Reflections with Nolan

Looking for the best ways to share the joy I've found outside

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What I stand for as an interpreter

As defined in the Merriam-Webster dictionary ethics are “the principles of conduct governing an individual or group” (Merriam-Webster, n.d.). As a nature interpreter, I have developed a strong personal ethic which guides me in my work. This ethic is informed by my beliefs about the importance of protecting the natural world and the role that humans play in shaping its future. 

My personal ethic as a nature interpreter is based on a couple of beliefs, the main one being that nature is constantly changing and that humans play a role in shaping its future. Although many changes in the world are natural and necessary, other changes are usually a result of human activities such as climate change. As an interpreter, I believe that it is important to educate individuals about the impact their actions have on the natural world and encourage them to take action to protect it. As mentioned by Beck et al. (2018), accurate interpretation has the power to help individuals understand many complexities such as climate change, endangered species, social justice etc.

In order to provide individuals information to accurately interpret the natural world, more awareness needs to be created and programs must be more inclusive and accessible. As mentioned by Hookyaas (2023), unfortunately interpretive programs are not always accessible to everyone, and those with different levels of privileges have different levels of access to these programs. I believe that everyone should have access to interpretive programs regardless of their level of privilege. An interpreter’s role is to share their knowledge and inform individuals about the natural world and picking and choosing who has access to this is a form of discrimination. 

As mentioned by Beck et al. (2018), it is a difficult task to ensure that programs are accessible to individuals with disabilities. When designing my own program I would take a couple of approaches to ensure that all of the programs are accessible to individuals with disabilities. One of the steps that I would take is to ensure that I offer the programs in many different accommodations and on different platforms. For example, if the program is offered online I would make sure to have audio and also captions. Those individuals who are unable to hear will be able to view the captions to understand the program and those who are unable to see can hear the program. I would also ensure that the program is offered on paper along with technology that will allow individuals to choose how they want to access the program based on their comfort. One of the steps that I would take is to have an ACA coordinator review my programs to ensure that they are accessible and that all legal requirements are met (Beck et al., 2018). An ACA coordinator’s job, just like an ADA coordinator, is to ensure that there is no discrimination against individuals with disabilities (U.S. Department of Labor, n.d.). Providing every group of individuals with a chance to accurately interpret nature will allow them to take action in order to keep our planet healthy and beautiful.

As a nature interpreter, I have several important responsibilities. One of the most important responsibilities is to provide accurate and objective information about the natural world. In a world where inaccurate information is advertised on a daily basis, it is an interpreter's job to be a source of accurate information (Beck et al., 2018). For example, creating a program on climate change would require extensive geographical and scientific research and if not done correctly, individuals viewing the program may cause more harm than good to the environment.  

As mentioned by Hookyaas (2023), an interpreter’s responsibility is to get individuals to feel more connected to nature whether it be through explaining the history behind different scenarios or offering them a sense of belonging or even just entertaining them and influencing them to take action to feel more connected to nature. As I mentioned, one of my goals is to ensure individuals with disabilities are able to access and understand my programs. By running my programs through an ACA coordinator and making them accessible to everyone, I am working on offering all individuals a sense of belonging regardless of their privilege.  

This semester I took a zoology course where we had to prepare a presentation on scientific articles that we read. I chose a paper which spoke about the effects that climate change has on the sex determination in sea turtles (Porter et al., 2021). I took on this project as if I were creating a program in order to inform individuals about how their activity is causing a decline in the sea turtle population. My approach to creating this presentation was to make it accessible for everyone, by including pictures, audio, and activities for individuals to partake in, essentially incorporating different learning styles to cater to everyone (Hookyaas, 2023). My presentation could be thought of as science, historical and environmental education. By incorporating different types of education into my presentation I was able to attract everyone’s attention. For example, many people said they loved my historical explanation of climate change and sea turtles but others loved the science interpretation part more. This just goes to show how everyone has different interests and to capture their attention it is our responsibility to research and incorporate many different education styles in our programs (Hookyaas, 2023). 

Although I have mentioned my beliefs, responsibilities and approaches I will take to make interpretation more accessible, they are still subject to change. As mentioned by Beck et al. (2018), “effective interpreters routinely change beliefs or judgements about certain behaviours”. This means that as our natural world changes it is my job as an interpreter to change my beliefs, responsibilities and approaches to ensure that I am keeping my audience up to date and helping them interpret the world effectively with newer, more updated approaches. Overall, my overarching goal as an interpreter is to educate individuals on climate change by using environmental and science education synergistically and my first step to achieving this goal (my zoology presentation) was effective and a great success (Wals et al., 2014). 

Check out my presentation/blog on sea turtles at: https://grossinetwork.wixsite.com/animalphysblog/post/sea-turtles-need-to-dress-warmer-to-survive

How do you think your beliefs as an interpreter will change as our world continues to evolve and change? 

References

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

Hookyaas, A. (2023). Unit 01-10 Courselink Notes. Courselink.

Merriam-Webster. (n.d.). Ethic. In Merriam-Webster.com dictionary. Retrieved March 26, 2023, from https://www.merriam-webster.com/dictionary/ethic 

Porter, E., Booth, D. T., Limpus, C. J., Staines, M. N., & Smith, C. E. (2021). Influence of short‐term temperature drops on sex‐determination in sea turtles. Journal of Experimental Zoology, 335, 649–658. https://doi.org/10.1002/jez.2509

U.S. Department of Labor. (n.d.). Americans with Disabilities Act (ADA). Retrieevd from https://www.dol.gov/general/topic/disability/ada#:~:text=The%20Americans%20with%20Disabilities%20Act,local%20government%20programs%20and%20services

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Hi Sanjna,

Great reflection, I really appreciated your discussion on ethics in interpretation. I think we have similar perspectives on the issue, in that making our programs accessible to a wide range of audiences. I liked how you discussed options for addressing audiences with differences in ability, as an appreciation for nature cannot and should not be limited to seeing, hearing, and able-bodied people. In my own post, I discussed unpacking my "invisible backpack" to cater to people with different cultural backgrounds, and to people who do not share similar life experiences as I have been privileged to.

I agree with you that an interpretive program should be well-researched, and I liked your example of researching sea turtles' sex ratio in the context of changing climates. It sounds like you established a strong knowledge base not just from a scientific standpoint, but you applied a social and historical lens to the issue which provided a more holistic view of the issue. In my post, I shared an experience I had with a co-worker at a natural history museum where I used to work, where their lack of basic knowledge of our museum was detrimental to our visitor's appreciation of the space and the history.

Thanks for sharing!

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Reflecting on the past, Looking to the Future (Unit 10)

Becoming an interpreter of any variety comes with a great deal of responsibility. You are becoming not necessarily an expert, but more of a Sheppard, in the teachings of an area. With this, you can help shape and develop the opinions and knowledge bases for others.  I believe that if you are an interpreter, your ethics must be concrete, as you have an responsibility to properly teach those you connect with. 

Growing up, like many others, your first teachers or “interpreters” are your parents. They teach you how to see the world the way they know best, and your young and impressionable mind soaks up every piece of knowledge they can pass down. Of course, as you get older, sometimes your opinions and views will differ from your parents, and sometimes they will not. But the most important part to remember is that your parents have the potential to be so influential because of the trust you have in them.

That brings up a main point, that without trust, you will never be as successful as you can be as an interpreter. The audience you are projecting to must have a sense of trust in you not only as an educator, but as a person as well. Speaking from personal experience, it is a very comforting feeling knowing that there is a sense of trust between yourself and the teacher. This allows you to relax and become comfortable in that setting, which I find allows for increased knowledge intention. 

Additionally, becoming an interpreter is a delicate balance of personability, and teaching that becomes difficult to balance sometimes. A lack of emphasis on the subject matter, and you lose the ability to effectively teach the audience. Too much emphasis however, the subject matter becomes disinteresting. The unfortunate fact that I have encountered in my academic career is educators that are experts in their subject area, but fail to personally connect with their students, and therefore develop a level of disinterests that disengages the audience. 

            With that being said, navigating this course has given me a new perspective on what it means to be an interpreter. I have always thought of interpreting a subject through the traditional classroom setting. However, there is so much more to interpreting that speaking in to an audience. Connecting to an audience in different mediums, such as through music or through nature, has become a new point of emphasis for when I engage with a subject (Beck et al., 2018). 

Looking back, one of the most learning experiences I have ever had, came outside of the classroom, walking through the streets of downtown Toronto. This particular teacher was always trying to engage students in different ways, attempting to accommodate all types of learners, which was interesting to learn about throughout this course (Beck et al., 2018). We ended up taking an end-of-year school trip to Toronto, to learn about the experiences of social workers who work closely with the homeless populations downtown. This type of experiential learning opened my eyes to the type of humility that should be approached to such a delicate subject, but also it inspired me to become a teacher myself. The type of commitment this teacher had to her students, was inspiring. Her dedication to trying to cater to each individual learning style was underappreciated in the moment but means so much looking back.

            Overall, becoming an interpreter is rewarding and challenging, but this path requires a strong sense of responsibility, ethics and commitment to continuous learning and growth (Dartmouth 2023). Interpreters can effectively shape and develop the knowledge of others, inspiring a new generation of learners. Balancing personability and teaching can be a challenge but finding the right approach can help engage the audience and foster a deeper understanding of the subject. It is also important to recognize that interpretation isn’t limited to traditional classroom settings but can also be achieved through a variety of mediums that can cater to a wide variety of learning styles. 

References 

Beck, L., Cable, T. T., & Knudson, D. M. (2019). Interpreting cultural and natural heritage: For A Better World. Sagamore Publishing. 

Dartmouth, U. of M. (n.d.). How to accommodate different learning styles. Center for Access and Success | Student Affairs | UMass Dartmouth. Retrieved March 26, 2023, from https://www.umassd.edu/dss/resources/faculty-staff/how-to-teach-and-accommodate/how-to-accommodate-different-learning-styles/ 

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Hi Liam

I agree with a lot of your insights and reflections, this was clearly a very personal post. I think that the balance of personability and teaching is very important as well. You're totally right that too much personality without emphasizing the subject matter can make the interpretive program sort of pointless, while too much subject matter can cause people to become disinterested. In my experience when I worked as an interpreter, I tried to understand what the fundamental concepts worth sharing with my audience were, and then figured out phrases and examples I could use to link them all together. That being said, I've also learned to be picky with the elements of my personality to inject into my tours, I've reflected on this in my own posts. Especially when it came to using common phrases and simple humor, it was common for my international visitors to misunderstand something in my speech that I would have assumed was plainly evident. This is part of my process of unpacking my "invisible backpack", even cultural biases are packed up in the things we say.

Thanks for sharing!

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Unit 10 - Reflecting on ethics, motives, and responsibilities

The prompt for this week was a very open ended, reflective question. I have been tasked with describing my personal ethic and responsibilities regarding natural interpretation. It can be hard to describe my ethics and approach to interpretation, but it is important to understand the source of my desire and ability to interpret as I progress as a naturalist. Understanding my own point of view as best as I can positions me better to share information and perspectives about the natural world, appreciating when I am sharing a set of facts instead of my own opinion/perspectives on an issue is not always so black and white. For instance, while it is a fact that the climate is changing rapidly due to human activity, it is simply an opinion that we should be doing something to prevent further climate change.

This prompt has really brought me back to unit 3 of this course where we discussed our invisible backpacks. I strongly believe that as an interpreter, I should be acutely aware of the categories that my knowledge falls into (fact, opinion, stories), and which categories I’m sharing. I am continuously coming to understand the privilege I’ve had throughout my life, which has played a large role in shaping my worldview and opinions on numerous subjects, which no doubt has implications on how I choose to share them (Gallavan, 2005). I’m fortunate that I’ve had the opportunity to work as an interpreter in the past, and I have experiences to reflect upon. I learned I have to stay aware of and challenge any assumptions I have about a topic or my audience’s knowledge of it. What may initially feel like common knowledge to me, an undergrad biology student in my 4th year who has spent many summers in the bush, my not be common knowledge to someone else. I found that one of the tools I would sometimes employ in my tours (and one that my employer wanted me to use) was some light humour with the purpose of keeping people interested and driving a couple points home. However, the place I was working was a very popular location. I met plenty of tourists and new Canadians who would not pick up on the joke, and in scenarios like this my humor could have the opposite effect that was intended, having people lose interest or not understand my point. 

Furthermore, I strongly believe that attitudes are contagious. In the context of interpretation, this means that an interpreter should convey a genuine interest and fascination with the topic to inspire similar attitudes among their audience, and young audiences are especially impressionable (Beck et al., Chapter 7, 2018; Rodenburg, 2019). While this is easier said than done, and a guide cannot show 100% enthusiasm every minute of every day (speaking from experience), I still think holding this attitude will point an interpreter in the right direction, to engage fully with visitors and provide a quality interaction. 

Personally, I believe members of the audience should be able to ask questions to their interpreter to facilitate a deeper understanding of the topic, and to satisfy their interests. To meet this end, it is the responsibility of the interpreter to become as educated on the topic as possible. It is best if the knowledge they possess is both scientific, and environmentally focussed, as defined by Wals et al., (2014). Linking scientific and environmental knowledge integrates society and sustainability and encouraging citizen science is a huge component of society becoming more sustainable (Wals et al., 2014), which is in line with my ethics that we (North American society) should live more sustainably than we currently do. I believe that encouraging questions fosters a scientific and curious mindset, the kind that we need for tackling the large issues that face loom in our futures (climate change, biodiversity loss, ocean acidification, etc..). 

I see interpreters as playing a key role in bringing people into the community of nature lovers, as they are positioned to communicate with people who may not have a deep understanding/relationship with nature. While an interpreter shouldn’t be expected to know everything about a topic, I think they are responsible to have a firm grasp on the basics of the topic they are sharing (Beck et al., Chapter 17, 2018). Sadly, I have seen (inexperienced) interpreters unintentionally crush a child’s curiosity by responding to an admittedly basic question with a simple “I don’t know”. For context, I was working at a natural history museum where every display consists of historic taxidermy from the past 160 years, and the question asked was “how do they put the animals in those poses?”. In my opinion my colleague should have had a better response to the child in that situation, it would have been easy for them to say, “I’m not sure, let me double check and get back to you”. We had numerous resources available that would’ve answered such a basic question at a taxidermy museum, and a better response would have fuelled the flame of curiosity for that kid and enhanced their experience, but in this case that didn’t happen.

I find that my approach to interpretation caters to visual learners. I am a visual learner, so this style comes very naturally to me. I like to have a set of photographs or props with me that serve as visual aids to emphasize my interpretive program (Beck et al., Chapter 6, 2018). Often, I would hand select the photos I brought with me, and I would be able to use the same photo in different contexts. As an example, there was a photo of an old cabin made by early settlers in the area where I worked, which was useful to give my audience an idea of what someone could have expected for living accommodations back in the day. However, I would also come back to that photo later in my tour to highlight the human impact on the area, since the landscape in the background was noticeably different from the landscape as it existed back then. Specifically, there were fewer trees on the landscape in the past, and due to fire exclusion and the near extinction of bison, trees have flooded the valley. This concept can hard for people to visualize, but having the photo helps, and using the same photo of the cabin builds an association in my audience’s mind about what it would have been like to be an early settler, not just in terms of living accommodation but also in a landscape devoid of human footprints.

This has been a very interesting course, and I will continue to reflect on the lessons I have learned and apply them to my past experiences to hopefully become a well-rounded interpreter.

That's all for now,

See you next time

Beck, L., Cable, T., & Knudson, D. (2018). Interpreting cultural and natural heritage: For a better world (1st ed.). Sagamore Pub.

Gallavan, N. P. (2005). Helping teachers unpack their “invisible knapsacks.” Multicultural Education, 13(1), 36. Gale Academic OneFile.

Rodenburg, J. (2019). Why environmental educators shouldn’t five up hope. Clearing Magazine.Org. Ares. https://clearingmagazine.org/archives/14300

Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence Between Science and Environmental Education. Science, 344(6184), 583–584. https://doi.org/10.1126/science.1250515

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Unit 9: Sunlight and Flowers

As I complete my biological science degree here at Guelph, I often catch myself looking for the human impact on any given topic. In the case of nature, I quickly was able to put the thought of sunny days and flowers and associate it with happy memories, so the question here Is why? The most amazing thing about nature to me is how it can make you feel. Waking up to the sun shining bright and the birds chirping outside your window is the best feeling (As I am writing this, I am sitting on my couch in the sun, summer is almost here!).

If the sun is out, my mood instantly improves. The science behind hormones in the case of flowers and sunlight is something I find fascinating. Studies have found that the amount of time that strong sunlight is present and how quickly it is produced affects the rate at which the brain produces serotonin (Lambert et al. 2002). I see serotonin as the messenger that helps the body decide its mood, overall bowel and appetite health and how much a person sleeps. Overall, the takeaway point here is that the more sunlight, the happier people seem to be (Lambert et al., 2002). From my personal experience, I believe that the number of people suffering from seasonal depression has increased since the pandemic. Having a lower mood in the winters and in situations like COVID-19 where you are trapped in one environment (something as simple as getting your daily coffee from your favourite coffee spot became impossible at the height of the pandemic) that you do not feel your best at, is unfortunately becoming “normal”.

The picture above is one I took of my orchids last week and my favourite part is the little sparkles in the petals!

In terms of flowers, you can experience satisfaction, joy, and motivation thanks to dopamine. A group of 147 women were given a “gift” which ended up being flowers (Haviland-Jones, 2018). The immediate reactions to receiving flowers as their gifts were polite, true and excited smiles (Haviland-Jones, 2018). Just the slightest glance at nature can make a person happier! We use flowers in our lives as a symbol at occasions from birth to death. This can be anything from attending a wedding, to visiting a sick loved one in a hospital. I never really thought about how flowers are so versatile. Now that I am thinking about it, I do buy flowers for others very often, how about you?

This was just a little bit of my opinion and some studies I found on flowers and sunlight. There is so much more that can be discovered on nature. I would love to hear what the most amazing thing you know about nature is!

References

Haviland-Jones, J. (2018). Rutgers: Flowers Improve Emotional Health. About Flowers: Society of American Florists. https://safnow.org/aboutflowers/quick-links/health-benefits-research/emotional-impact-of-flowers-study/

Lambert, G. W., Reid, C., Kaye, D. M., Jennings, G. L., & Esler, M. D. (2002). Effect of sunlight and season on serotonin turnover in the brain. The Lancet, 360(9348), 1840-1842.

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Hi Maneet,

I really appreciated your perspective this week. Your words made me consider the similarities that we as animals share with plants and flowers. Although I can't personally photosynthesize, it certainly rang true with me to read you describing the impact of the sun hitting my face and lifting my spirits. I think you are certainly right about the pandemic affecting our capacity to get out into the daylight, and the lockdown certainly made me appreciate the time I spend outside, and appreciate the good weather when I have it!

Cheers,

Nolan

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Amazing Nature - Glacier Caves

I am always learning new things about nature that amaze me and it’s impossible to single out just one thing. That being said, one of the most amazing natural phenomena I have come to appreciate recently are glaciers. I think they are incredibly fascinating and exotic geologic features that few of us get to experience up close. Over the past few summers, I have had the pleasure on visiting several glaciers in the Canadian Rockies, and I saw some incredible sights. For those who are unfamiliar, glaciers are massive bodies of ice that form in places that receive enough snow, or stay cold enough all year, to sustain permanent ice. Outside of Antarctica and Greenland, glaciers are virtually restricted to high mountains. These massive “rivers of ice” grind along the surface of rocks where they carve into deep valleys. Even though they move incredibly slowly by human standards (the average glacier in the Canadian Rockies advances 15m/year), this movement generates a small amount of friction, which melts some of the ice and keeps things slippery. 

This means that there is always some liquid water flowing under a glacier, and that liquid water carries slightly more heat than the ice above it. This is where things start to get weird. The heat from this water can begin to hollow out a cavity underneath a glacier, which can then allow some warmer air currents to breeze through, and this cavity will continue to enlarge. This is one of the ways a glacier cave can form.

 For those who have not had the pleasure to stand inside a cave like this, let me try and describe how it felt. Firstly, there is an air of caution and haste, since glacier caves are less stable in the summer, and there is a steady, yet intermittent trickle of pebbles and stones tumbling along the ice and into the opening of the cave. As you walk deeper inside, you can hear the echo of water babbling somewhere beneath your feet, and water will occasionally drop onto your shoulders, or onto your neck, reminding you of the many tonnes of ice that are melting above your head. As you walk deeper still, the light starts to change. The sunlight that streams in from the opening bounces across the endless dimples that carve across the inner surface of the cave, exposing the alternating clear and cloudy layers, separated by strips of sand and sediment, the ancient ice of the glacier.

The cave I’m recalling today was near the Wapta Icefield, in Banff National Park. The icefield itself was a sight to behold in and of itself. I hiked 5 hours to reach it, and from my viewpoint, there was an expanse of ice for as far as I could see, over the hills and past the mountains in the distance. I sat there for a long time, thinking of how long that ice had been there, what the landscape looked like hundreds of years ago before these glaciers had retreated so much, of what the world might have looked like before these glaciers had formed. A place like this makes me marvel at the diversity of landscapes on this planet and fuels my appetite to continue exploring and looking for incredible places. It truly feels like being on a different planet.

That’s all for now,

See you next time

[hpenvs3000w23]

Unit 7: Interpretation Through Music

Music is something that I absolutely enjoy regularly. I'm very much an audiophile where I'm listening to music pretty much most of the day. It is an addiction. It is true that every known human culture has music. When reflecting on the course material, I find it so fascinating that we have created patterns of sound varying in pitch, tone, and rhythm that is different or can be similar across various cultures (Gray et al., 2001). Music itself is like its own language and there is evidence of the earliest use of nature in music.

Where is music in nature? When I think about this I know that nature makes its own sound like waves and the sound of birds at the beach creating a sense relaxation. Birds are definitely the first thing that comes to my mind when I think of where we find music in nature. Going back to how I mentioned that music is like its own language, we can appreciate how birds have a language of their own by singing. What's interesting is that birds have the ability to pitch songs to Western music which is why humans are attracted to these sounds (Grey et al., 2001).

Where is nature in music? This is an interesting question. Our Neanderthal ancestors were very fond of music. They used animal bones to create a flute-like instrument which resembles the sound of today's recorders (Grey et al., 2001). This just goes to show that ancient civilizations prioritized and discovered music as a primary form of entertainment. I would say that this is an early example of nature in music because animal bones were recycled to create instruments which is a clever idea.

Discovery of prehistoric flutes (Gray et al., 2001). Credit: Jelle Atema.

One song that I used to listen to a lot when I was a younger was Starships (clean) by Nicki Minaj because it reminds me of summer and it's a catchy throwback song. The song itself is fast-paced with the strumming of a guitar in the background. It makes me visualize a nice sunny day. And it reminds me especially of the times where I would go to the beach with my friends and we would always jam out to this song on our way there to get hyped. It's the perfect road trip song to the beach. It's very upbeat and always puts me in summer mode when ever I hear it even during the gloomy winter months.

For further discussion, what are some other animals that use musical sounds to communicate? How are these musical sounds beneficial within species?

Thanks for reading,

Hinal.

References

Gray, P. Krause, B. Atema, J., Payne, R., Krumhansl, C. & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science. 291. 52-54.

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Hey there!

I really enjoyed reading your blog post this week! 

I basically said the same thing in my blog about how when people think about music in nature they will immediately think about birds singing. I think this is the most common way people experience music in nature, rather it be hearing birds sing during a walk in the woods, or being woken up at 6 am on a spring morning because they are singing right outside the window. I found it very interesting that birds can pitch songs to western music and that really had me wondering if other animals also enjoy music. 

I really like how you mentioned that our Neanderthal ancestors were fond of music and how they would use animal bones to create instruments. It's really crazy to think that the recorders we played in elementary school were practically based on a design made so long ago. I thought that your example of how the song Starships by Nicki Minaj makes you think of summer was very cool! It's really cool how a song so unrelated to summer can make you think about all the good times you had with friends that summer. The song Toes by the Zac Brown Band has the same effect on me. My one friend always plays this song when we head up to Algonquin Park for our annual canoe trip, so whenever I hear that song it always makes me think of summertime in Algonquin. 

To answer your question, frogs are another animal that uses musical sounds to communicate. Male frogs sing to attract females of their own species and female frogs' ears are actually tuned to identify which calls are from the same species.

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Hey Hinal,

Great post. I agree with a lot of your ideas, especially about the best music in nature can come from the combination of all of the sounds in the environment. The reading from this week by Gray (2001) used a word I'd never heard before to refer the the "animal orchestra" of the forests, they called it a "Biophony" and discussed how each habitat has a unique ambient sound that is a collection of all of the sounds being made within it.

I'm really intrigued by the idea of nature in music being present in the instruments we use. I hadn't really considered that in my own post, I more focussed on the idea of human voices themselves being an example of nature in songs. However, when the instruments we use are made of natural materials, (and in some ways all instruments are) this can be yet another example of nature in music. One idea that i kept coming back to in this unit is how we often like to look for nature around us, but it can be hard to find examples of nature within us. When we think of music as an example of a beautiful natural phenomenon I think it becomes easier to see ourselves as being an integral part of nature and the distinction between what is "human-made" and what is "natural" becomes more and more arbitrary.

Take care,

Nolan

[dralh]

Disclaimer

This blog was created for __________, University of Guelph. 

The opinions expressed here represent my own and not those of the University of Guelph. 

The University of Guelph is not responsible for the accuracy of any of the information supplied by this blog.

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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.

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MUSIC AND NATURE

Music is present in virtually all human cultures.  We use it to share our feelings, our stories, points of view, sometimes just to sound nice, and many more reasons that I can’t hope to exhaustively list here. When we hear music it is hard to avoid experiencing emotions and feelings in response to the song, and even forming clearer thoughts and opinions in response to a song is not uncommon (Mallarach et al., 2012). However, it is important to ask if music is something exclusive to human communities, or if it exists elsewhere in nature.

While the sound of wind rustling through the branches of a tall tree, or the gentle bubbling noises from a creek may sound like music to some of our ears, these sounds may lack the types of purposeful repetitions and the intention behind it that some would argue is necessary for a sound to be musical. I’m sure we are all somewhat familiar with the enchanting sound of whale songs. But whales possess an intelligence that certainly rivals that of humans and may surpass it in some ways. Both whales and humans possess a lobe in our brains called the “insular cortex” which is responsible for a number of functions that range from pain detection, speech production, and processing social emotions (Nieuwenhuys, 2012). However, some species of whales, such as orcas, have larger insular cortexes than humans do, which suggests their capacity to feel emotions may be even more complex than ours (Zeppetelli-Bédard, 2021). This forces me to ask if the songs that whales sing may convey emotions that are so intense that a human bran could not comprehend the depth of meaning behind it. I’ve included a video of humpback whales singing so you can ponder this idea with me.

Stunning audiovisual recording of humpback whales singing

This stunning audiovisual recording of humpback whales in the South Pacific ocean communicating through a unique song.Photographer Mike Koro

In human music, examples of nature can be found all throughout. I would like to recognise the fact that the human voice is a product of nature and evolution, and the sound of a human voice is as natural as birds chirping and even whales whistling in the ocean. Furthermore, while there are many examples of songs that emphasize appreciating and protecting the natural systems on earth, I would argue that songs about nature can encompass a broader set of songs. Music that reflects human emotions of love, loneliness, anger, and confusion are also examples of nature in music, since emotions are a natural phenomenon that occur in countless animal species. Going beyond the messages in our songs, even the rhythmns and notes that we are accustomed to like can be considered an element of nature, since other groups of animals like whales and birds will use similar tones and timing in their music (Gray, 2001).

Lastly, I would like to include a song that I find very meaningful, and maybe some of you will as well. It is called “Free in the Harbour” by Stan Rogers, and it makes strong references to the cycles of natural exploitation that humans fall into, and how nature is resilient when we learn to live in harmony with it. He draws parallels between overfishing in the Maritimes and oil drilling in Alberta, and how the whales must appreciate the decline of whaling in favor of drilling. I'd encourage you to give it a listen for yourself.

That's all for now,

See you next time 

Works Cited:

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

Mallarach, J.-M., Mallarach i Carrera, J. M., & Internationale Naturschutzakademie Insel Vilm (Eds.). (2012). Spiritual values of protected areas of Europe workshop proceedings: Workshop held from 2 - 6 November 2011 at the International Academy for Nature Conservation on the Isle of Vilm, Germany. Bundesamt für Naturschutz, BfN.

Nieuwenhuys, R. (2012). The insular cortex. In Progress in Brain Research (Vol. 195, pp. 123–163). Elsevier. https://doi.org/10.1016/B978-0-444-53860-4.00007-6

Zeppetelli-Bédard, L. (2021). What Do We Know About Intelligence In Whales And Dolphins? Whale Scientists. https://whalescientists.com/intelligence-whales-dolphins/

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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

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The Art in Nature Interpretation

It's no secret that there is beauty in nature. The "gift of beauty” can be described as someone’s capacity to appreciate the infinite beauty in nature (Beck et al., 2018). This extends beyond the aesthetic and visually spectacular characteristics of the natural world, but also the beauty of the natural systems and relationships that link all parts of nature together in the universe. 

Art has long played a role in how humans understand the natural world. Some of the oldest works of art are cave paintings or stone carvings that depict artistic representations of people and/or animals. Today, artistic works come in many mediums of course, and photography is one that is incredibly accessible to many people today. The fact that most of us carry a camera in our pockets surely contributes to the wide reach of nature photography. I’m sure many of you reading this have some photos of beautiful landscapes or wildlife in your homes, whether it be Moraine Lake at sunrise or the mating display of a male peacock. However, I find that the most compelling natural photography is that which is accompanied by a story.

I believe that the art of storytelling can be one to the most reliable and compelling tools for nature interpretation. Stories can leave a very strong impression on someone, so long as the story was well-told and resonates with the audience. I have many vivid memories of well-spoken storytellers who were performing nature in some capacity. 

I remember in the summer of 2021; I attended a fireside chat at Barrier Lake in Kananaskis. I had the privilege to listen to a Stoney Nakoda language keeper speak to our group, and he told us the story about where the name “Kananaskis” had come from. It had come from a miscommunication between a Cree translator on the Pallister expedition, and a local Stoney boy who was helping the expedition navigate. This story felt especially artistic in the way he told the story since he first told it entirely in the Stoney language, (to which the elders in the circle would laugh along) and he then repeated it in English for us. In doing so he emphasized the relationships of First Nations with this land, having been here first and thus hearing the story before it was spoken using English words where further miscommunications inevitably arise.

This story is closely linked in my memory with the entire evening when I heard it, the dusky atmosphere, the good friends who came with me, and the food I ate while I was there. Compelling stories like the one I listened to that evening can elevate nature-focused experiences and help foster someone’s idea of their connection with the natural world. 

While not every story can be equally memorable, and not everyone can hold a crowd’s attention like the language keeper I met in Kananaskis, I think that photography is a strong tool that can go together with photography when used right. Many of us in this course have been using very intentional photos to accompany our blog posts and make them more resonant with the class.  On the other hand, some of the best photographers I know will have a story behind each photo they share. To me, these stories add even more colour to the scene than the ink or pixels bring to the full picture. When I go to share a story about something that happened to me while in nature, I am often tempted to pull up a photo that compliments what I’m talking about. Not every time, as sometimes the challenge of telling a story without a photo forces the story to be more colourful, but when I know I’ve taken a strong photo that can punctuate my message I will go ahead.

That’s all for now,

See you next time

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

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Hey Nolan,

This was a super captivating read about the significance of photography and storytelling in nature interpretation. When you mentioned how the Stoney Nakoda language keeper first told their story in the Stoney language, and then in English, it made me think about what this means for nature interpretation. The fact this story has probably been shared with so many people uncovers the importance of storytelling in bringing different groups of people together. That night you were able to bond with people who speak a language entirely different from yours, and probably share very little in common with them besides the interest in this very story. Inclusivity in nature interpretation has already been highlighted as a problem in this field, so if a tool such as storytelling can bring more people together, then its importance should not go unnoticed.

You also mentioned that the most important photographs are the ones that tell a story, yet I believe that all pictures tell a story. Whether it be the story intended, 'most accurate', or whatever else, when people see a picture they usually subconsciously create a story for it. Especially in the context of art, show 100 people a photograph and they may all take something different away from it. I think this is the beauty of using art in interpretation, as it allows your audience to have a more enriched, individual experience.

Thanks again for the great read!

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Nature Interpretation through Art and Planning for “All” Scenarios

There are many different artistic mediums that can be used as tools to interpret nature including visual arts, dramatic arts, dance, music, and poetry/storytelling, all offering the potential to convey powerful and unique messages about nature (Beck & Cable, 2018).  

“The gift of beauty” is subjective and can be embraced and valued differently to each individual and change throughout their lifetime. Because our connection to nature and beauty is so personal and variable, there is no one best way for it to be interpreted. Through a diversity of mediums we can explore more avenues of our realities and expand our appreciation and knowledge of the interconnectedness of ourselves, nature, culture, and beauty. Jay Griffiths (2013) said, “Art elicits sympathy, conjures, empathy, and these emotions are requisites for a kind, kinned sense of society… For the greatest artists do not make their best works of art in clay or paint or sound or words; they make them right inside us, within the heart of the reader or audience.” This quote illustrates that how we interpret “the gift of beauty” is the wrong question to ask, but instead we should be asking ourselves how it made us feel. There are several different journeys that can be taken to reach a destination.

Music  is one of my favourite artistic mediums to interpret nature. Songs I have grown up with my whole life including Here Comes the Sun by The Beatles, Wildflowers by Tom Petty, and Big Yellow Taxi by Joni Mitchell have elicited powerful feelings for me about the gift of beauty in the world and where I belong in nature. Other songs incorporate nature sounds in their songs such as birds chirping in Blackbird by the Beatles and Funeral for a Friend by Elton John. At my summer camp and on camping trips I always bring my guitar and play and sing music under a tree or by the lake, either by myself, or with others. This way I feel my eyes and ears are fully immersed in my surroundings. I feel a sense of purpose when offering this experience to younger campers and a sense of calm and peace when I am able to individually reflect. 

Art made about the lyrics of Blackbird by The Beatles.

In my first year of university, I interviewed an Indigenous musician and activist from Attawapiskat named Adrian Sutherland who makes music largely about his experiences as an Indigenous person, government shortcomings, and value of the land and the earth. This way of interpreting nature was very powerful to me and I learned a lot from his music and my interview with him where he interpreted his cultural and natural history and present realities with me. He told me about  the changes he is seeing in terms of the climate and the water crisis, how music became an important outlet for him, and his cultural connection to Attawapiskat.

Indigenous musician and activist from Attawapiskat, Adrian Sutherland Adrian Sutherland.

Who am I to interpret nature through art? I am someone who cares deeply for nature, my relationships with others and my environment, and someone who is passionate about many different forms of art, especially music. I find a lot of value in playing guitar and singing outdoors with others, drawing leaves and trying to replicate every last miniscule detail and vein, and learning about the cultural significance of dance and poetry about nature. I can cultivate these skills to interpret nature in a way that those around me can elicit feelings of care and connection within them. Anyone who cares about their relationship with the planet and each other can develop the tools to interpret art through nature and challenge themselves to find the connection between their emotions and the physical world through a variety of mediums.

My friend and I doing nature-based music summer camp activities for campers.

Literature cited

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

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Hi Melanie,

I really appreciated how insightful and personal this post was. I think there was a decent amount of common groud between the ideas you shared and what I've reflected on in my post. I agree that music can be a powerful tool to share ideas and insight about our relationships with the natural world. The songs you chose as examples to highlight the idea are not only beautiful in their own right, but they capture a slice of the beauty that is found within nature.

In my post, I discussed how storytelling can be an art form through which to interpret nature, and I think that the poetry in music bridges the beauty of storytelling and rhythm to make songs we love. I really appreciated how you shared what you learned from your interview with Adrian Sutherland, and I would love to hear more about that experience.

Thanks for sharing,

Nolan

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The Art in Nature Interpretation

It's no secret that there is beauty in nature. The "gift of beauty” can be described as someone’s capacity to appreciate the infinite beauty in nature (Beck et al., 2018). This extends beyond the aesthetic and visually spectacular characteristics of the natural world, but also the beauty of the natural systems and relationships that link all parts of nature together in the universe. 

Art has long played a role in how humans understand the natural world. Some of the oldest works of art are cave paintings or stone carvings that depict artistic representations of people and/or animals. Today, artistic works come in many mediums of course, and photography is one that is incredibly accessible to many people today. The fact that most of us carry a camera in our pockets surely contributes to the wide reach of nature photography. I’m sure many of you reading this have some photos of beautiful landscapes or wildlife in your homes, whether it be Moraine Lake at sunrise or the mating display of a male peacock. However, I find that the most compelling natural photography is that which is accompanied by a story.

I believe that the art of storytelling can be one to the most reliable and compelling tools for nature interpretation. Stories can leave a very strong impression on someone, so long as the story was well-told and resonates with the audience. I have many vivid memories of well-spoken storytellers who were performing nature in some capacity. 

I remember in the summer of 2021; I attended a fireside chat at Barrier Lake in Kananaskis. I had the privilege to listen to a Stoney Nakoda language keeper speak to our group, and he told us the story about where the name “Kananaskis” had come from. It had come from a miscommunication between a Cree translator on the Pallister expedition, and a local Stoney boy who was helping the expedition navigate. This story felt especially artistic in the way he told the story since he first told it entirely in the Stoney language, (to which the elders in the circle would laugh along) and he then repeated it in English for us. In doing so he emphasized the relationships of First Nations with this land, having been here first and thus hearing the story before it was spoken using English words where further miscommunications inevitably arise.

This story is closely linked in my memory with the entire evening when I heard it, the dusky atmosphere, the good friends who came with me, and the food I ate while I was there. Compelling stories like the one I listened to that evening can elevate nature-focused experiences and help foster someone’s idea of their connection with the natural world. 

While not every story can be equally memorable, and not everyone can hold a crowd’s attention like the language keeper I met in Kananaskis, I think that photography is a strong tool that can go together with photography when used right. Many of us in this course have been using very intentional photos to accompany our blog posts and make them more resonant with the class.  On the other hand, some of the best photographers I know will have a story behind each photo they share. To me, these stories add even more colour to the scene than the ink or pixels bring to the full picture. When I go to share a story about something that happened to me while in nature, I am often tempted to pull up a photo that compliments what I’m talking about. Not every time, as sometimes the challenge of telling a story without a photo forces the story to be more colourful, but when I know I’ve taken a strong photo that can punctuate my message I will go ahead.

That’s all for now,

See you next time

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

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Unit 03: Risk versus Reward in Interpretation

I would define privilege as having the opportunity to participate or be a part of an event or activity that is limited to yourself or a specific group of people. Privilege provides specific people with an advantage. Privilege is not earned it is given because of who you are.

I would consider myself privileged as I am a white heterosexual male that was born to a white upper middle-class family. I have been given the opportunity to attend university because of that. As well I was a lifeguard similar to what was talked about in Unit 3 on courselink my parents gave me all the opportunities to become a lifeguard. Thinking back, I considered myself to have earned that ability to lifeguard and teach swimming lessons however after completing this week’s readings I see now that I was privileged to have that opportunity.

Nature interpretation should be assessable to all individuals no matter who they are. The problem is that it simply is not. Exploring nature is simply limited to those that can afford to go to parks and protected areas and if you cannot go by yourself due to a disability many times your just out of luck. Visitor’s centers can be set up and they can have unique experiences that interpret nature from videos or projections, they can account for different learning styles and include nature walks. However, these opportunities are only provided to a particular group of people. The people who want to be there because they are intrigued or have past experiences.

The reading by Gallavan (2005) was a very interesting view of privilege and helped me understand what unpacking your invisible knapsack meant. It shows us that everyone will have a different view until taught otherwise. Until you are put in the shoes of someone else you do not realize the difference in privilege that you may or may not have. By taking this viewpoint it shows us the role that privilege takes in nature interpretation is different for every individual. Some people might be given the opportunity to have a cottage and see nature that way while other might live near the ocean. Then on the other hand some might have never been given that opportunity. Then when it comes to talking about this topic certain individuals have an advantage over others due to their privilege. What other exercises can explain the role of privilege?

To solve this issue Beck et al. (2018) (pg 133-134) explains that the individuals that are not given the privilege to visit and participate in interpretive programs are minority groups or individuals with disabilities. Beck explains that this is due to economic barriers, cultural barriers, communication barriers, lack of knowledge and fear. If we want equality, then these barriers need to be dismantled and outreach programs need to be inclusive to all instead of projected towards the privileged. Programs need to be inclusive towards all age groups and tailored specifically to include everyone no matter their race, religion, wealth, and others. How can we accommodate every group of people?

Overall, the problem of privilege will always be present in society no matter how much we talk about it and provide resources to reduce it. It’s kind of like how the rich get richer and the poor get poorer, the privileged stays privileged and the non-privileged stay non-privileged.   

Aaron

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

Gallavan, Nancy P. "Helping teachers unpack their 'invisible knapsacks'." Multicultural Education, vol. 13, no. 1, fall 2005, p. 36. Gale Academic OneFile, link.gale.com/apps/doc/A137921591/AONE?u=guel77241&sid=bookmark-AONE&xid=9fe2f151. Accessed 23 Jan. 2023

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Hi Aaron

This was a really thoughtful and introspective read. I related to your views on your status as a lifeguard, I had a very similar experience where I didn't realize until later on how even though I had to work to become a lifeguard, it was my parents and my privilege that put me in the position to begin with.

It is unfortunate that there are still so many barriers that prevent more people from being able to appreciate nature. I agree that visitors centre's are a great way to initiate people into what certain outdoor areas have to offer, and represent a chance to share a nature-focussed worldview with people who may otherwise not hear other points of view about out connections with the natural world.

I actually used to work at a visitor centre in a park, and I feel like there will always be barriers that exist for some people. It is our job as interpreters to identify and constantly re-evaluate these barriers, to be able to share a passion for nature with all who want to learn.

Thanks for the great read, and take care.

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Risk and Privilege in Nature

In today’s age, it is increasingly difficult for many people to get outdoors and spend time with nature. As I understand it, privilege happens when someone is granted a benefit or advantage. This class is not the first time I have reconciled with my own privilege, especially as it relates to my relationship with nature. As a child I attended an overnight summer camp, where canoe tripping was a large focus of the time I spent there. When I was younger, I didn’t realize how lucky I was to be there, even when I would be miserable in a wet tent eating a cold dinner many days away from a warm bed. With time, I’ve come to understand that these character building experiences I’ve had are not available to everyone, and I should be aware that puts me in a position where my passion for nature is in many ways a product of the privilege I’ve experienced in my life. When I was a staff member at this camp, I quickly learned that many of the ‘difficult’ campers were really kids who were stressed or anxious about being away from their parents, sleeping in tents, or spending all day in a canoe. Many of them didn’t know what to expect from a camping trip in general.

I learned that it was important to try and identify where my personal experiences may not overlap with my campers (or other people in general) which could guide me on how to bridge the gap between us and allow me to relate with them and try and have the most positive experience possible.

When I worked as an interpreter, these lessons were still applicable. My understanding of nature, as an undergraduate student who studies biology, was very different to many of my visitors and I couldn’t assume they share any of my knowledge or worldview.

I recently realized how oblivious I could be to my own ‘invisible backpack’. At my job, there would be some days I had to dress up and deliver interpretation as a historical character. It was supposed to be a humorous, tongue and cheek way to share historical information about the site. I would point out my various props from the 1800s and joke about the wonders of modern technology, and most visitors would laugh, maybe ask a couple questions, take some photos, and move on. However, I noticed that among many new Canadians, and international visitors, they often wouldn’t understand what I was doing. They would often correct me about how there are easier ways to brew coffee and comfier beds to sleep on than what I had in my display. I realized that being literate in North American culture and societal norms was a privilege in itself. Many of our visitors would be missing out on the totality of our interpretation because they would be missing out on a lot of humour and common phrases that myself and many of our interpreters would unconsciously use in our tours. On top of trying to keep the content of my tours understandable and coherent for my visitors, I began to try and work on my wording to avoid common phrases that people who aren’t comfortable with English wouldn’t know.

I’ll never forget the time an old Australian man approached me and told me while he liked the tour, my (very plain Ontarian) accent was difficult for him to listen through. Ha!

That’s all for now,

See you next time

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Teaching Learners

Environmental interpreters play an honourable role in helping individuals gain a deeper understanding of the environment that surrounds them. The role of an environmental interpreter consists of examining and highlighting the alluring characteristics of nature. To me, a good environmental interpreter takes the time to educate themselves on both the biophysical and cultural aspects related to the setting. Additionally, an efficient environmental interpreter has gained direct experiences that exhibit their dedication and excitement that align with their values interpreted. By taking the time to educate themselves and others on the importance of caring for the environment, they are building on their own personal relationship with nature and helping other individuals to as well.

When I think of my earliest memory of an environmental interpreter, it would have to be when I was in the first grade during a class field trip to visit Apps Mills Nature Centre. Apps Mills offered a variety of outdoor and indoor programs and had a beautiful hiking trail surrounded by forests, fields, and wetlands. I remember all the tour guides being very passionate about nature and wanting to teach us all about the living organisms within the conservation area.

The guides organized many engaging and educational activities for us to enjoy. For instance, the tour guides showed us the importance of wetlands through activities and animal exhibits within their wildlife centre (where we got to see turtles, birds, snakes, and many insects).

Another example of these interactive activities included participating in a marsh invertebrate identification activity which allowed us to put our new knowledge to the test by catching invertebrates with nets and identifying them using a dichotomous key tool.

We also got to tap maple trees to collect syrup and build shelters using branches we found in the forest.

When considering my ideal role of an environmental interpreter, I believe it would be similar to the role of the guides at Apps Mills. Individuals should learn about the importance of environmental preservation early on and providing them with fun experiences is a great way to do so. This may entail conducting educational programs for visitors and/or organizing nature tour walks. The primary goal should be to provide individuals with a positive experience outdoors for them to connect with nature, while simultaneously promoting sustainable environmental practices. Such as, tree planting, recycling, and reducing carbon emissions.

After taking the "What's Your Learning Style?" quiz, my results indicated that I am 55% a tactile learner, 30% an auditory learner, and 15% a visual learner. Meaning I learn best through experiences and active application. A good interpreter must be able to adapt to the needs of their audience and work towards catering to the different learning styles. For my role as an environmental interpreter, I would prioritize integrating a wide variety of multiple intelligence activities to ensure that I am catering to all the different learning styles (Beck et al., 2018).

All in all, environmental interpreters serve a very important role in educating others and advocating for the environment, which helps shape this world into a better place.

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

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Hey Cidilia,

I appreciate your insight about the many ways interpretation can be meaningful. I would agree that a passion for the subject, as well being conscientious with their audience. There are not only numerous learning styles to consider, but also many different knowledge bases and worldview that each audience member may bring with them when engaging with an interpreter. I think this just furthers the point that a strong interpreter needs to be adaptable.

I enjoyed hearing about your experience at Apps Mills. I think it highlights how quality interpretation can leave a lasting impression, and inspire people to pursue further education with nature. It sounds like you participated in a variety of hands-on activities, which works well since as you said you are a strong tactile learner, but it sounds like they may have had some exhibits or other presentation types as well.

Thanks for sharing!

Nolan

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The Role of an Interpreter

When I think of my ideal role as an interpreter, a few things come to mind for me. I’m fortunate in that I’ve actually spent two summers working as an interpreter, which gives me some insight into what I enjoy about interpretation and what I find challenging about it.

Thinking about skills that are important for the role, of course public speaking is way up there. I lead groups of up to 30 people on tours, and so it was important to have a clear and confident voice, and to be familiar with the material I was sharing. Knowing how to effectively manage a group of this size, while leaving room for questions along the way and covering all the material as my work dictated, was essential to the role. However, theres more than just the ability to speak. Being a storyteller is important too. My favourite moments in the role came from small groups and unstructured interactions. I loved when people would approach me and ask about their curiosities, or especially when they shared something they found interesting at my museum. It was moments like these where I felt I could really connect with the visitors, and engage them in a dialogue that would teach them more than just the plain answer to their questions would. I was able to do this well because I had taken the time to learn about much of the natural history, cultural history, present conservation issues, the general points of interest around the site, and most importantly I was able to understand how these various concepts mixed to form the larger story of the site. This allowed me to address visitor’s questions, while placing them in context of the wider story of the space.

I went on a guided hike where I saw just how well interpretation can be used to impact someone’s understanding of a place. This was a bucket list day for me since I got to go and see the Burgess Shale fossil bed in Yoho National Park! My guide was very knowledgeable about the burgess shale, but I was most impressed by the stories she told, and how she wove them together to make the day so impactful. She told us about how the mountains in the Rockies formed, and how the animals of the burgess shale became trapped in the sediment and preserved, with the use of some interactive games out on the trail which I thought was very cool. But as the day progressed, she told of how the fossils were found in the first place, why they are so important today, and how the protection of these fossils is layered with the protections of the national park we were in and why it’s so important.

When I spoke with other members of the group, I could feel how her interpretation had sparked interest and passion through her stories and activities. Also, the fact that we had been hiking all day and using our bodies to get to the remote location added a lot to making the day feel very special. I would love to lead the Burgess Shale hike one day.

That’s all for now,

See you next time

P.S. Heres the proof I was there :)

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Unit 01: Launching into Nature Interpretation

I grew up in the city of Vaughan, boasting a population of over 300,000 people as of 2017. I live in a cozy house with my family amidst a bustling neighborhood, and we have the biggest backyard on the whole street. My mom said that one reason we moved into this house was because of the large backyard, as it was good for our dog to run around in. It has a huge tree right in the center, with long, thick branches poking out of it. One summer, my stepdad helped me put up a tire swing off one of the largest branches. It would always fill with water after it rained, which was pretty often as it was a particularly rainy time. I remember swinging the tire against the tree so it would bounce off and make the water spill out of it. By the end of the summer, I didn’t spend too much time playing with the tire swing because the rainwater would annoy me a lot. Instead, I spent a lot of my time playing along the street with my neighbors. We would play grounders on the playground, go biking in the local parks, and play manhunt using our garages. Sometimes we would trade silly bands, staying out until it got dark so we could see if they actually glow in the dark. This never worked, though, because there were streetlights at every corner that never really let the sky get fully dark. Although our neighborhood had more than the average amount of greenery and parks for such a populated neighborhood in Vaughan, I don’t remember ever truly feeling a connection or appreciation for nature growing up. I was mainly surrounded by “city life”: concrete, houses, buildings, and plazas… it was rare to see a pretty sunset over a calm lake. 

I switched schools at the beginning of fifth grade. I had met a girl in my class who became my locker partner, and she convinced me to go to an all-girls overnight camp with her in the summer. I went to the camp but got placed in a younger age group. In all honesty, I never even saw my friend there. I didn’t enjoy it. I didn’t enjoy being bitten by mosquitos, I didn’t enjoy being around a bunch of younger kids, I didn’t enjoy not having the freedom to do what I wanted, I didn’t enjoy not having my friend there, I didn’t enjoy the small portions of food. One time, we did a camping trip where we canoed to an “island” and had to sleep near the lake in tents. It sounds nice, right? Nope. The counselors set up their tents on the soft sandy beach. We were stuck setting up tents further back, near the branchy forest. We didn’t have a soft cushion of sand to sleep on. I slept with a branch poking into my back. My first “immersion” into nature sucked, and I was more than ready to go home. As middle school ended, some of my friends from my extracurricular art program told me about another overnight camp they went to. Their stories were completely different than what I had heard in fifth grade: they told me about girls giving themselves piercings in the cabins. I thought that was insane… I had to see this for myself. I signed up for this camp, and at the end of August off we went! And you know what? I had a blast! Unfortunately, there were no DIY piercings. Fortunately, I spent all my time outside and LOVED it! Still do!

It was one of the first times in my life that I saw a sky full of stars. In Vaughan, there are only 3 at most. In Haliburton, my friends and I would lie on the boat dock for hours before bed just stargazing. One guy from our group even brought a $1000 telescope, and we got to see the moon and all of its craters! Another time, we jumped into the lake with our clothes on because we forgot to change into our bathing suits. During my free time, my group mates and I would explore the nearby forests and beaches, always ending our adventures with a view of the lake. I even tried tubing for the first time! So much water got in my eyes, but I did it again that same day! I was a camper here for 3 years, and a counselor for 2. I had felt a sense of place. That camp is my happy place, and the first spot I think of when I'm feeling down. The staff, the campers, and my friends were all a crucial part of that feeling. I knew I wanted to share my love of camping with others. I became a nature interpreter, leading hiking groups to introduce campers to the local ecology and beautiful landscapes. I enjoyed connecting younger generations to nature, the same way I had been.

That experience ignited a passion in me. I started seeking out camping experiences, such as back-country camping in the Bruce Peninsula and car camping at McCrae Lake. I even branched out my interest educationally, taking environmental science courses and going on to pursue higher education in environmental sustainability. I am forever thankful to my friends who convinced me to go with their crazy stories. If it wasn’t for my curiosity, I never would have ended up with such a priceless experience.

[nbtenvs3000w23]

Hi Mishell, This was a really personal post and I enjoyed reading it. I'm happy for you that you decided to return to summer camp to find a better experience, it sounded like your first counselors weren't the best. I remember when I used to work at a summer camp it was important to remember that for so many of the younger campers, it is their first experience in the wilderness, and it can leave a large impression on them whether it's positive or negative. 

I'm curious about your work as an interpreter you mentioned. Where did you lead hiking groups? I worked as an interpreter too, and that experience was a big part of my signing up for this course, I want to become a more effective communicator when I share knowledge about the natural world.