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Disclaimer
This blog was created for ENVS*3000DE (F24) at the 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.
The final blog post
I have spent my life interpreting nature even before I realized it. I seek nature’s interpretation to expand knowledge, interest and enthusiasm (Beck et al. 2018, p.12). I have often found myself interpreting through museums, campgrounds, hikes, and visitors centres. Over the years, as my knowledge of the connections and interactions within nature expands, my interpretations become more applicable to my education, allowing me to exercise and expand my learned knowledge. When I am interpreting, there are several things I look to achieve and take away from the experience. This course specifically has taught me to allow my interpretations to be more open-minded, allowing me to see the connections when I reflect on my past experiences interpreting the world (Beck et al. 2018, pg. 13). These connections help me understand why something made me feel a certain way, or why a specific event might be so clear in my memory. This course has taught me to feel and connect my emotions through interpretation, whether it be art, nature, or music. In terms of my personal ethics regarding interpretation, I will never be the person to push boundaries within interpretation for the amusement of my own fascination. Pushing these boundaries offers risk of losing opportunities for anyone else which is not ethical. When at a museum if they say don’t touch something, regardless of if touching it will impact it’s quality I will not touch it. Or if on a hike and there’s a sign stating that these rocks are sensitive don’t step on them I would not push the boundaries for the security of knowing that others will get the same experience when they visit. I feel these are ethics and morals that should go without said, especially for people who often visit nature and might be seen as a role model. I am so strict within these rules for myself because I can recall one time my family was viewing these rocks on a hike in northern Ontario that were so impressively balanced on each other for hundreds of years, and just days before we visited, one of them had been pushed over by people who ignored the boundaries and it was so disappointing for us.
In terms of my personal beliefs regarding interpretation, I am often fascinated by observing and thinking or discussing with others. Especially in natures surroundings like hikes, I do not feel the need to interact or disturb nature’s processes, rather observe with fascination and apply my knowledge. I feel this allows for a more successful interpretation because you are watching experiences that would occur if you were or were not there. When watching nature, it is so interesting to wonder. When watching the squirrels, I love wondering what their mental processes are at the moment of our interaction. This goes hand in hand with the ethics of respecting boundaries. As someone who is in school for zoology, people are starting to come to me for questions about certain animals or situations within nature. People are starting to look towards me to feel comfortable within nature and that tells me I need to work even harder to be the best role model possible.
As someone who is very passionate and becoming educated about the contexts of natures and its interactions, there are several things I am responsible for when it comes to interpreting nature. I am a part of a group of people who are responsible for the quality of our nature and its future. Although I do not work or display myself in public opportunities for interpretation, I do have goals for my future. In whatever I might enroll myself in I have the responsibility to maintain accuracy of information, ethical information, and I will never share a belief for the point of pleasing others, I will always spread information that I also believe in and feel passion towards (Beck et al., 2018 p. 37). In my personal life, my responsibilities include the maintenance of stewardship to stay connected with the goals, beliefs, and cultural morals that portray themselves within whatever I might be interpreting (Beck et al., 2018 p. 37). This will allow for the stories, connections and history expression to stay present (Beck et al., 2018, p. 37).
I work at a dog boarding and daycare facility and I always love answering peoples questions about dog behaviour, why they do certain things, and further informing people on how their dogs might thrive better. All of my answers to peoples questions come from experience, and knowledge. My enjoyment of answering these questions tells me I would thrive in a position where this situation can be applied to nature. I have considered working at trailer parks, or volunteering to do nature lessons with rescued animals, and as someone who might have this future role, there are many responsibilities. These include but are not limited to, the promotion of knowledge towards conservation, educating people on how they can improve themselves or just educating to make more people aware of an issue, engaging people within my lessons without creating disruption, and applying the knowledge to other scenarios like cultures, beliefs, or background information. All this would be present while demonstrating ethical behaviour myself. I can be successful in an advocacy educational role by applying knowledge learned from this course, like different learning behaviours, understanding how to grasp the attention of diverse audiences, and understanding where I would fit in best to educate my audience.
These blog posts have forced me to interpret my life experiences through a new lens. They have allowed me to explore my emotional connections and understand my memories. In an ideal world where I have more time, I would enjoy beginning to journal because connecting my blog posts with my thoughts is something I have enjoyed doing. Starting a journal as inspiration from these blog posts would allow me to deeply understand myself and I also enjoy going back and reading my initial interpretations of the blog prompts to see how I would change my answer now. Finally, this course has taught me that I have unknowingly been interpreting nature this whole time.
Reference
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
Hey Kayla!
Your post was so beautifully written and went into depth on a number of topics that we learned about throughout the course. I really loved reading through all of your reflections, and I noticed so many similarities in how we view the world and the things we chose to talk about in our final blog posts!
It was so exciting to read that you work with dogs, since I also work in the animal care field and share the same love for educating clients/owners on their pets. Despite them being domesticated, I think the bond between humans and dogs is such a great opportunity to get people to care more about nature in general. Often times dogs are the catalyst for people getting outside more often and interacting with nature through going on walks, hikes, to parks, swimming in lakes, and meeting other dog owners. Not only can learning more about dog behaviour help people understand their dogs more and build better relationships with them, but it can also help people keep them (or wildlife!) safe during interactions in their local environments.
I’m not sure if it’s the same with you, but among my friends and family I’m known as the ‘animal person’ and whenever someone has any question about their pets, wildlife they stumble across, or really anything to do with animals at all – I’m the first one they ask. This puts me in a unique position where despite not being a veterinarian yet, I still have the responsibility to not mislead anyone, always be honest about the limitations of my knowledge, and help them research and seek out an answer. In this way, even if we don’t have “nature interpreter” in our job descriptions per se, because of our experiences with animals we have the ability to interpret nature to the best of our ability in casual settings throughout our lives. And I think that’s pretty cool!
I know that some of my earliest memories connecting with nature was through animals, with the first ones that I had access to being dogs, cats, and pet birds. I accredit these early experiences to my current passion for animal biology and environmental science. The process of creating the first podcast for children ended up being so much more fun than I had initially expected, inspiring me to reflect on my own early experiences and how they’ve shaped who I am today. It was so fascinating to learn about how animals play such an important role in the emotional development of children, and how the early emotional responses they form can lead to a lifelong passion for environmental stewardship (Beck et al., 2018, pp. 144-145). It was also really cool that we both touched on how we enjoy discussing our thoughts with others around us, I thought I might be one of few who realized that I have a more auditory/speaking approach to learning, teaching, and interpretation. Best of luck with the rest of the semester (and beyond)!
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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.
Final Blog Post!
What are my personal ethics as I develop as a nature interpreter? I was stumped by this question for a moment. It should be easy, but explaining why you do what you do isn’t as easy as you’d imagine. I guess a good place to start with is a question unit 10 asked- “what motivates you to do this work?” I’ve already discussed trying to figure out who I am or what I’m “meant” to do in previous blog entries. But it’s a question I’ve genuinely had to stop and ask myself. I feel like I’ve been on autopilot for so long, just working through my education as I saw necessary. I sought a Marine and Freshwater biology major because I valued the environment, and because it seemed the most interesting, but I wasn’t too sure where I wanted to go using it. I now want to truly test the waters (no pun intended) and see what I’m capable of. So I signed up for this course! And I think I’m onto something.
For me, a fulfilling career definitely involves working with nature in some form. I value the environment and think a career helping to protect it would be in line with my values. Historically, I’ve done very well in scientific/research positions, but despite that I don’t know if that’s for me. I don’t feel very motivated to get out there and do science. Perhaps that’s just me doubting my capabilities, but as it stands I don’t feel like I can put myself out there very well. So what else is there I can do involving nature that lets me help the environment, even indirectly? Something I’ve always valued is uplifting and inspiring others. I’ve demonstrated this a few times, especially in my career as a swim instructor. I’ve always enjoyed showing enthusiasm towards kids, letting them know I’m just as excited as they are, letting them show me how wonderfully they understand what they’re learning. Nothing makes me feel good quite like watching someone succeed with my guidance. So perhaps I could combine this with my passion for nature, in a career as a nature interpreter? It’s certainly worth a try!
What do I believe in? I’ve already explained that I value nature and the environment, so you could say I believe in that. I believe nature is a wonderful thing, and that the animals, plants, and other parts of nature need to be protected. More than that, I believe that everyone should have an equal opportunity to appreciate nature as I have. We’ve already unpacked privilege in this course, and in the process I considered things that I have never quite considered. I never considered how lucky I was to have been given access to the outdoors as a child. To me, going outdoors was as simple as walking across the street to my local park, or taking a short drive with my parents to a natural park. I was given access to resources I never even really considered scarce, resources I thought everybody just “had”. I’d take pride in giving everyone an equal opportunity to experience nature through my lens, whether that be explaining to them how our world works to letting them see it for themselves.
Even more than this being my belief, it’s also my responsibility as a nature interpreter to break down these socioeconomic barriers keeping people from truly enjoying nature. Leveling the playing field so that anyone can enjoy nature, not just the privileged, is a task I take seriously. As to how I’d do it, it mostly boils down to treating every participant equally, regardless of income, race, etc. These barriers can be difficult to break, but I think I can do it!
My second belief, and in my opinion, goal and responsibility, is to help participants find a sense of place among nature. I spoke about, in my very first blog post, how with the help of my own interpreter I found a sense of place on the rocky coast of Vancouver Island, British Columbia. The roaring waves, the serene trees, the very smelly sea lions on the rock just offshore. I want to provide that feeling to a new generation, be it through the sights they’ll see, the skills they’ll learn, and the creatures they’ll meet. I feel like I’ve suffered, being stuck indoors doing work, and I wish to provide an escape to anyone who’s willing. This sort of work would be refreshing to not only others, but to myself as well.
The final question remaining is what approaches are most suitable for me. In a previous blog post, I spoke about how I wasn’t sure what kind of learner I was- and as such, I wasn’t sure how best I’d teach. A quiz I took suggested I was an auditory and visual learner, but I’d consider myself a tactile learner too. It’s possible a teaching role with all three might be best for me! For example, I might handle an animal, encouraging participants to feel it, while showing off its unique features and explaining them to onlookers. I feel like a career working with animals might be best for me, as it gives me something to work on (training the animal), learn about (about the species and the individual), and of course, share.
All that said, I don’t think a career as a nature interpreter is that far-fetched for me. It’d combine my love for nature with my love for teaching, and let me share my love with the world while making a difference in a small yet meaningful way. To tie this back to the very beginning, I think that doing as such has been a goal of mine since the very beginning, whether I knew it or not. I considered biology to be the most interesting major I could take, and I don’t think I can think of a more satisfying way to spread that interest and inspire a new generation of biologists.
Hey Owen!
The self-reflection and honesty in your final post was incredibly refreshing. I think many of us often feel like we’re the only person who hasn’t figured out exactly who we are or what we want to do in life. I really related to your struggles grappling with what career you’d enjoy and what learning and teaching styles suit you best. Not to get too philosophical, but I really do feel as if this is a lifelong journey and that following what path feels the most fulfilling to you at the current moment is all we can do – since we may find that those interests and skills change later on!
The most memorable part of the textbook for me was at the end of Chapter 17, where Beck et al. (2018) discusses this very topic of learning about yourself as it can make all of us more effective interpreters. According to them, the best interpreters not only have an education in cultural or natural history and training in communication techniques (as you will have at the completion of your degree), but also carry a commitment towards lifelong learning and personal growth which reflects in their ability to connect with their audiences (Beck et al., 2018, pp. 391-392). By opening your mind to new experiences, perspectives, and ideas through things like travelling to foreign countries and reading literature from a variety of genres, we are able to expand our worldview as well as our approach to interpretation (Beck et al., 2018, p. 390). This is one way of fulfilling your honourable goal of breaking down the existing socioeconomic barriers which prevent people from truly enjoying nature, since the more you can understand someone’s experiences – the more helpful you can be in adapting your programs to be more accessible!
I think it’s very difficult for anyone to begin to unpack the unique privileges that we hold individually, since we can only draw from our own experiences. Despite it being complex both emotionally and intellectually to do this work, we’ve learned throughout this course just how important it is to be able to unpack our ‘invisible backpacks’ prior to teaching (Gallavan, 2005). Just as you began to consider how lucky you were to have been given access to the outdoors as a child, I went on a similar journey in realizing the same things. In my first blog post I mentioned growing up downtown and my family not having the money to have expensive outdoor based hobbies like camping or skiing. I was so focused on the things that I lacked compared to my peers, that I failed to recognize the privilege in having access to clean and beautiful public parks! It can be difficult not to compare what we have to others, whether its luxurious ski trips or seemingly having your life figured out already. I wish you the best in whatever you decide to do, whether that’s a career in research and/or nature interpretation!
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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.
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.
Unit 10 - My Ethics & Future Goals
When I first sat down to write my first blog post about my relationship with nature, I felt that my own experiences were inadequate compared to my peers who are seemingly all avid campers, hikers, mountain bikers and rock-climbers. I thought that because I grew up in downtown Toronto and my family couldn’t afford these more “granola” hobbies, that I was disconnected from nature as a result. Since this course has continued, I find myself noticing that I actually do have a strong relationship with the environment. Even if it’s just small moments like taking a scenic detour on my way to work or reading (and watching squirrels!) at my favourite picnic table in my local park. I’ve learned that there isn’t just one way to connect with nature, it all depends on making the most of what’s available to you.
My daily walk to and from work, this is the scenic route!
Ever since I was young, I’ve always felt such a strong pull towards defending the environment and speaking up on behalf of all the incredible plants and animals living on Earth. Maybe it was watching “An Inconvenient Truth” when I was much too young, but no matter the reason I’ve always felt very strongly about the urgency of the climate crisis. It breaks my heart to think about the likely future we’re now facing and all the lives that will be lost. I’ve always found it difficult to understand how so many people can prioritize economic growth and personal gain over the long-term survival of our planet and the human race. While I may never fully understand the selfish nature at the heart of these decisions, this course has allowed me to recognize that the field of nature interpretation is at the heart of the solution. By being able to adjust our approaches to best reach differing audiences, it’s very possible to pass on this strong spark of passion and love I feel for the Earth to others.
My development as a nature interpreter has been strongly shaped by my personal ethics and moral code. I strongly believe that no matter how experienced or knowledgeable an interpreter is, they should always be open to different perspectives and new ideas. There is always more to learn about yourself and the world. Being committed to life-long self-improvement is central to narrowing down who you are as a person and what your core values are. By identifying what’s important to you and becoming someone, interpreters are able to go beyond simply educating others and inspire genuine passion and enthusiasm (Beck et al., 2028, p. 391). Drawing on your personal convictions results in a heartfelt sincerity which is impossible to replicate and is incredibly effective in moving an audience to action (Beck et al., 2028, p. 391).
The qualities that define my personal ethics both as an individual and an interpreter are integrity, compassion, and honesty. Integrity refers to my wish to be a good role model for others through a principled dedication to doing the right thing regardless of the circumstances. Compassion involves always considering and being sympathetic to the perspectives of others, even if they differ from my own. This also extends to having compassion for the plants and animals we share the world with, which is central to inspiring lifelong commitments to environmental sustainability. Lastly, honesty promotes trust by refusing to lie or deceive others. These qualities are beneficial in an interpretive setting because they allow me to build trust with my audience and establish a mutually respectful relationship thus increasing the effectiveness of the messaging.
One aspect of being a veterinarian that I’m the most excited for is becoming a leader and teacher to my staff, clients, and community. A huge part of the job involves educating others and acting as a mentor, so I must be mindful of how I use my privilege and education going forward (Hooykaas, 2024). Since pets are often the bridge linking many people and the outside world (going on walks, hikes, and exploring the world together), veterinarians have a unique responsibility to adhere to strict ethical guidelines ensuring the health and safety of animals, people, and the environment. My aim is to instill my own personal ethics in those I educate, with the goal of urging people to think about the larger picture and other factors at play. For example, with wildlife such as coyotes increasingly encroaching closer to urban areas as habitat loss continues, I will try to urge fearful small-dog owners to not succumb to supporting the violent eradication of these animals. By both acknowledging their valid fears of their beloved pet getting attacked (and recommending prevention techniques) and highlighting the perspective of these animals who are terrified and just trying to survive, I hope to strike a balance and inspire compassion and increased understanding.
While different approaches may be necessary for different audiences and being able to adapt to meet people where they are produces the most effective results, it’s only natural that individual interpreters naturally lean towards some over others. Personally, while I love creating art and using visual media to explain complex ideas, I’ve found that my true skills lie in writing and speaking – with the latter being my strong suit! Since I’m a naturally talkative person who enjoys teaching others, I often find myself sharing what I’m learning in school with my friends, family, and coworkers. This open line of communication and mutual learning is something that I see myself continuing throughout my entire life. I enjoy helping people consider other perspectives and inspiring them to think about the bigger picture.
A photo of me at work (as a veterinary assistant in the neurology department) with my co-worker's dog Kygo.
The unique responsibilities I will have to peers, staff, and clients as a veterinarian are not daunting, but instead represent an exciting opportunity to combine by passions for environmental justice with my love for educating others. Equipped with the qualities that define my personal ethics, I hope to bring the lessons I’ve learned about being an effective environmental interpreter with me throughout my life. I have so many years of learning still ahead of me and am excited for what the future holds!
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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.
Hooykaas, A. (2024). Unit 10: Nature Interpretation’s Role in Environmental Sustainability. CourseLink. Retrieved from: https://courselink.uoguelph.ca/d2l/le/content/898489/viewContent/3863612/View.
Extra Post - The Importance of Reaching Children
After working on the first podcast, I’m really interested in diving further into the topic of how important young audiences are to the future of environmental stewardship and long-term interpretation goals. The following line from the textbook really stuck out to me, “Our most important audiences might be our smallest and youngest ones” and I found myself reflecting on the early childhood experiences that sparked my interest in animals, the sciences, and the environment (Beck et al., 2018, p. 144).
I have loved animals for as long as I can remember, but this love was fostered into a genuine interest and intellectual curiosity by my exposure to nature documentaries (most notably David Suzuki’s ‘The Nature of Things’) and trips to the Toronto Zoo. Although there are some animal activists who strongly believe that no zoos are ethical and that they should not exist at all, I’ve always thought that the benefits of exposing children to these amazing creatures firsthand has a lasting positive impact by inspiring new generations to care about the world around them and the animals we share our planet with. Beck et al. (2018) discuss how exposing children to these experiences at a young age can help them form connections and beliefs to their environments that follow them long into adulthood (p. 144).
Photograph of children attending Zoo Camp at the Toronto Zoo (Toronto Zoo, 2024). My parents couldn't afford for me to attend, but I got just as excited for when we did go as a family.
Moreover, when children learn new facts about the world – often the first thing they do is run home and excitedly tell their parents what they learned (Beck et al., 2018, p. 144). I distinctly remember doing this all the time growing up and even encouraged my parents to switch out all the lightbulbs in our house to LED ones that automatically turned off when you left the room because I learned at school that they were more efficient! It was a small change that my parents never would have thought of on their own with so many other things on their plate, but because it was important to me, they went out of their way to make the change.
I think it’s very easy to forget the simple lessons we all learn as children when we grow up, enter the workforce, and begin handling adult responsibilities. Things like “treating people how you want to be treated” and “reduce, reuse, recycle” are brushed off as idealist childhood memories. That is until you have your own kids and are reminded of the significant value and refreshing optimism of these simple reminders. I think we could all learn something from the youngest among us, even if they just serve as a reminder of the pure hope, creativity, and imaginative curiosity that we’ve let slip away in the years since our own childhoods. Maybe our youngest are not just our most important audiences, but also our most important teachers.
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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.
Toronto Zoo. (2024). Welcome [Image]. Zoo Camp, The Toronto Zoo, Toronto, ON, Canada. Retrieved from: https://www.torontozoo.com/tz/zoocamp
Unit 09 blog post
Hi all,
One of the most amazing things I know about nature, in my opinion, is the ocean. The ocean covers more than 70% of our world and holds within it such vast mysteries that we hardly ever actually get to understand it. It is a completely different world of extremes-conditions and housing thousands of complex creatures. Take, for example, the anglerfish that lives deep beneath the sea. Its needle teeth and the luminescent light which dangles in front of its mouth are good tools for life spent in complete darkness a couple of thousand feet below the surface. This is just one of many bioluminescent adaptations developed by creatures of the ocean to make life possible with crushing pressure and no light.
The ocean is home to multiple other truly remarkable creatures. Take the leafy sea dragon, for example. With fronds that look just like bits of floating seaweed, it blends perfectly into its surroundings, hiding in plain sight from predators and giving it an almost mythical look. Then there is the world's largest animal, the blue whale. The blue whale can communicate with other whales over great distances thanks to its loud, resonant cries, which can reach for miles. To me, this is fascinating as they can use clicks, whistles and pulsed calls, like songs to communicate. These creatures give us a look at the ocean’s mystery.
Arguably, though, the most amazing thing about nature is not the strange or the beautiful creatures that live in the ocean, but that it is something that can be accessed at all times by all of us. Whether you are standing on some remote cliffside, watching waves crash against the rocks, or taking a moment to look up at the night sky from your backyard, nature finds ways to get to us. You do not have to be an adventurer or scientist to sense its power. We are connected to something greater even just by going outside and experiencing the warmth of the sun on our skin or listening to the sound of leaves rustling in the breeze. The balance that exists in nature serves as a reminder that we are a part of something much bigger than ourselves, something that existed before us and will undoubtedly outlive us. It reminds me of how my mind was racing with deadlines and worries one day while I was walking through the arboretum. For around five minutes, I sat on one of the benches and continued to notice small details in my surroundings. First, it was the sound of the mosquitoes around me, which I was not happy about, but then I saw squirrels playing with one another and then noticed how the sun was warming up my ears, and the rest of my face. It is these little moments that remind us how beauty in nature is not something that is rare; it's everywhere, waiting to be noticed.
This is a picture I took of the stars around a year ago, in the arboretum! Looking up at the stars and it being so quiet outside was such a peaceful moment for me.
So, while the ocean's mysteries are complex and impressive, the true beauty and amazing thing about nature is how it is all around us, at all times. Nature is there for everyone, a source of happiness, calmness, and connection that reminds us we're all part of the same world.
Thanks for reading!
Hey Chloe!
Your summary of the various remarkable and fascinating creatures who call the ocean home was so vivid and impactful to read. It’s truly amazing how much life lies just beneath the surface of the water surrounding all of us, and how little we understand about aquatic life despite hundreds of years attempting to study and categorize it all. Your reflection on the accessibility of nature was so beautifully written and incredibly touching to read because it really cements how no matter what chaos and stress we all deal with navigating this crazy world, a small escape lies all around us if we need it. Something as simple as sitting on a park bench and taking a moment to notice your surroundings can inspire a relaxing and meditative state in all of us, no matter our differences in appearance, income, age, religion, or culture. When I get very overwhelmed or anxious with school or life difficulties, I also opt for going outside and disconnecting from electronics! Spending time outdoors has been proven to provide measurable benefits for mental health by elevating mood, relieving anxiety, reducing depression, and helping combat stress (Beck et al., 2018, p. 51). There are also numerous positive impacts on physiological health that are associated with physical activity in outdoor settings, as well as social benefits due to community outings (Beck et al., 2018, p. 51). We’re so lucky to have access to nature in small ways all around us, even if it isn’t as awe-inspiring as the ocean and all its wonderfully wacky creatures (but we can just watch those on TV via documentaries like Planet Earth and Blue Planet!).
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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.
Unit 09 - Nature is Resilient & So Are We
In light of the recently announced US election results and its potential impacts on the state of the current environmental crisis, I want to provide a hopeful perspective on the difficult emotions many people across the world are feeling right now. It can be incredibly difficult to maintain hope for the future when there are so many challenges on the horizon (Rodenburg, 2019). However, interpretation has the capacity to inspire sentiments of optimism and hope in the face of the threats posed by climate change (Beck et al., 2018, p. 97). We are living in a period of unprecedented political polarization. The world is divided on many issues including global climate change and the biggest hurdle in interpreting this problem lies in creating messaging that inspire unity and empowerment, instead of adding to the division and hopelessness that many people experience around this topic (Beck et al., 2018, p. 97).
The most amazing thing I know about nature is that it is resilient. Whether we’re considering human society and political shifts or plants, animals, and insects – above all else nature always finds a way forward. Resilience can be defined as the capacity of an ecosystem to react to a disruption by withstanding damage and swiftly bouncing back (Norton, 2020). As most of us learned as children, wildfires are not always simply destructive and can be beneficial for the long-term health of forest ecosystems by clearing old plant matter and stimulating new growth (National Geographic, 2024; Natural Resources Canada, 2024). Forests are incredibly resilient, and trees have a lot of inertia (Arctic Council, 2024). Meaning that although climatic changes are causing wildfires to increase in volume and intensity, trees can survive and hold ecosystems in place by adapting to changing conditions in a multitude of ways (Arctic Council, 2024). Across Eastern Canada and in the Northwest Territories, forest composition is slowly changing from spruce trees to favour those less susceptible to fires like pine trees (Arctic Council, 2024). Amazingly, certain species like the jack pine and lodgepole pine have adapted to benefit from fires by developing serotinous cones which are sealed and require heat to open (Arctic Council, 2024).
Photo of forest regrowth following a forest fire in Alberta (Bozic, 2023). Fire Aspen (L) and Black Spruce (R).
Since wildfires are a natural component of northern forest ecosystem cycles, in order to survive and bounce back from destructive burning events, trees have had to find ways to retain their ability to reestablish their populations under difficult conditions (Arctic Council, 2024). While the forest that grows back may look different than the one lost in the fire, ecological shifts and species rebalancing can be beneficial in the long run by creating more resilient populations (Arctic Council, 2024). Just as the trees are able to find a way forward even in the most catastrophic and devastating environmental conditions, it’s my hope that humanity will find a way to adapt to this frightening political shift and widening ideological divide. While the world that develops may look different than the one we’re leaving behind, eventually a rebalancing will be reached and a more resilient society might arise.
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Arctic Council. (2024, July 24). Resiliency in the Face of Fire: How Northern Forests Adapt to Wildfire. Arctic Council Secretariat. Retrieved from: https://arctic-council.org/news/how-northern-forests-adapt-to-wildfire/.
Bozic, T. (2023, July 19). Forest Regeneration after Fire – Toso Bozic. Saddle Hills County. Retrieved from: https://www.saddlehills.ab.ca/news/posts/forest-regeneration-after-fire-toso-bozic/.
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.
National Geographic. (2024, August 15). The Ecological Benefits of Fire. National Geographic Education. Retrieved from: https://education.nationalgeographic.org/resource/ecological-benefits-fire/.
Natural Resources Canada. (2024, August 1). Why forests need fires, insects and diseases. Government of Canada. Retrieved from: https://natural-resources.canada.ca/our-natural-resources/forests/insects-disturbances/why-forests-need-fires-insects-and-diseases/13081.
Norton, K. J. (2020, April 21). What Nature Can Teach Us About Resiliency. PBS Nature. Retrieved from: https://www.pbs.org/wnet/nature/blog/what-nature-can-teach-us-about-resiliency/.
Rodenburg, J. (2019, June 17). Why Environmental Educators Shouldn’t Give Up Hope. Clearing Magazine. Retrieved from: https://clearingmagazine.org/archives/14300.
Blog Unit 07
I never really thought much about the relationship between music and nature until taking this course. Two weeks ago in my blog prompt, I talked about how I can only study if I play a specific nature podcast. That’s when I realized that the two are interconnected. When out in nature, without even realizing it there’s a soundtrack all around you. The sounds of birds chirping, the wind blowing through the trees and the flow of water creates a backdrop that influences how we interpret that space. These sounds can also tell us a lot about the state of an ecosystem. The absence of a bird chirping for someone who takes walks on a certain path everyday could indicate that the species has left the are or an environmental change has affected it’s habitat.
Ben Mirin uses bird sounds to create music, he shows us how music and nature can be integrated to inspire people to connect more deeply with nature. He uses technology with the sounds of nature to tell a story about the world around us to evoke emotions and feelings that words may not be able to do. Songs have the power to set a mood and even motivate action to protect our land. Music doesn’t always have to be literal with lyrics, the simple sounds of the environment opens a door for interpretation that's not just about information but about experience and emotion.
Music has the ability to bring people back to a moment or place, what makes this even better is that everyone will have a different interpretation of it making the experience more personal. This is also why I think nature sounds are used in yoga and meditation practices. When I used to do yoga, we would lay down quietly at the beginning and end of every practice and listen to the sounds on the speaker which would normally play the sounds of nature or water fountain. Everyone laying on the floor including myself would tune into the natural world and picture almost our own natural space personal to us to help ground us and make us feel more connected.
Although this is a very basic song, whenever I hear “Riptide” by Vance Joy it immediately takes me back to the eighth grade all over again when me and my friends would go to lots of parks and beaches with our families and have late nights and do campfires. The upbeat rhythm reminds me of sunny days and laughing with my friend without a care in the world. It a song that captures the easy adventurous feeling of summertime and spending time outside where life is light and happy.
Music and nature should be intertwined to enhance interpretation which will give us new ways to engage, educate and inspire action towards the environment.
Hey Layal!
One of the readings mentioned in this week’s notes touches on a similar ‘soundtrack’ concept that you wrote about! Gray et al. (2001) describes the ambient sound of natural habitats as a collective “animal orchestra” that should be looked at as a dynamic whole, rather than separating the voice of each creature and removing them from a wider context. You go one step further by pointing out how changes in soundscape can be indicative of the state and health of an ecosystem if even one voice is removed from the usual orchestra. While we shouldn’t focus on each voice without acknowledging others, you pointed out that it can be very helpful to study changes in individual species because it helps us monitor biodiversity. For example, during COVID there were reports of dolphins swimming in the Venice canals due to reduced boat traffic and a quieter environment (Buckley, 2021). When changes in the soundscape of an environment happen, like reduced human noise, animals quickly adapt their behaviour in response! Sound and music in nature goes beyond simple communication within species, it can also help us understand the complex interactions between all creatures.
We both chose ‘Riptide’ by Vance Joy as our song that reminds us of nature, which demonstrates how music is such a powerful connective medium. When a song is successful, it’s able to bring people together in a shared listening experience by painting an imaginative picture and reaching the emotions of those who hear it (Beck et al., 2018, p. 226). The upbeat melodies and relatable lyrics of ‘Riptide’ have cemented it as an iconic and nostalgic song for people of our generation!
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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.
Buckley, J. (2021, March 24). These dolphins took a day trip up Venice’s Grand Canal. CNN Travel. Retrieved from: https://www.cnn.com/travel/article/venice-canal-dolphins/index.html.
Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The music of nature and the nature of music. Science. DOI:10.1126/science.10.1126/SCIENCE.1056960.
Unit 07 - Birdsong and Noah Kahan
I’ve always loved listening to bird’s chirp and sing since it brings me so much inner peace, but I’ve always wondered why that is? To explore this question, I listened to an episode called ‘Birdsong’ from the Twenty Thousand Hertz podcast which dives into the extraordinary complexity of how and why birds use songs to communicate. They highlight the underlying emotions and intelligence within their songs, and how they are shaped heavily by their environment (Taylor, 2019). For instance, birds living near rushing water often sing louder and those living in urban areas will sing in a lower pitch, so the sound carries better (Taylor, 2019). Interestingly, researchers have found that bird song uses every elementary rhythmic effect found in human music (Gray et al., 2001). Just like humans use music to communicate our experiences and feelings with each other, so do birds! Therefore, while I may not be able to understand what they’re saying, listening to birds can be peaceful perhaps because their songs are not that different from our own. By encouraging audiences to pay attention to music in nature, environmental interpreters can act as a conduit between not only our species and others, but also between the arts and sciences (Gray et al., 2001; Hooykaas, 2024).
The ambient sound or “animal orchestra” of natural environments differs greatly between biomes, representing a unique sound depending on global location (Gray et al., 2001). Many of the musical artists I listen to such as Noah Kahan and Hozier seem to be heavily influenced by their regional environments in their songwriting. Hozier is from Ireland and references the plants, animals, and weather around him to portray the poetic stories he tells in his lyrics. In his song ‘In a Week’ he paints a vivid picture of his dedication by singing “And they’d find us in a week/ When the buzzards get loud/ After the insects have made their claim/ After the foxes have known our taste” (Hozier & Cowley, 2014).
Similarly, Noah Kahan draws from his experiences living in New England in his song ‘Northern Attitude’ by singing “If I get too close/ And I’m not how you hoped/ Forgive my northern attitude/ Oh, I was raised out in the cold” (Kahan, 2022). The song discusses his difficulties opening up in romantic relationships, attributing this to the common stereotype that people from the North have cold demeanours reflective of the long, dark winters they experience. I recently saw him play this song at OSHEAGA and got goosebumps when the entire crowd loudly sang together (video below!), demonstrating how music inspired by nature can resonate strongly with people from similar geographic backgrounds and bring them together in a beautiful way.
Lastly, a song that takes me immediately back to a natural landscape is ‘Riptide’ by Vance Joy. It’s such a quintessential road-trip song and reminds me of being in the car with my friends on the way to a fall hike or a summer camping trip! It also seems to be the first song that everyone learns when they get a guitar or ukulele, reminding me of campfire nights.
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Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The music of nature and the nature of music. Science. DOI:10.1126/science.10.1126/SCIENCE.1056960.
Hooykaas, A. (2024). Unit 07: Nature Interpretation through Music. CourseLink. Retrieved from: https://courselink.uoguelph.ca/d2l/le/content/898489/viewContent/3863609/View.
Hozier, & Cowley, K. (2014). In a Week [Song]. On Hozier. Island Records, & Rubyworks Records. Retrieved from: https://open.spotify.com/track/5F55SiWwEEytk6vsQXHxQW?si=c7639cd4cde941a8.
Kahan, N. (2022). Northern Attitude [Song]. On Stick Season. Mercury Records, & Republic Records. Retrieved from: https://open.spotify.com/track/4O2rRsoSPb5aN7N3tG6Y3v?si=73a836e8a48f4b45.
Taylor, D. (Host). (2019, April). Birdsong [Audio podcast episode]. In Twenty Thousand Hertz. Defacto Sound. Retrieved from: https://open.spotify.com/episode/6NFtdZxxshnWwd1b8MWods?si=bef17625047e4086.
Blog Post 6: Edward Hyams Quote
"There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things. …. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it."
(Edward Hyams, Chapter 7, The Gifts of Interpretation)
Edward Hyams’ quote about ancient things and integrity is relevant when you start thinking about nature interpretation. He argues that there’s no special value in “old things” just because they’re old, but there is value in keeping the whole story together. The past matters because it connects to the present. I love the train station metaphor he uses. It’s like saying that just because we’ve moved on, that station didn’t stop existing the moment we left it behind. It’s still there, a part of the journey, and without acknowledging that, we’re missing the bigger picture.
This idea is especially relevant when we’re talking about nature interpretation. Think about any patch of forest or coastline, those places didn't just appear. They’re a product of years, decades, or even centuries of natural processes, human influence, and environmental change. Interpreting a landscape today without considering its history would be like skipping the beginning and middle of a story and only reading the last few pages. There is a rich history, struggle, and event that has shaped it into what it has become.
I remember at Keewaydin, our Camp Director would gather everyone the night before our long trips to share the rich history of the Temagami region. He would highlight specific rock formations or trees, explaining how glaciers sculpted the land and how the Indigenous peoples had lived in these waterways for thousands of years. Their stories of navigating these waters, their deep understanding of the land, and their cultural traditions gave us a profound appreciation for the area we were about to explore, connecting us to a legacy that extended far beyond our time at camp. This kind of interpretation, where history and nature intersect, helps us see that these natural spaces have stories stretching far beyond our current experience. It's not just about admiring a beautiful view, it’s about understanding that the view is part of a much larger, longer narrative.
Hyams’ point about integrity, “keeping all the parts together,” also applies here. Nature is not permanent; it’s always changing. Climate change, human development, and even small interventions can reshape the landscapes we know. If we ignore history while interpreting these changes, we lose important context. A grove of trees or a coral reef has taken hundreds of years to grow and adapt, but it could look completely different in another hundred years. As interpreters, we must clearly communicate these connections, not just for ourselves but also for those who may lack the same background or access to this information.
In the end, Hyams’ words remind us that the past is never truly over, it’s intertwined with the present and the future. It’s our responsibility to preserve those connections, helping others see not only what’s in front of them but also the layers of history that have shaped it. Whether we’re sharing a story about an ancient tree, a historical monument, or a river that has flowed for centuries, interpretation is about keeping the entire picture alive for everyone to engage with.
Hey Anna!
I loved how you explained that there’s no special value in old things just because of their age, but because of the value gained by keeping the entire story together. I agree with what you said that “the past matters because it connects to the present”. I didn’t touch on this in my post, but after reading yours I thought of how humans have handled ancient things and artifacts. More specifically how in recent years the British Museum has been heavily criticized due to the majority of its archaeological collection having been stolen from other countries following colonization, wars of aggression, and theft (Alberge, 2019; Little, 2023). By pillaging these lands and stealing these artifacts, its separated them from their wider historical context and story – which as Hyams states, is not an action of integrity.
Similarly, the government of Canada has fractured the relationships that Indigenous peoples had with nature, by forcing them off their land into scattered reserves. As you discussed, forests and coastlines didn’t just appear – they’re the result of hundreds of years of interactions between natural processes and human influence. Interpreters are obligated to showcase the story of not only the land itself, but also of the peoples who formerly called it home (Beck et al., 2018, p. 341). By erasing the history of the people who inhabited North America long before we did, we’re skipping ahead to the end of the story – which makes very little sense without the first half of the book! Facing the historical skeletons in our closet would allow us to form deeper and more meaningful connections with nature, even if it’s scary at first.
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Alberge, D. (2019, November 4). British Museum is world's largest receiver of stolen goods, says QC. The Guardian. Retrieved from: https://www.theguardian.com/world/2019/nov/04/british-museum-is-worlds-largest-receiver-of-stolen-goods-says-qc.
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.
Little, B. (2023, October 3). Will the British Museum Ever Return These Stolen Artifacts? History, A&E Television Networks, LLC. Retrieved from: https://www.history.com/news/british-museum-stolen-artifacts-nigeria.
Unit 06 - Historical Context of Nature: "You think you just fell out of a coconut tree?"
"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)
In unpacking this quote, I must admit I was a little confused at first. While I understood the gist of it, the first sentence was written in a way that I would expect from a scholarly philosophical perspective rather than from an accessible interpretive writing format (Hooykaas, 2024). However, once I slowed down and understood each section separately before putting it together, I found it very inspiring and impactful. The final metaphor about the train station is especially memorable in emphasizing the importance of acknowledging the history of a place and how it has shaped your current experience within it. It reminded me of Kamala Harris’ quote that recently went viral where she said “You think you just fell out of a coconut tree? You exist in the context of all in which you live and what came before you” (Murray, 2024). The message of how important context is can be easily related to the concept of environmental interpretation through historical learning.
The train metaphor shows just how selfish and illogical it is to ignore the connections between our social history and that of the land we’re on. I remember my grade 10 history teacher announcing that we were going to focus on the World Wars and shorten the unit on Canadian history because it’s “boring and not very important”. At the time none of my classmates or I understood the gravity of this statement, but in the years since as Indigenous rights and stories have been amplified by recent political movements and protests – it’s unbelievable to think back on. It begs the question; would people of Indigenous heritage ever describe these events as “boring”? Are these topics unimportant and uninteresting, or are they just horrifying and shameful to look back on? As stated in the textbook, interpreting the story of a landscape would be incomplete without studying the early cultures who lived there and shaped the land to become what it is today (Beck et al., 2018, p. 341). Storytelling is a crucial part of successful nature interpretation, as is inspiring connections that your audience may not have made on their own (Beck et al., 2018, p. 304).
A further disservice has been done by erasing Indigenous history from our classrooms and textbooks because we’re also losing connection with valuable ecological knowledge and cultural practices. Many of which are of great benefit to us today, like cultural burning to prevent and control forest fires, as well as the discovery of Taxol which is an anti-cancer compound found in the bark of the Pacific yew tree which has long been used medicinally by Indigenous peoples in North America (Boutsalis, 2020; Small & Catling, 1999, pp. 153-156). This compound is now widely used in the treatment of breast, ovarian, and lung cancers, and it just goes to show how much more knowledge and insight we are potentially missing out on by ignoring the entire context of our environment (Small & Catling, 1999, pp. 153-156)! Just as professor Hooykaas (2024) states “We cannot help but consider scale and time as we interpret nature. Nature isn’t static and neither should our understanding of it.”
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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
Boutsalis, K. (2020, September 20). The art of fire: reviving the Indigenous craft of cultural burning. The Narwhal. Retrieved from: https://thenarwhal.ca/indigenous-cultural-burning/.
Hooykaas, A. (2024). Unit 06: Nature Interpretation through History. CourseLink. Retrieved from: https://courselink.uoguelph.ca/d2l/le/content/898489/viewContent/3863608/View.
Murray, C. (2024, July 22). Kamala Harris’ ‘Coconut Tree’ quote, explained: what she meant and why it’s going viral as she launches campaign. Forbes Magazine. Retrieved from: https://www.forbes.com/sites/conormurray/2024/07/21/kamala-harris-coconut-tree-quote-explained-what-she-meant-and-why-its-going-viral-as-biden-drops-out/.
Small, E., & Catling, P. M. (1999). Canadian Medicinal Crops. NRC Research Press.
Unit 5 Blog Post
This week we have no prompt for our blog post so I wanted to write about the things that make me feel most connected to nature. They are all very random and specific so bear with me. I am not sure why the things that make me feel most connected to nature do so, it is just a feeling I get that I am trying to describe.
The first of these things would be the ocean. This summer I was lucky enough to visit both the Atlantic and Pacific oceans and it was very special for me. I am not around any oceans that often so I had somewhat forgotten the beauty of them but as soon as I saw/smelled the ocean in the distance I remembered what I was missing. I try to describe why they make me feel the way they do and I think it may just come down to the vastness of it all. Staring out at the seemingly endless ocean puts things into perspective for me as I think about the amount of life within it. I got to see some of their inhabitants like seals, otters, whales, and a whole bunch of invertebrates (my favourites). It was very special to get to be in and near the oceans this summer and I loved getting to put my knowledge to the test as a marine and freshwater biology student. Since coming back to Guelph it seems to be the only thing I think about most of the time and I really hope I can live near an ocean in the future.
Some friends I met in the Pacific (top row), and Atlantic (bottom row) oceans this summer!
The next part of nature that I feel especially connected to are rabbits. This feels a little silly to be writing about but I am following our no prompt theme of what we are thinking about. I do however know why I feel especially connected to rabbits and that is because I had a pet bunny for eight years when I was younger. He was always around during my formative years and obviously left a huge mark on me which I did not realize until I was older. Now whenever I see a rabbit on someone's lawn or running in the woods it pulls on my heartstrings and I have to stop and be near them for a bit. I just think they are very peaceful and gentle creatures that actually have a lot of personality. I love watching them interact with their environments by munching on grass or just laying around. I see the beauty of nature through rabbits, so much so that I have a tattoo of one!
Rabbit on my lawn recently (left), my rabbit (right)
My list of specific nature-related favourite things goes on forever but if I had to narrow it down to two it would be those. I am still searching for a way to describe why I feel the way I do and what exactly that feeling is so maybe someone here has some insights on it? Also, I would love to hear what specific things make everyone else feel extra connected to nature!
Thanks for reading my ramblings. I hope everyone has a great Thanksgiving!
-Francesca :)
Hey Francesca!
I really enjoyed reading about what makes you feel the most connected to nature, and I don’t think they’re random at all! Your connection to the ocean is integral to your major (which you seem very passionate about), and your fondness for rabbit’s stems from a deep relationship you formed with your own at a young age (people who have pets will understand). I think a lot of people in our generation can relate to having camera rolls full of ‘random’ things – but we’re simply capturing any small, beautiful moments that happen to inspire or touch us in some way. By documenting through photography (like taking a picture of every rabbit you see), not only do we have cute photos of things we love to look back on, but we’re also developing an understanding of when we feel the most connected to our surroundings.
This can also be the start of a deeper exploration through the process of journalling, which can be used as a fun and creative way that nature interpreters can urge people to see and think about their surroundings in a different light by recording their observations using writing and/or drawing (Beck et al., 2018, p. 320). While you feel like you’re still searching for the perfect way to describe your feelings – this starting point of free expression is what interpretive journalling is all about! Interpreters urge participants to write down any questions that come to mind after seeing something, and to make any connections that occur to them (Beck et al., 2018, p. 320). Above all, individuals are encouraged to write down their raw thoughts and feelings regarding the place or subject (Beck et al., 2018, p. 320). The point isn’t to perfectly articulate your thoughts, it’s just to contemplate on the things you feel the most connected to – just as you’ve done in your post!
P.S. My ‘random’ thing that I take a picture of every time I see it is the bluebell blooms every spring! It always reminds me of the ravine near my old childhood home, making me feel nostalgic and grounded whenever I see them.
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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
Unit 05 - Field Journaling: Squirrels in Queens Park
For this week’s free prompt, I chose to focus on Chapter 14 of the textbook which details how writing can be effectively utilized as an interpretive tool for education, entertainment, and persuasion (Beck et al., 2018, p. 304). This topic stood out to me since I’ve been an avid reader and writer since I was a little kid, so it was personally very interesting to learn about how certain styles of writing can be tweaked to serve a specific purpose in nature interpretation. The text defines interpretive writing as its own standalone genre due to its distinct style and deliberate goal of inspiring connections between the reader and the resource on an intellectual and emotional level (Beck et al., 2018, p. 304). I believe that for people to develop an emotional connection to things external to themselves, they must first start by trying to understand them. In other words, intellectual connections are foundational to emotional ones. Journalling is also discussed as a fun and creative way that nature interpreters can urge people to see and think about their surroundings in a different light by recording their observations using writing and/or drawing (Beck et al., 2018, p. 320).
These ideas inspired me to visit my local park here in Toronto and sit down with my iPad to create a field journal of my observations. Instead of taking a traditional approach, as an artist it felt more comfortable to organize my thoughts using a drawing of a particular squirrel who lingered near me. Just as the text predicted, the process compelled me to focus more closely and I found myself noticing things about the squirrel that I hadn’t given much thought to before (Beck et al., 2018, p. 320). Since Queen’s Park is right in the heart of UofT’s campus, there were tons of students walking to and from class in addition to the standard foot traffic common in urban parks. I noticed that the squirrels were incredibly comfortable approaching people and begging for food, which seemingly goes against their natural instincts as prey animals? After seeing quite a few lucky squirrels score some chips from a group of students sitting at a picnic table, I went home and looked up the bylaws of feeding wildlife. As it turns out, the feeding of wildlife is prohibited on both public and private property because it causes animals to become too comfortable approaching people and conditions them to expect food every time they see a person (Toronto, 2024). This makes them more of a threat/nuisance to people who don’t like wildlife, thus putting them in danger while also stripping them of basic survival skills.
This inspired me to use interpretive writing to create a funny sign that could be placed in Queen’s Park to discourage people from feeding the squirrels (no matter how cute they are!). By using humour and simplified language, people are more likely to take photos of the sign and share it on social media – making its educational purpose more effective! It could look something like this:
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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
Toronto. (2024). Wildlife in the City - Feeding Wildlife. City of Toronto. Retrieved from: https://www.toronto.ca/community-people/animals-pets/wildlife-in-the-city/feeding-wildlife/#:~:text=Feeding%20wildlife%20may%20seem%20harmless,people%20and%20animals%20at%20risk.
Unit 4 Blog Post
Hi Everyone :)
With one of my minors being Art History, I have learned to be more of a critical thinker when it comes to interpreting art and nature’s involvement in many of the pieces we view today. How many of these artworks are ethical, original, and ephemeral? I try my best to see the beauty in nature through art, while also giving myself the grace to understand the backstory to the piece/landscape. With today being the National Day for Truth and Reconciliation (Orange Shirt Day), I’ll touch on Indigenous art and how we’ve done a disservice to Indigenous talent in Canada’s art world.
In terms of the Group of Seven who really put Canada on the map via showcases in predominantly Canada, The United States, and Europe. Their art expanded worldwide and pretty much dominated galleries in Canada for decades, pushing out other artists and Indigenous works. In hindsight we can understand that their more popular pieces did not exactly depict Canada for what it was at the time. Many of their landscapes were painted in Algonquin, Algoma, and out West; where major logging and pollution was occurring. Some of the artists painted scenes of Indigenous communities, but failed to represent the cultural genocide and residential schools tearing those families apart. Canada was depicted as this abandoned land, solely made up of landscapes and tranquility. Moving forward we can look into Indigenous artists to learn about how they interpret nature through art and the concept of ‘the gift of beauty’ through their lens.
Interpreting art in nature is a great way to hit more than one of the learning styles. Even in a gallery setting, a painting can target visual learners, the plaque can offer a description for the readers/writers, and there are auditory options available in most galleries. We can also achieve this in nature interpretation; using multiple learning styles can enhance the ‘art’ aspect of nature and allow us to encompass some additional information to a picturesque landscape. This notion ties into the ‘gift of beauty’ and how there is more than meets the eye when it comes to understanding nature through art.
The importance of immersing ourselves in nature is exemplified in Hahn’s Social Declines of Modern Youth. I feel like the use of social media and abundant technology is the culprit of these ‘social diseases’. We are all so accustomed to being able to see whatever we want, whenever we want it. We can google any image of nature and get a million different vantage points of it. I think this allows us to sometimes take for granted the fact that we could go outside and see the beauty of nature with our own two eyes. A big factor in experiencing nature in person is the stimulation of the senses; as opposed to only sight and maybe sound when we view something online. By stimulating all 5 senses in person, the experience becomes more holistic and memorable.
Got off my phone and walked around the Arboretum this summer!
We can only learn from our mistakes as people and as a country. Understanding equality in art, risk in nature, and beauty in our daily lives, is built through the experiences of others; we simply have to listen.
Hey Emily!
I loved hearing your insight and criticism of the Group of Seven, and am a bit embarrassed to admit that I’ve never considered how much is missing from their representation of the Canadian wilderness. In addition to leaving out much needed context (pollution, cultural genocide etc.) from their few works depicting Indigenous communities, I found in my research that they were often also painted without faces such as this one entitled “Indians, Rice Lake, BC” by Frederick Horsman Varley (Artnet, 2024; Cimellaro, 2022).
This stark erasure of humanity from these depictions is quite shocking to see. However, there may also be another reason why Indigenous peoples and communities are missing from the Group of Seven’s paintings (other than purposeful exclusion). As it turns out, at that time the Government of Canada had already forced out many Indigenous settlements from their homeland – including the Algonquin from Algonquin park, the primary subject of the group’s artwork (Cimellaro, 2022). The land was deemed a Canadian park, in which First Nations people were forbidden from hunting, gathering, and even travelling through (Cimellaro, 2022).
While the nationalist lens of the Group of Seven is an inaccurate representation of Canada’s history, their paintings were well-intentioned from an environmentalist perspective. They strayed from realism depictions of nature which were popular at the time and opted for bold, expressive designs intended to elicit strong feelings in the viewer (Varley and Bingham, 2019). In this way they were successful in using art as a medium to incite emotions of awe and gratitude, thus moving viewers to want to protect our wilderness landscape for future generations (Beck et al., 2018, p. 216).
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Artnet. (2024). Past Auction – Frederick Horsman Varley. Artnet Worldwide Corporation. Retrieved from: https://www.artnet.com/artists/frederick-horsman-varley/indians-rice-lake-bc-zTNgAaXWViaJApqzgCUc9Q2.
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
Cimellaro, M. (2022, April 8). Let’s liberate the Canadian landscape from the Group of Seven and their nationalist mythmaking. CBC. Retrieved from: https://www.cbc.ca/arts/let-s-liberate-the-canadian-landscape-from-the-group-of-seven-and-their-nationalist-mythmaking-1.6410676.
Varley, C., & Bingham, R. (2019, November 14). Article – Group of Seven. The Canadian Encyclopedia. Retrieved from: https://www.thecanadianencyclopedia.ca/en/article/group-of-seven#:~:text=The%20Group%20of%20Seven%2C%20also,as%20a%20transcendent%2C%20spiritual%20force.
Unit 04 - Through the Eyes of My Mother's Paintings
I was very excited for this unit since I’ve grown up with art all around me, as my mother is a very talented painter – our walls are covered from ceiling to floor with colourful canvases.
“The gift of beauty” refers to the idea that “Interpretation should instill in people the ability, and the desire, to sense the beauty in their surroundings – to provide spiritual uplift and to encourage resource preservation” (Beck et al., 2018, p. 85). I can interpret this idea through using my mother’s artwork as examples. While her work has evolved greatly over the years, 3 thematic trends are of interest: her zoomed-in renderings of nature (1), her depiction of garbage/pollution (2), and her more expressive and emotional landscapes (3).
Much like interpreters aim to point out patterns in nature with the goal of simplifying our complex/chaotic world, the paintings labelled as (1) take a magnifying glass to our environment, drawing attention to individual flower petals, leaves, and most notably grass (Beck et al., 2018, p. 90). These small details, such as the array of colours and textures that can be found in a simple patch of grass – are often overlooked and taken for granted, especially when compared to larger more “obvious” examples of beauty in our landscapes, like a mountain range or vibrant sunset. Nature is interpreted through these paintings by drawing attention to the beauty that can be found in the microscopic patterns lying just under our feet, all we have to do is take a closer look.
The paintings labelled as (2) are part of a larger series where my mom depicted images of garbage and pollution that she encountered around her. They plainly depict piles of metal waste, plastic bags, and crushed water bottles – with nothing else visible in these scenes. Interpreters often use tangible elements of a landscape to help audience members create links with the personal intangible meanings they associate with these elements (Beck et al., 2018, p. 88). By presenting the tangible element of piles of garbage taking up an entire canvas, the viewer is confronted by intangible feelings of discomfort, disgust, and claustrophobia. Even though nothing is said, nothing has to be for the viewer to understand the message and symbolism – this is what humanity leaves behind. Similarly, the paintings labelled (3) are extremely emotional but deliver this through abstract methods using colour, texture, and depth. The subject is intentionally blurry, unfocused, or so vague that it’s barely identifiable. A single artwork could be seen as a forest, a mountain range, a winding river, or rushing ocean waves – purely depending on who’s looking at it! The interpretation here is completely left up to the viewer, whatever you think you see or feel – is completely correct, because these paintings aren’t trying to be anything other than a reflection of the viewers own perspective. The full spirit of a place can be said to emerge from making connections between tangible and intangible things, and these abstract paintings aim to depict just that, the ever-changing, impossible to define, emotional spirit of our world (Beck et al., 2018, p. 88).
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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
Extra Post - The Coyote "Problem"
The content covered in Unit 03 reminded me of an ongoing debate that seems to arise every Spring/Summer season across many cities in Ontario… What to do about coyotes encroaching on urban areas?
Every year there are reports of people walking their dogs in ravines and forested areas, particularly in Toronto’s west-end, and getting attacked by either individual coyotes, or even large groups of them (Maharaj, 2024). It’s an issue that doesn’t seem to be going away, since I remember us dealing with this public uproar 3 years ago when I was working at the Toronto Wildlife Centre (TWC) as a wildlife rehabilitation intern. Back then there was a similar news story which went viral, with the only differences being that it was a child out walking and the size of the dog being much smaller – the attack was nearly fatal that time (CBC News, 2021). Working in the veterinary field, I’ve been asked countless times about this topic from concerned pet owners, and I’ve also seen first-hand the gruesome injuries caused by these attacks when they roll through the door into our emergency department. Despite having an immense amount of compassion for pet owners in these situations, my combined experience from working directly with sick and injured coyotes at TWC results in my opinion on the matter being something that many owners don’t want to hear… Which is that these animals have lived on this land for thousands of years before we decided to build cities and homes right in the middle of their habitat. If we are hearing reports of these attacks increasing in frequency every year – why are not taking some responsibility in the decisions we make to put ourselves, our children, and our pets directly in harm’s way by choosing to walk our dogs in heavily forest areas and secluded ravines where we know coyotes have been reported? Why are we taking this risk?
The Precautionary Principle refers to the idea that “prevention is wiser and less costly than repairing damage” (Hooykaas, 2024). This is a direct reflection of my own opinions regarding the possible solutions to this issue – I believe that increasing public/community education efforts to learn about these animals and how we can safely co-exist with them is key. There are many concrete steps we can take such as cracking down on people feeding wildlife in their backyards and promoting garbage storage solutions that actively deter wildlife. In addition to teaching people what to do when they encounter coyotes: make yourself appear as large and loud as possible, being assertive and yelling, waving, shining flashlights, and even throwing things at them if needed to scare them off (Maharaj, 2024). It doesn’t seem responsible to me for us to take extreme measures that the fearful public often propose such as mass extermination or removal, especially if it means disrupting local ecosystems that could have lasting consequences on urban biodiversity. These fear-based responses, in my opinion, is the result of the privilege that many of us have in relation to nature – we expect that our needs, desires, and safety should be placed above that of any other plant or animal. Which begs the question – are the coyotes really the problem here?
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CBC News. (2021, July 26). Coyote sightings, fatal dog attacks up in Toronto this year. CBC. https://www.cbc.ca/news/canada/toronto/toronto-coyote-sightings-increased-1.6116929.
Hooykaas, A. (2024). Unit 03: Risk versus Reward in Interpretation. CourseLink. https://courselink.uoguelph.ca/d2l/le/content/898489/viewContent/3863605/View.
Maharaj, S. (2024, July 10). ‘We have a problem:’ Ontario man recounts his beloved dog being in grips of coyote. Global News. https://globalnews.ca/news/10613861/toronto-man-recounts-coyote-attack-dog/.
Blog Post 03
Privilege is a difficult term to define in a singular way as it appears in so many complex ways and implies to every privileged individual differently. A person can be privileged in many ways while being underprivileged in another way, for example being privileged in your race, while being part of a marginalized group due to your sex. My working definition of privilege would be, the advantages or immunity to marginalization that someone is born with due to their race, sex, social position, culture, economic status and many many more strands. People often don’t realize their own privilege and this causes more problems than privilege itself. Society and dynamics within society can be made more equitable for everyone if people unpack their own privilege and acknowledge their advantages in life and how this plays a role in every aspect of their lives and others.
Accessibility is a big part of the conversation when it comes to privilege, and this is included in the context of nature interpretation. Every interpreter's goal is to be the best and most equipt interpreter they can be, so that their audience can trust their level of knowledge and view them as an expert on the subject they are interpreting. An individual's opportunities for education and experience can make them feel inadequate to do their job to the highest possible standard, especially when other interpreters in their field may have had advantages in these areas and more opportunities due to privilege. An individual's socioeconomic class can have an impact on their educational opportunities, and can prevent them from getting a higher education within environmental science if that is something that would help them in their ideal career. If they do not have the opportunity or economic resources to attain a higher education, this might put them behind their peers within the interpretation career.
Representation is another big conversation that needs to be had within the scope of nature interpretation and the effects of privilege. Marginalized groups, specifically people part of a race that is not white, are not equally represented within many aspects of mainstream media and literature within the field of nature interpretation. How often do we see marginalized groups as the stars of nature documentaries, or as the authors of the main pieces of literature we go to for research or are required to learn from in school compared to those who are white and spotlighted within this field? Who are the people that get to tell these stories, share their passion, as well as sharing their own stories? This underrepresentation within the field of nature interpretation can produce a cycle of more underrepresentation. Often if people do not see themselves within a field, they are discouraged from making themselves a part of it as it feels like there is no place for them, or not possible for them to get there. This in turn leads to less marginalized groups of people within this career and less production of work to show representation, continuing this cycle of low representation for certain groups of people.
These are only a couple ways the deep and complex term of privilege plays a role in the field of nature interpretation, and there are many more factors that can be discussed within this topic. I would like to ask a question out to my classmates who might reply to this thread: what are the future implications we can put in place to steps to ensure equitable opportunities for all people within the nature interpretation space? How can we get more representation for underprivileged people? How can we make space for underprivileged and marginalized people in mainstream media and environmental literature?
Hey Anna!
You had such a unique take on this question that I had not originally considered, which is that to even become an environmental interpreter requires a great deal of privilege and can be unobtainable to those lacking access to the higher education that may be required for this career. In my own response, I was regrettably focused on how we can reach out to minority groups to raise their participation as audience members of interpretive programs, and did not even consider that creating more opportunities for them to become interpreters and program leaders themselves! When you stated, “Who are the people that get to tell these stories, share their passion, as well as sharing their own stories?” it made me consider how I was so focused on emphasizing that we should be mindful of telling 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, without realizing that they should be able to share their own stories themselves.
While the solutions to the issue of underrepresentation of marginalized groups in environmental education spaces are deeply complex and multi-faceted (especially in the context of Indigenous relations within Canada), I believe that one of the ways we can make space for these voices is for teachers, professors, and interpreters to highlight these voices in their curriculums. Just because we often overlook Indigenous authors for example, doesn’t mean they don’t exist! Perhaps the definition of “multicultural education” explored in this week’s reading should be expanded to include teachers trying to spotlight minority voices and first-person sources (Gallavan, 2005)?
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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.
