Rachel's Nature Interpretation Blog

[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.

[rhenvs3000w23]

Unit 10: My Beliefs and Responsibilities as a Nature Interpreter

Hey everyone! Congratulations to us all on making it to our final discussion post :)

Though I have thought deeply about this throughout the course when reflecting on who I am as an interpreter, it is still hard to convey exactly what I would outline my personal ethics as.

To make it easier I wrote out some of my core beliefs and responsibilities in terms of what I would like to prioritize as an interpreter:

Respecting the natural world on both a large and small scale is absolutely vital, as a nature interpreter I shall practice and promote sustainability and love for all beings.

Acknowledging Indigenous practices on a local and national level, as reinforcing their influence on nature interpretation and environmental sciences is necessary to be an ethical, educated interpreter.

Connecting marginalized communities with opportunities in nature should be a priority of modern interpreters and thus cultivate a space where the nature interpretation community can become more accessible and diverse.

All of these ideas circle back to creating a space in nature that is filled with love, acceptance, and a constant willingness to learn and grow. I still have a long way to go in terms of education, and this course taught me many things about how to reflect on my own experiences. However, it is time for me to broaden my horizons in terms of what I know and don't know.

I believe the first point speaks for itself. Respect for all beings is something I am sure everyone reading this post understands. It is sometimes a barrier for nature interpreters to teach this gift without becoming frustrated as it seems to be such a clear concept. I haven’t yet cracked the code as to how to express how it feels to love all beings, but I will leave this point with an excerpt from a poem written by Mary Oliver. 

“May I be the tiniest nail in the house of the universe, tiny but useful. May I stay forever in the stream. May I look down upon the windflower and the bull thistle and the coreopsis with the greatest respect. [...] Stand [children] in the stream, head them upstream, rejoice as they learn to love this green space they live in, its sticks and leaves and then the silent, beautiful blossoms.

Attention is the beginning of devotion.” - Mary Oliver, Upstream

From here, I plan on seeking out educational work made by Indigenous people and broadening my knowledge. This is not only to ensure I understand the work done to tend the land I settle on, but Indigenous work is often the best way to learn. Our textbook preaches art and storytelling as a vital form of learning, and I think that it is important to note that this is best done through the stories passed through generations of Indigenous people as they have a connection to the land that is not easily understood by settlers. I hope to become a great storyteller, someone who can reflect on circumstances I have been through and use them to educate those around me. In doing so, I hope to learn more about myself, my journey in nature, and where I have yet to go.

A source I have found extraordinarily helpful in this journey has been Plants Have So Much to Give Us, All We Have to Do Is Ask: Anishinaabe Botanical Teachings by Mary Siisip Geniusz. This is a wonderful, educational, and deeply connected book that not only teaches you how to identify some common plants but expands by telling you their uses and history through storytelling and the personal experiences of the author and her mentor. I cannot recommend this enough to those looking for inspired nature interpretation work based on plants!

The textbook provided me with many tools on how to approach interpreting Indigenous stories. Some recommendations that stuck with me include reapproaching the tense in which we discuss Indigenous people, history, and teachings (Beck et al. 2018). They are not a figment of history and their work is not primitive, it is vital that I keep this front of mind and actively change how I have learned to speak (Beck et al. 2018). 

The textbook describes a variety of barriers that factor into a lack of minority accessibility to outdoor spaces. These include economic, cultural, and communication-based barriers (Beck et al. 2018).  I think the textbook does a good job of introducing these concepts, however, I think it lacks an emphasis on doing research about your own community. The recommendations they provide are helpful as a general guideline but should include sourcing organizations in your area run by marginalized communities who can provide what you are looking for. For example, if I was looking to be a nature interpreter in Guelph, I could reach out to or direct prospective audiences to the BIPOC Outdoor Gear Library. This is a library of resources and gear available to the BIPOC community in Guelph at no cost, the inventory they have covers camping, winterwear, and safety equipment. They also provide a series of workshops and community-based events at no cost to allow marginalized communities to learn natural skills like wildlife identification, camping 101, and guided hiking. 

If this interests any of you check them out here: https://www.bipocoutdoorgearlibrary.com/

Overall, I believe my beliefs and responsibilities will stay with me throughout my journey as a nature interpreter. There is always room to grow, stories to tell, and more importantly, stories to be heard. This course has provided me the foundation I need to become a better interpreter and hopefully a better person. I know I likely should have referenced more in this post, however I felt a strong call to just share how I felt and really recollect the textbook readings that stood out to me (I hope that is okay haha). 

Anyways, thank you all for a lovely semester! I wish you all the best. 

Rachel 

Reference

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

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Final Blog Post: My Development as an Interpreter

As we are coming toward the end of this course, my understanding of the work of interpretation, specifically nature interpretation, has accumulated significantly compared to the beginning of the year. Aside from the contents, my skills and ethics as an interpreter also grew; I hold a more substantial value over integrity, respect and empathy. To perform integrity as an interpreter is to show solid principles and honesty to the audience. This can be demonstrated through the firm upkeep of the policies; one example would be the canoe accident at St.John’s School of Ontario (“Parents pray,”1978). The interpreter should still enforce the safety rule that may seem dispensable to the audience, as our responsibility is to guide the process in a safe environment.

Visitors often neglect signs like this, and it is part of the interpreter’s responsibility to enforce these rules, even if it may seem superfluous (@SomersetWT, 2021).

Also, interpretation in other indoor locations, such as museums, has its own set of rules and protocols as well. Additionally, integrity is about honesty and providing the audience with facts that are supported by research, and if there is a question that the interpreter does not know, simply acknowledge and question and try to provide an answer even if it has to be a future response (Beck et al., 2018a).

           In sequence, respect is essential in the work of an interpreter. Respect towards the audience, the part of nature under interpretation, co-workers and one’s profession can help to construct a positive learning environment. Especially when guiding visitors, they should be treated as a new situation each time, and respecting their purposes and expectation is how interpretation should proceed (Beck et al., 2018a). Lastly is empathy, which ties into respect. To deliver a well-considered interpretation, we should understand the audience’s point of view and think about the best way to communicate. As we practiced in our podcast assignment, we need to formulate the “guide” that is best suitable for the target audience and to do so, we need to empathize with the audience. Furthermore, for specific ages, like ages four to seven, an interpreter should aim to foster empathy with nature through songs and stories (Beck et al., 2018b).

            I believe that passion is a crucial factor in the work of nature interpretation, and personally, writing blogs throughout the semester has fostered my passion for the environment. Passion is about the urge to learn about nature and take the initiative to participate and engage within the community. It is about actively reflecting upon experiences and providing meanings to recreate or simulate the same experience to others (Beck et al., 2018c). In an academic sense, practicing essential skills in nature interpretation has given me a fresh perspective on environmental science; it is not all research. It is also about how it is transmitted to the public.

Additionally, interpretation as a profession is a long journey of continuous learning, as new information is constantly being studied and published. Hence, interpreters must persistently update their knowledge and refine the “story” for the audiences. Furthermore, the work of interpretation requires the person to be the “face” of the program, representing whichever organization it is in, so without sufficient passion for the work, it would be difficult for one to perform well in a professional manner (Beck et al., 2018a).

Acknowledging Tildon’s “Principles of Interpretation,” several responsibilities lay on the shoulders of being an interpreter (Beck et al., 2018c). First, interpretation should be related to the visitors’ topic, story or experience, and off-topic discussion should be prohibited (Beck et al., 2018c). Second, simply stating facts is not interpretation, it is a part of it, but interpretation should be inspired by facts and elaborated beyond (Beck et al., 2018c). Third, interpretation should be viewed as a form of art, so to enrich the experience, different art forms should be considered to present the material no matter what topic (Beck et al., 2018c). Fourth, the interpreter must structure the experience as thought-provoking, promoting thinking on environmental topics, not simply teaching (Beck et al., 2018c). Fifth, it is the interpreter’s responsibility to present the material as “a whole” and not “apart,” addressing it with integrity (Beck et al., 2018c). Last, when interpreting to a younger audience, the content should not be diluted; instead, convey the message and story with a different approach (Beck et al., 2018c). All of which are principles that interpreters should strive to achieve.

The approach of interpretation that is the most suitable for me personally is the central route of persuasion in the Elaboration Likelihood Model (Beck et al., 2018c). By definition, it is the approach that involves active reflections and mindful thinking based on experience and knowledge (Beck et al., 2018d). One of my strengths as an academic is that I understand the importance of self-evaluation and reflection, so it is a key component of my learning strategy. Hence, as an interpreter, I can generate stories with depth, refined by experiences, which I can then recreate for visitors in a relatable manner. As Tilden stated, with this approach, an interpreter can grab visitors’ attention longer, help them to make associations with the experience, and give the visitors the ability to evaluate the message and decide whether to accept it.

The diagram above displays the two routes of persuasion. Of the two, I prefer the “central route of persuasion” approach in my experience of nature interpretation (Mishra, 2020).

In short, I have learned and grown as an interpreter through this course and developed a deeper understanding of the ethics and skills required for interpretation. Ultimately, nature interpretation is intertwined with many areas of profession in environmental sciences, and practicing this discipline can help prepare us for future careers in science.

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018a). Chapter 9: Personal Interpretation. In Interpreting cultural and natural heritage: For A Better World (p. 229). essay, SAGAMORE Publishing.

Beck, L., Cable, T. T., & Knudson, D. M. (2018b). Chapter 7: Serving Diverse Audience. In Interpreting cultural and natural heritage: For A Better World (p. 229). essay, SAGAMORE Publishing.

Beck, L., Cable, T. T., & Knudson, D. M. (2018c). Chapter 5: Guiding Principles of Interpretation. In Interpreting cultural and natural heritage: For A Better World (p. 229). essay, SAGAMORE Publishing.

Beck, L., Cable, T. T., & Knudson, D. M. (2018d). Chapter 4: Values of Interpretation for Management. In Interpreting cultural and natural heritage: For A Better World (p. 229). essay, SAGAMORE Publishing.

Mishra, A. (2020). Route of Persuation. Management Weekly. Retrieved 2023, from https://managementweekly.org/wp-content/uploads/2020/11/two_routes-1-1024x576.jpg.

Parents pray while waiting for names 12 boys, teacher drown on canoe trip 18 survivors due out today. (1978, Jun 13). The Globe and Mail Retrieved from https://subzero.lib.uoguelph.ca/login?URL=?url=https://www-proquest-com.subzero.lib.uoguelph.ca/newspapers/parents-pray-while-waiting-names-12-boys-teacher/docview/387072296/se-2

SomersetWT. (2021). Twitter. Retrieved 2023, from https://pbs.twimg.com/media/E1rQa6iXMAcg_7M.jpg:large.

[rhenvs3000w23]

Hey!

This post is so well-researched and thought-provoking, thank you for sharing this with us.

Your first point resonated with me heavily, there is a severe disrespect for the environment I've seen in recent years and it is extremely unfortunate. I've witnessed people in my hometown pass by signs posted encouraging people to look and not rip, harvest, or stomp on endangered flowers found off the trails. It is disheartening to see and I can't imagine how it would feel to those who monitor the area and create these prevention plans. Since people cannot help but destroy, the only option is often to disconnect people from the trail which potentially prevents a path to nature connection in that area.

Respect is at the core of who I would like to become as an interpreter. Respect for everything, yourself, those around you, and the natural world. By respecting everything, you develop a connection to it whether knowingly or not. You are actively acknowledging that beings deserve respect no matter who or what they are.

The Principles of Interpretation were actually part of the textbook that I disagreed with, not entirely but the point that mentions off-topic discussion. It is a very generalized suggestion that can prevent meaningful conversation. I find that when I go into nature interpretation with a plan, it almost always transforms. This is because of the inevitable questioning that comes with nature. You never know what you may come across, the questions you and those around you may have, and the discussions that can start because of it. I find this the most beautiful part of interpretation. This is of course only in certain situations, sometimes there is a need to stick to a topic, and of course, you can always regroup and proceed with the original plan. However, I don't think struct structure necessarily makes a great interpreter.

I wonder what you think of this perspective! I think this idea comes with my different view of what the original idea could mean and my own personal experience so I am very interested in seeing what you may think.

Anyways, thank you again for sharing. Good luck with the remainder of your semester!

All the best,

Rachel

[jpenvs3000w23]

Being Outdoors Allows Us To Explore

This week brings us to our final blog post, I’m excited to share with you my final thoughts about what I’ve learned is important to me as a nature interpreter and how I want to share my knowledge with the public going forward. 

As an interpreter, my four main goals are to educate, connect, engage, and inspire those I’m interacting with. I believe that these are essential components of what being an interpreter means and the impacts they should have on those around them. As an environmental steward and a future educator, personally, I believe some of the most important people to interact with and inspire are children. Although some adults are receptive to change and new ideas, many are not. The media clearly shows us this by reporting the decisions governments and big corporations are making. For example, the Willow Project, there is a lot of controversy surrounding the project so I won’t go into too much detail, however even though there are many economic benefits the environmental repercussions of this project could be huge. Not only will 239 million metric tons be emitted over the project’s 30 years, but what about the harmful effects of building roads, increasing the human population, building more houses, and more noise, and light, what effects will this have on wildlife (Puko, 2023)? On the plant and climate change? People like Biden, and there are many others, say one thing and then do something else. People like Doug Ford want to develop the Greenbelt, an important protected natural area in Ontario and even with large opposition from the public (Jones, 2022). I don’t want to get too political here, but I want to make a point that, in my opinion, many adults cannot have their minds changed and continue to deplete and ravage the natural, endangered world around us. 

For me, my focus and my passion as a future educator is to teach and inspire the new generations to be aware of and respectful of the environment. Taking them outside on a nature walk or on a field trip allows them to learn about the environment, and connect with the world around them through touch, sight, and sounds. It engages them in current world issues such as pollution, deforestation, and animal conservation. And hopefully inspires them to learn how they can help, inspires them to become environmental activists, and inspire them to teach people in their community. But, as mentioned in Jacob Rodenburg’s article, getting kids outside to explore and learn is becoming more difficult because it's cheaper and “safer” for kids to be inside (2019). I want to directly quote the article here because this short sentence is powerful “leaving kids indoors cuts them off from the knowledge and understanding of what it means to be a living being that shares a world with other living beings” (Rodenburg, 2019). I think this is such a powerful quote and is seen in our modern-day, corporate world. I honestly believe that some people forget that we share this planet with other living beings besides other people. They see plants, trees, squirrels, and birds daily but I don’t think they truly make the connection that we share the environment, they just think that they are living in our world. 

You can only learn so much inside a classroom, that is where the differentiation lies between a teacher teaching you about the environment and an interpreter connecting you with it. Kids need to see it, touch it, explore it, listen to it, hear stories about it, and interact with it, learning about the environment from a classroom cannot create the connection that being outdoors can (Rodenburg, 2019). In schools, there is still a lack of balance between education, well-being, and life skills/exploration. But I believe incorporating environmental exploration and learning from nature interpreters can be a great way to balance all three. We came from the Earth, it is connected and has guided us for millennia, but with the rise of technology, we have become disconnected from it. Nature has been proven to help improve mental health, an important focus in today’s schools, it educated us, it tells stories by watching trees grow, seasons change, and animals hunt. And it gives us the space to explore and fulfill this biological need to connect with the environment around us. 

As a future teacher, I believe it is my responsibility to my students to teach them about and interpret the environment around them but to do that they need to be in it. As I’ve gone through this course and reflected on my own guided nature experiences, I’ve discovered that I, as a nature interpreter, enjoy interpreting through stories. Not necessarily made-up stories like about a snapping turtle named Snappy, but stories that are about history, about the daily life of a grizzly bear, about the life cycle of a plant, stories that help to explain the world around us. Interpreting in this way, I believe, brings a sense of clarity and allows connections to form. These connections can lead to inspiration to help conserve and protect our environment and its inhabitants.  

I believe it is my responsibility and my calling as an interpreter to teach children about the importance of the environment and how to connect with and be respectful of the world that provides and lives around them. Helping them understand the environment and creating healthy connections with the Earth will hopefully inspire them to as they grow up learn more, educate others, and get involved in protecting the environment and its inhabitants who, unfortunately, do not have a voice to advocate for themselves. That is another hope I have as an interpreter is to not only teach and build connections but to inspire others to do the same, and if need be fight to preserve the environment for generations to come, because at this rate there isn’t going to be much left. 

Jones, R. P. (December 22, 2022). Ford government forges ahead with Greenbelt development plan despite ‘broad opposition’ in public consultation. CBC News. https://www.cbc.ca/news/canada/toronto/greenbelt-oak-ridges-moraine-regulations-1.6692337

Puko, T. (March 24, 2023). What is Willow? How an Alaska oil project could affect the environment. The Washington Post. https://www.washingtonpost.com/climate-environment/2023/03/17/willow-project-alaska-oil-drilling-explained/ 

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

[rhenvs3000w23]

Hello!

Thank you for sharing this post, congratulations on finishing your final blog post!

I completely agree with you, unfortunately, our best hope to protect our planet is to ensure that younger generations grow up with a different mindset than most of the people in power have. It is terrible that we cannot inspire change in the older generations and as a result younger people have to watch as the decisions they make cause even more irreversible damage to the Earth.

Seeing the media outrage surrounding the Willow Project has given me a sliver of hope in an extraordinarily bad situation. Our generation doesn't necessarily have to wait for those younger than us to begin sparking change, people our age are angry and passionate about being able to grow up in a healthy world. Hopefully, as people our age fill positions of power some meaningful change (or even general acknowledgement of the crisis we are living through) forms.

I love the quote you shared. It is very important to me that we accept all beings as they are, in the same way, we should accept all humans as they are. Being a human being disconnected from nature can give you a sense of priority over all beings. Once you spend time and connect with nature you become more careful with beings, more respectful of them and more empathetic for them. From the teeny tiny beings to the ginormous. Personally, I believe that this can only come from spending time in local natural environments. Going to zoos or nature documentaries maintains and to some people enhances a disconnect. By respecting the beings that share the same city, block or backyard as you, you begin to understand your place in the world better.

You sound like you are a wonderful, careful, and passionate nature interpreter. I hope that there can be many more interpreters like you out there passionate about the environment and driven to make a change.

Thank you again and good luck with the rest of your semester,

Rachel

[skenvs3000w23]

Amazing things in Nature!

Nature continues to amaze us daily, by constantly adapting to the changing world around us. One amazing thing I know about nature is bioluminescence, it’s one of the most eye-catching things I have seen myself. While vacationing, I had the privilege of seeing bioluminescence on the beach while in the Caribbean. The water lights up beautifully as you run your feet through it, and the mechanisms behind how the water lights up is even more interesting. The bioluminescence we see is essentially a chemical reaction produced by living organisms, and involves luciferin (the light), and luciferase (the catalyst) (Bedolfe, 2012). The luciferase combines luciferin with oxygen to oxidise it, which creates oxyluciferin, and photons. The light we see is the result of the chemical reaction usually occurring in the organism, but it does not always occur inside it (Bedolfe, 2012). When I ran my hands through the water and disrupted the waves, the organisms present, called dinoflagellates, produce light as a defense mechanism (Aguilera, 2015). Here is a picture below of bioluminscence in action at night!

Image Credits: Alvaro Bejarano

An interesting fact I learned while diving more into this topic is that it only takes 15 milliseconds for the dinoflagellates to respond to stimuli! (Aguilera, 2015). It is extremely fascinating to think that the pretty glow I observed in the water was actually a warning from the dinoflagellates. It is also known that high levels of algal bloom are actually harmful to humans, and exposure to these phytoplanktons can cause skin irritation, and cause negative effects on ecosystems (Powell, 2022). There are different colours of bioluminescence that we can see, personally, I have seen a mix of green and blue light being produced. Another event caused by bioluminescent organisms are red tides, which are rare but can be seen more often now due to climate change. Red tides are lasting longer due to temperature changes, water pollutants, as well as severe weather events (Powell, 2022). I have never seen a red tide, but this picture below shows how they can appear to us, and it looks a little similar to an oil spill!

Image Credits: M. Godfrey, 2006

Red tides are made of the same bioluminescent algal blooms that are responsible for the pretty green colours we see as well (Powell, 2022). It is important that we understand the importance of acknowledging events such as red tides, as these are natural warning signs from nature. Humans have a tendency to overlook a lot of unusual events in nature, which eventually can lead to disastrous climate change that is non-reversible. I enjoy seeing the beauty in nature, especially bioluminescence, and to conserve these organisms and keep our algae levels at health levels, it's important to take care of our oceans. Can you name other species that also use bioluminescence?

References

Aguilera, M. C. (2015, May 5). Research highlight: The force behind Nature's light. Scripps Institution of Oceanography. Retrieved from https://scripps.ucsd.edu/news/research-highlight-force-behind-natures-light#:~:text=Dinoflagellates%20employ%20bioluminescence%20as%20a,as%20a%20type%20of%20alarm

Bedolfe, S. (2012, December 26). Ocean stemulation: How does bioluminescence work? One World One Ocean. Retrieved from https://oneworldoneocean.com/blog/ocean-stemulation-bioluminescence-how-does-it-work/

Powell, J. (2022, February 10). Bioluminescence - beautiful or dangerous? Gair Rhydd. Retrieved from http://cardiffstudentmedia.co.uk/gairrhydd/bioluminescence-beautiful-or-dangerous/ 

[rhenvs3000w23]

Hello!

I am so excited to see that someone made a post about bioluminescence. It is such an exciting topic to me that I don't know much about. I don't quite know if I have ever dived into the science behind it, I think I have always loved the mystery and wonder of wild things glowing!

I couldn't imagine experiencing bioluminescence on a wide scale like you did in the Caribbean. I have seen small wonders like fireflies but the idea of being able to manipulate luminescence by simply dragging your hand through water or walking by seems fascinating. I wonder if there are any places closer to home where we can experience bioluminescence on a large scale?

I loved that you mentioned algal blooms. I completely agree with you, blooms like this are beautiful to see and humans can become distracted by the fact that this can indicate environmental damage and is a byproduct of climate change. I think the same thing when I see. Similar to this, I remember learning when I was young that extremely red/orange sunsets are more common in heavily polluted cities. Though beautiful, they can be a warning sign about the air quality in the area.

Thank you for your post! What an exciting topic.

Rachel

[rhenvs3000w23]

There is one thing we can all fully enjoy just by looking up, whether inside or outside! From a field or out of a window we can look into the sky at the beautiful clouds floating by. Whether billowing cumulous clouds or wispy cirrus clouds, they can inspire awe and infinite imagination.

I'm sure most of us can reflect on a time when we looked up at the clouds and saw shapes or faces, as a child or in our adult lives. This type of whimsical imagination is a great way to connect with nature, there is no limit to the shapes clouds can make as they're constantly changing minute to minute and day to day.

Besides the inherent beauty of clouds, they play a significant role in managing our climate and regulating our ecosystems. I love to learn about clouds, we can see them without hearing or feeling them directly, but we absolutely feel their power and might. Snowstorms and thunderstorms as well as moments of cool on boiling hot days.

Over the past year, I have met and spoken with people who truly have a passion for cloud watching and analysis. They have taught me many interesting and useful things that I would love to share with you all!

My favourite skill I have learned is how to predict short-term and long-term weather by monitoring cloud patterns. Cirrostratus clouds are my favourite to spot. As indicated in the image below, they span across the entire sky in a translucent sheet at very high altitudes. These clouds suggest that there will be precipitation or, at the very least, humidity coming in the next 12-24 hours (Gooley 2021).

The following image will give you a good start at identifying cloud types (Matsuoka 2017):

Most of the information I reference in terms of clouds or weather come from the book The Secret World of Weather by Tristan Gooley. It is a wonderful resource I use to learn about the natural world and how to interpret it. In this book, Gooley explains the Seven Golden Patterns of cloud watching, they are

1. Bad weather is likely when clouds begin to lower.

2. If there is a variety of cloud types in the sky, bad weather is coming.

3. The larger small clouds grow, the worse the forecast.

4. Clouds that are taller than wide suggest bad weather.

5. Rugged texture at the top of a cloud indicates changing weather.

6. Rugged texture at the bottom of a cloud indicates a likely chance of rain.

7. The lower the cloud you analyze, the more near the forecast is (Gooley 2021).

I strongly encourage you all to take a look into this! It’s a little harder during the summer but being able to understand this part of nature is so rewarding and so fun to teach others as well. I wish I had more space to tell you more about this but I hope this is a good start. I was wondering, do any of you know any other ways to predict weather? I would love to hear it!

References

Gooley, T. (2021). The Secret World of Weather. The Experiment LLC.

Matsuoka, D. (2017). Extraction, Classification, and Visualization of 3-dimensional Clouds Simulated by Cloud-Resolving Atmospheric Model. International Journal of Modelling Simulation and Scientific Computing.

[deaenvs3000w23]

Music Surrounds Us!

When searching “nature music” you will find hundreds of hours of videos and music of nature sounds that are often described as calming or relaxing as many people find solace in being in nature or listening to it at the very least!

I find music in nature as the sounds of nature help me to sleep, I especially enjoy thunderstorms as I find the sounds relaxing and reassuring. Music in nature often write themselves as I think of bird’s songs that allow them to find mates, I often think of the musical dancing bird from ‘Our Planet’ which performs for their mate! You can also find music in nature with the hums of bees, flapping of bird’s wings, splashing of ducks in a pond, and swishing of trees in the wind! Putting all of those sounds together may create an incredible piece of art through song!

Nature in music, I often think of people creating music that is inspired by nature or using music in interpretation to keep viewers interested (166). In the textbook they compare photos and videos. Photos capture one scene and can often communicate better than words (170), videos however contain sound which can make the scene so much more interesting (171) and immersive through technology in regards to interpretation using videos and songs. Nature in music could also tell stories and teach lessons, I personally think of campfire songs. Radio stations can also incorporate nature with music! They could play music to draw in viewers and then talk about nature in the breaks (175) or play music that contains nature lessons. Radios are great for some viewers which information is presented in 1–5-minute periods and a great way to reach different viewers in a format that they enjoy! Nature in music can occur as a tool as music will resonate with the visitor (12), help different people learn with different learning styles (105), and draw people towards an interpretive experience (200).

I think that music can take many forms in relation to nature. Many songs are often nature sounds solely, nature sounds incorporated, or based on /inspired by nature (animals, landscapes, abiotic features)! I found 15 songs related to nature in a pro-environment context in article by Anderson (2020). I’m sure that if you search up your favourite animal + song, you will find a song that at the very least mentions the animal. Perhaps it will teach you something or use the animal’s attributes within the song!

Some songs I think of from the top of my head of nature would be “Butterfly Fly Away” by Miley Cyrus, “Roar” by Katy Perry, “Somewhere Over the Rainbow” by Judy Garland and covered by Israel Kamakawiwo’ole, “Little Rain” by Morgan Wallen, just to name a few! To unpack one, “Butterfly Fly Away” by Miley Cyrus my personal favourite from growing up contains a lesson that as you grow you should spread your wings AND contains a little bit of knowledge of the caterpillar becoming the butterfly! Growing up from under your parents care to going out to make dreams come true!

Are there any influential songs you grew up hearing or think of when prompted with the word “Nature”? What does it teach you!

Anderson, S. (2020). Earth day: 15 pro-environment songs. Rolling Stone. Date of Access: Feb 27, 2023. https://www.rollingstone.com/music/music-lists/earth-day-songs-151780/

Beck, L., Cable, T.T., & Knudson, D.M (2018). Interpreting Cultural and Natural Heritage for a Better World (1st ed). Sagamore Venture

[rhenvs3000w23]

Hey!

There is so much nostalgia packed into this post for me! I had completely forgotten about that clip from Our Planet and it was so fun to be able to rewatch it again many years later. Birds are some of the strangest creatures out there to me and their behaviour is so fascinating to watch!

I've always wanted to learn more about bird calls but I've never had the opportunity before, it's quite a difficult task to learn!

I am so glad you mentioned the song Butterfly Fly Away because I almost made that the topic of my post! It is such a tender and loving song and the use of nature imagery and metaphors makes it so beautiful. This and your question made me wonder if there were any other songs in my life that connected to nature?

I found a few that stood out to me Sunflower Vol. 6 by Harry Styles, The Otter by Caamp, and Places We Won't Walk by Bruno Major. All of these songs have a pretty different feel to them but they are all connected by a warm feeling of vivid natural metaphors and imagery. I think I will definitely begin to pay closer attention to the songs I am listening to and how they relate to nature.

Thank you for the fun post! I loved the opportunity to think back ad learn from songs I haven't heard in a while. All the best this semester!

Rachel

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Unit 7: Nature Interpretation Through Music

Music can be found almost anywhere you look in nature. From the wind rustling through tree branches to bird calls in the distance or water rushing through a stream after heavy rainfall. The beat of your foot hitting the dirt of a trail can become a beat and the rustles of the leaves, a melody. Nature is also found everywhere in music, from instruments made out of natural materials and fibres to lyrics that use imagery to discuss natural themes.

Learning nature interpretation through song is a valuable way to teach respect, awe, and reverence for the outdoors. If you haven't experienced the feeling of singing with others in nature, I can only hope you do soon. I am not a singer myself but the feeling of being open and part of a community in nature is undeniable.

However, for me personally, I find lyrics that include deep natural imagery to be the most beautiful. One artist in particular that tends to use rich metaphors of natural relationships to convey larger themes is Hozier. A few examples of his lyrics are below:

"We'll lay here for years or for hours, your hand in my hand, so still and discreet. So long we'd become the flowers, we'd feed well the land and worry the sheep." - Hozier, In A Week

"Dragging along, follow in your form. Hung like the felt of some prey you had worn. Remember me, love, when I'm reborn as the shrike to your sharp and glorious thorn." - Hozier, Shrike

I would like to draw particular attention to the second quote. I listened to this song for years before the meaning behind the lyrics made sense to me. I was out on a walk with a friend when she looked up and excitedly pointed out a bird flying by. I am not a great birder so I asked her to tell me what bird it was. She explained to me it was a northern shrike, and in her words, "one of the most badass birds out there." Shrikes are very small birds, and are sometimes referred to as butcherbirds. Shrike catch their prey and impale them on thorns or any sharp object near to them to make feeding easier. A moment of nature connection brought me back to this song, and now every time I hear it I can't help of think of that day and the amazing creature behind it.

The textbook mentions using music to make nature interpretation more memorable and digestible to learn. I think the song Shrike by Hozier is my more subtle way of connecting to nature through music and reflecting on moments in nature that mean a lot to me.

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Nature interpretation through history

This quote by Edward Hyams illustrates the importance of the past with the dynamic nature of the present. He begins by explaining that age alone does not equate virtue or correctness, it simply means you have lasted the test of time, for better or for worse. This reminds me of the idea of tradition. Many traditions are very culturally/religiously/personally meaningful to individuals and groups. However, if we don’t critically examine our traditions, we are literally just doing the same thing over and over just because we always have. In some cases this can be very dangerous, promote ignorance, and disqualify critical analysis and proactivity. For example, black people used to be enslaved, women couldn’t vote or go to school, and only heterosexual couples could get married. These outdated notions need to be constantly questioned so we can create a more inclusive and sustainable world.

Next, Hyams investigates the integrity and longevity that is inherent in ancient things. By definition, to be around for x amount of time, you need to have lasted all the selective pressures that were present from that time until now. For example, in biology, if a plant is dependent on moist conditions, it cannot persist in the face of desertification. However, if the environmental conditions remain relatively stable or the plant is phenotypically plastic it may be able to persist. In society, educational curricula must be updated overtime to match the contemporary needs of students and educators, and if not they may be teaching outdated and harmful information (such as the Doug Ford sex education curriculum reversion). It is not virtuous to present outdated information to young minds; however, it does show the strong will many people have to stay loyal to what is old and familiar instead of challenging ourselves and each other to grow.

Over time, these stories, artifacts, and biotic and abiotic environmental components build a rich foundation of knowledge and history with them. For example, in many Indigenous cultures, elders hold the important job of functioning as knowledge keepers and must spread knowledge to their community before they die (Hele, 2021). Over generations, this knowledge base becomes increasingly rich and these communities have a wealth of knowledge of the medicinal, spiritual, cultural, and topographical features of the land (Cable et al, 2018). Species of the earth have all been evolving for the same amount of time, and there is a wealth of knowledge in their evolutionary lineages through molecular data, morphological changes, selective pressures, and the fossil record. 

As humans, we love to document events (especially when it is convenient to the story we want to be remembered). We have vast archives of scientific data, ancient cave paintings,  libraries full of fictional and nonfictional books, and large online databases of scientific journal articles. This information is a powerful tool to understand the world we live in, one small piece at a time. This can also be dangerous since we don’t know what perspectives are missing, afterall, there are still Holocaust deniers since vast amounts of written and physical evidence was destroyed. And in evolutionary history there are also gaps in knowledge. For example, are similar features a result of homoplasy or homology? And the name of the discipline where we recount events is literally called “His” story, and is only written by the privileged victor. 

The quote then explores the lasting implications of history on the present, then the future, through a metaphor about a train leaving a station. Just because events have ended does not mean they are not still affecting current realities. Families are still experiencing intergenerational trauma from genocide and war their families and ancestors were in. And statistical tests cannot always be run on species since they share evolutionary history and are therefore not fully independent of each other. 

In summary, history and ancient objects offer a wealth of knowledge and contribute to the way we live today. It is important to evaluate these things to see how they are promoting or suppressing safety, peace, and sustainability today.

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

Hele, K. S. (2021, January 14). Indigenous elders in Canada. The Canadian Encyclopedia. Retrieved February 10, 2023, from https://www.thecanadianencyclopedia.ca/en/article/indigenous-elders-in-canada#:~:text=Elders%20are%20respected%20individuals%20who,%2C%20healers%2C%20advisors%20and%20cou

[rhenvs3000w23]

Hello!

I really loved reading your post, I thought it was engaging and extraordinarily well thought out.

I enjoyed particularly that you brought up how we have to acknowledge histories that have gone missing through destruction due to colonization, genocide, war and slavery. There is an abundance of history documented on British or French rulers and the history of their colonization of many countries and destruction of cultures. Similarly to the information lost in the holocaust, enslaved Black people had their family histories taken and destroyed at the hands of overly powerful, prejudiced people. It is a shame we are missing the rich histories of these cultures and it is hard to think about where we could be or what we could know now if only the world could have been a better place.

I also enjoyed your acknowledgement of Indigenous teachings in nature interpretation. One of my passions is learning about plant science specifically their growth and development and natural uses. Without the wisdom of Indigenous people, we would now know many of the medicinal and edible properties of the plants around us. Referring back to this when relaying information to others in nature is of the utmost importance to me, and should be extremely important to any other interpreter looking to share knowledge.

I am curious how today's perspectives will be documented. We have never had such a wide range of ideas and perspectives available at our fingertips. We read history books that have generalized the thoughts of entire countries, and I can only imagine how books will write about the world we live in today, especially the perspectives that will be shared and those that will be omitted.

[rhenvs3000w23]

Unit 6: Being Part of a Whole

If I'm being honest, it took me a few reads to even begin to understand what the given quote was saying. But once I understood, began to sit with what it was saying and look at it both positively and negatively.

Firstly, I think ancient things, regardless of how they fit within a whole have merit. I think this particularly falls into place when understanding how ancient things may not have a written, or documented past. Leaving other parts of the whole up to the imagination. I think these things still hold value and worth. However, it is still true that integrity and being part of a whole can improve one's connection to an item.

For example, last summer I bought a skirt on a whim. For context, I do not own skirts and really don't enjoy wearing them, but something about this one called me. I tried it on in the store and it fit perfectly. The person who ran the store told me it was likely from the Victorian era and she could only imagine where this skirt had been to have ended up here at least 100 years after it was made. To me, this thing represents an ancient thing with integrity, a story to be told, and missing pieces that may never be found. The given quote provides a metaphor of a train station that can be applied to this skirt for me. Instead, this skirt was likely made in the late 1800s, a woman would have sewed it and worn it in a time very different to ours. A time when women had no rights, they were only seen as the property of men. The first time I wore this skirt was to an abortion access rally put together after Roe v. Wade was overturned in the United States. To think that this would be the 'station' that I brought this skirt too is hard to think about, but constantly reminds me that each station we come to exists, holds weight, and holds merit.

When it comes to nature specifically, nature interpreters have the responsibility of acknowledging and appreciating the abundance of care Indigenous people gave our land currently prior to colonization. As a settler, I do my best to ensure I understand where my knowledge comes from and where the stories I tell originated. My preferred way of doing this is through living history as outlined well in the textbook (Beck et al. 2018). Though I don't do first-person living history I think third-person is a more effective way to communicate if you are not directly tied to the history you are trying to teach. We must understand where the land has been and what it has seen to effectively communicate and interpret what it means to us and others.

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The Pros and Cons of Anthropomophization

In an earlier post I briefly mentioned how anthropomorphizing animals can be used in nature interpretation. But I also realized how this tool has proven to be a double-edged sword in many cases.

For example, am animal with a cartoony or human-like expression. This is one way that one can interpret nature, by giving it human characteristics to make humans relate stronger to an ecosystem interaction. 

Scientists are extremely wary of applying human characteristics to animal subjects, and for good reason. A cat does not experience emotion and life experiences like language in the same way as humans. The brain of a mouse or a parrot or a fish is worlds apart from the brain of a human. they are not human and never can be. To think that a cat can do everything a human can is untrue, and has bad implications for the health of the cat. For example, some people have tried to make their cat vegetarian, completely ignoring the fact that cats are hyper-carnivorous, which means they can only get nutrients from meat. 

Anthropomorphizing usually applies to explaining animal behaviours through the lens of human thoughts and emotions. For example, when humans smile, a wider grin is associated with joy, laughter and otherwise positive emotions. However, the same is not true for apes. When chimp "smile," they are expressing fear, with a wider grin usually expressing aggression (Lietman 2022). In spite of this, many artwork in many media use this nervous grin to illustrate joyful concepts like laughter and tomfoolery. This misrepresents animal behaviour, and, more concerning, is the way that the animals might have been handled for the sake of a photoshoot.

However, anthropomorphization, though never something to be endorsed in scientific practice, can still be useful in art and nature interpretation. 

One successful way in which it has been used is the 1940s Disney classic, Bambi. With its anthropomorphic animal characters and gorgeous backgrounds, the movie inspired early conservation movements. However, the movies impact was a double-edged sword as this led to deer hunting being stigmatized. Contrary to popular opinion, deer hunting plays an impotant roll in conservation efforts due to the hunter's concern for the environment as a source of sport or livelihood. In addition, deer hunting helps control the population growth of deer how deer hunting may curb the spread of the devastating chronic wasting disease, as well as lessen the impact of overpopulation on plant life.

The 2006 Warner Bros' Happy Feet anthropomorphizes the animals to bring attention to environmental issues like plastic pollution. In the film, a macaroni penguin named Lovelace wore a pack ring around his head which became stuck around his neck. Although the penguin first believed the ring gifted him with special abilities, he later starts to suffocate from the plastic shrinking around his neck. The strife of the penguin character stuck in my dads mind for many years to come, and since he seen the movie, he would always cut the plastic pack rings with scissors before disposing of them. Though cutting the rings doesn't do too much to protect sea animals from plastic, it's is a small change that can slightly lessen the harmfulness to the material to seagoing animals.

References:

Lietman, Anna. (2022, April 30). Chimp Faces: Noticing and Reading Facial Expressions. Project Chimps https://projectchimps.org/reading_facial_expressions/

[rhenvs3000w23]

Hello!

Wow, what an interesting and engaging post! I love your choice of topic, it is so fun and you can tell you are passionate about it. I find anthropomorphism beneficial in most cases. I deeply wish that humans could have a fun understanding of the value of living beings regardless of whether they are like us or not.

Particularly, I think it is helpful to allow children to understand animals being living beings. It can assist with the formation of a bond too nature and creatures from a young age.

Your example of Bambi was an excellent choice. I find that sometimes when a specific animal is the villain character, it sometimes provides an even more significant negative stigma. Examples I can think of include Ursula from The Little Mermaid, the crocodile from Peter Pan, and the snail from Moana. I would like to see more movies where specific species aren't enemies.

I think actionable steps from movies such as Happy Feet can be a fun way to bring attention to a problem that can quickly be addressed at home and is digestible to kids. I would love to see movies take an even bigger approach to nature connection and environmental protection, however, I cannot think of any that have come out in the last few years. (maybe someone can correct me if I'm wrong!)

Thank you again! Your post was very nice to read and gave me a lot to think about. All the best with the rest of your semester,

Rachel

[rhenvs3000w23]

Unit 5: Adapting Nature Interpretation to Young Audiences

Nature interpretation at any level can be a tricky task to manage. It is easy for us to say on paper that we can go out into nature, practice gratitude and connect with the beings around us. However, in reality, this can be an extraordinarily difficult task when it comes to young children. Kids don't necessarily want to sit still in the forest and listen or practice meditation in traditional methods. There usually has to be a reward, introspection isn't as much a treat to a kindergartener as it is to an adult.

There are many ways to approach this dilemma. Patience, play, acceptance and connecting with your inner child are the first and most vital ways to make nature connection a part of children's lives. Personally, I think patience is the most important. Patience in nature interpretation allows for heightened introspection and an ability to take time with those who may be weary of the outdoors. This can include those with phobias of the outdoors, those who are new to an area or those who are usually included in outdoor conversations.

By acceptance, I mean the ability to let go of your perfect plan and let the time spent in nature speak for itself. Sometimes it's hard for kids to understand that nature is living and the expectations of respect toward nature. For example, children have a tendency to rip the leaves of plants or tear living plants out of the ground. They also tend to overly handle living creatures. Though these can all be dangerous, I see them as examples of "the gift of spark" (Beck et al. 2018).

The gift of spark is the beginning of interest and honing it can form meaningful connections and a proper understanding of nature. When kids mishandle living things, it's usually out of curiosity. Asking questions and giving fun, engaging facts before explaining why it would be inappropriate to rip or damage the being is the key to reasonable interpretation with children.

Of course, there are other ways to assist with experiencing nature connection in young audiences. However, this is what I have noticed tends to work! If any of you have any experience with something similar to this let me know!

Reference:

Beck, L., Cable, T.T., & Knudson, D.M. (2018) Interpreting Cultural and Natural Heritage. Sagamore Venture.

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Art as Interpretation

Using art to interpret nature provides a unique perspective for sensing the beauty of our world and forging new connections. For me, art in the form of paintings and drawings is the ideal way to interpret the “gift of beauty” as it allows for the capturing of the sense of place and experience its genius loci (Beth et al., 2018). Quality interpretation entails the ability to communicate the importance of a place and to emphasize what makes it special (Beth et al., 2018). A quote that sums this up states that, “our ability to perceive quality in nature begins, as in art, with the pretty. It expands through successive stages of the beautiful to values yet uncaptured by language” (Beth et al., 2018). This resonated with me as these are the stages I go through when observing an art piece, which involves analysing the beauty and then thinking about what it is trying to convey to the audience. This is the main aspect of art that I enjoy when you are allowed to create your own response and interpretation, and someone could have different thoughts than your own (Beth et al., 2018).

A painting that perfectly conveys the importance and the beauty of nature is Christi Belcourt's The Wisdom of the Universe, who has included more than seven endangered species in her art piece, to encourage the need to care for our planet and the animals that live within (Gessell, 2022). She has depicted the beauty of our world in a unique way to motivate stewardship. Art can be so powerful at inspiring feelings of optimism, addressing key issues, and developing as a hobby to ease stress and anxiety. Therefore, art can be effective when interpreting nature to attract and move visitors, while also sparking concern about environmental issues (Beth et al., 2018).  

In a personal context, I created a painting for a IB project in high school, which incorporated the concept of art of hidden faces using nature. The hidden face I included was Frida Kahlo and aimed to create a double meaning to highlight her life, struggles, and the symbolism of nature she often uses to represent this. I was able to communicate this effectively when presenting and communicating my interpretation of my painting. This is relevant as nature and art can be used to depict emotions, express yourself, and allow viewers to form a connection. An interesting perspective to this is as Aristotle said, "Art not only imitates nature, but it also completes its deficiencies." It allows for nature to be shown in a different light that it cannot do on its own.

I would like to end off by saying that all forms of art can be effective methods for nature interpretation, and participating in arts-based activities can possibly allow visitors to gain a feeling of connection to nature. There is so much that can be communicated through art!

References

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

Gessell, P. (2022, July 15). 5 Canadian artists addressing Canada's increasingly threatened landscapes . Canadian Geographic. Retrieved February 5, 2023, from https://canadiangeographic.ca/articles/5-canadian-artists-addressing-canadas-increasingly-threatened-landscapes/

[rhenvs3000w23]

Hey!

Lovely post, thank you for sharing this art with us! I had never seen it before but it is a beautiful piece. I love how the more I look, the more I can see emerge in the painting.

I loved how you mentioned that everyone interprets art differently. It made me think of how we all interpret nature very differently, usually due to our own experiences and connections. As an artist yourself, I wonder if you're able to find patterns and things in the natural world that I would never notice. Working with kids, I love to hear what they say they can see in nature. The sounds they hear and the things they spot in the horizons.

The Aristotle quote you shared is also very thought-provoking. The quote reads to me like the nature he is talking about is human nature. That art is able to capture the deficiencies of human nature, however, I believe that art can never perfectly capture the beauty of environmental nature. Sometimes, when looking at a landscape or beautiful moment in nature, I wish that a camera or a paintbrush could capture how the air feels and the noises we can hear. However, human nature does have deficiencies and ugly sides that can be captured or erased through art.

I am looking forward to reading more of your posts this semester!

All the best,

Rachel

[rhenvs3000w23]

Unit 4: Using Art to Interpret Beauty

No matter who you are, there is a way to interpret nature through art that speaks to you. Whether it's movement, music, visual art, fibre arts, or storytelling, there is a way to grab the attention of everyone through art-based activities.

I find it hard to introduce art interpretation to both myself and others. There is usually an expectation of talent or perfection that comes with attempting art in any space. To avoid this, I like to think about normal activities we do that are unintentionally artistic. For example, storytelling. There is an art to storytelling and a simple question can spark this in anyone.

What did you notice on the walk?

What is your earliest memory in nature?

I like to think of times I have sat and traced lines aimlessly in the dirt with a stick I had found, or tried to mimic the bird calls I heard in the distance. But beyond that, my favourite way of connecting to nature through art has been cordage. I was taught by a good friend and mentor of mine the art of using natural fibres to create rope and cord. He taught me how to harvest dogbane, cedar bark and grasses to make a strong rope that can be used for a variety of crafts and practical situations. The process of collecting and creating within nature makes room for reflection and gratitude, as with all forms of art.

In Interpreting Cultural and Natural Heritage for a Better World, there is a set of outlined gifts and principles (Beck et al. 2018). The gift of beauty is defined by the principle that nature interpretation should "instil in people the ability, and the desire, to sense the beauty in their surroundings" (Beck et al. 2018). I agree with this, my interpretation of beauty is a gift nature has given to us. The beauty of the sight, smell, touch, taste, and sound of nature is a gift. Nature interpretation allows us to fully realize and appreciate these gifts in all aspects. Finding beauty in the usual and the mundane, as well as the exciting and grand.

There is beauty all around us, and it is what allows us to become responsible nature interpreters at any level. As mentioned in the principle it “encourages resource preservation”, when we recognize beauty we don’t want anything to take it away. This ties back to using art as a tool for nature interpretation. All forms of art are beautiful.  If we are able to create beauty from nature, with nature, or in nature, we will feel more connected to it. 

I want to end this post with a few lyrics of a song I like to sing or hear with others in nature. It is from Anthem by Leonard Cohen and I learned it in the first weeks of my journey into nature interpretation:

"Forget your perfect offering,

just sing the songs that you can sing.

There is a crack in everything,

that's how the light gets in."

Reference:

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

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Privilege and Its Role in Nature Interpretation

From a brief preemptive reading of my colleagues' blogs from ENVS3000 for this unit, everyone started by describing their working definition of privilege as prompted. As expected, some common terms are repeated, even though these definitions are all coming from different perspectives and experiences, whether they focus on those at an advantage from privilege, or those at a disadvantage.

But these two terms in particular, advantage and disadvantage, are just as critical to break down if we want to address privilege.

Advantage: some thing that puts a person in a better position than someone else, increases chances of success. Associated words: benefit, superior, elite. (2)

Disadvantage: some thing that puts a person in an unfavourable position compared to someone else, increases the difficulty of achieving success. Associated words: inconvenience, drawback, hindrance. (3)

This thing that causes such a divide, could be any number of things that we can't necessarily control or choose. Class (economic, social), age, gender, race, education, relationships, religion. This list could literally go on forever and we could list things together until every characteristic that makes up a person and their life is listed.

The sources I used above to define advantage and disadvantage, I used intentionally. When I looked for a dictionary definition of privilege using the same source, their first entry was "a right, immunity, or benefit enjoyed by a particular person or a restricted group of people beyond the advantages of most" (4).

Now this is where I explain my working definition of the word privilege. I do not think it is the same as a right; we say many things are a privilege, not a right: driving, owning a pet, having a credit card, etc. Privilege is something where the people that have it, don't speak up about the inequality in opportunities that result from it.

I found this quick 2-minute video (1) that I think brought up a really good point on the topic. The only ones that complained about fairness were at the back of the room, and the ones at the front were otherwise unaware of the privilege they were born into. In order for people experiencing privilege to speak up and advocate for the others, they have to have the self-awareness to reflect and realize their advantages.

I think this concept makes it all the more difficult in addressing privilege in nature interpretation. For an interpreter to cater their messages to all audiences, they need to be aware of not only their own privileges that led to them being there providing interpretation, but also the privileges of their audiences.

Privilege in nature interpretation dictates who shows up to listen, how your message is received, and ultimately the resulting action that comes from your audience's experience.

The last thing I would like to bring attention to with my own blogging platform, is one of my classmate's blogs about the relationship between nature interpretation, privilege, and child development (6). Normally I would reblog and reflect on someone else's post and share my own thoughts that were provoked on the topic, starting a conversation. But I wanted any readers of my blog to go have a look at theirs because it stopped and made me think and reflect on a different perspective I didn't have otherwise.

Here is the link to Manar's blog: The Link between Privilege, Nature Interpretation, and Children's Development 

Privilege is almost always defined as a certain group or person having an exclusive advantage that no other group and/or person has access t

References

Buzzfeed Video. “Students Learn a Powerful Lesson about Privilege.” YouTube, 9 Dec. 2014, www.youtube.com/watch?v=2KlmvmuxzYE. Accessed 28 Jan. 2023.

2. Dictionary.com. “Definition of Advantage.” Www.dictionary.com, 2023, www.dictionary.com/browse/advantage. Accessed 28 Jan. 2023.

3. Dictionary.com. “Definition of Disadvantage.” Www.dictionary.com, 2022, www.dictionary.com/browse/disadvantage. Accessed 28 Jan. 2023.

4. Dictionary.com. “Definition of Privilege.” Www.dictionary.com, 2023, www.dictionary.com/browse/privilege. Accessed 28 Jan. 2023.

5. Maguire, Angus. “Equality vs Equity Cartoon,” Juliana Bicycles, www.julianabicycles.com/en-CA/file/equality-vs-equity-cartoonpng. Accessed 28 Jan. 2023.

6. Manar's Nature Interpretation Blog. “The Link between Privilege, Nature Interpretation, and Children’s Development.” Tumblr, 2023, at.tumblr.com/maenvs3000winter23/the-link-between-privilege-nature-interpretation/tsxak7h42izs. Accessed 28 Jan. 2023.

[rhenvs3000w23]

Wow! What an amazing and well-thought post. I am so glad that you took the time to put care into your blog post, especially for this topic.

Also, thank you for bringing my attention to Manar's post!

I thought your definition of privilege was unique, however, I don't know if I completely agree with it. There are plenty of people who have privilege who are actively aware of how that positively impacts their life in comparison to those who may not have it. However, I really enjoyed how you brought up our rights as a comparison.

I like to think of it similarly to the Canadian Charter of Rights and Freedoms, it is a privilege that we have these rights as Canadians. For example, the right to equality is stated as:

"Everyone is equal and has the right to equal protection and equal benefit of the law without discrimination, especially discrimination based on race, national or ethic origin, color, religion, sex, age, or mental or physical disability"

It is a privilege to everyone that we have this right, however a young, cis, white, heterosexual man has the additional privilege of not having to be worried about how this fundamental right is enforced. However, if he recognizes and even actively uses the privilege he has to help others, that does not absolve him of having privilege, it just means he is using his responsibility as a privileged person to help those around him.

Thank you again for sharing! Wishing you all the best this semester,

Rachel

[rhenvs3000w23]

Privilege in Nature Interpretation

Privilege is defined in many ways but my interpretation is that privilege is the inherent advantage someone has being part of a majority or power-holding group over an equity-seeking group.

Some examples of things found in my invisible backpack are:

A high level of education in English

A privileged, safe childhood

Access to affordable healthcare for my body and mind

In my opinion, recognition of privilege should be a top priority when sharing nature connection with others. In recent years, calling someone privileged can be seen as an insult, but people who think this way fail to understand privilege. There is no shame in having privilege, however, it comes with the responsibility to be mindful of how you carry your privilege in your daily life.

While in nature, I’ve had many opportunities to reflect on privilege, how I can use it to help others, and how I can be consistently mindful of it. When communicating nature to others, I have the responsibility to acknowledge my privilege and be cognisant of my place.

There are many ways to outwardly and inwardly acknowledge privilege, but I tend to rely on gratitude for everything, no matter how mundane. I am grateful for my coat in the winter for keeping me warm and for my ability to purchase a coat at all. I am grateful my time outside has allowed me to adjust to situations I thought were scary. I take the things I am grateful for and ensure that I am able to apply what I know to make others feel safe and respected. For example, acknowledging that someone may not have the clothing necessary to be completely comfortable in the cold. I would take time to understand that they value nature connection enough to come out in the cold anyway. We can make room to build fires together, walk to stay warm, or make tea. There usually is no need to bring attention to what others may not have, as this may be unintentionally isolating, but making internal adjustments that allow someone to feel comfortable can be all it takes to use your privilege in a positive way. 

I am an abundantly privileged person, but as a mixed woman pursuing jobs in outdoor education. I take extra care to ensure people who are like me are comfortable, heard, and understood. When a young black girl comes to programs in the forest, I go out of my way to make her feel seen and prevent her from feeling like she does not belong in nature. In a girls’ outdoor program I volunteered with, they talked about the pressure they felt to present more masculine when participating in nature connection. They mention that they feel too “embarrassed” or “out of place” to come to the forest with makeup on, in a sparkly dress, or in any “excessively feminine” way. This is another barrier I actively try to break when I share nature connection with others. “Girly girls” are allowed to enjoy nature, play in dirt, chop wood for fires, climb trees, and hold bugs. I take time to actively step away from the implied masculinity of spending time outside. 

I am interested in knowing how you all might hold space for equity-seeking groups that relate to you! Feel free to share :)

[rhenvs3000w23]

Teaching Learners: My Experience Learning How to be a Nature Interpreter

I am a visual and tactile learner, I enjoy seeing how things work and why things are as they are in real-time. For example, my work at the Outdoor School introduced me to one of my favourite plants, Jewelweed. When I was first introduced to Jewelweed, it was explained to me that it was a friend in the forest. It is named Jewelweed for the way it glistens in the rain, and nicknamed a 'touch-me-not' for the way the seed pods burst when brushed. It was vital for me to know and recognize because it could help soothe poison ivy rashes and bug bites. However, when I was told this, it was winter. The plants were covered with snow, there were no bugs to be concerned about or seed pods to pop.

When summer programming started, new kids arrived at the forest with different levels of personal connection and comfort with nature. My most memorable moment of nature connection came from a rough situation. A 10-year-old boy came to programming in one of the last weeks of summer. On a wander to a nearby creek, he went to explore up a hill and, unfortunately, stepped on a ground wasp nest. He came running back, screaming that he had been bitten by wasps. The bites were already growing and he was becoming paranoid that the wasps were following him. We ran back to camp together to get some water and cool down. I told him I knew just the thing that would help, Jewelweed. Together we crushed up the stems and talked about ways Jewelweed could be used to help itching and pain, how its leaves glimmer in the mist and its bright orange flowers that can be spotted from far away.

When he reunited with the group he took it upon himself to show them how he was able to feel better. He led them to a patch of Jewelweed and they all listened as he explained that the stems are more helpful than leaves at soothing, and how they are capable of magically gleaming. 

Through this story, each aspect can connect to the stages of flow learning by Joseph Cornell (Beck et al. 2018). The first stage is awakening enthusiasm, by encouraging teamwork between the boy and I to help him, he was excited to go and look for the Jewelweed with me (Beck et al. 2018). Secondly, is focusing attention. I described to him how to use and crush the stems and mindfully and respectfully forage to protect the forest (Beck et al. 2018). The third stage is direct experience, the moment he felt pain relief from the Jewelweed, he was able to trust not only me but the land he was on to help him (Beck et al. 2018). The final step is sharing inspiration, when he told the group his own experience, they were able to bond as a group and collectively understand the power of the land around them (Beck et al. 2018). 

The nature interpreter I want to combine all these stages and ensures a genuine, authentic, memorable connection to the outdoors. I've attached an image of some Jewelweed below! (Courtesy of Wikimedia Commons) For those interested, the leaves are hydrophobic so water beads rest on top and look like small gems :)

Reference:

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

[lgmenvs3000w23]

This is such a fantastic story, Rachel! 

Of course not that the little boy was stung by the wasps, but that you were able to actively recall that information and apply it, and that it helped. I also love that we are able to follow the transmission of knowledge in your story; that your friend told you about jewelweed, you told the boy, and he told all his new friends. I’m sure a few of them will have gone home and told the story to more people. This is a great example of what we’re trying to do as nature interpreters, pass our knowledge of the natural world down. I suppose it could also be a cautionary tale that we need to have our facts straight and correct the first time; because then it becomes a game of telephone!

I like that you also took it as an opportunity to teach other things, like sustainable harvesting and respect for the forest. I suppose that is a value that most people in this course likely shares, but certainly not everyone does! 

Finally, I appreciate you doing the reflection to recognize the steps of learning we read in our textbook this week. Not only was it probably very helpful to you, but to your readers as well! Being able to read about the concepts in real-life situations really helps me imagine the ways I could facilitate them in the future. 

Thanks for your post,

Lauren

[rhenvs3000w23]

Thank you Lauren!

It is definitely a cautionary tale too! Being precise in nature education is very important, especially in plant identification for edible or medicinal uses. I appreciate your response, it is a story very near and dear to me!

All the best this semester,

Rachel