amateur nature interpreter

nature always has more to teach us, come learn cool stuff with me!

[skylergenvs3000f23]

Disclaimer

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

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

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

[melanieenvs3000f23]

FINAL BLOG: Nurturing a Personal Ethic: My Journey as a Nature Interpreter

As I embark upon the transformative odyssey of becoming a nature interpreter, I am compelled to delve into the profound depths of self-discovery, pondering the intricate ethical framework that intricately shapes my engagement with the natural world. This voyage extends far beyond a mere quest for knowledge; it is a nuanced exploration, a deliberate and introspective endeavor to cultivate not just an understanding but a profound and intrinsic respect for nature. This reflective pilgrimage is driven by a synthesis of deeply ingrained beliefs, a keen awareness of responsibilities, and a thoughtful selection of approaches that collectively mold the foundation of my evolving personal ethic as I traverse the realms of nature interpretation.

Beliefs that Ground Me:

At the epicenter of my nature interpretation ethic lies a profound belief in the intricate interconnectedness that binds all living things. Nature, rather than a passive canvas upon which human existence unfolds, reveals itself as a dynamic and pulsating tapestry of relationships, where every organism, no matter its size, assumes a crucial role. I envision myself not merely as an observer but as an indispensable element woven into this complex system, entrusted with the solemn responsibility of preservation and stewardship.

Moreover, my conviction extends to the transformative potential inherent in cultivating awe and wonder for nature. This isn't merely an intellectual exercise; it's a visceral experience that has the power to ignite a genuine and enduring desire for conservation. As I traverse the realms of nature interpretation, my goal is to forge connections between individuals and the natural world, fostering a deep-seated appreciation for its beauty and marvels. In this shared appreciation, I aspire to sow the seeds of a collective responsibility, where each person becomes a custodian, committed to the protection and sustenance of our planet's precious ecosystems.

Responsibilities that Guide Me:

In embracing the mantle of a nature interpreter, I find myself shouldering a weighty array of responsibilities that form the very bedrock of my journey. At the forefront of my role is the unwavering commitment to being a stalwart advocate for environmental education. This duty transcends the mere imparting of knowledge; it is a sacred charge to disseminate information that is not only accurate but also accessible, weaving a narrative that unravels the intricate tapestry of ecosystems, biodiversity, and the profound impacts of human activities on our delicate environment.

Furthermore, my sense of responsibility extends into the realm of ethical and sustainable practices. Whether I am guiding an enchanted group through a nature walk or leading an interactive workshop, my aim is not solely to transmit facts but to instill the enduring principles of conservation and ecological mindfulness. It is in this immersive and participatory engagement that I aspire to nurture a sense of personal responsibility among those I have the privilege to engage with, fostering a collective commitment to become stewards of our planet.

Beyond the boundaries of education and awareness lies another pivotal responsibility — that of being a voice for the voiceless in nature. The silent struggles faced by numerous species and ecosystems due to human activities demand acknowledgment and advocacy. As a nature interpreter, I aspire to elevate these stories from the shadows, amplifying the narratives of endangered species and threatened habitats. This is not a mere recounting of ecological challenges; it is a call to action, a clarion call to awaken a sense of urgency and a shared commitment to conservation that transcends individual actions to become a collective force for positive change.

In embracing these multifaceted responsibilities, my journey as a nature interpreter takes on a purposeful hue. It becomes a tapestry woven with threads of education, ethical practice, and advocacy, each strand contributing to the larger narrative of preserving the delicate balance of our planet. As I navigate the intricate web of my duties, I am guided not only by a profound sense of responsibility but also by an unwavering belief that through education, ethical conduct, and advocacy, we can forge a sustainable future for generations yet to come.

Approaches Aligned with My Values:

The fabric of my journey as a nature interpreter is intricately woven with approaches that not only echo my values but also breathe life into my beliefs. At its core, I champion the promotion of experiential learning—an approach I hold dear. It is my steadfast belief that the most profound connections with nature are forged through immersion. To achieve this, I orchestrate guided nature walks, facilitate hands-on activities, and curate immersive experiences that invite individuals to not just observe but actively participate in the wonders of the natural world. Through these endeavors, my aspiration is to create indelible connections that endure beyond the immediate moment, fostering a profound and lasting bond between people and the environment.

Moreover, I advocate ardently for inclusivity in environmental education, considering it not merely a preference but an imperative. Nature interpretation, I firmly believe, should be an inclusive endeavor, accessible to everyone, irrespective of age, background, or socioeconomic status. Thus, I tailor my approaches with a deliberate focus on engaging diverse audiences. By doing so, I aim to dismantle barriers that may impede access to environmental awareness, making it a shared experience that transcends boundaries and resonates with a broad spectrum of individuals.

In this era defined by digital innovation, embracing technology is not just a choice but a strategic imperative in my approach. The digital age has bestowed upon us tools that can magnify the impact of environmental messages. I navigate this landscape with a conscious embrace of social media platforms, virtual reality, and a plethora of other innovative tools. Through these mediums, I endeavor to extend the reach of my environmental narratives, bridging the gap for those who may not have immediate access to the wonders of nature. In leveraging technology, my aim is not only to disseminate information but also to inspire a sense of wonder and connection, transcending physical boundaries and bringing the marvels of the natural world to the fingertips of a global audience.

In essence, my approach to nature interpretation is an amalgamation of purposeful experiences, inclusive education, and tech-savvy engagement. Each facet serves as a brushstroke in the canvas of my journey, painting a vivid picture of a holistic and accessible environmental narrative. As I navigate the realms of nature interpretation, I do so with the unwavering belief that by fostering experiential learning, promoting inclusivity, and embracing technology, I contribute to a collective awakening—an awakening that celebrates the beauty of nature and inspires a shared commitment to its preservation.

In drawing the curtains on this exploration of my evolving personal ethic as a nature interpreter, it becomes evident that the tapestry of my principles is intricately woven with threads of interconnectedness, awe, and responsibility. This amalgamation forms not only the guiding philosophy of my journey but also the cornerstone upon which I build my role as a steward of the environment.

At its essence, my commitment to interconnectedness extends beyond a conceptual understanding; it is a visceral acknowledgment that we are not separate from nature but rather integral participants in an intricate web of life. This perspective propels me to view myself not merely as an individual but as a part of a larger ecological symphony. It's an acknowledgment that every action, no matter how seemingly inconsequential, resonates within the broader context of our shared existence. This interconnected worldview shapes the lens through which I interpret and convey the narratives of nature, emphasizing the profound relationships that bind us to the ecosystems we inhabit.

Awe, as a guiding principle, is more than just a fleeting sense of wonder. It is a deep and abiding appreciation for the beauty, complexity, and resilience inherent in the natural world. This awe serves as a wellspring of inspiration, fueling my dedication to share the marvels of nature with others. It is in this shared sense of wonder that I seek to spark a collective consciousness, cultivating a reverence for the environment that transcends mere knowledge and transforms into a heartfelt commitment to safeguard our planet.

Responsibility, the third pillar of my ethic, takes root in the recognition that this interconnected and awe-inspiring world demands not just appreciation but active stewardship. As a nature interpreter, I embrace the responsibility to be a conduit of knowledge, facilitating a dynamic exchange between the wisdom of the natural world and the curiosity of those I engage with. This educational role extends beyond a mere transfer of facts; it is an empowerment, equipping individuals with the understanding and agency to contribute meaningfully to the sustainable coexistence of humanity and nature.

Moreover, my commitment to responsibility metamorphoses into a catalyzing force for change. I see myself not only as an observer but as a catalyst for fostering awareness and inspiring transformative action. Through the narratives I weave and the experiences I curate, I aspire to kindle a passion for environmental conservation, creating ripples of change that extend far beyond the confines of the immediate moment.

In championing the cause of the environment, I embrace the role of a vocal and unwavering champion. It is a mantle I willingly bear, advocating for the protection of vulnerable species, endangered habitats, and the delicate balance of ecosystems. In this capacity, my voice becomes an instrument, resonating with stories often unheard, and rallying support for the preservation of our planet's irreplaceable biodiversity.

As I navigate the diverse landscapes of this journey, I am guided by an unwavering belief: that by understanding, appreciating, and respecting nature, we chart a course toward a sustainable and harmonious coexistence with the natural world. This is not just a personal creed but a rallying cry, a call to action for all who share this planet. It is a declaration that, in the tapestry of our shared existence, each thread—no matter how small—contributes to the resilience and vibrancy of the whole. And in this collective effort, we can aspire to be not just observers but active participants in the flourishing story of our planet.

Thank you so much for joining me throughout my journey as a nature interpreter.

Melanie :)

[skylergenvs3000f23]

Hi Melanie,

Your post really demonstrated deep self reflection and an understanding of the course content that goes beyond the surface. The interconnectedness of nature is awe inspiring, and it's clear that as an interpreter you’re fully equipped to share that awe with others. I appreciated that you also recognize how our beliefs, responsibilities, and approaches are interconnected - they feed into each other and flow from one another, much like energy flows through a food web. Your belief in the interconnectedness of all living things is likely the root of the sense of having a responsibility to “[weave] a narrative that unravels the intricate tapestry of ecosystems, biodiversity, and the profound impacts of human activities on our delicate environment.”  Because you believe in “the transformative potential inherent in cultivating awe and wonder for nature.” you’re inspired to create opportunities for experiential learning. And since we are all interconnected, inclusivity is paramount. The world needs as many environmental stewards as we - as nature interpreters - can possibly reach. This is where technology comes into play as an important tool in our interpretation toolbox. I wholeheartedly agree with you that embracing technology is key in order to connect with as wide an audience as possible. All-in-all, when your approach and sense of responsibility are rooted in your core beliefs, it clearly makes you a more effective and engaging interpreter. 

Skyler

[aehenvs3000f23]

Final Blog

Hi all!

As the semester is wrapping up, so is my blog, so let’s do a little self-reflection. I think that this blog has allowed me to improve my writing, and I have definitely felt myself become more comfortable as I write my blog each week. When I would refer to myself as a nature interpreter in my earlier blog posts it felt like it was just a role that I was playing. However, as the semester has progressed, I have realized that through my blog I really have become a nature interpreter. Through this development I have formed personal ethics, which my methods of interpretation revolve around.

My personal ethic as a nature interpreter revolves a lot around respect. In this case, having respect for the environment. I think that having respect for something typically comes from having a deeper understanding or education. Which is why my main goal as a nature interpreter is to get people educated and interested in nature. My hope is that through education, I can create a respect for the environment and hopefully influence others to live a more sustainable lifestyle.

As a nature interpreter I hold a few beliefs. The first being that everyone should be educated on nature. I believe that everyone should understand the world that surrounds them and the important rolls that nature plays. As previously mentioned, I think that this deeper knowledge would encourage people to be more aware of the way their actions impact our environment and hopefully have a deeper respect for it. This flows into my second belief that everyone should respect nature. This is something that I would like to help people achieve through nature interpretation. We are simply inhabitants of earth and sometimes I think we forget that. The earth is our home and for everything nature gives us, from oxygen to breathe to beautiful landscapes to admire, the least we can do in return is respect it. Not only should we respect nature, but we should respect each other in nature, which is my third belief. Nature should be an inclusive and respectful environment for everyone. I believe that anyone can and should be able to interpret nature, no matter who they are or how much they know.

As a nature interpreter I have certain responsibilities I must uphold. I would say that responsibilities as a nature interpreter are to share my knowledge truthfully, be respectful of my surroundings, and keep myself educated. It is very important that I tell the whole truth and ensure all of my facts are correct when interpreting nature to others. As a nature interpreter I would want to be a reliable source to whomever I am educating, as they trust that the information I am providing them with is legitimate. I think that sometimes facts can get overexaggerated in order to grab people’s attention, however, this simply makes you seem like an untrustworthy source. As a nature interpreter you spend a lot of time emersed in nature, so it would be important for me to respect my surroundings. For example, being sure to not leave any garbage behind, or being aware of where I am stepping or what I am touching to ensure I am not altering the natural state of the environment in which I am interpreting. My final responsibility would be to keep myself educated. As information is always changing and new information is always coming out, it is very important that I stay up to date with the latest information to ensure I am remaining a reliable source, as I mentioned earlier.

Earlier this semester, I mentioned that I would like to be a nature interpreter for children. Looking back onto what I enjoyed as a child, I think I would definitely take a hands-on approach. One of my favourite school trip memories from when I was in elementary school was when we went to the Royal Botanical Gardens in Burlington, where we sat outside with little canvas’ and painted what we saw. Now looking back on this memory, I can see that this was a method of nature interpretation and is definitely something I would like to incorporate in my approach. Another activity that could be useful is going for a nature walk and collecting flowers, leaves, and other natural specimen. I think this could help kids get a feel for the nature that surrounds them and would also serve as an opportunity to educate them on the specific species that can be found in the area.

Overall, I think that I have a good understanding of where I stand in regard to my beliefs, responsibilities, and the approach I would like to take as a nature interpreter. Throughout the semester, these theoretical ideas have become something that I could truly see myself pursuing in the future.

Thank you for following along with my blog this semester!

Ashley

[skylergenvs3000f23]

Hi Ashley,

I definitely resonate with the feeling of growing into the role of a nature interpreter over the course of the semester. I think that as nature interpreters, respect should always be at the core of our interpretation - respect both for nature and for our audience. In respecting our audience, we recognize our responsibility to share with them accurate information and to offer them engaging experiences. In order to give people the most accurate information, and thus maintain legitimacy in the eyes of one’s audience, one has to be able to continue learning. The nature of science is that new discoveries are always being made, and information is always being updated. As an interpreter, being able to keep up with the current state of knowledge is key in order to truly respect one’s audience. But interpreters aren’t google - our responsibilities go beyond simply listing off accurate facts. One thing I’ve learned over the course of this semester is how important it is to engage one’s audience. By integrating art and kinetic activities (like collecting leaves/other specimens), you can create a meaningful, memorable experience, and thus inspire your audience to treat the natural world with the same respect they’ve been afforded. 

Thank you for the insightful post, and good luck with the rest of the semester!

Skyler

[skylergenvs3000f23]

Blog Post 9 - Final Prompt

Throughout the semester, we have repeatedly been posed the same three questions: “Who am I as a nature interpreter?”, “Who is my audience?”, and “How can I make this experience meaningful?” In considering my answer to these questions, I’ve been forced to examine my own beliefs, the responsibilities I have to my audience, and the approaches that will best help me to accomplish my goals as an interpreter.

The question “Who am I as a nature interpreter?” can only be answered by first answering “why do I want to be a nature interpreter?”. For me the answer to this question is simple: I want to change the world. I believe that to truly be able to reverse the effects of climate change and pollution, we need major systemic change. For decades environmental scientists have been telling world leaders and major corporations that they are destroying the planet, but their calls for action have fallen mostly on deaf ears. Even before I began studying conservation, I have always felt a strong sense of anger at this injustice. I feel obligated to protect nature because, like all of you, I am a part of the natural world. When people begin to recognize how connected we all are, and the consequences that the majority of us now face for the actions of a privileged few, it only makes sense to unite and fight back. A prime example of this kind of solidarity came in the form of a letter sent by a group of miners to the activists blockading the iron mine where they worked. The local inuit community in Baffinland had expressed their concerns over the effect the expansion of the mine would have on wildlife, and how the loss of wildlife would in turn affect their livelihood - their ability to hunt. When their concerns continued to go unaddressed, a group of local hunters - the Nuluujaaq Land Guardians - decided to take the defense of their local ecosystem into their own hands. Despite the fact that this blockade meant many workers were stranded in Nunavut, a number of the mine workers decided to express their support for the blockade rather than siding with their bosses who had pushed through the expansion project. Their letter was inspiring, and I encourage you all to take a moment to read it in full. One quote in particular stood out to me, and summarizes the exact sentiment I hope to inspire as a nature interpreter: “This country has seen the consequences of entitlement and greed that have led to the destruction of the land for profit, and we are glad you are fighting for autonomy over your land.” When I see this kind of solidarity I am left wondering: what can I do as an interpreter to foster this sense of responsibility for each other and the natural landscapes we share?

If my goal is to spark a connection with nature strong enough that it inspires my audience to fight for real systemic change, I need to carefully consider who my audience is and what responsibilities I have to them. To be an effective interpreter means to be able to meet your audience where they’re at. Not everyone has the same amount of background knowledge about the natural world, and not everyone learns in the same way. With small-group, in-person nature programming, it’s easier to adapt the way you present your information for people with different learning styles. When your goal is to reach people on a broader scale, as I aim to do, accounting for different needs becomes more complicated. This does not mean that accessibility can simply be ignored, in fact it only makes it all the more necessary. Different people face different barriers when it comes to accessing nature programming, many of which (ability to get to provincial parks, time to attend workshops, etc.) can be addressed with the mindful use of technology. Social media gives interpreters a larger platform to connect people with nature than ever before, and it allows people to learn about nature without having to leave their homes. However, this brings to mind the question posed to us in unit 5: “How do you engage [your audience] when you are creating content (whether blogging or podcasting) and then really leaving it out there for them to interpret themselves)?” How can I use my platform on the internet to spark lasting relationships with nature, when everyone who comes across my content may have different learning styles, needs and/or interests? Overcoming this challenge will require the development of a wide range of skills, the humility to recognize what isn’t working, and a willingness to change my approach to engage as many people as possible.

Creating engaging programming is the bread and butter of our job as nature interpreters. By producing content that is both interesting and easily accessible, I can foster meaningful and lasting relationships between my audience & the environment which will hopefully inspire the kind of dedicated environmental activism we so dearly need. There are a number of different approaches that interpreters can take to create meaning for their audience. One such approach is the integration of art into nature programming. Art can open people up to consider different perspectives. Art can also be an effective vehicle to communicate the ‘gift of beauty’ that nature provides, sparking wonder and curiosity about one’s own local environment. To inspire action requires one to foster these connections with nature, but it also means making people aware of the threats that our ecosystems face. It's about finding a delicate balance between listing off facts, and creating memorable experiences. While it's important to consider what exactly will be the most effective way to engage your audience, with their myriad different interests and backgrounds, unit 3 of this course gave some advice that is equally important to consider: “Sometimes an audience won’t be receptive. Sometimes it won’t work. And it takes some courage to humbly acknowledge that despite your best efforts, you won’t always be able to win everyone over.”

Though I may not be able to reach everyone with my approach, that isn’t my ultimate goal - my goal as a nature interpreter is to spark a deep and lasting connection to nature in as many people as I possibly can. When you’re going up against powerful companies that continue to put profit above our local ecosystems, our lives, and our planet, you need as much ‘strength in numbers' as you can get. With the knowledge I have gained this semester I feel equipped to begin my journey as a nature interpreter, with the hopes of securing a brighter future for us all - and for the ecosystems we call home.

[sgrenvs3000f23]

Blog Post 9

Interpret (through this blog) the most amazing thing you know about nature – get us excited. This is your blog – your audience isn’t out in the field with you so bring the field to your armchair reader.

Hello everyone, hope you had a great weekend and that your podcasts went well!

I really enjoy learning about nature, and one fascinating fact I'd like to share in this blog relates to plants! Did you know that scientists estimate there are over 400,000 species of plants on Earth, with at least half of them being edible for humans? It's mind-boggling to think that we potentially have access to around 300,000 plant species that we could consume. However, the reality is quite different. Our food choices are not solely based on taste and nutritional value; in fact, many of our most important crops are shockingly high in pollutants. Because of their hazardous qualities, several of these crops might even be prohibited from being consumed by humans if they were introduced today.

I distinctly remember the shock I felt when I first discovered this information. In a world with such an incredible diversity of plant life, I couldn't even name five plant species that I regularly eat. This revelation prompted me to dive deeper into the topic. What I found was both enlightening and practical: being edible doesn't necessarily mean something is "eatable." Many of these lesser-known edible plants either taste terrible, require specialized skills to prepare, or are so challenging to cultivate that they would cost a fortune to maintain.

I'm genuinely interested in hearing your thoughts on this subject. Have you ever come across this surprising fact before? Feel free to share your opinions and experiences in the comments. If you'd like to read more about this topic, you can check out the article I'm referring to by following this link: 

<i>The Nature of Crops</i>: Why do we eat so few of the edible plants?

From Roman toilet gods to fat hen, good stories abound in this book about why we eat only particular plants

I also recently learned a fact when it comes to studying the medicinal potential of plants. It's quite surprising that only a tiny fraction of plant species have been looked into for their healing properties. Particularly the rainforest holds a wealth of possible treatments for both modern and historical medical conditions. There's still so much we don't know, and this untapped resource might hold the answers to major medical breakthroughs. I had to work on an assignment about this, and it made me realize that scientists should absolutely keep digging into plant research. Time and time again, they've shown us that these remedies can be incredibly beneficial for our health. So, it's a no-brainer that we should continue exploring the incredible world of plants for our well-being. If you have any home plant remedies that are medicinal, please let me know! Have a great week everyone.

[skylergenvs3000f23]

Hey!

I really enjoyed reading your post this week. As someone in wildlife biology, my knowledge of plants and their diversity is definitely lacking. That’s why I always find it fascinating when I am able to learn about them - plants are so different from animals, and have so many different ways of living and being. It was interesting to learn that there are so many species of plants that could be considered edible, and it really makes one think about possible sustainable alternatives to the crops we currently depend on. It brings to mind the discussion around entomophagy. Entomophagy is just a fancy word for eating bugs. This might be an idea that elicits disgust for some, but bugs have been a staple in the cuisines of many cultures for a long time - and for good reason. Easy to raise and high in protein, bugs could be a sustainable alternative to the meat industry. Your post made me consider whether similar traits could be found in one of the thousands of edible plant species that exist; are there plants that grow quickly while needing less water/space than our current crops? Do we not eat them simply because they seem ‘gross’? Exploring the vast diversity of potential food sources is definitely a daunting task, but one that could lead us towards a more sustainable future.

Sky

[skylergenvs3000f23]

Blog post 8 - The most amazing thing I know about nature.

When asked to think about what sets humans apart from the rest of the animal kingdom, what springs to mind? Is it the ability to love, or to create art? Or maybe it's the ability to dream? When it comes to the latter, we humans aren’t as singular as we’d perhaps like to believe. You can tell a person is dreaming when they enter a sleep phase called Rapid Eye Movement (REM). As the name suggests, this phase is characterized by rapid movement of the eyes. But what about insects: most don’t have moveable eyes, so does that mean they can’t dream? Until recently we didn’t really know, but one study took a closer look at sleeping jumping spiders and changed all of that [1].

Jumping spiders are unique among the arthropods in that they have moveable retinal tubes (aka. eyes) [1]. In baby spiderlings these eye tubes can easily be seen through the temporarily-translucent exoskeleton [1]. It's this translucence that allowed a team of Harvard researchers to track the way the spiders’ eyes moved during sleep [1]. Notably, they observed spiders twitching and curling their legs during periods of increased eye movement [1]. In vertebrates these twitching movements are directly associated with REM sleep - it's like when you accidentally kick your partner because you’re dreaming about tripping on the sidewalk, but for spiders. To the delight of bug enthusiasts everywhere, the results suggest that these spiders do in fact have little spider dreams. 

This finding has fascinating implications for the way we study sleep in all animals, regardless of their place in the tree of life. Since the last common ancestor between humans and spiders was a relative of the modern sea squirt (pictured below), we’re now left to wonder whether it had dreams. In that case, it would mean that almost everything that came after it dreamt as well. An alternative explanation is that dreaming could have just evolved separately in two distinct lineages… ones with completely different brains. Vertebrates (like us) and invertebrates (like spiders) evolved parallel to each other in many ways, and the evolution of the brain is one of them [2]. There’s so much diversity in invertebrate brains; that even one species can dream in a way similar to us is incredible [2].

Either explanation of the origins of dreaming has major implications that ripple outwards and leave us with questions about nearly every animal species on earth. If jumping spiders dream, do other species of spiders dream too? What about other bugs? And what are they dreaming about? I’ve often had that question about my cat when I’ve spotted her snoozing on my couch, but now I find myself musing about it whenever I see a snail in the grass, or a spider hanging out in its web. When you stop to really consider how these animals experience the world, you find yourself arriving at the realization that we’re not so different from them after all. 

© Nick Hobgood / Creative Commons (Original)

References

Rößler, D. C., Kim, K., De Agrò, M., Jordan, A., Galizia, C. G., & Shamble, P. S. (2022). Regularly occurring bouts of retinal movements suggest an REM sleep–like state in jumping spiders. Proceedings of the National Academy of Sciences, 119(33), e2204754119. https://doi.org/10.1073/pnas.2204754119

Zullo, L., & Hochner, B. (2011). A new perspective on the organization of an invertebrate brain. Communicative & Integrative Biology, 4(1), 26–29. https://doi.org/10.4161/cib.4.1.13804

[hjenvs3000f23]

Blog 7: Nature Interpretation through Music

Blog prompt: where is music in nature? Where is nature in music? What song takes you immediately back to a natural landscape? What is the context?

Listening to music in the outdoors is like attending an outdoor concert. It is the sound of raindrops falling, the moving of leaves, and birds singing. Nature composes its music without using instruments, creating a symphony of sounds surrounding us. Nature is a common source of inspiration for musicians. They make music that sounds like the sounds of birds, rivers, and wind after listening to these noises. As a result, listening to specific music may make you feel like you're by the sea or in a forest. To enhance the beauty and significance of their music, musicians employ the melody found in nature. We may establish a connection with nature through music, even if it's far away. For instance, a DJ invented a new genre of music by including bird sounds in his tracks. This demonstrates the lessons music may impart about nature and animals. Even if we have never seen these animals, we can feel more connected to the natural world by listening to these unique songs.

Michael Jackson's "Earth Song" is the first thing that comes to mind when thinking of a song that takes me to a natural landscape. For example, imagine being in a vast, peaceful forest with old trees and a group of birds singing together. The song catches this essence, making us think of how beautiful the Earth is and reminding us of our duty to protect it.

The first few sounds of "Earth Song" are soft and soothing, like the first light of dawn. The song's music builds up, making it sound like the roar of a river or the gentle sway of trees in the wind. Jackson's voice can be heard through the forest, like the howl of faraway dogs. The words are like poetry; they paint pictures of vast landscapes and animals in danger of extinction. If you close your eyes and listen to this song, you'll feel like you're in the middle of nature, with leaves rustling under your feet and soft wind caressing your skin.

Besides the music, "Earth Song" has an essential message. It talks about protecting the environment and tells people to see the Earth's beauty and the dangers it faces. Every note in the song is a plea, and every word is a call to action. We are deeply moved by the song's emotional depth, which makes us aware of our responsibility to care for this world.

It's not just the music that makes the song powerful; it also makes us feel something profound. A message that we are connected to the rhythm and melody of nature. As the music plays, it makes us feel responsible and encourages us to love and care for the Earth's gifts. To bring people together and tell us that the harmony we hear in the song is like the harmony in nature: it's delicate, complicated, and worth protecting.

"Earth Song" isn't just a song; it's a trip. It is a trip into the heart of nature that makes us appreciate its beauty and realize how important it is to protect it immediately. It's a musical gem that goes beyond just being fun. It's a solid call to protect the environment and a reminder of how music has always been connected to nature. What song reminds you of nature?

[skylergenvs3000f23]

Hi,

I found your thoughts on the relationship between nature and music really insightful and poetic. One part that stood out was when you said “Nature composes its music without using instruments, creating a symphony of sounds around us.” This idea is very similar to one articulated by Ben Mirin, the ‘wildlife DJ’ who combines birdsong and beatboxing. In an interview with the Cornell Lab of Ornithology, he said that “Just keeping that tally of what you can hear will make you more aware of the orchestra playing all around you. The beautiful part is that you feel like you’re somewhere else, but you’re right at home. It transforms your perception of your world.” The musicality of nature is a gift in that it sparks wonder, and that wonder can inspire action. Micheal Jackson used his musical talents to spread the gift of beauty found in nature, and in doing so made people more aware of the problems plaguing the natural world. I think “Earth Song” is a great pick for this prompt, and I look forward to reading more of your posts in the future.

[skylergenvs3000f23]

Blog Post 7 - Nature and Music

When I saw that this week we would be tasked with writing about nature and music, my mind immediately went to birdsong. Birds’ songs are what allow them to communicate with each other and with us. As an amateur birder, hearing an unfamiliar song is always exciting - it presents an opportunity to learn more about the natural world. This is only possible because of other birdsong enthusiasts, some of whom see not just the scientific but also the artistic value of the songs they record. 

While some would argue that birdsong and music are different, the definition of music in this course disagrees. Music is defined as “patterns of sound varying in pitch and time produced for emotional, social, cultural, and cognitive purposes.” Under this definition, birdsong is clearly musical. Birds produce distinct patterns of sound to communicate with one another, to define their territories, and to find mates. The distinct song a bird sings will of course vary based on species, but it also changes depending on where a bird lives. These local differences in birds’ songs typically stay local, but recently white-throated sparrows started to change their tune across Canada [1]. Their call originally ended with a descending triplet, but sparrows in BC started singing a tune that ended with two notes instead [1]. By 2019, this song had spread all the way to western Quebec - that's about 3300 km! Researchers were obviously curious about what would cause a new song to spread on this large of a scale, so they enlisted the help of citizen scientists who recorded white-throated sparrows’ songs across the country [1]. With the help of these bird enthusiasts, it was discovered that the young birds from eastern Canada shared their wintering grounds with birds from western Canada. So when young white-throated sparrows from eastern Canada flew south for the winter, they learned from the birds they spent the winter with and came back singing a new tune [1]. These findings would’ve been impossible if it wasn’t for the thousands of birdsong recordings that make up databases like eBird, leading one to wonder whether citizen scientists would be motivated to collect data on such a scale if it weren't for the unique beauty of birdsong.

There are some birdsong enthusiasts who aren’t just interested in purely scientific applications for these birdsong recordings. One such birder, Ben Mirin, has been called a “wildlife DJ”. Ben Mirin is also a natural sounds recordist for the Cornell Lab of Ornithology - aka. the lab behind my personal favourite bird identification app, Merlin Bird ID [2]. Merlin allows you to record birdsong you hear in nature, and compares it to an existing database of birdsong across north america. As someone with little experience identifying birds, this app is like the key to a magical new world. With just the press of a button, I could find out what kind of birds were serenading me as I sat and read in my hammock this summer. While birdsong databases are invaluable tools for research, they also make bird identification more accessible to beginners, spark curiosity about the natural world, and encourage people to listen more closely to sounds we may think of as “background noise”. The wildlife DJ, Ben Mirin, takes this one step further. He uses recordings of music made by birds in the creation of his own music. When he shares his music, Mirin acts as an interpreter: connecting people to the natural environment around them. Music has long been used in different cultures to teach lessons about nature, and with modern sound mixing tools artists like Mirin can now integrate nature into their music more directly. By combining birdsong and beatboxing, Mirin aims “to equate learning about nature with the joy that it brings.” - something that all interpreters should strive for [2].

For the follow-up question: I associate the song “Jackie and Wilson” by Hozier with going camping with my best friend and singing along in the car on our way to Algonquin park.

References:

Pope, S. (2020, July 6). How a new birdsong “went viral” across Canada. Canadian Geographic. https://canadiangeographic.ca/articles/how-a-new-birdsong-went-viral-across-canada/

Haigh, A. (2018, April 2). Q&A with Wildlife DJ Ben Mirin. All About Birds. https://www.allaboutbirds.org/news/qa-with-wildlife-dj-ben-mirin/

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week 6

I think that this quote is meant to emphasize the importance of the past, and its connections to present life.

The quote begins by stating that "There is no peculiar merit in ancient things, but there is merit in integrity". I believe that by this they meant that, the age of something doesn't determine its value directly. However, the role that history plays in integrity is where its importance lies. This is expressed as the quote states that "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 of ancient things". The way that I understand it, integrity in this scenario, is like a puzzle, made up of a bunch of pieces across history. In order to complete the puzzle and "maintain integrity", all pieces are necessary. So, although age does not directly impact the importance of something, its role in maintaining integrity makes it important.

This idea reminds me of the Tragedy on the Timiskaming, that we discussed in unit 3. Understanding the complications that lead to the tragedy can help future nature interpreters avoid making the same mistakes. This concept could also be applied to nature conservation. Understanding conservations efforts that have been successful or unsuccessful in the past can help form new methods of conservation.

Throughout unit 6, we discussed the importance of history in nature interpretation. This unit went over the idea that through understanding history, we are able to be better educated on the outcomes that may result from our actions. Furthermore, this preliminary knowledge may allow us to live a more enriched life, as we can avoid these bad outcomes. This concept ties in well with idea being discussed in this week’s quote and could also be applied to the examples I previously mentioned.

They finish off the quote by saying “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.” This analogy pieces together all of the parts of the quote in a simpler manner so that readers can better grasp the meaning of the quote.

Overall, I think that this quote is a powerful reminder of the value of past, and the information that it can provide us with.

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Hi Ashley,

I agree that this quote highlights the connection between the past, or history, and the present. I would be interested to hear more about what role you believe history plays in integrity, because this is one part of your post that I wasn’t entirely clear on. The American Heritage Dictionary of the English Language defines integrity in three ways. The first is “steadfast adherence to a strict moral or ethical code”, the second is “the state of being unimpaired; soundness”, and the third and final definition is “the quality or condition of being whole or undivided; completeness.” If we use your puzzle analogy, the integrity (or completeness) of history is maintained only by putting all the individual puzzle pieces together to form the whole. Putting together the pieces, either by getting different perspectives on the same event or looking at different events that have occurred in the same time/space, is what allows us to learn from history. By looking at mistakes made in the past, like in the case of the Tragedy on the Timiskaming, interpreters can avoid making the same mistakes in the present - but only if we consider the story as a whole. 

Thank you for an insightful post, and I hope you’re having a good week!

Sky

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Blog Post 6 - Nature Interpretation Through History

This week’s prompt asked us to unpack the following quote from Edward Hyams: 

"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." (Chapter 7, The Gifts of Interpretation) 

There are two main concepts that Hyams touches upon in this quote. The first is that history is not just a disjointed record of old things for the simple fact of their being old; a key part of studying and communicating about history is piecing together knowledge about places from a number of different sources to create a complete story. The second point he makes is that the past isn’t irrelevant to the present, and he uses the analogy of a train to communicate the relationship between history and current events. In just a few sentences, Hyams is able to convey why the study of history is important and why we need to apply the lessons it teaches us in our nature interpretation today.

However, history can only be a useful tool in our nature interpretation toolbox if we first consider whose stories we are listening to and which stories we are telling. The same place (e.g. a national park) can have multiple stories associated with it. These stories may be about different events, or the same event from different perspectives. The variety of stories we can tell about a place was a key point touched upon by the National Park Service Chief Historian, Robert Sutton, in an interview he gave on historical interpretation in parks. He explained how one national park in Oklahoma (Pea Ridge), which was the site of an important civil war battle, had historically only been taught about as such. Historical interpreters with the national park service would walk visitors through the park discussing the battle, or as Sutton puts it; “Who shot who, where, and when.” But Sutton was of the opinion that the story of Pea Ridge, and the way this story was taught, needed to be expanded. Not only was this a historic battlefield where the Union won a key victory, but the trail of tears had also passed right through the middle of the park. The trail of tears was the path along which the Cherokees were escorted when they were forcibly removed from their land in the east and relocated to reserves in Oklahoma. This happened as part of the Indian Removal Act, which was a violent colonial project involving the displacement of over 60 000 people. If this story isn’t told, how can historical interpreters say that they are acting with integrity when they are communicating with park visitors? Just telling one story of a place means the other is forgotten or ignored, and it's our job as interpreters to keep these stories alive as a way to inspire people to think differently.

This is what Hyams meant when he said that “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.” The past isn’t ‘done with’ because the present is the way that it is because of past events. Indigenous communities continue to suffer the effects of colonialism today, with the suicide crisis on reserves existing as a direct result of generational trauma and ongoing oppression. As we saw when the bodies of thousands of indigenous children were found at the sites of former residential schools, learning about history can spark widespread outrage and inspire us to take action. Our train has passed through the station of settler colonialism, and we have to seriously think about where that has put us today.

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Blog 5

Hey everyone, hope you’ve had a great weekend! I know we are in the midst of midterm season so remember to just take some time to relax and take care of yourself :)

For this week’s blog post, I was stumped on what to write on, because there are so many different topics that I could share with y’all. However, I am going to write about one of my favorite courses that I’ve taken over my last 5 years at Guelph. In my first year, I took a UNIV*1200 course called Wildlife Rehab and Conservation with Dr. Sherri Cox, who is an amazing professor and I got to learn so much from her. If any of you have taken a first-year seminar course you would understand how they generally work. Each week we would get a prompt or an animal to cover and the following week each group would give oral presentations on the research they found.

For the first prompt, we were asked to research whether abandoned kits or baby raccoons could be rehabilitated to be released back into the wild once they became adolescents. My group member and I worked together to find research from primary articles and by the end of the week, we were satisfied with our work and had an answer to share with our class. We were the first to present in our class, which made me nervous but relieved at the same time because I hated public speaking. Before I share my answer, I want to give y’all a little trigger warning, please understand that I was a confused first-year student with little to no experience using articles for research. My group member and I decided that rehabilitation of the kit would domesticate them, and make it impossible for the raccoons to be released back into the wild. We knew that there was a rising population of wild raccoons in Canada, so we concluded that euthanizing the kits would be the best plan of action. With that said, we were done with our 1st oral presentation and the only thing we had to do for the rest of the class was sit and listen. So the rest of the groups started presenting and no one said the same thing that we did, instead, they said the adolescent raccoons would be released back into the wild. Turns out that once these critters reach their adolescent years they instinctively become wild after rehabilitation.

I was mortified, thinking that I chose death for these hypothetical raccoons, but eventually, I learned to laugh at it and saw it as an opportunity to improve my research skills. This course showed me the necessity of convergence of scientific and environmental education as mentioned in one of our ares reading for this week. Every week we would research habitats, behavioral characteristics, and effects of pollution on animals, while also learning the importance of conservation and what we can do as citizen scientists to help injured animals. I learned the importance of interdisciplinary education and how we need to consider social, economic, and ecological factors when it comes to conservation. This course has also inspired me to pursue a career in wildlife conservation.

I think over the last 5 years I’ve learned a lot on how to make science more accessible to the general public, which is an important aspect of being a nature interpreter. I hope to apply this knowledge and the skills I’ve gained in my future career.

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Hi Rebecca,

Your post inspired me to think more about how I can continue learning throughout my career. You did a great job of outlining an important part of science and scientific communication that I feel is often overlooked: being able to recognize when the information we have is outdated or we haven’t looked at the full picture. As nature interpreters, a major part of our job is providing accurate information about the natural world - we can’t do that if we’re unwilling to address our own mistakes and the holes in our knowledge. 

I especially appreciated that your post highlights how you were able to learn from the situation, and the importance of taking a multidisciplinary approach to this learning. I don’t know about you, but I’m definitely not an expert in economics. It's important to recognize that there are factors affecting conservation, wildlife, and the environment in general that we may not fully understand. Once we discover these blind spots, it's equally important to find out what the experts are saying. In doing this we can provide our audience with a more complete picture of the natural world and the issues that are plaguing it. Making science accessible to the public is important, but it's also important to make sure we don't unwittingly share misinformation with those we’re trying to educate. 

In the age of the internet, misinformation is easy to find. It takes dedication to commit oneself to finding the facts, research skills to get the full picture, and humility to pivot when we realize our old information wasn’t accurate. Thank you for sharing about this experience, and I look forward to reading more of your posts in the future!

Sky

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Blog Post 5 - Nature and Mental Health (Open Prompt)

Over the past few years, rates of mental illness have continued to rise worldwide. When the COVID-19 pandemic struck we faced many fears and uncertainties; while also being expected to continue at or near our previous level of productivity. Unsurprisingly, 54% of Canadians have reported experiencing a significant decline in their mental health since 2020 [2]. ” What does this have to do with nature interpretation, you may ask?  Well, aside from being the reason why myself (and I’m sure many other students) have continuously struggled to keep up with our classes - this nature interpretation course being no exception - I think it's important that we consider the potential role of nature interpretation in solving the mental health crisis. Connecting with nature is already known to have immense benefits for mental health. With that in mind, how can nature interpretation build upon these benefits? And how can we ensure that everyone has access to these benefits; no matter who they are, or where they live?

Many of us are already aware of the positive effect that nature has on our mental well-being, just by experiencing it first hand. When I was at the peak of my stress over midterms, I took a break and went for a short walk in the dairy bush (a woodlot on UofG campus). Even just 5 minutes in the woods was enough to ground me and get me back to a mental state where I could continue to study effectively. But you don’t just have to take my word about the benefits of nature exposure for mental health, there's research to back it up: In the early 90s, one group of scientists performed a test in which they had people watch a stressful movie and tested how long it took for the physiological stress response to wear off [3]. One group of subjects watched nature videos immediately after watching the movie, and the other watched videotapes of urban environments [3]. The heart rates, level of muscle tension, and blood pressure of the former group returned to normal faster and more completely than for those in the latter group [3]. This is just one of the numerous studies attempting to quantify the benefits of spending time in nature, many of which have noted the same positive relationship between nature and mental well-being [1].

We know that science has clearly demonstrated nature’s beneficial effects, but where does nature interpretation come into the picture? As a nature interpreter with a background in environmental science, you may not feel qualified to help people who are struggling with mental illness. It's important to assess the risks for yourself and your audience, but simply working to make nature accessible to more people is always a good place to start. And this doesn’t necessarily have to be through in-person activities/excursions - research has shown that nature audio/video alone can have stress-busting effects [1]. So if the goal is to help improve the mental health of as many people as possible, the internet may (funnily enough) be a very useful tool. 

So how can each of us work towards improving mental health, for ourselves and for others? Creating and sharing compelling podcasts - ones that encourage people to look closer at the natural environment around them - is a step in the right direction. I encourage you to think about other ways you can apply your nature interpretation skills to move us towards an end to the current mental health crisis, and a future of mental well-being for all. 

References:

Bratman, G. N., Anderson, C. B., Berman, M. G., Cochran, B., de Vries, S., Flanders, J., Folke, C., Frumkin, H., Gross, J. J., Hartig, T., Kahn, P. H., Kuo, M., Lawler, J. J., Levin, P. S., Lindahl, T., Meyer-Lindenberg, A., Mitchell, R., Ouyang, Z., Roe, J., … Daily, G. C. (2019). Nature and mental health: An ecosystem service perspective. Science Advances, 5(7), eaax0903. https://doi.org/10.1126/sciadv.aax0903

Korzinski, D. (2022, March 10). COVID at Two: Vast majorities say the pandemic has pulled Canadians apart, brought out the worst in people. Angus Reid Institute. https://angusreid.org/covid-19-two-year-anniversary/

Ulrich, R. S., Simons, R. F., Losito, B. D., Fiorito, E., Miles, M. A., & Zelson, M. (1991). Stress recovery during exposure to natural and urban environments. Journal of environmental psychology, 11(3), 201-230.

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Who are we, (individually and as a collective) in nature?

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

To me, one of the most inviting parts about nature interpretation, is that all you really need to get started is a passion for the outdoors. The landscapes aren’t exclusive about who can observe them. Of course, there is nuance with this as we discussed last week regarding privilege. Accessibility is an issue. On a very basic level however, the riverbeds and tree trunks aren’t watching us with judgment as if to say, “who is this measly human teaching this group of other measly humans about me?”, (or maybe they are and maybe we ought to be on our best respectful behavior). I like to think that nature is watching us with appreciation as we try to deepen the bond between humans and nature. If we wish to get started, we could begin with one singular tree in the break of the sidewalk. We could explore google earth, choose locations we feel particularly called to, and reflect on what it might feel like to be there. We could then draw or paint a picture of how the scene makes us feel. Our minds are the limit.

Some of our relationships with nature have only ever involved academia, and therefore exploring through art requires some courage and open-mindedness. Some of our relationships with nature were born through the artistic lens, and therefore might be a very comfortable process. As people interpreting nature through art, we might have some things in common. Perhaps many of us lean towards the creative side, perhaps we see humans and nature as being on the same hierarchy level, perhaps our parents washed a lot of mud out of our clothes when we were kids. Some of us might be painters, photographers, sketch artists, poets, and we are all bloggers! There is not a wrong way to interpret nature through art, and there are probably infinite options. Some people will be looking for hard facts and information. Is that everyone’s favourite presentation style? No, but it is somebody’s. Others may prefer an abstract approach that involves the senses instead of historic or ecological facts. So, who are we to interpret nature through art? Well, I believe we are just students of nature with no graduation date, intrinsically driven to know and share as much as we can about it, in a variety of mediums. We are all humans who find inspiration or comfort of some kind in nature, and express it differently.

As stated on page 82 of our textbook, army park guards were the original interpreters of many national parks. This career path for some or hobby for others is sometimes stumbled upon by chance or circumstance. Folks might end up in such a role even though it was not their original plan. In those cases, I think there must have been some compelling factor that drew them in or kept them from pursuing their original plan, perhaps “the gift of beauty”. In our textbook, the gift of beauty is described as the awareness and recognition of the inherent wonder of the environment. The idea is that this sentiment gives us peace with our place in nature and drives us to protect natural systems. The gift of beauty could be a starting point for many who either seek involvement in nature leadership, or as a participant.

As we read in the textbook, if we put words to a scenic view and try to describe its beauty, we often fail to do it justice. We would also be taking away from the imagination and creativity of the moment for the viewer. This is what makes “How do you interpret the gift of beauty” a difficult question. The answer is different for everyone. We might all be able to agree that a bright sunny day in a wildflower field has a calming effect. However, we might not all be able to agree why it has this effect on us. For some, maybe it reminds them of summers at their grandparent’s house. For someone else, maybe it is the presence of pollinators and getting to observe their interactions with the flowers. In my mind, the gift of beauty differs from a sense of place, in the way that you can give someone a sense of place, but perhaps the same cannot be said about the gift of beauty. I think holding space for the group to come up with their own conclusions and reflections is important. Younger groups might need some prompts or reflection questions, others might only need your guidance to the lookout point. I believe interpreting the gift of beauty is about giving someone the opportunity to see that the world is beautiful, and allowing them to decide why they think so.

At the end of the day, you want your group to form their own connection with the space, and personal feelings of relatedness. When this happens, the nature interpretation doesn’t end when they leave the green space. Now, they have this relationship that they contributed to individually within themselves, and they can always return to that feeling and headspace without even being outdoors.

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Hi!

I found your post this week to be very well articulated, and it prompted me to think about a number of things differently. I wholeheartedly agree with the idea that - especially this time of year as the leaves begin to change - it's easy to begin appreciating the beauty of nature just by looking at a tree lined street. The wonder sparked by this simple activity is what defines the gift of beauty, but I believe the true gift of beauty is how this wonder can inspire our curiosity and prompt us to think differently about the world. I think the best illustration of this idea of beauty as a bridge to deeper understanding can be found in the book ‘Braiding Sweetgrass’ by Dr. Robin Wall Kimmerer (2013). Dr. Kimmerer, an indigenous botanist, describes how the beauty of nature inspired her to study botany. When she replied to an academic advisor in her first year that she wanted to study botany “to learn about why asters and goldenrod looked so beautiful together.”, she was promptly shut down (Kimmerer, 2013). The advisor responded that inquiries about beauty were not scientific, and that she should instead go to art school (Kimmerer, 2013). How could this advisor have better interpreted the gift of beauty that Dr. Kimmerer had been given? Instead of being judgemental, he could have “[given her] the opportunity to see that the world is beautiful, and [allowed her] to decide why [she thinks] so.” As both you and Dr. Kimmerer clearly illustrate, beauty can foster a feeling of relatedness to nature which can inspire someone to pursue further involvement with it; whether that's as a scientist, a nature interpreter, or a participant in guided outdoor excursions.

References:

Kimmerer, R. (2013). Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants. Milkweed Editions.

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Blog post 4 - Nature Interpretation Through Art

Incorporating art and the creation thereof into nature interpretation can open your audience to a new way of seeing and interacting with the world. Creating art forces you to step out of your everyday experience and enter a different state (Csikszentmihalyi, 2004). Art can have a powerful effect on the mind, so it's no wonder that art changes the way people interact with nature. It can be a useful tool for sparking fascination & curiosity in your audience, and thus increasing their awareness of their interactions with the natural world (Boeckel, 2015).

This, to me, is the gift of beauty: it can be a highly effective vehicle for directing attention to different themes. Art allows people to communicate how they see the world, or how they want you to see the world. What people decide to include or omit from a painting determines what kind of story it tells. Through this storytelling, art can influence the way people think about things. For example, the landscape art of the group of seven has shaped one way of thinking about Canada's national identity. The absence of people in their paintings divorces humans from the Canadian ‘wilderness’. In this way, the artists communicate white settler ideas of how humans interact with nature; as external observers rather than participants in natural processes. As nature interpreters, we can use art to communicate different ideas about our place in nature. If you’re facilitating a creative activity, art can be a way for your audience to communicate to you what holds significance for them, and that information can be used to determine the themes that you choose to focus on.

As such, It's important to keep in mind that not everyone creates art in the same way. As an amateur tattoo artist, art is a way for me to explore the natural features that bring me joy and create a permanent record of them. Looking for inspiration forces me to be more in touch with my senses, and to take notice of what I find beautiful about the natural environment around me. What’s perceived as beautiful will differ for each individual. Personally, I was drawn to the aesthetic appeal of the heart shaped flowers of the bleeding heart plant, so I chose to immortalize them on my forearm. The strength of the giant stag beetle’s impressive curved horns was so beautiful to me that I decided to tattoo one on my thigh. Drawing small details like these forces you to deepen your understanding of your subject. How do the leaves of a bleeding heart plant connect to the stem? What angle do a giant stag beetle's legs need to sit at to support its weight? And most importantly, how do all these small details come together to create a full picture? Once I’ve finished a design, I can then begin the process of transferring it onto my skin.Tattooing myself is a way for me to create a record on my body of the things in nature that I find significant. Once a tattoo is done I am gifted with a constant reminder of the beauty that I have seen in the world; something to reaffirm my place in nature and my connection to it.

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Privilege and Nature: Are they connected? - Blog 3

Privilege, to me, means that certain groups of people have greater access to things due to their race, economic status, and physical abilities. Due to privilege, certain groups have a greater ability to access places and activities, and this has been seen in the environmental world. Often, white individuals experience privilege more than minority groups, and white men especially have been recognized as the most privileged group. As a member of a minority group as a black woman, I have noticed that my black community represents a group that has lacked privilege. Racism is one factor that has influenced privilege, and unfortunately, many minority groups still face racism directly and indirectly today. Studying environmental science and working in various co-op jobs, I have seen a lack of diverse employees and students studying environmental science. Learning more about the lack of diversity from a nature interpretation point of view mentioned in the textbook was interesting. Unfortunately, I was not surprised that there were racial differences in the groups that get to experience nature. The textbook mentioned that some people lack the privilege to participate in nature events due to issues such as high costs of outdoor equipment and activities, a lack of accessibility to nature due to where they live, a lack of knowledge about the outdoors and the programs available to experience nature, and a feeling of unwelcomeness due to the lack of diversity commonly associated with outdoor programs (Beck et al., 2018). Underprivileged people may have limited experience or comfort in nature. Due to the positive benefits associated with nature and the outdoors, this barrier needs to come down, and the outdoors should be viewed as a space for everyone, regardless of age, race, physical ability, and economic status.

Nature interpretation centres and events need to be accessible for all levels of physical and mental ability, which can be done by involving events for all types of learning styles as well as implementing physical changes like ramps, smooth walkways, braille, descriptive explanations of information and a solid visual aspect which appeals to all ages. It would also be beneficial to include interpreters with knowledge of various languages so that many people can get the whole nature interpretation experience. One recommendation mentioned in the textbook that can be used to break down barriers and increase access to the outdoors is to arrange group transportation to specific outdoor spaces that public transportation cannot reach since not everyone has access to a vehicle (Beck et al., 2018). Holding various versions of nature interpretation catered towards multiple age groups can also allow nature visitors, young and old, to gain valuable knowledge. Another suggestion was to hold nature interpretation tours and experiences during various hours of the day to support the schedules of everyone (Beck et al., 2018). Earlier, daytime hours are accommodating for older audiences, such as seniors. Afternoon interpretation events would be ideal for children or families after school and work! Ensuring that interpretation events are accessible for all ages can allow for environmental knowledge to continue to be passed down for generations and help shape more environmental activists to help protect nature. An initiative to increase the accessibility to nature I have come across is the BIPOC Outdoor Gear Library. They focus on supporting black, indigenous, and people of colour around the Guelph area through an outdoor equipment lending program and by hosting various outdoor workshops and lessons. This is a beautiful example of increasing accessibility to nature for minority groups and allowing for environmental knowledge and experiences to be gained.

The outdoors truly is for everyone to explore; therefore, increasing accessibility to nature interpretation events and offering affordable options can allow various people to truly connect and experience the beauty of nature.

References

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

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Hi Brigette!

It's always cool to meet other black people who are in environment-related fields. Wildlife biology & conservation is definitely a lot like environmental science in terms of the lack of diversity, but hopefully our generation of nature interpreters can help turn that around! I found your suggestions for ways that nature interpretation can make the outdoors more accessible to underrepresented groups to be really insightful. There’s actually a recent report on race and nature - commissioned by Nature Canada in 2020 - which highlights some of the same recommendations that you talked about (Scott & Tenneti 2021). The report raised the idea that youth of colour could be trained to guide nature walks for other youth in their community, and that drop in outdoor programming should be made available for younger children and families (Scott & Tenneti 2021). It's clear that having programming for different age groups is an important factor in making nature more accessible. Like your post, the report mentioned transportation to outdoor spaces that are outside the city, but it also underlined the importance of urban natural spaces and the ways that they can be used to erase barriers related to access (Scott & Tenneti 2021). Guided walks through the Don Valley or High Park in Toronto could educate people about the environment, without them having to leave the city. The BIPOC Outdoor Gear Library seems to be a similar idea - though in Guelph we’re lucky to have easier access to large green spaces. That said, I’m definitely interested in learning more about that organization. If you ever want to check out one of their workshops, feel free to shoot me a message!

Sky

References

Scott, J. L., & Tenneti, A. (2021). Race and Nature in the City: Engaging Youth of Colour in Nature-Based Activities. https://naturecanada.ca/race-and-nature-in-the-city/

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Blog Post 3 - Privilege

This week’s unit asked us to think about privilege, and the role it plays in nature interpretation. As a black ecologist, I’m a firm believer that interpretation has the potential to bridge the gap keeping black people from feeling at home in nature and causing our widespread underrepresentation in ‘outdoorsy’ fields.

So what is privilege? To me, privilege is the absence of these gaps, or disadvantages, that oppressed groups face on the basis of their race, gender, ability, etc. Privilege is what makes it so that some people have access to more opportunities than others. For example, only 1.8% of PhD degrees earned in the United States in 2014 were earned by black students, despite the fact that black people make up around 13% of the US population. This is clearly the result of the systemic racism that is built into academia; something that white students don’t have to deal with. Not having to deal with this form of oppression is a privilege.

One field where oppression puts black students at a particular disadvantage is ecology, evolution, and conservation biology (EECB). This is because black people have historically experienced major barriers to exploring nature and enjoying the outdoors. Black hikers are far more likely to be harassed while engaging in outdoor activities than white hikers, so going out in nature is often associated with racist violence. Hiking and related activities are seen as something to be enjoyed by white people; something from which black people are excluded. On top of this, black people - who are often at a socioeconomic disadvantage - do not have the same access to outdoor spaces. Simply put, a working class black family that lives in Toronto and doesn’t have a car is unlikely to go backcountry camping in Algonquin park. As a result of these (and a multitude of other) factors, black kids who are interested in nature don’t have as many opportunities to nurture that interest; they’re less likely to have family members who are willing and/or able to take them on outdoor excursions, which is something many people can end up taking for granted. 

The question then remains: how can nature interpretation close this gap? By building inclusive communities, nature interpreters can create opportunities that black people have otherwise been denied. In Toronto, there are two groups that are doing exactly that. Black Canadian Hikers and Let’s Hike TO are committed to creating spaces where black people can feel comfortable exploring the outdoors. By hosting guided hikes, black nature interpreters make it clear that hiking doesn’t have to be ‘a white person thing’, and that black nature enthusiasts should be able to enjoy nature with other members of their community who share in their passion. By facilitating a sense of connection to nature and of community amongst black hikers, and by providing fun and educational experiences tailored to their specific needs, Black Canadian Hikers and Let’s Hike TO have bridged some of the gaps that may otherwise block budding ecologists from achieving their goals. 

As more black people are given opportunities to connect with nature, more black students will be inspired to study ways we can protect it. In this way, good interpretation can have a domino-like effect, with the potential to foster a new generation of black EECB PhD students; well equipped to share their ideas with the world.

[twsenvs3000f23]

Blog #2

Prompt: Describe your ideal role of environmental interpreter. What might it entail? Where might it be? What skills might you need? 

Hello again everyone! Hope you’ve all been enjoying your classes so far this semester.

I think my ideal role of environmental interpreter would definitely have to take place in some kind of forest. I think my favourite place would be in any forest at all but the boreal forests would be my first choice because I love that ecosystem and the fauna and flora that live there. I'm a very tactile learner and enjoy learning by doing and being in the field. For my role of interpreter I would definitely take people out in the field so that they could see the forest up close and take a look at the smaller things that are harder to see from just photos like moss. Did you know that moss covers up to 97% of the surface in boreal forests! Seeing all the small things in that ecosystem that can be so easily overlooked make the boreal forests seem like a completely new place. To accomplish this my interpretation would entail being there in person so that everyone can hopefully experience the same thing I did when learning about all the little processes that happen at that small scale and be as intrigued as I was to start learning more. I think I would like my role as an interpreter to be more passive, not talking the whole time but mostly leading them through the ecosystem and let them experience it themselves and mostly answering the questions that come to their heads. I think the reason I would do it this way is because its similar to the way that I learned to appreciate nature and would like the people I’m with to feel how I felt as a kid, full of wonder and curiosity to learn more. It also makes me feel much more connected to nature and makes it easier to interpret the ecosystem if I actually stand in it surrounded by all its plants and animals. As for skills required for my plan to be successful I would definitely need to learn how to better ID mosses or lichens (Which I already want to start learning) as well as learning and better understanding larger scale processes that take place in the boreal forest because I think learning and interpreting the reason that these processes occur might help me as well as others better understand the ecosystem and feel more comfortable in it, plus it is one of if not the largest ecosystem in the world so I think it's just as important to learn about the larger scale processes that take place as it is to learn about what happens at the centimetre and metre scale in the ecosystem. So overall my role as interpreter would be to show people first hand the smaller processes that happen in the ecosystem while also discussing about how they relate or contribute to larger scale processes so that hopefully the people i'm interpreting for can better understanding their surroundings while also feeling more connected to them.

[skylergenvs3000f23]

Hey there, I really appreciated your post this week! I didn’t know that moss covered such an extensive surface area in boreal forest ecosystems, and I found that fact pretty fascinating. Given how many different plants and animals the moss must come in contact with, it must be connected to all kinds of large scale processes. I personally would love to go on a guided walk like what you’ve described, since I also consider myself more of a tactical/experiential learner. I appreciate that you’ve highlighted the role interpreters can play in teaching people to look at things at different scales then they’re used to - whether that's zooming in to look at a specific patch of moss and the kinds of small insects and microorganisms that live within it, or taking a broader look at how the boreal forest as a whole is interconnected. As an entomologist, I'm keenly aware that just because something is small, like moss or a bug, that doesn’t mean it's insignificant! I think the type of interpretation you’ve described  would give me a much greater sense of how important mosses and lichens are than if I had just been told the different species names, but combining these facts with experiences would mean that people who learn differently could gain that same appreciation.