Quinten Wiegersma @qwenvs3000f24 - Tumblr Blog

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This blog was created for ENVS*3000, University of Guelph.

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Unit 10 Blog Post

As I reflect on my journey toward becoming a nature interpreter, I realize that the foundation of my ethic is rooted in the belief that fostering a love for the natural world is one of the most powerful ways to inspire long-term environmental stewardship. Through my experiences, particularly with a background in working with children, I’ve come to understand that the most enduring memories and connections to the environment often begin in childhood. This early spark can shape how individuals relate to nature throughout their lives, influencing how they advocate for the planet.

As I continue to develop in this field, and from what I have gathered in this course, I understand there is a lot of work required to successfully strike a balance between imparting knowledge, inspiring curiosity, and empowering others to connect with the natural world in a meaningful way. For me, nature interpretation, and many of my previous jobs haven't just been about conveying facts— it’s about cultivating a sense of wonder and inspiration. Specifically for nature interpretation its about imparting a sense of responsibility and a sense of care for the Earth that will last a lifetime.

One of the key principles that shapes my personal perspective is the deep conviction that fostering a love for nature in children is essential for the future of the planet. This belief stems from my own experiences of watching young learners light up with wonder during hands-on, community STEM workshops in my previous job, and it is reinforced by insights from environmental educators like Jacob Rodenburg, who emphasizes the importance of creating nature-rich experiences for children (Rodenburg, 2019).

Looking back at the Unit 1 posts for this course— I personally wrote about my childhood nature experiences, and how that had the biggest impact on my relationship with nature. Specifically, my cottage. Even looking at my most recent post— the natural phenomena I find most amazing is tied to fond childhood memories of watching fireflies dance in the night. Looking back at my favourite memories in nature, there always seems to be a magical quality to childhood memories. Whether it's simply the innocence and childlike wonder we're remembering feeling, or just feeling nostalgic for the past, there's something extra special about our experiences as children. I truly believe that the experiences I had in nature as a child are the most impactful ones, because they just have an extra emotional kick to them. Growing up spending summers at my family cottage is a central part of my relationship to nature, and my life in general. Whether it was early mornings spent fishing with Dad, long hikes through the woods with my neighbours and sister, or simply observing the subtle changes in the landscape throughout the seasons. There is one tree by the lake, a little maple tree, that always turns a deep red by the end of August, way before the rest of the trees do. Seeing this tree go red year after year has become an important marker in my life of change. Each time I see it, I know that summer is coming to an end soon, and that the fall is on it's way. My childhood experiences at my cottage, and even further on in my life, have taught me to value the simplicity of nature— it offers both peace and profound lessons. For example, moments like watching a sunset, hearing the call of a loon, or noticing the colour change of the trees became more than just pleasant experiences for me; they became moments of reflection, connection, and gratitude.

As I've been thinking about the part that my childhood experiences played in me becoming such an avid lover of the outdoors, I can't help but return to the concept of a "sense of place". Having thought about this, I definitely believe that a strong sense of place in nature often stems from positive experiences in nature as a kid. When you grow up surrounded by nature, you can't help but feel more and more enveloped by it, and I feel like my sense of belonging has only grown throughout time at special places like my cottage. Fostering a connection to a specific place is something that Rodenburg emphasized in his article (Rodenburg, 2019). Just as I have personally developed a deep connection to a unique place, so has everyone else in this course. I think the fact that my connection began when I was little, I almost perceive those places as a "magical place" that I can return to. It's a certain feeling that I'm not entirely sure how to describe, but I can certainly say that this is a central motivation that would guide me as a nature interpreter— to help children and adults develop a sense of ownership and familiarity with the places they explore.

Today, the challenges facing the environment— from climate change to species extinction— can feel overwhelming. I have definitely felt defeated at many times, especially when I am actively taking environmental science courses and learning more and more about the issues we face. As Rodenburg points out, the weight of these issues often leads educators to feel like they’re trying to stop a rushing river with a teaspoon (Rodenburg, 2019). The urgency to address these complex problems is real, but I firmly believe that the role of a nature interpreter, particularly when working with children, is to ignite hope and wonder, rather than burden young minds with the enormity of global crises. If I am struggling to manage my own emotions on these problems at 21, it would certainly unfair to put those problems on the shoulders of a child. This approach aligns with my ethic: fostering connections to nature in ways that empower children to care for the world around them, without overwhelming them with the dire realities of environmental degradation. I think this concept can be applied to pretty much anything in life— if you fill people's heads with negativity, they start to feel defeated, and are not motivated to do anything about it. A lot of the news nowadays is so extremely pessimistic, and it can sometimes feel like the world is too far gone to change. I truly believe that the world's most prominent environmental activists and nature interpreters didn't fall in love with the planet because it was dying. They fell in love because of the beauty and wonder they experienced one or many times in their life or childhood. So to rob children of the opportunity to innocently explore nature, without having to worry if tomorrow it won't be there, I think will be damaging to future conservation efforts, and also to their personal relationships with the environment. The next generation is depending on us, and we have a responsibility to provide unburdened activities where children can grow and learn outdoors. Until they're old enough to tackle these issues alongside us, it's better we leave them out of that conversation.

So long story short, I personally hold the belief that children don’t need to be lectured about global warming or pollution at a young age, but rather encouraged to explore, discover, and build relationships with the land they live on. Rodenburg emphasizes that younger children aren’t yet cognitively ready to grasp the complexities of environmental issues, but they are always ready to love nature (Rodenburg, 2019). As a nature interpreter, my responsibility is to nurture that love by providing experiences that spark awe and curiosity. I’ve witnessed firsthand how powerful these moments can be— whether it's a child’s delighted reaction to finding a salamander under a log or their awe at the beauty of a tiny insect in the grass. One of the most special memories I can recall from being a STEM Community Presenter, are the times during a workshop where the kids would combine baking soda and vinegar, and were always delighted at the fizzy reaction that ensued. Watching their faces light up, having them turn to me for an explanation, and then watching the gears turn in their head as they understood what was happening in front of them really felt like I was fostering the first of many moments of falling in love with science. I truly believe the same should be striven for in the case of nature interpreters. These experiences don’t just build knowledge; they create an emotional bond with the environment that will last a lifetime.

Personally, when I consider what I would love to do as a nature interpreter, I am really excited about the prospect of using art as a bridge to nature. I have always been a bit of a creative mind, since I was young I have loved drawing and painting with watercolours. In the past I have also been a camp counsellor at arts camps. Since taking this course, I have looked back on many of my artworks and found a common theme of always painting stuff that I loved or was passionate about. With this in mind, I believe that art, something that can be so emotionally powerful, is a fantastic tool to foster love for the environment (which we have certainly seen in Unit 4!). Creating art— whether it’s sketching plants, painting landscapes, or capturing wildlife in a work of art— enhances your understanding and appreciation of the natural world. For me, I responsibility I would like to uphold would be showing that art can be more than a hobby; it can be a way to reflect on nature’s beauty, its intricacies, and its rhythms. In a future setting, as a nature interpreter facilitating activities, I believe I would excel at designing art activities to help children capture the beauty of the environments around them, making them more mindful and observant of even the smallest details in nature.

Overall, as someone who is a lover of both arts and science, I would love for my future nature interpretation journey to be about blending beauty with facts. Whether it's understanding an ecosystem, identifying insect or plant species, or observing animal behaviour— I think it will be so important to also foster an appreciation for its aesthetic and emotional aspects. I would love to create activities that combine observation with creation. For instance, I would love to encourage nature journaling, sketching, and storytelling to help people see nature from both and intellectual and an emotional perspective. And specifically to children, this kind of dual approach could help them engage and fall in love with nature on multiple levels, fostering both their scientific understanding and their creative imagination.

To quickly touch on a belief that I bring to nature interpretation, I truly believe that mentors are a key part of who and where I am today. Whether it be parents, teachers, or other influential figures in my life, they have shaped my journey through their guidance and encouragement. Although looking back it may seem insignificant, teachers who brought my elementary classes on field trips to outdoor conservation areas, to art museums, or to the science center, all provided me with formative experiences. These trips and the mentors who organized them helped me see the value in nurturing relationships with the things that inspire you, and nature is certainly one of them. In my journey of nature interpretation, my goal would be to become a mentor to others, particularly children. I aspire to provide the same kind of guidance and inspiration that my mentors gave me, whether it's through sharing knowledge, fostering creativity and freedom, or simply offering a listening ear.

Lasltly, I'd like to discuss how this course has been a reminder that my personal journey with nature is ongoing. I just spoke a lot about how childhood is the most important part where a deep connection to nature begins, but that doesn't mean that as an adult we aren't capable of growth and progress. Loving nature can be a lifelong process of discovery and learning, and I find that this mindset is an inspiring way to frame my approach to nature interpretation. Nature, a lot like art, is always in flux, and my role as a nature interpreter would be to help others embrace that flux and be open to new discoveries. Whether that will be through scientific exploration, creative expression, or personal reflection, I am yet to see.

As a closing note, I just wanted to mention that I have thoroughly appreciated this course this semester. I have been working with a busier schedule than I ever have before, and my classwork and courses are typically a reason for me to stay inside and work. However, this course this semester provided a fantastic weekly reminder to take time for myself, and spend time outside. I believe it was very beneficial to my mental health, and has made me subscribe to the ideals of nature interpretation— most of all what it can provide to our spirits and our souls. Spreading that love for nature this semester has been extremely rewarding. Thanks so much for reading!

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

qwenvs3000f24

Hi Alyssa,

This is a fantastic blog post. I really enjoyed reading it, and it gave me some insights into the topic at hand that I hadn’t thought of before.

You are not alone in thinking that children being exposed to nature is crucial to their development as citizens of our planet. This is a common theme that I have seen across blog posts and is a belief that I myself hold. You articulate this idea so well.

The formative years are so important in determining who we will become. For you, your experiences at your cottage—exploring the woods, listening to the loons, and observing the subtle changes in seasonality—have obviously turned you into someone who cares deeply about the environment. Furthermore, you have also turned into someone who seeks to teach and inspire others about the intricacies of the natural world, and just how delicate our planet truly is. You’re an interpreter! And from what it sounds like, a very good one 😊

You also address how the state of the world weighs heavily on us. This is something that I deeply resonate with. In the face of climate change and other political proceedings, sometimes everything just feels hopeless. Why am I doing what I am doing? Can I make palpable changes? Does anything matter? These are terrible feelings, and upon reflection after reading your post, I realized that I didn’t really start to feel this way until only the past maybe 5 or 6 years. Now, mind you, things are certainly ramping up and more and more things are looking bleak, but I can’t help but wonder if there is a cognitive side to it as well. I am a big believer in not sugarcoating or insulting the intelligence of kids, but I think there are certainly ways that we can tackle these issues in ways that would resonate with this younger audience. Kids are still citizens of this planet, and they have every right to be informed. Like you, if I can barely face reality at 21, who am I to put this on kids less than half my age? This is a topic that I will have to think a lot more about.

Thank you for sharing your thoughts here. I have no doubt that you will continue to flourish as an interpreter, and you are armed with an amazing skillset to accomplish this task. Even if you end up going a different direction, I don’t think you will ever fully suppress the interpreter within you…and that is a good thing. The world needs more of that!

emenvs3000f24-deactivated202504

Unit 10 Blog Post

This is a big question to answer. I believe that my personal ethic is not really one individual thing or trait, but a network of traits and actions that ultimately work together to form the person I am today. This is not to say that my beliefs and ethics are “complete” however, and I would say that they are constantly evolving, changing and forming into other new ideas as well. What I do know is that I believe strongly in the right for everyone to have access to nature and nature areas. Being surrounded by nature as a child made me ultimately who I am today and my continued time spent outdoors currently changes who I am. In the reading for this week, Rodenburg explains that leaving children indoors and not exposing them to nature and everything that comes with it, harms them in the long run (2019). I believe this to be true, especially in my own case. As a kid, we never went on big trips on a plane anywhere. We never went to Florida as many of the other kids would on March break. We never went to Europe or anywhere else. But what we did do, was camping and spending time outside, and A LOT of it! Instead of going to Florida, we went up north and went ice fishing or snowmobiling. Instead of going to Europe in the summer, we would start the truck up and drive through Ontario towards Thunder Bay and camp all along the way. Would it have been nice to go on big trips like Florida or Europe growing up? Of course, it would have, however, I don’t blame my parents for not taking us there, as the time we spent outside in Canada was much more memorable and long-lasting.

I have attached a picture from my Alberta October 2022 trip. This was taken in Jasper National Park. If you look closely, you can see that the stop sign is bent towards the one way. This is because just mere moments before this picture was taken, a car slammed right into the ditch, right into the stop sign. It was this driver's very first time driving in the winter in Canada, and his SUV was stuck in the ditch. Long story short, he tasked me with driving his SUV out of the ditch back onto the road and I accepted! This was such a wacky and weird scenario, here I was in this completely random person's car driving it up a 45-degree angle just hoping I could get it unstuck (I was just as clueless as him about whether this would work or not). I eventually got his vehicle back up on the road, and he was extremely grateful. I often think of this story because of two reasons. Firstly, I would have never had this super odd but memorable experience unless I had gone on this adventure out west in the first place, which would have never happened unless I was taught to enjoy nature from a young age. Second, although this person got his car stuck in a snowbank, he was doing exactly what I have been preaching, just getting out there! This was a huge step for this man, and he even told me that he had never done anything like this before, and he took the leap! I’m sure this was a very stressful time for him, but in the end, it worked out just fine, no one got injured and surprisingly there was no damage to his vehicle.

I believe that my personal ethics and beliefs as a nature interpreter would be to enable more people to just get out there and face their fears involving the outdoors. Imagine if we lived in a world where 9 out of 10 kids had extended exposure to the outdoors. Their future mindsets towards environmental policy and conservation would be instilled in them since they were young. I believe that as environmental interpreters, we are responsible for instructing kids and showing them nature at a young age. Many kids have a fascination with nature, it's in their blood! But many parents do not and just don’t have the social, and economic means or knowledge to satisfy their child's need for time in the wilderness. I do also understand that it just isn’t feasible for everyone to go out on detailed multi day camping trips. However, spending time at a local park or conservation authority could be just as helpful. Enough time spent in low-key settings may motivate individuals to take the leap and go on their first multi-day camping trip.

Personally, if I were to do nature interpretation as a career, I would have to be in person, helping them every step of the way. I am an extremely hands-on person and communicate best in person around other people. It just isn’t the same as trying to explain something on the phone or through text. This is how I would conduct my interpretation. I truly believe that most people in the world would like to have a positive connection with their natural environment, they just simply do not know how. Public education is key in this concept, as they may not even know what they are missing out on!

As this course comes to a close, I am grateful for what I have learned regarding public education and how to convey information correctly. I am unsure if I will ever take on a job in the nature interpretation field, but after taking this class it seems very appealing! I appreciate blogging with everyone this semester and everyone takes care!

Rodenburg, J. (2019, June 17). Why Environmental Educators Shouldn’t Give Up Hope. Clearing Magazine. https://clearingmagazine.org/archives/14300

qwenvs3000f24

Your take on your personal ethic is a very insightful one. I agree that ethics are not some static thing—they are constantly changing to reflect the world around us, as well as our personal experiences. I share the same belief as you: inclusivity extends to access to nature. I think this belief is crucial for nature interpreters to share. After all, as a nature interpreter, your whole purpose is to open the natural world to others!

You focused on how exposure to nature is crucial to the development of good environmental stewards. I agree with you fully. As Merenlender et al. (2016) said, increased education and confidence about the environment increases the likelihood that people will conserve it. In this sense, environmental education will be key to protecting our future. I think it is great that we are seeing an apparent increase in the importance placed on exploring the environment in early education. As you said, an appreciation for nature is within the blood of kids. A fascination with the natural world is innately human. However, as you pointed out, for many older people this excitement has seemingly waned—which could potentially trickle down to their kids. There needs to be intervention. Instead of suppressing these curiosities, as I fear we have seen in the past, we should encourage them. It is a very long-term goal, but if we encourage the kids of today, then as the parents (and policy makers!) of tomorrow, they will make choices that continue to the betterment of the planet.

Thank you for sharing your thoughts on this matter. It is so great to see so many like-minded people, and it gives me confidence in the future, and encourages me not to give up hope!

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

Unit 10: Who am I as an Interpreter?

It would be foolish to deny that I came into this course with some prior experience in nature interpretation. In fact, I feel like we all have, in one way or another. Some of us have had experience delivering formal interpretation, while others have been on the receiving end. Even if we haven’t been exposed to interpretation in a strict sense, I would hope all of us have at least experienced its principles: moments when our minds were provoked in such a way that you are inspired to learn more and think critically (Beck et al., 2018). Interpretation can be about anything, and it is for everyone.

Although I started this course with a foundation of knowledge, I still learned a lot. I learned a lot of technical aspects, like how different forms of art—be it visual, music, theatre, or more—could be incorporated into interpretation, or how the ever-changing technologies of our time are being leveraged to interpret to more people than ever before (Beck et al., 2018). But I think the most valuable things that I learned go a lot deeper than that. I learned about sense-making (Beck et al., 2018). I learned to consider a variety of perspectives and learning styles (Beck et al., 2018). I learned about the role of privilege in our lives (Beck et al., 2018). These are the principles that will guide me along the journey of becoming a truly effective interpreter.

So, where do I stand? Who am I as an interpreter? These are questions that we have revisited time and time again—and have brought me to this point.

As an interpreter, I have a deep belief in making interpretive experiences accessible, educational, and above all else, enjoyable. Nature should not be some exclusive thing—as a species, we would be absolutely nothing without the nature found around us. We come from nature, and we will return to nature. Nature, perhaps, is the only true constant on this planet. Therefore, it belongs to everyone.

With this belief comes responsibility to ensure that nature truly is for everyone, at least to the best of my ability. I realize that there’s no way that I can single-handedly remedy all the systemic inequalities faced by minorities, the financial constraints felt by those just struggling to get by, or the complete undoing of indigenous cultures. But what I can do is recognize my own privileges, and how those may impact my experience of the world around me. Once I do that, I can recognize the barriers that different people may face. After all, it is only through recognition of limitations that solutions can begin to be found! I will strive to be as inclusive as possible, taking into consideration the diversity of backgrounds and experience levels that everyone comes from. From what I have learned, in the world of interpretation, I think it would be a fatal mistake to generalize your audience. Everyone there is a unique individual who has had unique experiences that led them to being there. In front of you. This is of course an honour, but also a huge responsibility. What you do or say could change their life—whether it be in a way that is big or small. While this might feel daunting, it is also endlessly exciting. When you only get one chance to make a first impression, how will you do it?

Given the diversity of audiences and the weight of interpretation’s impact, I think that there is a crucial element of growth as an interpreter that should not be overlooked: the ability to listen. This is something that I will strive to do. There are stories that need to be told, but first we must listen. For me, interpretation should be just as much about hearing stories as it is about sharing them.

So, how will I tell these stories? I think the only way that I can tell stories is by getting excited about them myself. And this is where my own passions and personality come into play. I consider myself a naturalist first and foremost. My greatest joy in life is studying the natural world around us. Going back to my first blog post, I firmly believe that being a naturalist has made me a better interpreter, and vice versa. Why do I say this? As a naturalist, I am able to recognize the individual components of nature and their roles. As an interpreter, I weave these components into a cohesive story. In a sense, this mirrors ecology—the study of interconnected natural systems—but interpretation adds a storytelling dimension that resonates deeply with people. How is that relevant? Well, I think it speaks of the approach I wish to take in interpretation—highlighting the interconnectedness in this world.

I once had interpretation described to me as a circle: you should be able to start at one point, and eventually end right back where you started. I think that is how the human mind functions: always looking for patterns. As an interpreter, I should take advantage of that! These patterns often link back to universal concepts, which are powerful tools to the interpreter. These concepts unite people across cultures and experiences: exactly the dimension of interpretation that this course introduced me to. Universal concepts are the key to unlocking thoughts, fostering connections, and transcending barriers brought about by society. For this reason, the idea of universal concepts is central to my personal ethic as an interpreter.

So, how will I approach future interpretation? I think the clear answer here is with an open mind. Interpretation is a powerful tool—not only for helping people make sense of the world but also for inspiring stewardship of our natural and cultural history. I’m no Freeman Tilden or Sam Ham, but interpretation is a huge part of who I am and who I want to be. Through it, I feel like I can make the world a better place, in my own small way.

References

Beck, L., Cable, T.T., Knudson, D.M. (2018). Interpreting Cultural and Natural Heritage: For a Better World. Sagamore Publishing LLC. https://sagamore.vitalsource.com/books/9781571678669

ofenvs3000semester

Unit 9 Blog

This prompt stumped me for a bit. There are quite a few things about nature I consider fascinating, but to “interpret” about one without preparation? I worry about how well I will do. But just maybe I can make it work! One of my favorite natural processes has to be the creation of fossils.

Picture this; an ancient jungle, long before humans ever roamed the earth. Inhabiting this world are dinosaurs, a reign that lasted over 165 million years- over 66 million years ago. One of these prehistoric creatures is pursued by a larger predator- dodging left- dodging right- but unfortunately, it’s eventually caught. We shouldn’t mourn, as this is just the circle of life. Nonetheless, its flesh is devoured by the larger creature, until heavy rains force them to leave, seeking more stable land. The body is left behind, until a rainstorm washes the body into the ocean. It sinks, sinks, sinks to the bottom. What’s left of the flesh is eaten by the denizens of the sea, or it just decomposes in the blue. Eventually, after everything, only the skeleton and teeth remain. This isn’t the end for these remains, however- as it decomposed, it began to be covered in sediment- mud, sand and silt kicked about by the water. At first it’s simply covered up, but then it’s buried under layer upon layer of hardening stone. The weight of the ocean, stone and time squashes them flat. Eventually, however, something incredible happens- water seeps into the bones carrying with them minerals. These minerals fill up the spaces between cells and crystalize. The crystals form stone that eventually replace the bones. Over thousands of years, the skeleton was “petrified” in a process called Permineralization. This process only really occurs near and around water, but also where water ONCE existed. This means that a lot of fossils are dug up in places that in the present are very dry, but once held great bodies of water. Perhaps the part of this process that intrigues me the most is the concept of time. The idea that this all is possible, given thousands to millions of years, is incredible to me. In time, the weight of the ocean and rock can both preserve remains as well as mineralize them. The very landscape can change, but these fossils are preserved for people to observe today.

That’s my ramble for today. I’ll admit, I wasn’t quite ready to interpret something like this. I usually like doing significant research beforehand, and I’d like to think that in a future interpreting role I’ll be much more well versed in the subject matter I’m talking about. I’m still learning! But I’m very excited to learn. I can’t wait to see what my fellow bloggers talk about!

qwenvs3000f24

Hi Owen,

I think you echoed the sentiments of many interpreters … “I’m not ready yet! I need more time to prepare!”, but I think that it is great that you just dove right in. I think that trusting your ability is a very effective way to interpret, especially for something as open-ended as this. You know what you are passionate about and what interests you; there is no one better to talk about that than, well, you! While I think supporting research is an integral part of effective and meaningful interpretation, I also think that you shouldn’t get hung up on the facts.

I’m glad that you gave it your best shot…because what you shared was excellent! When talking about fossils and natural processes on timescales of MILLIONS of years, I think it is very easy to lose people—their eyes just gloss over. But you had me hanging off your every word! You painted an excellent picture of your narrative. Did your passage include all the nitty gritty of fossilization? No, I don’t think it did, but nevertheless, you conveyed in a very simple and accessible way (which I think is key) how fossils are formed. I particularly like how you weren’t just super broad and vague. You created a story. The readers “followed” an individual dinosaur as it lived, died, and became rock. I think that is such a subtle thing, but it is very impactful.

Don’t sell yourself short—you have an interpreter in you! It is great that you are so eager to learn, and I can’t wait to see what else you come up with one day 😊

Unit 09: The Forest Feeds the Forest

What does a sugar maple, a mouse, an owl, and an earthworm have in common? It would seem like very little! A sugar maple is huge, towering many meters above the forest floor, whereas an earthworm is minuscule, and finds its home underground. Despite their differences, however, each of these organisms has a very important role to play in each other’s lives.

The sugar maple is an iconic Canadian species. It is found on the flag, is the source of the maple syrup, and explains the breathtaking autumn vistas of rolling hills covered in the reds, oranges, and yellows of changing leaves. But the sugar maple is not only important to Canadian identity—it is also an integral part of forest ecosystems.

Like any other organism in the forest, the sugar maple has one goal: reproduce. To maximize the likelihood of one of its offspring surviving to maturity, the sugar maple puts out many seeds—each individual tree can produce hundreds of thousands! This is very much like buying a lottery ticket—surely one must be a winner!

If you have ever walked into a sugar maple forest, you will know that at any given point, you will be surrounded by hundreds—if not thousands—of trees. If each one of these trees produces hundreds of thousands of seeds…you do the math! This is a good outcome for the sugar maple, but it is also beneficial to the mouse. Mice, in preparation for the winter ahead, must store food. This winter caching corresponds to the timing of the production of maple seeds, which makes these seeds a key part of the mouse’s diet.

These seeds are of such importance that their availability is a key determinant of the mouse’s population! Like many fruiting plants, the seed crops of sugar maples go through “booms” and “busts”—some years have exceptional seed production, whereas other years have poor seed production. In the good years, the millions of seeds produced by the sugar maples in the forest mean that mice can survive and reproduce without issue. “Boom” years for the sugar maple correspond with “boom” years for the mouse.

The mouse “boom” benefits predators of mice—such as the owl. The owl, which does not need to struggle to find food, is able to raise more offspring. The owl experiences a “boom” itself, which will lead to a reversal of the mouse “boom”—an intricate cycle which continues in perpetuity.

As the season draws to a close the days get shorter, the nights get colder, and slowly those reds, oranges, and yellows begin to emerge. The leaves eventually fall to the forest floor—a shared fate with millions of others. As the days turn into months and the months into years, the earthworm comes along and begins feeding on the decaying plant matter. The earthworm in turn increases the nutrients in the soil. This, of course, is good for the sugar maple, which is good for the mouse, which is good for the owl...

smenvs3000f24

Unit 7 Blog #1

Music in nature can be found in the sounds of both the environment itself and the animals living within it. The most literal examples of music in nature, as shown in the readings, can be found in whales and birds, prompting a curiosity about how inherent music is to our world. My favourite example of this, however, is in insects. Though not necessarily thought of as musical creatures by many, throughout different groups song-related mating strategies are common. Crickets and cicadas are likely the best-known examples, in which they rub the edges of their wings together (referred to as stridulation), creating a high-pitched sound to attract mates. Interestingly, these are species-specific, and females can pick out the songs of their species to select a mate. There are even some insect groups that create acoustic amplifiers of various sorts, such as using a leaf as a megaphone or digging in the dirt to create a shape to amplify their song to attract individuals from a farther distance.

I believe nature can be found in music both through the inherent connections we all seem to share, and through the storytelling medium in which vivid emotional moments can be created. A very literal example of nature in music can be found in the DJ using nature and animal sounds to create music, and this was fascinating to me, especially when he would create themed tracks of a certain region. In my opinion, this could have potential for pushing environmental conservation strategies as it is an enjoyable way to connect people with nature. In a broader sense, I expect many musicians throughout time were inspired in one way or another by nature, especially in times before the internet or ease of travel across the world was possible. This weaves the importance of nature into the music, even if it is not directly or immediately apparent. Nature can also be found in Indigenous music, which I will be personally delving more into and perhaps making an additional post with more focus here, as much of their music is either inspired by, ritually connected to, or in various ways about the natural world.

Finally, I have been considering what song brings me to a natural landscape. In what I’m sure is a common trend for people, I connect music that can be played with only a guitar and singing to bring me back to experiences of camping outside with family. Specifically, the song “Cat’s in the Cradle” by Henry Chapin was one that kept coming to mind, as I have distinct memories of my uncle playing the guitar while the rest of the family sang along on a camping trip as a child. This song is great for this atmosphere as well because of the storytelling elements, and even if someone does not know the song going into the experience, they’ll be able to pick up on the chorus and sing along after not too long.

qwenvs3000f24

You did a great job concisely summarizing this week’s prompts. Among the many examples of literal music in nature (whales, birds, etc.), I am glad that you mentioned insects. I think insect song is severely underappreciated. The drone of cicadas, the chirping of crickets, or the rhythmic ticking of katydids is part of a summer soundscape that I think most people take for granted. But it truly is incredible, isn’t it?! Some of these tiny invertebrates can produce sounds of nearly 100 decibels, and on top of that, many are species specific, as you mentioned! I had no idea about the acoustic amplifiers that these insects may employ. That is crazy cool! I think that this perfectly exemplifies how music is something that is just such an integral part of nature—and truly pre-dates humans.

We both had a similar take on nature in music. I think it is undeniable that nature influences many artists and composers. This could be in an abstract way—conveying human emotion elicited by the natural world, or in a more literal way—perhaps by using instruments to emulate natural sounds. Of course, as you mentioned, there are also the artists that take the sounds of nature and directly put them into their works! I agree with you that there is room for environmental education here. I am particularly impressed with indigenous music. I have seen examples of Inuit throat singing where they are literally making sounds associated with a certain animal, which you should check out. I have not delved much into it admittedly, but I should!

I like how your song of choice is associated with a particular suite of memories. For this prompt, I went with a song that more so conveys an overarching theme (to me), but I could totally pick a million songs that take me back to driving down dirt roads, enjoying nature around every bend…

Unit 07: Music is Nature. Nature is Music.

Merriam-Webster Dictionary defines music as, “vocal, instrumental, or mechanical sounds having rhythm, melody, or harmony” or “the science or art of ordering tones or sounds in succession, in combination, and in temporal relationships to produce a composition having unity and continuity”. One might have expected these definitions to be much more anthropocentric—but they aren’t. That is because music is everywhere. Music does not only fills concert halls, school classrooms, car stereos, and headphones. Music fills the forests, oceans, lakes, rivers, deserts, grasslands, tundra—and every crevice in between. As per its definition, music is simply a collection of sounds that come together to form composition. The idea of “composition” may be subjective (and a bit of a human construct), but nonetheless, it is found in nature. The roar of rapids, the rustling of leaves, the whistled notes of a songbird, the repetitive ticking of an insect. All of this is music. As I write this, I have my window open. Amongst the sounds of distant construction (itself music?), are the sounds of nature. This "biophony", a natural orchestra, reminds me that these harmonies will continue forever. There is also never a moment free from music. Even on the stillest, coldest of winter nights, there is music. Silence is music. But how could this be? Doesn’t that go against the very definition of music? Well, I direct you towards John Cage’s 4’33”.

Now that we can understand that there is music in nature, where is nature in music? The simplest (and most comprehensive) answer would also be “everywhere”. I truly believe that they are one in the same. There are many examples of this—musical compositions that are directly inspired by or even incorporate nature. These music compositions work to invoke feeling from their listeners. In this sense, composers and interpreters have a lot in common! There are many famous examples of pieces inspired by nature, such as Vivaldi’s “The Four Seasons”, which captures how the world changes throughout the year. Other compositions from the same period follow suit. There are contemporary examples of artists incorporating natural sounds (both replicated through instrumental means and actual recordings) into their works—which ties their music back to a very “primitive” feeling felt by people of appreciating the natural world. Tapping into this feeling is also a key part of why music is such an important and powerful interpretive tool. Every human culture has music, so therefore music is relatable to every person. Of course, Indigenous music must also be mentioned, which is and will continue to be essential in learning about indigenous history and culture. This music is so closely intertwined with nature it is difficult to see where the delimitation between the two starts and stops—and it likely doesn’t. Music is nature. Nature is music.

While I appreciate most music, I have a particular soft spot for folk music. I think it is a good analog for nature. Under its “simple” appearance, there are many complexities. There are many examples of songs that might move me in this sort of way, but the one that jumped to mind is “Waltz With the Woods” by The Wakami Wailers. The song is about Algonquin Park (a place I hold dear on so many levels), but I think can be applied more broadly across the entire landscape. Here it is if you’d like to listen to it: https://www.youtube.com/watch?v=_dYmREnlRM0

amenvs3000fall

Blog 6-amenvs3000fall

Edward Hyams’ quote in The Gifts of Interpretation reminds us that the past is never really gone. The past is always influencing the present, even in easy that we can't really see. Edward states that while there’s no special value in something just because it’s old, there is value in integrity. Integrity means keeping things whole, and that includes acknowledging the past as part of that wholeness. Hyams compares this to thinking a train station only exists while your train is passing through it, which seems absurd when you think about it. The station is still there before and after your journey, just like the past is still with us, even when we’re not thinking about it.

The National Park Service highlights that historical interpretation helps people feel connected to a place and its history. By sharing stories about the past, we help others see how those stories continue to shape the present. This idea of connection ties back to Hyams’ point about integrity and keeping the past, present, and future connected is what gives our understanding of the world meaning. History helps us make sense of the world, it can inspire, educate, and even caution us. When it comes to nature, history is essential for understanding how landscapes, ecosystems, and communities have changed over time.

In the context of environmental interpretation, history adds depth to the stories we tell. Think about the signs you see at national parks or historical landmarks. By understanding the history of a landscape or community, we get a fuller picture of why it matters today. But we also have to ask ourselves: Whose stories are we telling? Are we including all voices, or are we leaving out important parts of the past?

At the end of the day, Hyams is reminding us that the past is always part of the bigger picture. We can’t just leave it behind as though it’s irrelevant. In both nature and history, everything is interconnected, and our job as interpreters is to make sure those connections stay alive. By telling the stories of the past, we help shape the future and keep the whole story intact.

qwenvs3000f24

I think you did a good job breaking down this quote. You have made many insights that I agree with, and even enlightened me to a few things. I particularly like how you evaluated the train station analogy. You made it very simple—and that’s because it truly is! I will admit that on first (and second, and third) read through of this passage, it can be a bit hard to wrap your mind around it. But once you get it, yes, the past is always with us even when we aren’t specifically paying attention to it.

As you mentioned, this quote is extremely relevant to interpretation (I suppose it was made in the context of interpretation after all!). Interpretation is all about telling a story. Stories can be long, or they can be short. They can be complex, or they can be simple. They can be deep, or shallow. You get the picture. As interpreters, while we have a lot of room for creative liberty in how we choose to tell stories, I think it is very rare that we get to tell novel stories. Most of everything we say (and this is true for those studying science as well) is built upon earlier ideas. As you say, history (i.e., the ideas and events that have come before us) is how we are able to make sense of the world around us.

I especially love your point about history and nature. As a naturalist myself, I find myself more and more enamored with how “cultural” and “natural” history intersect. Too often I think these things are thought of as mutually exclusive, but this couldn’t be further from the truth. You simply cannot have one without the other. On that note, I think you also raise an excellent point about being conscientious about what stories are being told. The world as we know it today is influenced by every single event that has ever happened, even if minuscule. As such, I think it is important that we tell as many stories as we can—who are we to pick and choose?

Unit 06: Merit in Ancient Things

“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)

The purpose of interpretation is to inspire audiences while also conveying information. Interpretation is supposed to be a provocative experience—even slightly emotional—but it is also to be educational. As an interpreter, it is imperative that accurate information is relayed—and that means staying true to everything that proceeded you. Edward Hyams captures this beautifully in his quote.

The quote begins with, “There is no particular merit in ancient things”. How could this be? Doesn’t our appreciation of history (and our interpretation of it) surround ancient things? Why is there no merit? Perhaps this is better illuminated by the next part, “but there is merit in integrity, and integrity entails the keeping together of the parts of any whole”. Ah, now this is starting to make sense. Ancient things (things we may call artifacts, or old ideas) often don’t really have any inherent value to them. Often artifacts are just “ordinary” items—things that were likely taken for granted. Where the value is applied is when we start to place these ancient things in context. Context is where the story lies. Why and how are these ancient things important? Much like a scientific specimen is useless without a label, an ancient thing is useless without a story attached to it. For the interpreter, we are often given ancient things, and then it is up to us to pass on, and therefore continue, its story.

The quote continues, “if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things”. Sometimes stories are lost. Or are they? Stories are not lost, but they are “scattered throughout time”, with the pieces found here and there. For the interpreter, this means that it is up to them to try and piece them back together again. In fact, I think that is the main role of the interpreter: putting together stories that would otherwise not be visible. Again, once the interpreter finds the story, they have the responsibility to pass it on.

For me, the most impactful part of this quote is the last phrase: “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.” There are many similar famous phrases that I think have a similar sentiment. “Those who do not learn from history are doomed to repeat it” is one. On a lighter note, “Standing on the shoulders of giants” is another. All of these are saying that history (past events, thoughts, and ideas) all contribute to the present that we occupy now. History will always be a part of the world we live in, that is just a fact. It is the responsibility of the interpreter to recognize this, and they should embrace it. Just as history is the context required to interpret “ancient things”, it is also the context required to interpret contemporary things as well. History is a story that should not be shied away from—it should be told.

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Blog Post 5

As an environmental student when I think of nature the aspect of science is automatically intertwined within. This is just another example of how different people experience nature interpretation, an approach which I haven't really considered before. When I see for example a tree I typically think of things like carbon sequestration and water/nutrient uptake. While both of these are very interesting to me and present when I interpret nature, a lot of people who have not taken a botany class would not immediately think of this when looking at a tree. Instead they may admire the beautiful leaves of the strong structure. I think the Unit 5 content from ENVS*3000 has really helped me to better understand the wide range of ways people can see nature. Sometimes I forget that because I have an educational background in environmental science the knowledge that I have is not “common sense” or something that everyone knows. This is an empowering concept as this allows me to think of new ways to interpret nature and how to do so in a way that suits the audience.

In terms of nature interpretation through the platform of a podcast I think it is important to keep the information interesting and on a lighter side. What I mean by this is not stuff full of facts and dense information as this can be hard for people to digest. Instead if the information is presented in a manner that is interesting and engages the audience they are more likely to remember the information in the podcast after it is done. This is extra important when it comes to making podcasts intended for children as it can be more difficult for children to stay engaged in the content if it isn't made fun for them. So when thinking of nature interpretation through science it is vital that the information be passed down in a way that is fun. Immediately this reminds me of watching Bill Nye the Science guy growing up. Bill was able to keep the audience engaged by making the science fun. Although this does not directly relate to nature interpretation this is the kind of execution I am hoping to bring to nature interpretation through podcasting.

An interesting thing to me is that nature interpretation doesn't always have to be in a formal setting where people are there intentionally to learn. Nature interpretation can be in large groups or small groups. When looking at it from this perspective I believe I have guided a nature interpretation in some way shape or form. For example when hiking with my friends and family someone usually points something out or I see something that I find interesting. I then usually find myself explaining the information that I've learned through school or something else. While a true nature interpretation can require lots of research and planning I think it is also possible to give people short informal interpretations as well. I think these interactions can be just as meaningful as the small bit of information you pass down to someone may result in them thinking about what you told them whenever they pass something that sparks their memory. This can also lead to the further spread of information as this person may tell their friend the next time they are hiking or something of this nature. I believe that the more informed our society is of the beauty and functionality of nature the more we will come to appreciate and value it. Even small bits of information can help lead people to make better choices that help to protect and conserve the environment.

qwenvs3000f24

I think you have raised so many interesting—and important—points surrounding nature interpretation! Last fall, I remember going on a walk in the Arboretum with several other students for a lab. We walked through the forest, and at the end of it, reflected on our time there. One thing that came up was the idea of how, as students of a higher education (and indeed students of western science), our perspectives on the natural world may often start to become skewed. An example that we discussed, and much like the one you offered, was regarding trees. As biology students, yes, we may look at a tree and think of the different metabolic processes that it is undergoing, the types of cells that make up its tissues, or perhaps even plainly just recognize its species. But for others, when they look at a tree, it may be just simply that: a tree. A tree to them is made up of bark, branches, and leaves. As the days get cooler and shorter, those leaves begin to turn colours, which signals the change of seasons. To others, trees are organisms to be appreciated holistically. Trees represent nothing more than beauty—and that is totally fine.

I also like the point that you raise about the formality (or rather lack thereof) of nature interpretation. While I do think a certain degree of preparation is required for some interpretative programs, I think you got it exactly right by saying impromptu interpretation can be very meaningful. I would go as far as to say as those little special spur-of-the-moment interactions with the natural world can leave the longest lasting impacts. I know for me, there are many moments like that from my own youth that stick with me to this day.

They say knowledge is power. I am right up there with you agreeing that the more people are able to learn about the world around them, the better they will be able to appreciate it. I think nature interpretation is an essential tool to make this happen.

Unit 05: Thoughts on Science and Interpretation

There are always lots of things on my mind, but since this is an nature interpretation course, I want to share some of my thoughts about that topic as it relates to what was discussed this week: science and interpretation.

Science is amazing. Science is what explains the world around us and what holds it together. Science is capable of uniting people, but also deeply dividing them. Science is so logical, yet so abstract at the same time. Science may very well be one of the only things that answers everything, but also leaves so many questions unanswered. Science can cause wonder, elicit emotional responses, and ignite curiosity. In that sense, science and interpretation have a lot in common.

Indeed, I don’t think you can really have one without the other—at least not effectively. Interpretation (especially nature interpretation) is backed by science, and a lot of science is dependent on interpretation for its findings to become accessible to the greater audience. At the end of the day, a key point of both interpretation and science is to be able to share information, often in an engaging way.

In terms of the interpretation of science, therein lies a trap that I think many interpreters fall victim to. There is often this feeling when interpreting information that you need to share everything that is known. I think this couldn’t be further from the truth. I would argue that it’s better that you don’t. A pillar of interpretation is that you are able to inspire your audience to become intrigued with a concept such that they will investigate it further on their own. If you were to info-dump every single possible fact about a particular topic, that leaves no room for discovery by your newly inspired audience. That feeling of discovery may be among the biggest motivating factors for people exploring new topics.

There also comes the risk of boring your audience or losing them completely. The vast majority of people who may attend a program are not looking to get lectured to. There are other options available out there for those who want to take a deep dive. By only delivering “snippets” of information, but in an engaging way, I think this will be of benefit to most audiences.

That being said, I don’t think the interpreter should fear facts, or shy away from more difficult concepts. Afterall, interpretation is based on facts (some of which can get rather technical). It all comes back to knowing their audience and making the information easily digestible. Something that I quite enjoy doing is trying to take difficult or daunting subjects/concepts and synthesizing them in a way that is easily understood by an audience. To do this, I try to think about how I would have appreciated having the topic explained to me when I first started learning it. I think this is an effective technique and may be a good way for interpreters to think about their material.

Ultimately, science should be for everyone. Even today, there are still barriers to accessibility of such incredible information, and I think the interpreter plays a crucial role in breaking down these walls.

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Unit 4: Who are you to interpret nature through art? How do you interpret “the gift of beauty”?

Before I dive into what it means to interpret nature through art, I want to quickly define what art means to me. Art is more than just a physical painting, sculpture or photograph. Art represents the emotional connection these items have to you. Think about the way your favorite song or a picture of a good memory with your friends makes you feel. Art can be presented in a variety of ways, and as nature interpreters, we have one of the most unique sources of art, nature!

In chapter 5 of our textbook, “The Gift of Beauty”, presented by Beck and Cable, states that nature interpreters/interpretation should be emotionally connecting to people. Nature's beauty not only in its appearance but also in its experience, sounds, textures, and relationship to life. Good interpretation should uplift individuals and instill a passion to aid in environmental preservation. When I think back to my own experiences in nature, when I experience the art of the environment, it fills my soul with a sense of hope and passion. Like when the sky changes to different shades of orange, or watching a family of deer run through an open field in the early morning. These visual images, alongside the other senses of nature like smells and sounds, fill my mind and body and gives me a sense of duty to protect these masterpieces.

This are some photos from my time in nature that filled me with a sense of deep connection, these are an examples of art in nature to me.

I agree that a big portion of nature interpretation is this connecting factor with your visitors or audience. When I worked at a provincial park, this was a big topic that my supervisor taught us. During my time there I got to sit in on a presentation done by 5 chosen nature interpreters from all ontario parks. Each got the opportunity to put on their own presentation of their choice. The interpreter who won told a very touching story of a snapping turtle, and through his story he brought tears into our eyes. Not to say that you need to make people cry, but he was able to tell the story in such a way it connected so deeply with many people. My supervisor did a presentation involving song, costumes and storytelling. Bringing all these elements into interpretation is using art to connect to your audience. That summer I would put on an interpretive deer program for families on the campground with my supervisor. In the program we wore deer costumes, had antlers for children to wear, played interpretive and educational games, had stuffed animals for the kids to see and touch, and visual images of everything we explained. These methods really aid in connection and keeping your audience entertained. We also have a living museum of an old farmhouse, where staff members would dress in Victorian costumes, just as those who once lived in the home would have worn, and tell the stories of the family who used to live here. All these examples of interpretation through my experiences working at a provincial park came to mind during this week's chapter 10 reading.

Some my experiences as a nature interpreter/park ranger. The first image was my costume for our ghost walk program at the farmhouse, and the second is a picture of me and a baby grey squirrel saved.

As interpreters, when planning for programs, including art is such a valuable way of being able to connect with visitors. We have to think about different ways to present information that invites others to feel and think. Using different methods of art is a great way to promote this.

Thank you:)

qwenvs3000f24

Hello! I love your definition of art. I think you are so right in that art is so much more than physical. Since art is used to elicit emotional responses, it is only natural that art is so closely linked to interpretation! Things are extra special with nature interpretation, because as you said, nature is art!

Nature is multifaceted. All these different elements come together to create something beautiful, not only in its appearances, but also in the stories that can be told. While these things can be enjoyed by anybody, I think it is the interpreter that holds the key to unlocking the beauty of nature and sharing it with an audience in a way that they have never seen (or even thought about) before. As you are well aware, that “connecting factor” I would argue is the single most important part of interpretation.

I enjoyed reading about your own experiences with interpreting through art. Like myself, it seems you have leaned into the more theatrical and musical arts side of things. While there is space for ALL kinds of art in nature interpretation to a broad audience in a park setting, I certainly think the “interactive dress-up” is perhaps the most captivating for most visitors. I can remember many times in my own childhood where I would talk with period interpreters, and it left a lasting impression on me. Sounds like you certainly left an impression on many people yourself! Plus, I think it’s a lot of fun for the interpreters too!

(P.S. I was at that Discovery meeting/presentation as well 😊)

An Additional View on Art in Interpretation

While reading about art in interpretation, it got me thinking about my own experiences with interpreting through art. As I mentioned in my main blog post regarding this subject, I did not immediately realize what interpreting through art looked like, and it was only after reading about it did it become clear.

In my experience as a naturalist in Algonquin Park, we have delivered a few “theatrical” type programs, so I have been able to see firsthand the impact these sorts of programs have had on visitors.

Perhaps our most impressive (and elaborate) program that we have done during my time in Algonquin was a play in the summers of 2023 and 2024. This play incorporated multimedia (in the sense that we used both film and live action) to tell the story of the jobs of park staff in Algonquin Park—both historically and in the modern day. Of course, being naturalists, we managed to slip in a lot of natural history interpretation as well! These plays were not only a lot of fun to put on, but the audiences loved them. We would regularly talk to several parties after each show, and they would tell us just how much they enjoyed and how much they learned. We even received kudos from some of the “great” Algonquin interpretive naturalists of years past! What I think was most impressive is how this past summer, returning visitors regularly brought up the show they had seen the summer before. Some visitors even came back to see it more than once (both in the same summer, and consecutive summers!).

We also introduce “theatrics” into our programming surrounding the Algonquin Park logging history. This is both through a program aimed at children where we take them “back in time” and show them what a day in the life could have looked like for the loggers, as well as a full day event where our logging museum “comes alive”. It is great fun for everyone involved, and this kind of programming is some of my most favourite to deliver. Again, we receive many compliments from visitors, and many comment on how educational and informative it is.

One last thing that I think is also special. When we deliver these types of programs, they are just one item on a roster of things that we offer. Visitors often stay in the park for several days, and as such begin to “know” you (just as we begin to “know” them!). While I can’t quite explain it, I think there is just something so humanizing about visitors getting to know us “out of character” and then seeing us “in character”. I think making that connection between the character and the actual person behind the character just adds one more level of emotional connection to the stories that we are telling. Not only does it humanize us as the interpreter, and perhaps this is silly, but I like to think it makes people realize that the characters in the stories we are telling are people too, just like them.

Interpreting logging history at the Algonquin Logging Museum during a special event.

Unit 04 Blog: Art in Interpretation

This Jack Pine (Pinus banksiana) sits upon the very same rock outcrop where artist Tom Thompson sketched his famous Jack Pine in 1916 at Achray in Algonquin Provincial Park. Thomson's art is among some of the most influential art in Canadian history when it comes to interpreting nature. While visual art is not something I focus on in my post, I recognize its significance.

Art is a powerful tool because it is universal. Humans have been captivated by art for tens of thousands of years (Morriss-Kay, 2010). But what is art? Art could be many things. In a traditional sense, often the first thoughts conjured up are visual arts—paintings, sculptures, and drawings. If we think broader, we realize art is also music, literature, dance, photography, and theatre. Art is used to convey emotion and get its beholder to reflect. Art is also educational (although, perhaps not always in a traditional sense). With all that in mind, it only makes sense that art should be deeply engrained in interpretation—something that seeks to elicit an emotional reaction from its audience.

One principle that governs interpretation is delivering “The Gift of Beauty”, where the audience is awakened to the beauty of their surroundings and are inspired to learn about and protect it (Beck et al., 2018). Nature is beauty—everywhere you look, there is beauty to behold. One may think that this abundance of beauty makes the job of the interpreter easy, yet there are still hurdles to overcome. How does the interpreter deliver this message? Well, since art is often commended for its beauty, this seems like an obvious answer!

So, how should one incorporate art into interpretation? Well, I don’t think there is a wrong answer here. Since art is subjective, and an argument could be made for almost anything originating in the human mind being “art”, there is a lot of room to play with.

If I am going to be honest, my mind didn’t immediately go anywhere when thinking about interpreting through art. It took some reading before the wheels started turning. But once those wheels started to turn, things slowly started to fall into place. I slowly realized that a lot of what interpreters do inherently includes art. Interpretation is art. Through the reading of Beck et al. (2018), I got to thinking about all the different ways that art is used in programming. It actually took me quite a while to get through the chapter, as I found myself looking up all the different examples that were brought forth. This got me thinking as an “audience member” rather than an interpreter for a bit, and it illuminated what sort of art have the strongest impact for me. I think this sort of “preference” is interesting in itself, and highlights how everyone perceives interpretation differently, and how different experiences leave different impressions. I think that is exactly what art is about.

So, what conclusions did I reach, and what resonated? Who am I to interpret nature through art? While I do appreciate visual arts and can recognize how that can invoke emotion, this is not what stuck with me (although, I do have colleagues who deliver very excellent “Art in the Park” programs). For me, it is theatre and music. I realized how theatrical events are able to incorporate both tangibles and universal concepts so seamlessly, and how music can remain in one’s mind for a lifetime (while reading about music, I was reminded of songs about nature I heard as a kid—and I think I could recall how they went just about perfectly). There is just something so special about seeing something “come alive” on stage that I think is very powerful for interpretation.

I will leave off this post with something else that really resonated with me. It is mentioned in Beck et al. (2018) that art is a way to reach the “unconverted”. In many ways, I think it is the unconverted for which interpretation would have the greatest impact. Those who have not yet found their full appreciation for the natural world have the most to realize—and just as the rest of us, I think they will be very pleased with what they find.

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References:

Beck, L., T. T. Cable, & D. M. Knudson. (2018). Interpreting Cultural and Natural Heritage: For a Better World. Sagamore Publishing LLC. https://sagamore.vitalsource.com/books/9781571678669

Morriss‐Kay, G. M. (2010). The evolution of human artistic creativity. Journal of Anatomy, 216(2), 158–176. https://doi.org/10.1111/j.1469-7580.2009.01160.x

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Unit 03 - The Big P: Privilege

Using the Cambridge University (2024) online dictionary as the base, my working definition of privilege is that it refers to: an inherent advantage held by a group of people, based on their financial or social capital in today’s unequal society – including factors such as gender, race, sexuality, age, education, religion, language and physical/mental ability.

I believe that it’s crucial to consider the differences between our own privileges as nature interpreters/teachers, and that of our audience/learners. This week’s reading exemplifies the importance of aiming for a “multicultural education” which prioritizes an inclusive and authentic curriculum, process, and context with the aim of challenging forms of societal discrimination in education settings (Gallavan, 2005). This multicultural education goal begins first and foremost with those doing the teaching, and as environmental interpreters this means identifying our own privileges in addition to educating ourselves on the cultural and historical context of the very environment we hope to interpret to our audience. For instance, Canada lies on top of Indigenous land, with many of our national and provincial parks being places whose environments were directly shaped by this complex (and often shameful) shared history. It’s crucial to tell the stories of the many unique Indigenous and/or First Nations people’s and groups who existed and lived on this land long before us, allowing us to help fight against the erasure of their cultural practices and history.

Additionally, there are many accessibility barriers caused by differences in privilege which result in minority populations having comparatively lower park attendance and participation in interpretive programs (Beck et al., 2018, p. 133). These include cultural, communication, and economic barriers – with the latter being a factor that even I (as a white, educated, able-bodied individual) can personally relate to, it’s difficult to develop a deep connection with nature when you don’t have the money to physically visit national/provincial parks even if you want to (Beck et al., 2018, p. 133)! With many of the goals of effective nature interpretation aiming to reach as many people as possible in order to spread awareness of sustainability and conservation efforts, we want to be able to connect with and reach as many people as possible. As it currently stands, there’s plenty of opportunity to reach these often-overlooked minority audiences if nature educators adopt approaches that are mindful of existing differences in privilege. Some potential adaptations include expanding park signage and maps to accommodate multiple spoken languages and expanding advertising for programs offering free bus travel options leaving from urban areas. My mom recently told me that she stumbled upon one of these bus services offering free daytrips to Algonquin Park, and we were both shocked since we’ve lived in Toronto our entire lives, and this is the first time we’ve ever heard of something like this! With global political conflicts causing Canada to become even more ethnically diverse in recent years, expanding accessibility and outreach for minorities should be a focus for the next generation of interpreters.

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Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage: For a Better World. Sagamore Publishing LLC. https://sagamore.vitalsource.com/books/9781571678669

Cambridge University. (2024). Meaning of “Privilege” in English. Cambridge University Press & Assessment. https://dictionary.cambridge.org/dictionary/english/privilege.

Gallavan, N. P. (2005). Helping teachers unpack their “invisible knapsacks”. Caddo Gap Press. https://go.gale.com/ps/i.do?p=AONE&u=guel77241&id=GALE%7CA137921591&v=2.1&it=r&sid=AONE&asid=9fe2f151.

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First, I just want to say that I found your blog post very well written. I think you articulated your thoughts extremely well and were able to back them up with sources effectively. I thought it was an excellent synthesis of information!

I like how you explored the need to consider the difference in privilege between interpreters and their audiences. I think this is certainly something that may not immediately jump to mind when investigating this topic. The point that you raise regarding indigenous lands is especially important today, and I am ashamed to admit I didn’t think of myself—even though it is such an obvious example of privilege. I think as interpreters it is crucial to gain an understanding of the land that you are interpreting. For nature interpreters, especially those who are new to the field, I think that this “understanding” is thought to extend only to natural history. I have long held, however, that there is no way to fully comprehend natural history without considering human history as well—going right back to what you said about the importance of educating ourselves! As interpreters, I think the standard to strive for is, at the bare minimum, acknowledging “this complex (and often shameful) shared history”.

With your last point about accessibility: I couldn’t agree more. As an interpreter, you may see a lot of people (especially at a busy park or natural area), but it is important to remember that you are only be seeing a very small subset of people—people who can afford to be there. I think there is certainly a gradient that goes along with this as well: smaller, local (often urban areas) will surely see one demographic, while more remote, harder to access areas will be exclusive to another demographic. I think that this is very unfortunate. It is something that I am quite passionate about—I think it is terrible how we (as a society) have essentially locked some people out of exploring the natural environment based purely on financial means. Like yourself, I would consider myself relatively privileged, but I still feel constrained with entry fees to some places. Nature should be for everyone! As interpreters, we need to recognize this and do our best to make everyone feel welcome. I think it is also important to note that as individuals, we are only able to do so much. What is needed is a complete overhaul of our entire system.

Unit 03 Blog Post

Privilege is often viewed as a contentious topic, often conjuring up strong emotions and opinions from different groups of people. The word “privilege” and its meaning are not at all offensive—it simply refers to individuals or groups of people who have inherent advantages over other individuals or groups of people for a variety of reasons (usually socioeconomic). I think a key part of that definition is the word “inherent”. Many people, many of whom are well meaning, would likely at first try to deny that they are “privileged”—again, this comes back to the negative connotations surrounding the word. These well-meaning people would likely feel disgusted at the thought that they have somehow disadvantaged others. The reality is that many people have some sort of privilege that is awarded to them from birth. It is not something that they chose, but it is something that they must acknowledge—and doing so is the first step towards making the world a more inclusive place.

In nature interpretation, privilege is a HUGE consideration. I think it could be argued that almost all (if not all) forms of nature interpretation come from a place of privilege. Starting out basically, even being in the same vicinity of where nature interpretation is to occur takes a certain amount of privilege. Getting to a park or natural area often requires the use of a vehicle. Further to that, some areas may not be on a public transit route, and even then, there are monetary costs associated with using public transportation. The financial costs don’t stop with transportation—often there are admission costs to get into green spaces or partake in educational programs (which could open a whole other can of worms regarding funding). These financial costs would indicate that there are sufficient funds available to partake in these programs. This also brings up the point that even if prospective visitors would really like to visit a place, it just may not be feasible. One could argue that the interpreter could go to the audience—but even this brings about considerations about privilege. Where would the event occur? A school? If they do go to a school, isn’t there some inherent privilege with getting an education? Privilege is so built into our society; it is difficult to delineate exactly where it starts and stops.

Further to this, nature interpretation must also take into consideration the past experiences of the audience (rooted in privilege), and the interpreter should never make assumptions about their audience. Not everyone has access to the same resources and information. The interpreter must be sure to provide explanations “from the ground up”; that is, provide a basis of knowledge such that everyone in the audience is able to connect with the ideas, and as such have the emotional reactions, that the interpreter is aiming for. This could also be as simple as recognizing that this could be someone’s first time visiting a certain area or seeing a wild animal. You never know just how significant something could be in someone’s life, and this needs to be considered accordingly.

As interpreters, I think it is easy to fall into the trap of mundanity, but it is important to remember that to someone the experience that you are giving them could very well be life-changing and leave an impact that lasts for eternity.

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