning skills such as sparking interest and knowing your audience to relate the information to their interest (Beck and Cable, 2011). I hope I can learn more throughout this course to effectively connect people with nature through their own interests and empower people to make positive change.

If you are nearing the end of your undergraduate studies what are some courses or themes of many courses that stood out to you throughout your studies?

Do you believe that global issues can be solved by individual actions or are these types of issues only going to be solved by governments and corporations?

References

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

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A Continuous Train of Thought

         When you share a story with a friend, you never begin with the end of the story. It has no context…no build….and in the end, it’s not really a story. It’s just a single fact that has little relevance to your listener. So why should interpretation be any different? As Freeman Tilden once said, “A cardinal purpose of interpretation, it seems to me, is to present a whole, rather than a part, no matter how interesting the specific part may be” (Chapter 5, The Gifts of Interpretation). Presenting a single viewpoint of a larger picture can leave people more misinformed than when they began, but it begs the question: what defines a ‘whole’ exactly?

         I believe part of the answer lies within the following quote:

“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).

           Ancient things are another singular viewpoint in time. Out of context, they can seem meaningless, and therefore have no ‘merit.’ Simply looking at the beginning of a long-going story inspires no further thought. Edward Hyams mentions ‘integrity’ and having integrity in maintaining a sense of whole. In order to understand a full picture, you must examine all its parts. This integrity comes from keeping ancient things in memory in order to understand how it relates to the present. 

(Transit by rail freight - Retrieved from Colourbox)

           I think Hyams shares an extremely important message in the second half of this quote. Where a train has come from has important implications for where it is going. It’s connected after all on a track through time. One different turn can take you in a completely new direction and the next thing you know you are at a different station. I see it as a powerful metaphor for how past decisions can influence how we make our future ones. 

           As the quote infers, we are never really rid of the past. Its lessons are all around us, and I am always reminded of this when I look at nature. Simple structures, such as the rocks and sediments we stand on, all hold reminders of the past. While working along the shores of Lake Ontario in Kingston, the rocks are filled with fossils from a time when Ontario was merely an ocean floor. I think of the past as a tool always at hand. If we are able to learn from the past, we are better able to inform our future. 

(Crinoids, brachiopods and other marine invertebrate species fossilized in limestone along Lake Ontario shoreline - Photo taken by me)

“Ultimately the role of history is to provide the opportunity to examine ourselves and how we have become what we are today”

 (John Golda, Chapter 7, The Gifts of Interpretation).

        Looking upon our history to analyze what we might regret or strive to repeat allows us to not only grow as an individual but as a society. 

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

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          Wow what an incredible post! Thank you for sharing. Your interpretation of the railway metaphor gave me another perspective on the quote that I initially didn’t think about. That the train’s destination relies on where the train came from. The idea that continuous track is connected through time. Essentially the different turns in history along this track bring train to a new destination or present. This is so insightful! It is interesting to think that if the metaphorical turns in history were different would the train’s destination or present be different? Or if we could back and change where the train came from, would we?

         Remembering the past as you say in your post is so important to learn from and inform future decisions. I agree and think that interpreters have an important role to play in passing along history. Interpretation of history can be powerful when it aligns with the historical site providing a meaningful experience. Beck and Cable (2011), suggest re-enactments, embodying a character and living history with sets, costumes and props to keep history alive. Especially when many people view history as boring, unimportant and useless in everyday life. Engaging people with history is important to teach lessons about humility, loss, courage, hardships, wisdom, struggles and hope. All of these lessons people can learn from and apply to their own current experiences and lives. As you say in your post, history can help grow and better society by reflecting on these events and learning from them. 

References

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.

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Remembering History

Photo of railway track from colourbox with a quote by Edward Hyams.

          Addressing the first part of the quote by Edward Hyams, my understanding is that ancient things don’t have any meaning on their own. I thought about this as a physical item that is broken and only possessing a single piece of this item would have no value or meaning on its own. The item as whole can be understood and provide value and meaning. Similarly, when thinking about history being passed down through story telling, artifacts, buildings, writings and photographs these can be scattered and have missing information that on their own lack value and meaning. As a whole, history and the things, places, and people within have meaning and help shape the present. Essentially life today cannot fully be appreciated or understood without knowing the past events throughout history that have shaped it to what we know today.

          The second part of the quote presents a railway metaphor that addresses how not acknowledging history assumes that things only exist in the moment that they happen. However, the present cannot exist without the past which persists through stories, artifacts, photos, buildings and writings even after the moment has passed. Additionally, even if there is no documentation or evidence of history that doesn’t mean that it never existed.

          Reflecting on this quote made me realize past events that are taught address humility, loss, courage, hardships, wisdom, struggles and hope. All of which are important lessons to learn from and pass along to the next generation. While on a walk around the downtown of Guelph I learnt a lot about the origins of Guelph and the different historical buildings. Having grown up just outside of the City of Guelph I visited downtown frequently but never knew about the historical buildings or the stories that shaped Guelph to be as we know it today. Which made me realize how disconnected I am from my own local history and how important is it to keep history alive and relevant to today.

My own photo taken during the historical walk around downtown Guelph (2019).

          As mentioned by Beck and Cable (2011), natural areas have a history just as much as a historic site is linked to natural resources both of which can be interpreted together and separately. I think that interpreting history is just as important as interpreting nature for passing along stories, information and lessons to future generation. Since the past can be scattered and some information missing from records different versions of history can be pieced together. This can create mystery and wonder presenting history in different contexts while still presenting the whole. This can be powerful for interpretation as it can present themes and stories that align with area and have a profound impact on those experiencing the interpretation. For example, Beck and Cable (2011) suggest re-enactments, embodying a character and living history with sets, costumes and props. Just as Ken from the Guelph Civic Museum keeps the history of downtown Guelph alive, interpreters are vital to passing along stories of the past so it can be remembered into the future.

References

Beck, L., & Cable, T. T. (2011). The Gifts of Interpretation: Fifteen Guiding Principles for Interpreting Nature and Culture. Urbana, IL: Sagamore Publishing.