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@mecenvs3000w23
Disclaimer:
This blog was created for ENVS*3000, University of Guelph.
The opinions expressed here represent my own and not those of the University of Guelph.
The University of Guelph is not responsible for the accuracy of any of the information supplied by this blog.
Unit 10
It has felt like this semester has gone by so incredibly fast, and I cannot believe that I am writing my last blog post already. I originally registered for this course for a few reasons. First, because it was offered as an online class, and throughout covid, I realized that I loved the added flexibility you have in online classes. Second, this was one of my restricted elective options and third, I love all things about nature and had been planning on taking this course since my first year. I am incredibly happy that it finally fit into my schedule during my last semester.
Throughout this course, I have learned a lot about interpretation as a whole and have thoroughly enjoyed the opportunities I was given. For example, I found Tumblr blog posts to be much more enjoyable than regular discussion posts on courselink. Likewise, although we did generally have prompts, I loved the weeks when we could write about whatever came to our minds. As well, I loved reading other classmates’ blogs and enjoyed seeing the cool pictures that classmates shared. Additionally, the podcast assignment gave me the opportunity to try something completely different than I had before. It was my first time creating a podcast, and it was an enjoyable experience overall. I would love to hear your thoughts about the course in general and the assignments we were given!
Now, I would like to discuss the beliefs, ethics, and responsibilities that I may carry as a nature interpreter. To begin, I believe that every individual on this earth should have the right to see, enjoy, and immerse themselves in nature. Although this may not happen for every individual due to factors such as privilege, it is something that we should strive for. As a reminder, privilege can be defined as “a right or immunity granted as a peculiar benefit, advantage, or favour” (“Privilege definition & meaning, n.d.). Personally, I would define privilege as an individual or group that has an advantage over another individual or group of people. Privilege is frequently associated with factors such as gender, health, race, and economic status; all these factors play a role in the opportunities provided to specific individuals. Like privilege, it is important to consider the barriers that some people face such as, economic, cultural, communication, lack of knowledge, and fear (Beck et al., 2018). Overall, there are many factors at play that affect what opportunities are given to which individuals, and I believe we should strive for a more even playing field or at the least give children the opportunity to see, enjoy, and immerse themselves in nature. For example, incorporating this into the curriculum and having field trips and activities that are based on the idea of allowing children to see and enjoy nature, regardless of family status. In addition, I believe in respect and kindness when it comes to interpretation. Trying new activities can be scary and intimidating; therefore, I believe that all individuals should be treated with kindness and respect and be given help and guidance when trying new activities in nature. For example, canoeing can be tricky for beginners as can backcountry camping. Throughout my summers living in Algonquin, I have seen many individuals go camping for the first time or try canoeing and oftentimes I watch people tip their boats right at the docks, or leave garbage behind in the backcountry, or something silly like not hanging their food and scented items correctly. It is easy for outsiders to laugh or joke about these beginners’ mistakes, or even be annoyed. But we must remember that it may be their first time and maybe they have no idea what they're supposed to do in the backcountry or how to even sit in a canoe. In these situations, kindness, respect, and a willingness to help and inform beginners could go a long way. This leads to my next belief, which is that I believe in sharing knowledge and experiences. Beck et al. (2018) explained that using a storyline approach while interpreting can be beneficial, as is using the resources and facilities accessible such as visitor centres. Having knowledge about a topic and being passionate about it, as well as having personal stories and experiences to share with an audience is essential.
The last belief I would like to share is like the saying “do no harm”; specifically, I believe that we should not purposely harm the environment or participate in activities that we know will harm the environment. In other words, the environment should be treated with respect. A recent topic in the news is the Willow Project, which is essentially a huge and decade-long oil drilling venture in Alaska (Nilsen, 2023). Obviously, the Willow Project poses a huge threat to climate and will cause significant and detrimental harm to the environment locally and globally. Yet, it still got approved by the United States President; I believe if this happens it will be a huge mistake. I would like to relate this back to my first point, about my belief that every individual on this earth should have the right to see, enjoy, and immerse themselves in nature; specifically, incorporating field trips and environmental education would be beneficial for all of society. A study found that incorporating environmental education into the curriculum for young-school-aged children changed the emotions they had towards the environment; specifically, it showed an increased affinity or biophilia towards the environment (Cho & Lee, 2018). For example, in the study, children were allowed and instructed to observe and study various species of insects like bees and ants (Cho & Lee, 2018). Notably, after the study, the children showed a greater affinity towards nature; therefore, providing environmental education programs and interpretation to children will likely increase their affinity for nature and result in greater caring for conservation (Cho & Lee, 2018). Therefore, incorporating environmental education at a young age would have huge benefits for individuals and for the environment.
Finally, I will discuss what approach I would take as a nature interpreter, and which is most suitable for me. After completing the learning style quiz provided in the course content, I learned that I am a 15% auditory learner, 50% visual learner, and 35% tactile learner. This means that I learn best when provided with visuals such as pictures and diagrams. As well, things like colour-coding my notes and using quizlet are effective study strategies for me. As an environmental interpreter, I would be sure to incorporate all the learning styles including auditory, visual, and tactile/kinesthetic. This will give me the greatest chance that most of my audience will understand the material being presented to them. For example, for the tactile/kinesthetic learners, I would incorporate hands-on activities such as a scavenger hunt (Hooykaas, 2023). Also, for the auditory learners, I would provide an interpretation beginning with a lecture-style talk and then provide diagrams and videos for the visual learners (Hooykaas, 2023). Following this general approach will likely result in an effective nature interpretation for a wide audience.
I would love to hear what everyone’s plans are after taking this course!
References
Beck, L., T. T. Cable, and D. M. Knudson. 2018. Interpreting cultural and natural heritage: For A Better World. SAGAMORE Publishing, CHAMPAIGN, Illinois.
Cho, Y., & Lee, D. (2018). ‘Love honey, hate honey bees’: reviving biophilia of elementary school students through environmental education program. Environmental Education Research, 24(3), 445-460.
Hooykaas, A. (2023). Unit 02: teaching learners. University of Guelph; Courselink.
Nilsen, E. (2023, March 14). The willow project has been approved. here's what to know about the controversial oil-drilling venture | CNN politics. CNN. Retrieved March 20, 2023, from https://www.cnn.com/2023/03/14/politics/willow-project-oil-alaska-explained-climate/index.html.
Privilege definition & meaning. Merriam-Webster. Available from: https://www.merriam-webster.com/dictionary/privilege.
Unit 10
It has felt like this semester has gone by so incredibly fast, and I cannot believe that I am writing my last blog post already. I originally registered for this course for a few reasons. First, because it was offered as an online class, and throughout covid, I realized that I loved the added flexibility you have in online classes. Second, this was one of my restricted elective options and third, I love all things about nature and had been planning on taking this course since my first year. I am incredibly happy that it finally fit into my schedule during my last semester.
Throughout this course, I have learned a lot about interpretation as a whole and have thoroughly enjoyed the opportunities I was given. For example, I found Tumblr blog posts to be much more enjoyable than regular discussion posts on courselink. Likewise, although we did generally have prompts, I loved the weeks when we could write about whatever came to our minds. As well, I loved reading other classmates’ blogs and enjoyed seeing the cool pictures that classmates shared. Additionally, the podcast assignment gave me the opportunity to try something completely different than I had before. It was my first time creating a podcast, and it was an enjoyable experience overall. I would love to hear your thoughts about the course in general and the assignments we were given!
Now, I would like to discuss the beliefs, ethics, and responsibilities that I may carry as a nature interpreter. To begin, I believe that every individual on this earth should have the right to see, enjoy, and immerse themselves in nature. Although this may not happen for every individual due to factors such as privilege, it is something that we should strive for. As a reminder, privilege can be defined as “a right or immunity granted as a peculiar benefit, advantage, or favour” (“Privilege definition & meaning, n.d.). Personally, I would define privilege as an individual or group that has an advantage over another individual or group of people. Privilege is frequently associated with factors such as gender, health, race, and economic status; all these factors play a role in the opportunities provided to specific individuals. Like privilege, it is important to consider the barriers that some people face such as, economic, cultural, communication, lack of knowledge, and fear (Beck et al., 2018). Overall, there are many factors at play that affect what opportunities are given to which individuals, and I believe we should strive for a more even playing field or at the least give children the opportunity to see, enjoy, and immerse themselves in nature. For example, incorporating this into the curriculum and having field trips and activities that are based on the idea of allowing children to see and enjoy nature, regardless of family status. In addition, I believe in respect and kindness when it comes to interpretation. Trying new activities can be scary and intimidating; therefore, I believe that all individuals should be treated with kindness and respect and be given help and guidance when trying new activities in nature. For example, canoeing can be tricky for beginners as can backcountry camping. Throughout my summers living in Algonquin, I have seen many individuals go camping for the first time or try canoeing and oftentimes I watch people tip their boats right at the docks, or leave garbage behind in the backcountry, or something silly like not hanging their food and scented items correctly. It is easy for outsiders to laugh or joke about these beginners’ mistakes, or even be annoyed. But we must remember that it may be their first time and maybe they have no idea what they're supposed to do in the backcountry or how to even sit in a canoe. In these situations, kindness, respect, and a willingness to help and inform beginners could go a long way. This leads to my next belief, which is that I believe in sharing knowledge and experiences. Beck et al. (2018) explained that using a storyline approach while interpreting can be beneficial, as is using the resources and facilities accessible such as visitor centres. Having knowledge about a topic and being passionate about it, as well as having personal stories and experiences to share with an audience is essential.
Unit 10 Blog Post: Nature Interpretation's Role in Environmental Sustainability
As we conclude ENVS*3000, we are asked to reflect on our time learning about the nature interpretation discipline - and we have learned SO much! Sometimes this has been a little dizzying, particularly learning about the challenges modern interpreters face. Between the increasing presence of technology in our lives, dominating our days with “screen time”, and the decreased prevalence of outdoor education in schools due to liability risks, we are seeing less and less time spent by individuals in the natural world (Beck et al., 2018, Chapter 21, p. 466; Rodenburg, 2019).
We are reminded by Rodenburg (2019) however, that even as the state of the world appears to change so profoundly, hope remains for environmental educators to continue building strong connections between the public and nature. Looking towards my future, I like to ask myself: “What role do I play?”.
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PERSONAL RESPONSIBILITIES
As I develop into the role of nature interpreter, it is important to reflect first on what this entails. The definition of interpretation is multifaceted and different to varying groups but, it ultimately revolves around the task of educating and inspiring an audience through programming that exposes them to cultural, historical, and natural elements of a site (Beck et al., 2019, Chapter 1, p. 5-6). No matter how we define interpretation, there are a number of responsibilities which accompany interpretation, including: connecting individuals to the significance of their surroundings, providing value to the recreational time of an audience, meeting mandates or bringing in funds for site initiatives and ultimately ensuring we leave our audience in a better state than when they came to us (Beck et al., 2018, Chapter 1, p. 9-12).
When I think about the role of an interpreter, I most strongly connect with the notion that interpreters serve as agents of change, who inspire and educate in such a way that promotes critical thought, and can lead to strong action to address a particular issues (Beck et al., 2018, Chapter 5, p. 99-100).
What often gets left out of the discussion however, is the responsibility of nature interpretation to connect with diverse audiences, particularly underserved communities which have historically been excluded from such efforts. As we work towards creating a social environment in which the truths of privilege and power dynamics are evident to all, educators must take on the responsibility of understanding their own relationships with privilege, in order to create educational spaces that do not discriminate against individuals on the basis of their race, religion, age, ability, or any other form of differences that have subjected people to unjust bias and prejudice over the course of human history (Gallavan, 2005).
Nature interpretation is a beautiful discipline, which has the ability to teach people so much, give value to leisure and recreation, enhance our ability to find meaning in our surroundings, while also serving societal benefits in health and security (Beck et al., 2018, Chapter 3, p. 42-50) but, it only works if it works for everyone. As I move forward in this field, I am reminded that it is my responsibility to ensure it does just that.
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BELIEFS AND APPROACHES
But, where DO I see myself in this field?
Over the course of the semester, we have discussed numerous approaches one can take to interpret nature. Interpreters may use outdoor dramas, written works of poetry and storytelling, online services such as blogs or websites, music, visual art works such as painting or cinematic animation, and so much more (Beck et al., 2018, Chapter 10, p. 221-229) - in Unit 4 I even argued that modern fashion can be used as an interpretive effort.
When I think about my future as an environmental educator, I am reminded of my beliefs for what give interpretation its value: progressive interpretation, which focuses on interpreting to audiences in such a way that they are able to experience personal growth in their skills and their perception of a topic, free-choice learning, wherein individuals voluntarily choose to participate in interpretive efforts, and a focus on re-establishing “Vitamin N”, or increasing the amount of time people spend outside in nature (Beck et al., 2018, Chapter 5, p. 91; Falk, 2002). These beliefs have shaped much of my past choices for working in interpretation. For instance, as a zookeeper at Jungle Cat World, I had the opportunity to teach people valuable lessons on plant and animal identification which they could hone in their personal lives, while also working on voluntary outreach initiatives where people could choose to accompany me on park tours, all the while getting my audience out and moving in the natural environment of the park throughout the day. Below is an example from one of our programs on invasive species, where we introduced wild-caught red-eared sliders, an invasive turtle species to Ontario, into our outdoor enclosure.
While my heart is still certainly centred on a wildlife-based career, I know zookeeping isn’t the way forward for me. If you recall back to my Unit 2 discussion, I’ve even considered a future in museum education but, I’m still not convinced that would be just right either. No, more and more I’ve been interested in a career in environmental/wildlife policy. Now I know what you might be thinking: “Woah, Trennon! That doesn’t sound like nature interpretation to me!”. But, if that is the case for you, I’d ask you to consider why not.
Nature interpretation is a discipline which seeks to educate and inspire for a purpose. Working to influence policies can do just that, by using my background in wildlife and environmental science to help persuade decision-makers and voters to design policies that are in the best interest of the environmental, social, and economic spheres. This sort of profession utilizes all the skills of an interpreter: communication, research, creative presentation of information, and more.
One of the most exciting opportunities of working in a policy field to me would be the incorporation of interpretation through citizen science, which is a strong exemplifier of progressive interpretation, as it allows for the non-professional members public to develop and utilize skills in environmental studies that actually contribute to the decisions being made (Merenlender et al., 2016).
ENVS*3000 has been an eye-opening course, which has revolutionized what I thought nature interpretation could ever be. More so, it has allowed me to find my own footing that will launch me forward into my environmental career, and I could not be more thankful.
It has been a lot of fun keeping up this blog over the semester, and I am grateful for every minute of it!
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Sources Used:
Beck, L., Cable, T.T., Knudson, D.M. (2018). Interpreting Cultural and Natural Heritage for a Better
World. Sagamore Venture.
Falk, J.H. (2002). The contribution of free-choice learning to public understanding of science.
Retrieved March 19th, 2023 from URL: http://ve.scielo.org/scielo.php?script=sci_arttext
&pid=S0378-18442002000200003
Gallavan, N. P. (2005). Helping teachers unpack their “invisible knapsacks.” Multicultural Education
(San Francisco, Calif.), 13(1), 36–36.
Merenlender, A.M., Crall, A.W., Drill, S., Prysby, M., & Ballard, H. (2016). Evaluating environmental
education, citizen science, and stewardship through naturalist programs. Conservation Biology, 30(6), 1255–1265. https://doi.org/10.1111/cobi.12737
Rodenburg, J. (2019). Why environmental educators shouldn’t give up hope. Clearing, Journal of
Environmental Education in the Cascadian Bioregion. Retrieved March 19th, 2023 from URL: https://clearingmagazine.org/archives/14300
Hello Trennon!
I enjoyed reading your blog post and would love to provide further insight. To begin, I like that you mentioned how technology and the ever-changing world can sometimes make environmental education and interpretation seem daunting. Despite this, we must hold hope for the future and try our best. Secondly, I like your explanation about what exactly interpretation is, and have to agree that although it may seem like a simple and easy task at first, much thought must be given to understanding privilege and any other underlying roles at play. For example, the cultural, economic, social, fear, and communication barriers that may prevent individuals from participating in interpretation (Beck et al., 2018). In addition, I like your idea of “Vitamin N” because I feel that many children are being given electronics at an earlier age and are spending less time outdoors in nature. Also, I like that you explicitly stated that interpretation efforts should be voluntary because forcing people to do something will not be effective at actually solving any environmental problems. People have to care and have to put in the effort, and they simply won’t if forced. I remember as a kid when my parents asked me to do something, I immediately wanted to do it less; thus, sometimes it may be better not to ask or force. Lastly, I found it interesting when you asked us to consider why a career in environmental/wildlife policy would not be nature interpretation. If this course has taught me anything, it is that nature interpretation can be done in a variety of places, through a variety of different methods, and by a variety of people, and geared towards a variety of people. Nature interpretation is extremely diverse, and its definition is flexible. Understanding and welcoming this idea will result in effective interpretation done in several different ways like those discussed in this course such as, through music, art, storytelling, a performance, etc.
References
Beck, L., T. T. Cable, and D. M. Knudson. 2018. Interpreting cultural and natural heritage: For A Better World. SAGAMORE Publishing, CHAMPAIGN, Illinois.
Final Blog - Week 10
Here we are, week 10 and I am now writing my last blog post of the semester! It is truly crazy to me how far I have come in this course and how much I have learned about nature. I have been able to delve out of my comfort zone and participate in assignments that are very new to me. For example, using Tumblr to post weekly informative posts rather than using the discussion forum on course link. I also enjoyed making the podcasts as it was a very different, yet fun way to learn about factors in nature. I think that the podcast has taught me that it is okay to try new things and that working with new people is not as scary as it seems. I am interested to know, how did you first feel when you heard that we had to create a podcast? Did it scare you or were you up for the challenge?
I want to start by saying that I took this course as it counts towards my minor in biology. Although I love nature and care much about nature, I did not expect to learn and be as engaged in the course as I was. During the first few weeks when we had to describe what it meant to be a nature interpreter, I honestly was very confused as to what was intended by this. I did a lot of research and based my response upon information I found and how I could start to pull my part as an interpreter.
I am happy as I feel that I have developed so much as an interpreter, mainly because of the podcast assignment. The podcast assignment has allowed me to aid as an interpreter as I was able to help my audiences, children and adults, acquire knowledge, skills, and a sense of belonging (Beck et al, 2018). In the podcast, I was able to engage listeners about the endangerment of the monarch butterfly in a fun and informative way.
When considering my personal ethic as a nature interpreter, I must also consider the personal ethics that I carry. I believe in acceptance, compassion, kindness, respect, loyalty, and equality. Each day, I strive to follow these values and aim to keep them in my life as an interpreter. To continue, when I first wrote about the type of interpreter I am, I talked about how I was an advocate for recycling. I still am indeed very interested in recycling and believe that it is a vital contribution to make the world a better place. Yet I have opened my eyes up to new factors I find interesting. I am also an advocate for animals and other species. I have a strong desire to learn as much as possible about animals in hopes of sharing them with rest of the world.
I believe that we as humans are responsible for creating a suitable environment for animals to thrive in. This means that I hope to ensure that we care for and preserve the environment we live in to allow for a safe and comforting place for animals as well. People must understand that nature is their home and everyone on earth including animals should have the opportunity to enjoy it. Ethically, I believe that people should not be allowed to harm nature. For example, deforestation is a negative process that chops down plenty of trees at a time (National Geographic, 2023). There are so many animals that live in these trees that are left with nowhere to go and may perish. People should think about how they would feel if their homes were destroyed without warning, and refrain from conducting deforestation.
Furthermore, as a nature interpreter, I must consider different learning styles to make my interpretation useful to each type of learner. I am a tactile/kinesthetic learner. Therefore, I learn best through hands-on experiences. I have always had a love for science experiments, especially in laboratory-based classes. One of my favourite things was in elementary school when scientists in the classroom would come and I was able to physically manipulate and complete experiments. It has always helped me learn and remember important things much easier.
In light of this, I believe that when spreading awareness about nature, I must consider how others will view it. I should ensure that it is accessible to everyone’s learning styles. For visual learners, I could provide a video or a movie about the message I want to get across and make sure to include some form of diagram or chart. For auditory learners, I could also provide a video but essentially make it more lecture or podcast based to catch their attention. Finally, for tactile learners, I could have them do an activity in nature such as exploring a certain region (Hooykaas, 2023). I think that following these steps will allow me to succeed as an interpreter and allow me to target specific audiences.
Finally, I wanted to conclude this reflection by answering the three questions that have been asked of me every week. Each week I take these questions and write out some notes to answer them in hopes that they will benefit me in the future.
Who am I as an interpreter? As a nature interpreter, I am someone who enjoys helping people understand the natural world. It is my passion to help people recognize how they can better benefit the world through recycling capabilities and how different factors come into play when considering animals rights.
Who is my audience? My audience is everyone. Specifically, those who love animals and want to do more to ensure their safety.
How can I make this experience meaningful? I can do so by ensuring that I make strong connections with others and teach them based on their specific learning styles and abilities. By following this I believe I will be an effective interpreter.
Overall, I am very appreciative of this course. The values that I have learned will be carried with me throughout life. My journey as a nature interpreter is just beginning and I cannot wait to see where it will take me. A quick question I have for all of you is, how will you continue to be a nature interpreter beyond this course? What ethics will you follow to make that happen?
References
Beck, L., Cable, T.T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage for a better world – Chapter 1. (1st ed.). Sagamore Publishing.
Hooykaas, A. (2023). Unit 02: teaching learners. University of Guelph; Courselink.
National Geographic. (2023). Deforestation. Encyclopedia Entry. Retrieved March 12, 2023. https://education.nationalgeographic.org/resource/deforestation/
Hello!
I thoroughly enjoyed reading your final blog post and would love to provide further insight and answer some of the questions you asked throughout.
To begin, I completely agree that Tumblr was a more enjoyable forum to use than regular courselink discussions. Now to answer your first question, it was my first time creating a podcast and my main challenge was a general lack of creativity, but once a storyline was determined I found the podcast to be a fun, new experience. Secondly, I agree that compassion, kindness, respect, loyalty, equality, and acceptance are important values. Although these characteristics may seem somewhat obvious and like the ‘bare minimum’ to some individuals, if the pandemic has taught me anything it's that many individuals in society lack many of those personal ethics specifically. Additionally, I appreciate your point about how we, as humans, should consider how we would feel if we were treated how we treat animals. We are all told as children to treat others how you want to be treated, but we often see in the news and in environmental issues that this only extends to other human beings, and sometimes that is not even the case. Furthermore, learning styles are such an important concept to base interpretation on and I believe they should be better incorporated in schools and all programs so that more people will thrive in the school environment. Finally, I love how you ended your post reflecting on the questions that we were supposed to reflect on weekly which were, “Who am I as an interpreter?, Who is my audience?, and How can I make this experience meaningful?”. Answering these for myself, I would say that I would be suited for the interpretation of outdoor activities, such as camping and hiking as I am both passionate and knowledgeable about those activities, as well as hold many experiences that I could share through stories. As for who my audience is, it would likely be geared toward those who are able to do such activities at first; however, work would need to be done to come up with ways to make it more inclusive to a greater audience. Lastly, I would make the experience meaningful for the audience by sharing stories that would hopefully spark interest in others and by incorporating and understanding all learning styles.
To end, I will answer your last question which asked how we will continue to be nature interpreters beyond this course and what ethics we would follow to make that happen. In the future, I could see myself working as a naturalist or in a similar job for Ontario Parks or National Parks within Canada. Afterwards, I could also see myself changing gears towards interpretation based specifically on environmental science as I enter a career in that field. I think that being open-minded, kind, inclusive, and knowledgeable will go a long way as I begin.
Unit 09
Since we don’t have a specific prompt this week, I will write about something I find amazing in nature which is the night sky. As a reminder, I have spent four years working seasonally in Algonquin Provincial Park and am looking forward to going back for my fifth year. Something I love to do in the summer is walk down to the staff docks at night and stare up at the night sky. I remember one night vividly when my friend and I were down at the docks and saw many shooting stars very clearly, the most I had ever seen. Throughout this post, I have included some pictures of the night sky that I took last summer on Canoe Lake. So now, let’s talk about shooting stars!
Shooting stars can be defined as “a piece of rock or metal that burns very brightly when it enters the Earth’s atmosphere from space, and is seen from Earth as a bright star travelling very fast across the sky” (Shooting start definition and meaning, n.d.). Shooting stars may also be termed meteors. Generally, meteors become visible when they are approximately 97 kilometres away, and some large meteors can be heard and be brighter than the planet Venus; these are referred to as fireballs (Dobrijevic, 2022). ‘Normal’ meteors travel through the atmosphere at a speed of 48,280 kilometres per hour and reach extreme temperatures of 1648°C (Dobrijevic, 2022). Meteors are common with approximately two to seven meteors being visible to observers every hour of the night (Reddy, n.d.). Additionally, it is possible to have dozens to hundreds of meteors in the sky and when this occurs, it is termed a meteor shower (Dobrijevic, 2022). Meteor showers are more common at specific times of the year and can be predicted. Furthermore, meteor showers are given names based on where they appear to be originating from; specifically, which constellation (Dobrijevic, 2022). For example, meteor showers that originate from the Orion constellations are named Orionids (Dobrijevic, 2022). For viewing purposes, it is recommended to look out for them during pre-dawn hours from a location facing the direction of Earth’s orbit (Dobrijevic, 2022). As well, hopefully, the shower occurs on nights when the moon is less bright as this makes the meteor shower more noticeable (Dobrijevic, 2022).
In historical times, meteors and anything else seen in the night sky created superstitions and were most commonly associated with gods and religion (Dobrijevic, 2022). For example, shooting stars were thought to be sent down by angels as a gift to Earth (Dobrijevic, 2022). However, others believed shooting stars was how gods displayed their anger (Dobrijevic, 2022). These superstitions lasted for a long time in Earth’s history because most scientists simply did not think that stones could just fall from the sky. Oftentimes, scientists simply ignored accounts of this happening (Dobrijevic, 2022).
I hope you learned something new from this post and would love to know what you find fascinating in nature!
References
Dobrijevic, D. (2022, August 11). Meteor showers and shooting stars: Formation and history. Space.com. Retrieved March 13, 2023, from https://www.space.com/meteor-showers-shooting-stars.html.
HarperCollins Publishers Ltd. (n.d.). Shooting star definition and meaning: Collins english dictionary. Shooting star definition and meaning | Collins English Dictionary. Retrieved March 13, 2023, from https://www.collinsdictionary.com/dictionary/english/shooting-star.
Reddy, F. (n.d.). Meteors and Meteor Showers. Astronomy.com. Retrieved March 13, 2023, from https://astronomy.com/observing/observe-the-solar-system/2010/04/meteors-and-meteor-showers#:~:text=Under%20a%20dark%20sky%2C%20any,of%20the%20inner%20solar%20system.
Fireflies
Since I was a child, there has always been one aspect of nature that never ceases to amaze me, and that is bioluminescence! One example of bioluminescence is fireflies. Fireflies are a type of beetle in the family Lampyridae, and are known for being able to emit light.
Fireflies regulate their light by controlling how much oxygen gets to their abdomen. This allows them to send out signals! These signals can be used to attract mates, as each species of firefly has a species-specific light code. It reminds me of morse code!
Fireflies and humans have a complex relationship of their own. While humans are always in awe of fireflies and their abilities to emit light, recent research suggests that this light could help humans in the way of medical research. The enzymes responsible for firefly light can be used to detect the presence of certain DNA, and has even allowed for the development of new antibiotic strains (Lewis, 2016).
Fireflies are also used to detect possible contamination in our food products. Common bacteria, such as salmonella, can be detected by the activation of Luciferase, the enzyme in fireflies (Andrews, 2012).
Another fascinating animal is the angler fish. I'm sure a lot of us remember this fish from Finding Nemo, and it's hard to believe it actually exists!
Like fireflies, these fish use the light to attract mates, but it is not the only use. Angler fish are predators, and use the light to attract prey in the darker areas of the ocean.
Are there any other examples of bioluminescence that you find fascinating? I would love to hear them!
Andrews, J. (2012, March 21). Pathogen Detection System takes a cue from Fireflies. Food Safety News. Retrieved March 13, 2023, from https://www.foodsafetynews.com/2012/03/pathogen-detection-system-takes-a-cue-from-fireflies/
Lewis, S. (2016, July 21). How fireflies are beautiful - and useful. ideas.ted.com. Retrieved March 13, 2023, from https://ideas.ted.com/how-fireflies-are-beautiful-and-useful/
Hello Lauren!
I enjoyed reading your post and loved the connection you made with Finding Nemo! I too find bioluminescence interesting and would like to provide insight into bioluminescent algae.
Bioluminescent algae are incredibly small organisms that live in water and, as they sound, emit bioluminescence (Kunde, 2022). These organisms are single-celled and there are various types of bioluminescent algae, but the most common are Dinoflagellates (Kunde, 2022). The light is a product of a chemical reaction that occurs within the algae, often to help organisms attract food (Kunde, 2022). There are two chemicals in the reaction that are responsible for this light including, Luciferase and Luciferin (Kunde, 2022). First, Luciferase is an enzyme, meaning it speeds up the rate of a reaction; specifically, in this case, it speeds up the process of oxygen binding to Luciferin (Kunde, 2022). When Luciferin binds to oxygen, the product oxyluciferin is formed and light is emitted (Kunde, 2022). Overall, the intensity of the light emitted by bioluminescent algae varies based on how those chemical components are arranged within the organisms (Kunde, 2022).
Although the look of bioluminescent algae over the ocean is fascinating, caution must be taken as this is an indicator of toxicity for other organisms in the marine environment and for humans (Kunde, 2022). Additionally, environmental changes such as pollution and global warming have been shown to cause bioluminescent algae to flourish. This may lead to a phenomenon known as red tide. Red tide is when millions of toxic algae change the colour of the water in daylight and cause it to sparkle at night (Kunde, 2022). Again, although fascinating to look at, this is very harmful to the environment and humans.
(Ginberg, 2012)
I look forward to seeing what other species everyone comes up with!
References
Ginberg, A. 2012. Noctilua scintillans. https://www.flickr.com/photos/agrinberg/8081935098/in/photolist-2j47nTo-2j2JY9C-2obV2FR-26aNUh9-2j3p244-djb2JA-2jFzxoQ-mbew9f-25SjsJ4-2j2JXYx-WEBrYU-djuhMX-oBioeQ-nzmo9d-2j3nvU8-2jFw5no-2jFw4hH-9UfJ1n-2j3p4kJ-hUbgda-9UiwKm-9Uiwwq-2m5bTEW-dXPBhZ-EjrE4G-2m57wv7-o8bPpe-gqH7CQ-fMwJgr-mnYucP-oTwoei-2j21hDz-bRHVNe-21vi829-24mhaEw-2jFApZF-2jFzwod-27cCGJ7-K8NAG5-2kMS2Rk-2kMSttt-2obXv5X-xHsSjd-pjHhnM-2kvhLBg-2kvdR1o-2j2JYkp-26b2Cfy-vyQDgd-9UfNJe/. [Accessed March 23 2023].
Kunde, R. (2022, June 28). What is bioluminescent algae? where it is found, why it glows, and more. WebMD. Retrieved March 13, 2023, from https://www.webmd.com/a-to-z-guides/what-to-know-about-bioluminescent-algae#:~:text=Bioluminescent%20algae%20are%20tiny%2C%20marine,is%20one%20such%20bioluminescent%20dinoflagellate.
Nature & Music
Throughout history, music has played a large role in shaping cultures and values into specific relationships with nature. Music, just like nature is made up of subcomponents which play a role in the entirety. Every piece is significant in its own way whether it be the melody or the soil composition. As stated in the notes, the addition of some form of media, in this case music, takes a program from something good to something great. Music can be viewed as something universal, but I feel as though music is also a privilege to many. Being able to make music is one privilege, while being able to hear or feel is another. Furthermore, I believe that music is within nature as nature is within music. Music can be heard in nature with the sound of birds singing or the sound of the ocean. In terms of nature within music, many cultures use sounds from nature as a way of meditating and connecting with themselves. Other artists use these sound effects as a part of their melody or as inspiration for lyrics. In addition, certain instruments have been made from materials from nature and have been created to mimic the sounds that are made in nature.
When I reflect on a song that immediately takes me to a natural landscape it is called Space Song by Beach House. Near my home, there are escarpments and whenever I head this song, I think about how they look at nighttime. When I was in high school, my friends and I would park our cars and look out at the escarpments and I can vividly remember this song playing. So, now whenever I am around the area, this song needs to play and when I miss home, I tend to play this song.
This is not to say that there are no other pieces of music that remind me of natural landscapes, but that is the main one. I feel as though many people will choose actually music from nature, but I do not believe that would be an authentic answer of mine. However, when I choose to do yoga or meditate, I choose to listen to sounds of a rainforest. I do not know if I am the only one that finds instrumental music with rain overlapping as a source of comfort and relaxation, but I recommend it. In previous courses, I learned about the importance that human connectiveness with nature has on human happiness. One main factor was the positive impact that the sounds of nature have on stress and mood in people and there are studies such as the one by Buxton et al., which analyzes these health benefits. I was curious if any of you find that you become more productive or calm when you listen to natural sounds? If not, what sounds bring you Zen? If so, what is your go to nature sound or playlist?
Buxton, R. T., Pearson, A. L., Allou, C., & Wittemyer, G. (2021, March 22). A synthesis of health benefits of natural sounds and their ... - pnas. A synthesis of health benefits of natural sounds and their distribution in national parks . Retrieved February 28, 2023, from https://www.pnas.org/doi/10.1073/pnas.2013097118
Hello Ilda!
I loved reading your post and found it to be quite insightful, and completely agree with the points you made about music in nature and vice versa. I gave Space Song a listen as I had never heard it before, and I really liked it. At the end of your post, you asked if there are any songs that make you become more productive or calm, what songs bring you Zen, and what your go-to nature sound or playlist is, so I would love to provide some insight into this.
First of all, I rarely find myself going onto Spotify and looking for nature sounds to calm me. But, when I do it is likely because I can’t fall asleep due to outside noise and/or distractions; in these instances, I look for rain or thunderstorm playlists. Usually, I find one very long playlist and fall asleep listening to it. Similar to white noise, like a fan, I find that the sound of rain or a thunderstorm makes me feel calm and essentially ‘shuts off’ my brain. On the other hand, when I am trying to be productive, I tend to listen to songs by the Lumineers, Mt. Joy, Yoke Lore, and In the Valley Below. Although many of the songs from those artists are not directly about nature, I find that I listen to those most in nature and they bring me a sense of calm, while also making me productive. I would love to hear what other people listen to!
Unit 07: Nature Interpretation Through Music
Music can be defined as “patterns of sound varying in pitch and time for emotional, social, cultural and cognitive purposes” (Gray et al., 2001). When paying close attention to our surroundings, music can be found just about anywhere including in nature. For me, the obvious comes to mind first like the sound of birds chirping, waves splashing, fish jumping, and the wind blowing around us. When I reflect more specifically on my relationship with nature, the music I hear includes the sound of a canoe paddle slapping the water, my hammock blowing in the wind, a fire crackling, the creaking of the dock as waves pass below, and the sound of a loon call across the lake. All of these sounds essentially make a beautiful song that reminds me vividly of being outside in nature and enjoying the things I love. Additionally, we must not forget about the calming sound of rain, a thunderstorm passing overhead, and even the sounds of various insects. Many, if not all, of those sounds I listed can be found on a common streaming platform like Spotify or Apple music so that they can be enjoyed in the comfort of your own home, or maybe even as you fall asleep at night.
Furthermore, we can often find nature within the music. There are several songs that come to mind that discuss nature; for example, Feels Like Summer by Childish Gambino. Within the song, there is a set of lyrics which states,
“Every day gets shorter than the one before
Running out of water, it's about to go down
Go down
Air that kills the bees that we depend upon
Birds were made for singing, wakin’ up to no sounds
No sound”.
Although this song is not necessarily discussing the ‘good’ parts of nature, rather it’s portraying global warming, it includes aspects of nature within its lyrics. This is only one example of nature being included in ‘popular’ music.
To end, I would like to discuss one song that takes me back to nature, which is Canyon Moon by Harry Styles. Although this might not be an obvious choice as it was not written to be about nature, but rather a past love, when I hear this song it immediately takes me back to nature. Specifically, it takes me back to canoeing down the Barron Canyon in Algonquin Provincial Park with two of my friends. I first heard this song while we were on a backcountry canoe trip in Achray, exploring the Barron Canyon for the first time and I vividly remember the three of us lying back in the canoe taking in the sun and our surrounding while Canyon Moon was playing. I would love to hear what songs take you back to nature!
References
Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science, 291(5501), 52. https://link-gale-com.subzero.lib.uoguelph.ca/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8
Integrity and History in Interpretation
“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)
Historical interpretation can go hand-in-hand with natural interpretation in many situations. As we have discussed in ENVS*3000, effective interpretation often involves crafting a story that unifies the themes and messages an interpreter is sharing. Now what if that story aims not only to illustrate the natural history of a place, but also the cultural history that is connected there.
I believe that integrity is a highly important quality for all people to possess, and interpreters are certainly included. Going along with the description of integrity presented by Edward Hyams, to me integrity refers to the stability of character and consistently following one’s morals.
This week we were prompted to reflect on a set of questions that relate to historical narratives we share, emphasizing what we choose to share in our stories and, crucially, what we don’t share through these stories. What is made explicit and what is left open to interpretation?
I have had the privilege to work as a historical interpreter in a national park during the past two summers, so I feel like I have some insight to share in this regard. I learned that at my site, the historical narrative that is shared with visitors has changed a lot throughout the years, in a way that reflects different values than what was prioritized in the past. In the past, much of the historical interpretation that was delivered to the visitors focussed on European centric (or colonial) history, and that this place was “discovered” by some railway workers. This implied that they were the first humans to interact with this place, and it ignored the long history of indigenous culture that is tied to the landscape. Telling the story this way benefitted people who wanted to remain ignorant on indigenous culture and heritage, at the cost of the integrity of the site. To refer to Hyams’ quote, ignoring the indigenous history of this site while implying some railway workers were the first to find it is like riding a train and believing there no train stations because you can’t see any out the window.
When I worked at this site, the focus of the history we told had shifted to be looked at through a wider lens. I would often frame my tours and conversation by acknowledging the longstanding history of indigenous people in the area and at this site. I would also normally discuss how protected parks have a history of excluding indigenous people from their land and have played a role in the process of colonialism that has dominated North America for centuries. While conversations like these may be a small step towards reconciliation, I think they are important for preserving integrity as an interpreter. To interpret a history truthfully and ethically, the full scope of the story should be addressed even if the specific story being shared only covers one chapter of the history. Integrity means choosing to include all parts of a whole, and history should be shared with integrity.
That's all for now,
See you next time
Hello Nolan!
I enjoyed reading your post and found it to be insightful; specifically, seeing this topic from the perspective of someone who has actually been employed as a historical interpreter. As well, I think anyone reading your post can agree that historical and natural interpretation go hand-in-hand and effective interpretation requires storytelling. Something that you mentioned which I find quite interesting is that the historical narrative is changed over the years. Some questions that we may have regarding this include:
What determines the narrative?
Why and how often do we change the narrative?
How do these changes happen?
Who is responsible for making these changes?
Furthermore, I found it interesting when you explained the change from a focus on colonial history to Indigenous history in recent years. I think this was an important and required change; today it is much more widely discussed and often I see or hear of land acknowledgments in natural areas and even on course outlines. Sometimes I wonder how this piece of history was overlooked and ignored for so long. The last topic I would like to mention is other ways of effectively sharing natural history. This can be done in a variety of ways ranging from simply handing out pamphlets at the beginning of a hike or putting on a performance through a strategy referred to as living history. A perfect example of living history occurs at the Algonquin Provincial Park Logging Museum during the annual Loggers Day. On Loggers Day, individuals dress up and organize a trail with various displays and props that make you feel like you are in the past. This provides an effective and entertaining storytelling strategy.
References
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. SAGAMORE Publishing.
Unit 06: Nature Interpretation through History
“There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things. . .. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it”. – Edward Hyams, Chapter 7, The Gifts of Interpretation
History plays a significant role in nature interpretation for several reasons. To begin, we need to be knowledgeable about the past to understand how we got where we are today. In addition, the role of an interpreter is to help individuals form better connections and relationships with the natural world. Oftentimes, this task can be made easier by incorporating history; for example, an interpretive hike would begin with a history of what that land was once used for or who occupied that land prior to it being a hiking trail. By recognizing the significance of history, we must also consider questions like:
What story is being shared?
Who is ignored?
What is implied?
What is specified?
Asking ourselves these questions and others allows individuals to form ideas about how the future may be impacted, which could be useful information.
The first part of the quote states that “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 . . .”. From this section of the quote, I would like to add some commentary. First, Hyams states that there is no particular quality or excellence in ancient things simply because they are ancient. However, there is merit in integrity, meaning that there is excellence in being honest, upright, or having strong moral principles. Specifically, an ancient thing or part of history is not automatically ‘good’ or ‘of quality’ which can be seen using examples of war or the holocaust. Few people would argue that those parts of history were necessarily good, but the knowledge of these events and sharing it through stories to other individuals is ‘good’ as it makes people knowledgeable about the past and can provide life lessons to the current generations. This is related to nature interpretation because as stated previously, it is important to understand what the land you’re travelling through once was, who lived there, and how it came to be what it is today. Although it may not be positive, there is merit in integrity and sharing hard truths about the past to tell a story and be an effective interpreter. As stated by David McCullough in our textbook, “We need the past for our sense of who we are. We need the past for a sense of our civic responsibility, how all these benefits and freedoms came to us, and what it is our duty to protect”
Beck et al. (2018) explains several ways in which interpreters can effectively tell a story that includes history. For example, museum exhibits, campfire talks, printed materials, and tours are effective strategies to interpret history. Additionally, a specialized strategy to do so is what is called living history. Living history refers to replicating the past by changing the sights, sounds, and smells of the physical environment. This strategy can be highly effective at displaying educational entertainment and can be enjoyed by all age groups. Overall, as stated by Hyams, there is integrity in historical knowledge and in passing it along to future generations.
References
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. SAGAMORE Publishing.
Backcountry Principles
Nature interpretation is gaining feelings and knowledge of nature and the cultural landscape. For this blog, I will discuss the idea of acquiring knowledge specifically in terms of backcountry camping. Throughout my past travels, and something I’m sure I’ll experience again this summer is ‘rookies’ in the backcountry. I use the word rookies to describe individuals who are on their first trip or are not knowledgeable about the rules of backcountry camping. It’s amazing that individuals are being adventurous and trying new things, but you must be knowledgeable to camp responsibly in the backcountry. Therefore, I’ll discuss some rules of backcountry camping that should be followed and the importance of such rules. There are six topics I will focus on, including planning ahead, travelling, campsites, campfires, sanitation and waste disposal, and respecting the land and wildlife in the backcountry.
First, it’s important to adequately plan before leaving on your trip. This means looking at the weather forecast (yes, bring rain gear even if it’s not in the forecast), calculating the number of kilometres you plan on portaging and paddling, writing a sufficient packing list, bringing a first aid kit, having more than one map, practicing using your gear, and leaving an itinerary with someone at home in case of an emergency. Completing these tasks will ensure that you are prepared for an emergency or poor weather and that you are not overextending yourself.
Second, it’s important to consider travelling time. Specifically, when sunset will occur so that you can plan on getting to your campsite early enough to have sufficient daylight left to unpack, set up, and cook. Also, it’s important to only use existing trails and portages along your way (don’t try to bushwhack your own shortcut!). Not only does this make your life easier, but it also ensures you are following your map correctly and not harming the natural environment.
Third, I would like to discuss campsites. Specifically, the idea that good campsites are found and not made. This means using only designated campsites, not removing logs or rocks from their location, and keeping all activities within the designated sites. For example, you cannot clear areas of the site by removing moss or anything else to make a better tent pad.
In addition, a main concern that must be considered is campfire safety. Specifically, to reduce environmental harm it's important to use only dead wood that is already on the ground and extinguish your fire completely before leaving it unattended. As well, fires should only be built in the designated fire pit at the campsite and away from anything that could catch on fire.
Furthermore, sanitation and waste disposal must be considered to ensure personal and environmental safety. A statement that must be followed is “pack it in, pack it out”, which is exactly how it sounds. Anything you bring into the backcountry including food, garbage, etc., must be packed out and disposed of when out of the backcountry. Leaving garbage in the backcountry not only makes it unsightly and disturbs the natural environment, but it can also create harmful behaviours in wildlife such as bears. Likewise, you must not leave food or other scented items unattended, and this includes hanging your food in a tree overnight to avoid incidents with wildlife. As well, you must use the outdoor privy provided on your campsite and if your campsite lacks one, you must dig a hole of adequate depth away from the camp, trails, and water.
Finally, respecting wildlife is a significant rule to ensure the safety of both humans and animals. This means giving wildlife proper space if you have an encounter, not feeding wildlife, and not disturbing their habitat.
In conclusion, backcountry camping is an amazing experience, and I cannot recommend it enough; however, individuals must acquire adequate knowledge before entering the wilderness to keep themselves, the natural environment, and wildlife safe.
References
Ontario Parks. (2023). Backcountry. Learn to Backcountry Camp in Ontario Parks. Retrieved February 6, 2023, from https://www.ontarioparks.com/backcountry/safetyandetiquette
Nature Interpretation Through Science
Within this week’s content, we were presented with two videos, one made by two naturalists Kitty and Jenny in the arboretum and a Ted Talk by Washington Wachira that focused on birds. We were prompted to consider some of the following questions: what techniques were being implemented? What is the directed audience? What are the risks/rewards of this approach? and finally what was the take-home message? Both of these videos had very common themes, their use of vocabulary was dedicated to an audience that may or may not have a science background. It was what I considered to be low in jargon and easily comprehendible to many members of society. It is important to note that these videos provided information in a way that makes answering the prompted questions significantly easier. This is entirely due to the form of communication that was used within these videos, this form of communication is extremely important. Especially at a time when topics such as climate change are becoming of greater concern to the public. I introduce the importance of proper communication in science education to start a conversation on “discourse”.
Discourse is defined as “Systems of thoughts composed of ideas, attitudes, and courses of action, beliefs and practices that systematically construct the subjects and the worlds of which they speak.” (Discourse, 2018).
Effective discourse can drastically change the way we have conversations, the way we teach others and the way we interpret nature. Beck et al., (2018) “Interpreting cultural and natural heritage”, teaches the readers to understand their audience and explains the different ways that we can teach and how others can learn. The words that we use are extremely important in how efficiently we can communicate with one another. A couple of days ago I uploaded a video link to my blog of an assignment that I had created in high school. This video had the goal of teaching others about how species of frogs are currently in decline with a scientific lens. The goal was also to use effective discourse, in this case, my audience was high school students. Understanding who I was presenting this information to, completely shaped the way that I communicated. Similarly, Kitty, Jenny and Washington, used language that their audience was likely comfortable and familiar with. Effective discourse is extremely important in scientific nature interpretation. In some cases, explanations can be necessary or perhaps different forms of vocabulary is more efficient. Overall, being aware of the style of language that we use to speak to people can drastically change the way they understand us.
I want to know if any of you have experienced times when you have changed your vocabulary to address certain topics, this could be in school assignments or in workplace environments too!
Excited to hear what you guys have to say!
Ale
Literature Cited
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage : for a better world. Sagamore Venture.
Discourse - examples and definition of discourse. Literary Devices. (2018, November 1). Retrieved February 6, 2023, from https://literarydevices.net/discourse/
Hello Ale!
I found your post to be very interesting and I would love to provide further insights. Specifically, I would like to address your prompt asking if we have experienced times when we changed our vocabulary to address particular topics such as during school projects or in the workplace.
Vocabulary and tone play a significant role in how we are interpreted and by whom we are interpreted. A simple example to demonstrate this is how you would speak to a child versus an adult. Specifically, when talking to a child simple vocabulary and an uplifting tone would likely be most effective. Opposingly, when speaking to an adult you would likely use more sophisticated vocabulary. Likewise, we can think about what vocabulary we use when speaking to close friends versus professors.
As many of us know by now, there are several methods of interpretation including social media, interviews, television news, newspaper, etc.; each interpretation method will use a different vocabulary or discourse. Discourse can be defined as “spoken or written communication between people, especially serious discussion of a particular subject” (Discourse definition and meaning, n.d.). For example, when providing interpretation through social media the most effective discourse will include short messages that convey important ideas (Beck et al., 2018). The key to an effective post would be to have a large message conveyed in a few words and accompanied by a compelling photo (Beck et al., 2018). Opposingly, print media such as newspapers will provide a more in-depth version of what would be included in a social media post. To be most effective, the newspaper article would be well-written, detailed, and incorporate columns dedicated to freelance writers or information about tourist attractions (Beck et al., 2018). A combination of very informative discourse about nature interpretation and light-hearted columns of attractions or freelance writers will be useful for a larger variety of people, compared to a newspaper containing only one type of information or the other. For these reasons, for interpretation techniques to be most effective, vocabulary and discourse must be considered based on the specific technique.
References
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. SAGAMORE Publishing.
Harper Collins Publishers Ltd. (n.d.). Discourse definition and meaning: Collins english dictionary. Discourse definition and meaning | Collins English Dictionary. Retrieved February 6, 2023, from https://www.collinsdictionary.com/us/dictionary/english/discourse#:~:text=Discourse%20is%20spoken%20or%20written,speech%20More%20Synonyms%20of%20discourse.
Unit 04: Art Interpretation
Various mediums of art including paintings, sculptures, photographs, music, etc. can be valuable tools for nature interpretation. Interpretation through art allows individuals to draw their own thoughts and emotions towards a piece, which is required for a kind society that is connected to nature in some way (Beck et al., 2018). Likewise, visual and performing arts have been used for centuries as effective tools of interpretation (Beck et al., 2018). Art is an effective interpretation tool because it is likely to attract a more diverse audience. For example, some forms of art such as paintings don’t require reading; thus, those who lack this skill will be able to appreciate art as much as those who do have that skill. Likewise, interpreting some kinds of art, such as paintings, does not require hearing; thus, deaf individuals will be able to appreciate this type of interpretation tool. Additionally, different cultures have different traditions and acknowledging this will allow more effective interpretation. For example, some cultures have routinely passed their rituals, beliefs, and skills through generations through oral tradition. As a result, the art of storytelling holds great value in these cultures (Beck et al., 2018). Overall, there are various types of art which can be very effective for interpretation based on the audience and situation.
Next, I would like to discuss the “gift of beauty”. The principle behind the “gift of beauty” is that the goal of interpretation should be to promote the ability and desire in people to see beauty in their surroundings (Beck & Cable, 2011). Likewise, it should provide spiritual upliftment and encourage the preservation of resources (Beck & Cable, 2011). In terms of this gift, I prefer to interpret art based on my past experiences. When I was younger, I always loved drawing, colouring, and painting, but as I grew older, I began to focus much less on making art pieces myself. Instead, I gained an appreciation for other people’s work. For example, I enjoy looking through art galleries and museums. One place that comes to mind is the Algonquin Art Centre. I love admiring paintings of places in nature and places that I have been; specifically, walking through the Algonquin Art Centre I recognize many of the places being painted and it makes my appreciation for the work even greater. Additionally, my parents always had paintings hung on our walls by Robert Bateman. Robert Bateman was a Canadian naturalist and painter who focused on painting wildlife and nature (Simon & Schuster, 2015). Additionally, I have watched many outdoor performances and skits in Algonquin Park through the years that have been highly effective at capturing the audience’s attention and passing along valuable information.
In conclusion, there are several kinds of art that are highly valuable tools for nature interpretation and can encourage various individuals to see “the gift of beauty”. To end, I would like to ask a question – what form of art do you favour?
References
Beck, L. and Cable, T. 2011. The gifts of interpretation, Champaign, IL: SAGAMORE Publishing.
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. SAGAMORE Publishing.
Simon, & Schuster. (2015). ROBERT McLELLAN BATEMAN. Robert Bateman - Biography. Retrieved January 31, 2023, from http://robertbateman.ca/biography.html.
The Many Art Forms of Nature
Being able to interpret nature through art (whether it be music, a painting, a book, or movies/ photographs) is such a special attribute. It can be easy to form connections to nature when your body is physically in it, but forming this connection through an art form can be more difficult.
Growing up, my parents filled the walls of our house with nature-inspired artwork. Whether it was a scene of wolves running through the forest, or a horse-drawn carriage traveling through a town around Christmastime, being surrounded by these images helped me develop a deeper understanding of the relationship between art and nature. A few years ago, I travelled to Victoria B.C. to visit family, and while I was there I went to the Robert Bateman Gallery. I can't quite describe it, but viewing his artistic interpretations of nature always left me with such a deep gratitude for the natural world and for artists like Robert Bateman who capture it so perfectly. Below is an image of one of my favourite paintings. My parents have it hanging in their house, and I love showing it to friends when they visit and seeing how long it takes them to realize this is not just a painting of grass.
Eyes in the Grass- Robert Bateman (painting)
I recently watched the movie "The Banshees of Inisherin," and felt quite moved by the cinematography and setting. My grandparents immigrated from Ireland, and I still have a lot of family there that I am lucky to have visited in the past. I have always found the rugged coasts and rolling fields of Ireland to be so beautiful, and this movie did such a special job of capturing the beauty. It left me with feelings of sadness and longing to go back to Ireland, but also with feelings of gratitude. Even though I'm not in Ireland now, seeing its landscapes portrayed in film left me feeling peaceful just knowing that they're there, and that they'll still be there when I get the opportunity to return.
A scene from "The Banshees of Inisherin"
I mentioned before that it can be easy to feel connected to nature when you're physically present in it. Don't get me wrong, this is still such a special feeling and is one I hope everyone can experience in their lifetime. But being able to connect with nature through art can allow you to experience a deeper level of connection with places you may have never physically been. It is inspiring and hopeful to feel connected to a place you are not physically in, and I think it creates a certain sense of longing to travel and experience these things first hand. Just knowing that the Irish landscapes are out there waiting for my return sparks such an excitement in me, and I feel lucky to have this feeling.
The beauty of nature is subjective. One person could look at a landscape and see nothing special, while the next person that comes along could think it was the most beautiful thing they have ever seen. The subjectiveness of nature interpretation is especially relevant when it comes to art, and it is so special that each person can experience the beauty of art differently.
Hello Lauren!
I thoroughly enjoyed reading your post as it was very insightful, and I found myself relating to it in many ways. To begin, I completely agree that interpreting nature through art is special as it can allow individuals to see “the gift of beauty” without being physically immersed in nature. Like you, my parents also had several paintings by Robert Bateman scattering the walls of our house. Although I often find paintings of nature to be beautiful and thought-provoking, I cannot always see the full picture. For example, I’m embarrassed to admit that I only see grass in the painting included in your post. The truth is, I have rarely learned about art and challenged my artistic side. Instead of challenging myself by analyzing art pieces, I enjoy walking through galleries and seeing paintings of places I have been in the past as they bring back old memories, and spark joy. In fact, I often find myself scrolling through the photos on my phone and looking at pictures from summer sunsets, camping, etc. and it makes me miss those things even more and makes me look forward to the next summer. Therefore, I also love your point about art creating a longing for travel as it often makes us want to travel back to somewhere we've been or gives us new travel ideas. Finally, I find it quite interesting how subjective nature can be. For example, my friend and I could look at the same picture and see completely different things and have different emotions provoked. In fact, the grass painting is a perfect example of that.
Unit 03: Privilege in Nature
The Merriam-Webster dictionary defines privilege as “a right or immunity granted as a peculiar benefit, advantage, or favour”. Specifically, I would define privilege as an individual or group that has an advantage over another individual or group of people. As well, privilege is commonly focused on gender, health, race, and economic status; all of which play roles in the opportunities available to certain individuals. Likewise, it is important to understand the idea of barriers including economic, cultural, communication, lack of knowledge, and fear (Beck et al., 2018). First, economic barriers are those involving the costs of doing something (Beck et al., 2018). For example, Ontario Parks locations require the purchase of a day pass to have access to hiking trails and its facilities. Likewise, travel to the park whether it be in a personal vehicle or on a bus, requires money. Therefore, those with enough money will have the opportunity to visit as they please while those who lack the required funds will miss out on this opportunity to experience nature. Second, cultural barriers cause individuals to think and act differently. For example, camping may seem like an amazing park activity for some, while others will associate it with being homeless (Beck et al., 2018). Third, communication barriers may be language barriers that prevent adequate interpretation (Beck et al., 2018). In Ontario Parks locations most information is provided in French and English, which is wonderful; however, many tourists who visit are likely not able to understand all the information being presented to them. In addition, a general lack of knowledge may act as a barrier for many individuals (Beck et al., 2018). For example, unless a parent goes camping or enjoys the outdoors it is unlikely their child will be exposed to those experiences. To limit these barriers, it would be beneficial to have field trips and include topics like these in the school curriculum. Finally, fear may act as a barrier (Beck et al., 2018). Again, I will use a child-parent relationship to demonstrate; if the parents are afraid of bears, then it is likely their children will be afraid of bears. Thus, they may be too afraid to spend time outdoors. There are also age barriers, physical barriers and more that I have not discussed. Overall, there are clearly many barriers people may experience when it comes to exploring the outdoors, and privilege has much to do with who experiences these barriers.
Furthermore, I would like to shed light on my own experiences and how they relate to privilege. First, my parents loved camping before I was even born; therefore, since I was a baby, I have been camping and exposed to the outdoors. Also, my parents have been in the middle class since I was born; therefore, they have been able to afford to book several camping trips each year. I feel that not everyone realizes how expensive camping is, even I had not until I started booking my own trips and the costs of this likely prohibit countless individuals from having these experiences. All in all, I do consider myself privileged and I feel that it is my responsibility to understand this and try to break these barriers down to make exploring nature more accessible to everyone.
References
Beck, L., T. T. Cable, and D. M. Knudson. 2018. Interpreting cultural and natural heritage: For A Better World. SAGAMORE Publishing, CHAMPAIGN, Illinois.
Privilege definition & meaning. Merriam-Webster. Available from: https://www.merriam-webster.com/dictionary/privilege.
Risk vs Reward: Recognizing Privilege
Privilege is a tricky thing to define, as it comes in many forms, however I would define it as an unearned advantage in life. Privilege means not having to worry about as many obstacles in life as others, and this is usually taken for granted.
I consider myself quite privileged. I have a family, housing, easy access to food, and I have been enrolled in a University program for almost 4 years now. I am only in the position I am in because of my supportive family, which I did not ‘earn’ per se. It is very easy to take things like this for granted, but it is so important to recognize that I, along with many others, have a safety net when taking risks - something that a lot of people do not have. Regardless of how independent I am or become, I have my family to turn to in a time of crisis, which gives me yet another advantage that was thrust upon me simply by happenstance.
I always believed that I worked towards my university degree and earned it by getting good grades in high school, and getting a job to make money towards my tuition, but I realise that without the comfortable life I have been given, this would not have been nearly as easy. Without the emotional and financial support of my parents growing up, none of these opportunities would have been possible, even when working my first job at Tim Hortons in high school, my parents very often had to drive me to and from shifts. As well as this, they assisted me when preparing for my interview for that job, as well as multiple others.
I have mentioned in my previous posts how much I have enjoyed going for hikes, and going camping with family, which I know is what led me to study environmental sciences and ecology at Guelph. However, I only gained these experiences because my parents spent time and money to share their passion for nature with me, not because I worked for it or earned it.
In the field of Nature Interpretation, or Environmental Sciences as a whole, I realize I have an advantage over those who did not attend university, or experience some of the things I was able to do while growing up. Everyone should be able to experience nature freely, and sadly this is not possible for all. Being an able-bodied, young, heterosexual male, I will face little to no prejudice or obstacles when looking for opportunities in this, or any field of work. For example, if I wanted to travel for a nature hike that I think might benefit me, I am able to, which is not the case for many people facing financial struggles, or physical struggles or disabilities.
I truly believe nature can benefit all, but it is true that it is more accessible to some than others. I think that increasing accessibility of things like provincial parks and nature reserves is important to share the passion for nature among everyone. Although we cannot eliminate privilege, I think recognition of our own privileges is extremely important, and is the first step in overcoming barriers in not just this, but all aspects of life.
Hello Thomas!
I enjoyed reading your post and found myself relating to it in many ways. To begin, I completely agree that privilege is extremely tricky to define, and I think you did a good job creating your working definition. As well, I too consider myself to be quite privileged since I have all the things you listed and am also graduating with my Environmental Science degree this year. Although I could argue that I have worked for many things in life; for example, I got my first job in high school and have worked since then to be able to afford my laptop, my car, my cellphone, etcetera, I am still very privileged. I think we often forget how privileged we are because we focus on individuals that are more privileged than ourselves and forget about less privileged individuals.
Furthermore, I liked your inclusion of being able-bodied and lacking any physical struggles or disabilities. I will use my dad as an example here to address the need for increased accessibility in Ontario Parks. My dad has spent his entire life camping and raised me to do the same; he faced no physical struggles in his life until recently. About a year ago my dad was diagnosed with cancer and although he is now cancer free, it caused him to require the use of mobility devices such as walkers and canes, as well as a back brace. As a result, my parents ended up selling our trailer because camping is no longer comfortable for my dad, and he wouldn’t be able to do most hiking trails. For example, Algonquin Provincial Park has several hikes however, only one of them is wheelchair accessible. I understand that increasing accessibility in natural areas is not an easy task, however, I feel like not much thought is put towards this and outdoor activities like this are simply for those with more privilege.
