jsenvs3000

[jsenvs3000]

Hi Sierra,

What a great final post!

I was also unsure what exactly nature interpretation entailed when enrolling in this class. I assumed it would have something to do with strengthening one’s relationship with nature and learning about how to convey environmental issues. However, having almost finished the course, I now have a greater appreciation for the different forms and styles of nature interpretation and the global issues interpreters are helping to overcome.

Congratulations on starting your Bachelor of Education this upcoming Fall! My high school science teachers made such a big impact on me and are ultimately the reason I chose to study biology. I think it is so important to teach students at an early age about environmental ethics. This type of education provides an important window into individual and societal responsibility (Beck et al., 2018, pp. 105–126).

Spending time in nature has been found to help with mental health problems including anxiety and depression. For example, research into ecotherapy (a type of formal treatment which involves doing activities outside in nature) has shown it can help with mild to moderate depression (How nature benefits mental health, 2020). Additionally, people will be more supportive of the big changes needed if they are more connected to nature and feel that nature matters to them.

As you mentioned in your post, teaching students about the environment not only benefits the natural world but also provides a key outlet in their lives. Having a relationship with nature is a gift as it allows you to slow down and appreciate the world around you.

Cheers, Jacob

-------------------------------------------------------------------

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). How People Learn. In Interpreting cultural and natural heritage: For a Better World (pp. 105–126). essay, SAGAMORE Publishing.

How nature benefits mental health. Mind for Better Mental Health. (2020). https://www.mind.org.uk/information-support/tips-for-everyday-living/nature-and-mental-health.

Image Credit:

https://singularityhub.com/2019/05/13/12-ways-big-tech-can-take-big-action-on-climate-change/

My Journey as an Interpreter

When this course began, I was in the dark about the whole concept of nature interpretation. Unsurprisingly, I assumed it would mainly entail developing increased awareness and mindfulness when spending time outdoors. I figured this course would help me learn to share those experiences with audiences from all kinds of unique backgrounds. My role as an interpreter before ENVS*3000 focused on topics surrounding my studies as a science student. Being in university has a way of making school the primary lens through which you perceive the world; at least, that has been my experience. As a result, when I look at the world around me, it is easy to recognize the ecosystems at play and the unique interactions happening within them that are essential no matter how small. As a science student in my final year of study, the natural world’s complexity is evident, and for me, this is one of the most humbling thoughts to entertain. It is crucial as an interpreter to be mindful of the natural world’s sheer magnitude, something often overlooked by the anthropocentric society we are immersed in. 

In nearly any situation, humanity has a way of commanding attention, but learning how the complex systems at work in nature genuinely are, makes it clear that it really is a delicate balance. It can also be an eye-opener for many to realize humans are not as pivotal to Earth’s well-being and function as we are conditioned to believe. Humans have less control over the world than we would like to admit. Although the environment is plagued by the seemingly infinite number of challenges resulting from human activity, the wilderness will and always should stay out of our control. As interpreters, it should be our role to help others recognize the power and knowledge found within nature and the positivity it can bring to our lives when we do our part to care for it and maintain its integrity. When we care for the Earth, it cares for us by healing our psyche and fostering our physical well-being.

Photo by Lukasz Szmigiel on Unsplash  

My development as a nature interpreter is heavily influenced by my personal morals and the belief that good interpreters should share the knowledge and power nature offers. The things most important to me that define my personal ethics as an individual and as an interpreter are respect, integrity, and the value knowledge holds. As interpreters, our primary role is to share the knowledge we have with others so that they may achieve the same benefits we do as a result of forming a meaningful connection with nature. Additionally, I think it is our job to teach others how we know to be respectful of the environment in sustainable ways to maintain the integrity of our natural surroundings. When discussing my development as an interpreter, my mind automatically jumps to my future role as a science teacher. I am starting my Bachelor of Education this upcoming fall to teach high school science, a clear showcase of my priority to share the invaluable knowledge that exists in the field of science with others. 

I have always loved sharing what I have learned with people around me, even if it’s just a remarkable fact I learned in class that week with a friend or even my mom. The key here is how significant knowledge and learning is to me, and I think this goes hand in hand with honesty, integrity, and respect, morals by which I try to live my life. While these factors are those by which I guide the actions and decisions I make in my life, they are also the ones I focus on when interacting with the natural world around me. Being respectful is one of the most important things to keep in mind when getting out and experiencing nature, especially to maintain the integrity of the ecosystems and the organisms that rely on them. Connecting back to my future as an interpreter through the role of science teacher, I can share these ethics with the students who enter my classroom and show them the importance of the environment and how they can personally maintain nature’s integrity. 

Photo by Kelly Sikkema on Unsplash  

Continuing my role as an interpreter through teaching science introduces a variety of responsibilities. First and foremost, teaching youth to respect the environment and do what they can to improve nature’s conditions whenever possible. Environmental stewardship offers benefits to the domain directly, but it also provides an outlet for individuals to connect and spend time outdoors. I believe nature holds so much power, be it in terms of psychological relief from stress or anxiety or a physical escape from the hustle-bustle we are affronted by in modern society. I believe it is a gift to be shared, and that is our responsibility as teachers and as interpreters of the natural world. As mentioned in Rodenburg’s article (2019), today’s youth simply are not getting outside to experience nature the way many of us did as kids, even though that really was not so long ago. In a world that has been rapidly developing new technologies for even more convenience, people are beginning to forget to slow down and appreciate what is around them, and children are not exempt from this. It is so important to foster the connection between humanity and the environment to avoid “nature deficit disorder,” a term coined by Richard Louv in the textbook (Beck et al. 2019) to describe the detachment between humanity and nature. 

Throughout history, nature and humanity have always been intertwined; one can never exist without the other, so nature deficit disorder can introduce various challenges. Perpetuated by modern society, nature deficit disorder can manifest in countless ways that exemplify the physical, social, and cognitive deficits that result from the disconnect with nature (Beck et al., 2019). Teachers have so much power to initiate reform by educating and inspiring their students who will grow up to be the policy-makers, business owners, scientists, teachers ultimately, the future caretakers of the world. The impact teachers can have on their students is undeniable, which is a primary aspect of effective interpreters, which is a significant reason I decided to pursue a career in teaching to make a difference.

Photo by Element5 Digital on Unsplash  

Everyone will have a unique perception of the broad privileges granted by the environment that expresses the individuality between people. As an interpreter, it is vital to focus on the various things that catch different individuals’ attention, providing insight into the unique personal relationship held with nature and their relationships with others and even within themselves. There is a valuable connection between humans and the environment from the deep evolutionary history that forever links the two. Creating a strong relationship with nature and helping others to do so will aid mental wellness by reducing stress, anxiety, and depression, elevating mood and reestablishing attention to the physical health benefits that include promoting cardiovascular health and reducing obesity by staying active. There are many benefits to support the power of getting involved in the environment and building a personal relationship with nature. I believe that to be one of the responsibilities of a nature interpreter and a science teacher.

Photo by Steve Halama on Unsplash  

This course provided invaluable knowledge about how to reach a variety of audiences, but more importantly, it allowed me to gain insight into my personal relationship with nature. While learning techniques to improve the way I can share my own interpretations with others has been amazing to prepare me for my time in teachers’ college. The enhanced relationship with the natural world has provided me with much needed benefits and escape from symptoms of nature deficit disorder and many other aspects of nature I had never recognized before this course. I always knew the importance of the environment when it comes to science, of course, and in art based on the numerous art pieces or musical creations inspired by nature. This course expanded my appreciation for the incredible impact nature has had on humanity throughout history, but it is even more important in society today. 

Thanks for a great semester everyone!!

Sierra 🌼

References:

Rodenburg, J. (2019). Why Environmental Educators Shouldn’t Give Up Hope | CLEARING: A Nonprofit Magazine for Environmental Education in the Pacific Northwest. clearingmagazine.org. https://clearingmagazine.org/archives/14300

Beck, L., Cable, T. T., & Knudson, D. M. (2019). Interpreting cultural and natural heritage: For a better world. Urbana: Sagamore Publishing

[jsenvs3000]

Hi Maggie, 

Thank you so much for your reply!

I’m glad you enjoyed reading my post. This course has given me the opportunity to apply the knowledge I have gained, wether that be from personal experiences or past science courses, and develop a personalized style for interpreting the environment. 

That’s awesome that you had the opportunity to apply your love for nature through your involvement in 4H. The camp seems like a really great educational as well as overall character building experience. I agree that an important part of interpreting nature is to share your passion for interpretation and incorporate team-building or interpretive activities. Is this something you experienced at camp?

Thanks for a great semester, 

Jacob

Journeying Through the Layers of Nature Interpretation

As described in my first blog post, camp gave me the opportunity to connect with nature as well as facilitate that connection for others. Spending my summers with people who truly cared about the environment and had a profound respect for the natural world allowed me to not only strengthen my relationship with nature, but also begin my journey as an environmental interpreter.

Camp Hurontario 

This journey continued as I learned new skills and embarked on new adventures. For example, in my second blog post, I discussed my passion for creating educational resources. This passion emerged after my participation in the development of an online open access physiology textbook for the University of Guelph. During this project, I learned about accessibility, science communication, and effective teamwork; all of which have strengthened my abilities as an interpreter.

This is an interactive drag & drop activity I created for the physiology eBook. I got tripped up doing my own question in the video :)

Most recently, and most importantly, this course has opened my eyes to different forms of interpretation (art, science, history, music, technology, etc.) and has given me the opportunity to reflect on my abilities and vision as an environmental interpreter. As I continue to develop as a nature interpreter, my personal ethic is to utilize the tools available at my disposal to the best of my ability in order to strengthen people’s relationships with nature, and ultimately, allow them to question their biases and change their actions if necessary.

The beliefs and values I hold as an interpreter stem from the knowledge I have gained in my childhood, my university education, and this course in particular. My many years at camp taught me about environmental stewardship (i.e., responsible use and protection of the natural environment through conservation and sustainable practices). Through my university education I learned about climate change, scientific communication, and the importance of building awareness. Thus, these beliefs are something I will inevitably integrate into my interpretive programs, resources, etc…

ENVS*3000 gave me the opportunity to reflect on my relationship with nature, explore my ideal role as an environmental interpreter, and learn about the different mediums used to interpret the natural world. Before this semester, I wouldn’t have thought of art or music as interpretive tools, however, I now realize their massive potential when it comes to interpreting nature, or anything really for that matter. For example, interpreting nature through art can not only bring people closer to the natural world, but can also alter their opinions and be a driver for effecting positive change (Beck et al., 2018, pp. 215–232). I think art can be very powerful because it is open to interpretation. This allows people to create meaning with what they are visualizing by connecting their current emotions with feelings and thoughts of the past.

Just like how nature interpretation through art can elicit emotions and allow audiences to notice something they may have never expected to see, nature interpretation through music can spark a very similar reaction. Ultimately, nature and music are intimately connected. Music is found in the natural world and the natural world is found in music (Gray et al., 2001). As William Shakespeare once said, “The earth has music for those who listen”. Thus, these learning experiences have opened my eyes to the wide range of tools that can be used to interpret nature. In accordance with this realization, I will continue to be open minded as an interpreter and utilize these mediums to enhance the overall experience for my audience.

As a creative, tech-savvy, and social individual, I feel as though many different approaches are suitable for me as an interpreter. Creativity becomes important when interpreters are tasked with incorporating art, music, and history into their programs. Additionally, creativity is extremely beneficial in terms of scientific communication. For instance, it is through storytelling about science, experts argue, that science communication both shapes culture and formulates meanings that determine our identities (Joubert et al., 2019).

Being tech-savvy has its advantages when it comes to nature interpretation. Technology can compete with nature; however, nature and technology can also have a symbiotic relationship (Hookyaas, 2021, Unit 8). For example, studies have found that watching Planet Earth brings viewers joy and markedly lowers anxiety (Simpson, 2017). Furthermore, creating effective online learning resources that cater to a multitude of different learning styles, abilities, and people is very difficult without some sort of background in technology. Thus, even though nature and technology are sometimes viewed as enemies, taking advantage of technology in the right way, by striving for a perfect balance, can enhance our relationship with nature.  

Lastly, being social and talkative is important when leading an interpretive program. However, this also includes being flexible, adaptable, and having strong interpersonal skills. Flexibility and adaptability are crucial as an environmental interpreter. As mentioned by Beck et al. (2018) in chapter seven, “it is important to be flexible as no two groups are alike”. For instance, if an interpreter sees something of interest that is not in the plan, they should adapt so that visitors have the opportunity to witness the event of the moment (Beck et al., 2018, pp. 127–161). Furthermore, participants might steer the conversation in a different direction, however, I now feel better prepared for that possibility. Moreover, interpersonal skills are sometimes called social intelligence and refer to the capacity to interact effectively with others. Potential uses in interpretation may include brainstorming, sharing, discussing, cooperative learning through groupwork, and social awareness (Beck et al., 2018, pp. 105–126).

Being adaptable (like this chameleon) is an important skill as well as an effective approach when it comes to interpreting the natural world 

I am grateful for this course as it has steered me towards an area of interpretation that I am passionate about: designing and developing learning resources for students and people of all ages. Such a role might entail creating physical textbooks, eBooks, online activities, program plans, environmental curriculum, etc…

As an environmental interpreter specializing in curriculum design and knowledge translation, accessibility is imperative. Consequently, inclusivity is a responsibility I must take very seriously in future interpretive positions. Privilege is unearned and unasked for. It provides invisible advantages that are readily available to dominant identity groups (Gallavan, 2005). In terms of nature interpretation, privilege (or lack-thereof) can be a huge barrier. Many people may want to participate in nature interpretation programs but are unable due to real or perceived barriers (Beck et al., 2018, pp. 127–161). Addressing and overcoming these barriers creates an environment where inclusive interpretation is possible, and thus, interpreters should strive to make nature interpretation accessible for everyone.

Accessibility is a dynamic concept; it takes many forms and means different things to different people. When designing and developing resources, I will follow accessible practices in order to create inclusive learning experiences. For instance, incorporating podcasts into text-based resources allow people who are visually impaired to listen to the content. Additionally, editing fonts, colours and learning object descriptions can transform a learning experience from exclusive and inaccessible to inclusive and accessible. Learning about privilege and accessibility this semester was a really rewarding experience for me because I knew that I could make a difference and create a more level playing field in the future.

Everybody has a preferred learning style. Whether it be visual, textual, auditory, hands-on, or a combination of multiple (Hookyaas, 2021, Unit 2). As an environmental interpreter looking to specialize in curriculum design and knowledge translation, catering to different styles of learning is imperative. To effectively uphold this responsibility, I will utilize and incorporate the different tools available to me in order to produce the best experience possible for all learners. For example, multimedia such as images, videos and interactive content can augment the experience for different types of learners.

Most importantly, a responsibility I have as a nature interpreter is to never give up. As poetically stated by Jacob Rodenburg, “Being an environmental educator in today’s world feels like you are asked to stop a rushing river armed only with a teaspoon” (Rodenburg, 2019). With the immense array of global issues on our minds, such as climate change and habitat destruction, environmental interpreters must not give up, no matter how discouraging or difficult it may get. “The aim of interpretation is not agreement but understanding” – Donald Davidson.

Thank you all for a great semester! Jacob

————————————————————-

References

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

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Arts in Interpretation. In Interpreting cultural and natural heritage: For a Better World (pp. 215–232). essay, SAGAMORE Publishing. 

Beck, L., Cable, T. T., & Knudson, D. M. (2018). How People Learn. In Interpreting cultural and natural heritage: For a Better World (pp. 105–126). essay, SAGAMORE Publishing. 

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Serving Diverse Audiences. In Interpreting cultural and natural heritage: For a Better World (pp. 127–161). essay, SAGAMORE Publishing. 

Gallavan, N. P. (2005). Helping teachers unpack their “invisible knapsacks”. Multicultural Education, 13(1), 36. https://link.gale.com/apps/doc/A137921591/AONE&u=guel77241&sid=AONE&xid=9fe2f151

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001, January 5). The music of nature and the nature of music. https://science.sciencemag.org/content/291/5501/52.full. 

Hookyaas, A. (2021). Unit 08: The Role of Technology in Nature Interpretation. CourseLink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2594169/View. 

Hooykaas, A. (2021). Unit 02: Teaching Learners. CourseLink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2583079/View. 

Joubert, M., Davis, L., & Metcalfe, J. (2019). Storytelling: the soul of science communication. Journal of Science Communication, 18(05). https://doi.org/10.22323/2.18050501 

Simpson, F. (2017, March 9). Nature programmes reduce stress and increase happiness. London Evening Standard | Evening Standard. https://www.standard.co.uk/news/uk/nature-programmes-like-planet-earth-ii-reduce-stress-and-increase-happiness-research-shows-a3485136.html.

Media Credits 

Media #1: Tumblr GIF

Media #2: https://camphurontario.com

Media #3: Video created by me 

Media #4: https://www.gageproducts.com/environmental-stewardship

Media #5: https://www.adam-eason.com/how-to-be-more-open-minded

Media #6: https://www.reddit.com/r/Chameleons

Media #7: https://www.lynda.com/Web-Design-tutorials

[jsenvs3000]

Hi Kristy, 

Thank you for the reply :)

I’m glad you enjoyed reading my post and learned a little more about accessible practices. 

To answer your questions, to promote the accessibility of scientific information, science communication can be improved through the use of storytelling and tailored messages (Osterrieder, 2012). Skillful storytelling helps audiences understand the essence of complex concepts and ideas in meaningful and often personal ways (Beck et al., 2018, pp. 105–126). When scientists tell stories about research, they are reaching beyond their circles of scholarly expertise to pull other audiences in using engaging language and media ranging from op-eds to tweets (Suzuki et al., 2018). A sympathetic character, their backstory, an inciting incident, tension, and resolution: these are the building blocks of narrative.

I think all research has the potential to captivate nonexperts if it is communicated in a way that engages their interests and emotions. This requires knowing some critical information about the audience: Who are they? What is their context? What do they value? What do they already know about the subject? Targeted or tailored messages have been shown to greatly improve information retention and impact behavior change (Pellegrini, 2021). Audience needs should drive the choice of both content and delivery method.

What are your thoughts on these techniques?

Jacob

----------------------------------------------------------

References: 

Beck, L., Cable, T. T., & Knudson, D. M. (2018). How People Learn. In Interpreting cultural and natural heritage: For a Better World (pp. 105–126). essay, SAGAMORE Publishing.

Osterrieder, A. (2012, February 20). How should researchers talk about science to the public? Retrieved March 28, 2021, from https://www.theguardian.com

Pellegrini, G. (2021). Evaluating science communication. Routledge Handbook of Public Communication of Science and Technology, 305-322. doi:10.4324/9781003039242-17-16

Suzuki, W. A., Feliú-Mójer, M. I., Hasson, U., Yehuda, R., & Zarate, J. M. (2018). Dialogues: The science and power of storytelling. The Journal of Neuroscience, 38(44), 9468-9470. doi:10.1523/jneurosci.1942-18.2018

Image Credit:

https://startupboom.co/the-powerful-of-storytelling-for-your-business/

Journeying Through the Layers of Nature Interpretation

As described in my first blog post, camp gave me the opportunity to connect with nature as well as facilitate that connection for others. Spending my summers with people who truly cared about the environment and had a profound respect for the natural world allowed me to not only strengthen my relationship with nature, but also begin my journey as an environmental interpreter.

Camp Hurontario 

This journey continued as I learned new skills and embarked on new adventures. For example, in my second blog post, I discussed my passion for creating educational resources. This passion emerged after my participation in the development of an online open access physiology textbook for the University of Guelph. During this project, I learned about accessibility, science communication, and effective teamwork; all of which have strengthened my abilities as an interpreter.

This is an interactive drag & drop activity I created for the physiology eBook. I got tripped up doing my own question in the video :)

Most recently, and most importantly, this course has opened my eyes to different forms of interpretation (art, science, history, music, technology, etc.) and has given me the opportunity to reflect on my abilities and vision as an environmental interpreter. As I continue to develop as a nature interpreter, my personal ethic is to utilize the tools available at my disposal to the best of my ability in order to strengthen people’s relationships with nature, and ultimately, allow them to question their biases and change their actions if necessary.

The beliefs and values I hold as an interpreter stem from the knowledge I have gained in my childhood, my university education, and this course in particular. My many years at camp taught me about environmental stewardship (i.e., responsible use and protection of the natural environment through conservation and sustainable practices). Through my university education I learned about climate change, scientific communication, and the importance of building awareness. Thus, these beliefs are something I will inevitably integrate into my interpretive programs, resources, etc…

ENVS*3000 gave me the opportunity to reflect on my relationship with nature, explore my ideal role as an environmental interpreter, and learn about the different mediums used to interpret the natural world. Before this semester, I wouldn’t have thought of art or music as interpretive tools, however, I now realize their massive potential when it comes to interpreting nature, or anything really for that matter. For example, interpreting nature through art can not only bring people closer to the natural world, but can also alter their opinions and be a driver for effecting positive change (Beck et al., 2018, pp. 215–232). I think art can be very powerful because it is open to interpretation. This allows people to create meaning with what they are visualizing by connecting their current emotions with feelings and thoughts of the past.

Just like how nature interpretation through art can elicit emotions and allow audiences to notice something they may have never expected to see, nature interpretation through music can spark a very similar reaction. Ultimately, nature and music are intimately connected. Music is found in the natural world and the natural world is found in music (Gray et al., 2001). As William Shakespeare once said, “The earth has music for those who listen”. Thus, these learning experiences have opened my eyes to the wide range of tools that can be used to interpret nature. In accordance with this realization, I will continue to be open minded as an interpreter and utilize these mediums to enhance the overall experience for my audience.

As a creative, tech-savvy, and social individual, I feel as though many different approaches are suitable for me as an interpreter. Creativity becomes important when interpreters are tasked with incorporating art, music, and history into their programs. Additionally, creativity is extremely beneficial in terms of scientific communication. For instance, it is through storytelling about science, experts argue, that science communication both shapes culture and formulates meanings that determine our identities (Joubert et al., 2019).

Being tech-savvy has its advantages when it comes to nature interpretation. Technology can compete with nature; however, nature and technology can also have a symbiotic relationship (Hookyaas, 2021, Unit 8). For example, studies have found that watching Planet Earth brings viewers joy and markedly lowers anxiety (Simpson, 2017). Furthermore, creating effective online learning resources that cater to a multitude of different learning styles, abilities, and people is very difficult without some sort of background in technology. Thus, even though nature and technology are sometimes viewed as enemies, taking advantage of technology in the right way, by striving for a perfect balance, can enhance our relationship with nature.  

Lastly, being social and talkative is important when leading an interpretive program. However, this also includes being flexible, adaptable, and having strong interpersonal skills. Flexibility and adaptability are crucial as an environmental interpreter. As mentioned by Beck et al. (2018) in chapter seven, “it is important to be flexible as no two groups are alike”. For instance, if an interpreter sees something of interest that is not in the plan, they should adapt so that visitors have the opportunity to witness the event of the moment (Beck et al., 2018, pp. 127–161). Furthermore, participants might steer the conversation in a different direction, however, I now feel better prepared for that possibility. Moreover, interpersonal skills are sometimes called social intelligence and refer to the capacity to interact effectively with others. Potential uses in interpretation may include brainstorming, sharing, discussing, cooperative learning through groupwork, and social awareness (Beck et al., 2018, pp. 105–126).

Being adaptable (like this chameleon) is an important skill as well as an effective approach when it comes to interpreting the natural world 

I am grateful for this course as it has steered me towards an area of interpretation that I am passionate about: designing and developing learning resources for students and people of all ages. Such a role might entail creating physical textbooks, eBooks, online activities, program plans, environmental curriculum, etc…

As an environmental interpreter specializing in curriculum design and knowledge translation, accessibility is imperative. Consequently, inclusivity is a responsibility I must take very seriously in future interpretive positions. Privilege is unearned and unasked for. It provides invisible advantages that are readily available to dominant identity groups (Gallavan, 2005). In terms of nature interpretation, privilege (or lack-thereof) can be a huge barrier. Many people may want to participate in nature interpretation programs but are unable due to real or perceived barriers (Beck et al., 2018, pp. 127–161). Addressing and overcoming these barriers creates an environment where inclusive interpretation is possible, and thus, interpreters should strive to make nature interpretation accessible for everyone.

Accessibility is a dynamic concept; it takes many forms and means different things to different people. When designing and developing resources, I will follow accessible practices in order to create inclusive learning experiences. For instance, incorporating podcasts into text-based resources allow people who are visually impaired to listen to the content. Additionally, editing fonts, colours and learning object descriptions can transform a learning experience from exclusive and inaccessible to inclusive and accessible. Learning about privilege and accessibility this semester was a really rewarding experience for me because I knew that I could make a difference and create a more level playing field in the future.

Everybody has a preferred learning style. Whether it be visual, textual, auditory, hands-on, or a combination of multiple (Hookyaas, 2021, Unit 2). As an environmental interpreter looking to specialize in curriculum design and knowledge translation, catering to different styles of learning is imperative. To effectively uphold this responsibility, I will utilize and incorporate the different tools available to me in order to produce the best experience possible for all learners. For example, multimedia such as images, videos and interactive content can augment the experience for different types of learners.

Most importantly, a responsibility I have as a nature interpreter is to never give up. As poetically stated by Jacob Rodenburg, “Being an environmental educator in today’s world feels like you are asked to stop a rushing river armed only with a teaspoon” (Rodenburg, 2019). With the immense array of global issues on our minds, such as climate change and habitat destruction, environmental interpreters must not give up, no matter how discouraging or difficult it may get. “The aim of interpretation is not agreement but understanding” – Donald Davidson.

Thank you all for a great semester! Jacob

————————————————————-

References

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

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Arts in Interpretation. In Interpreting cultural and natural heritage: For a Better World (pp. 215–232). essay, SAGAMORE Publishing. 

Beck, L., Cable, T. T., & Knudson, D. M. (2018). How People Learn. In Interpreting cultural and natural heritage: For a Better World (pp. 105–126). essay, SAGAMORE Publishing. 

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Serving Diverse Audiences. In Interpreting cultural and natural heritage: For a Better World (pp. 127–161). essay, SAGAMORE Publishing. 

Gallavan, N. P. (2005). Helping teachers unpack their “invisible knapsacks”. Multicultural Education, 13(1), 36. https://link.gale.com/apps/doc/A137921591/AONE&u=guel77241&sid=AONE&xid=9fe2f151

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001, January 5). The music of nature and the nature of music. https://science.sciencemag.org/content/291/5501/52.full. 

Hookyaas, A. (2021). Unit 08: The Role of Technology in Nature Interpretation. CourseLink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2594169/View. 

Hooykaas, A. (2021). Unit 02: Teaching Learners. CourseLink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2583079/View. 

Joubert, M., Davis, L., & Metcalfe, J. (2019). Storytelling: the soul of science communication. Journal of Science Communication, 18(05). https://doi.org/10.22323/2.18050501 

Simpson, F. (2017, March 9). Nature programmes reduce stress and increase happiness. London Evening Standard | Evening Standard. https://www.standard.co.uk/news/uk/nature-programmes-like-planet-earth-ii-reduce-stress-and-increase-happiness-research-shows-a3485136.html.

Media Credits 

Media #1: Tumblr GIF

Media #2: https://camphurontario.com

Media #3: Video created by me 

Media #4: https://www.gageproducts.com/environmental-stewardship

Media #5: https://www.adam-eason.com/how-to-be-more-open-minded

Media #6: https://www.reddit.com/r/Chameleons

Media #7: https://www.lynda.com/Web-Design-tutorials

[jsenvs3000]

Hi Julia,

I think your final blog post is really well done and I enjoyed reading it!

I like the quote you chose to begin your post. Although it’s simple, it really addresses the core issue of environmental stewardship. If everyone thinks that it is the responsibility of others to protect and conserve the planet, then it becomes very difficult to make real progress.

To answer your question, one of my favorite quotes about the environment is “The Earth is what we all have in common”. I think the central message of this quote is very similar to the quote you provided. Overall, protecting the environment must be a collective effort.

Diffusion of responsibility refers to the fact that as the number of bystanders increases, the personal responsibility that an individual bystander feels decreases. As a consequence, so does his or her tendency to help (Blagg, 2020). I think this theory strongly relates to climate change. People feel that their contribution is insignificant and/or rely on others to make changes in their lives. As a consequence, minimal change actually occurs. What do you think about this theory?

I agree that one of the most important things a scientist can do is share their knowledge with the general public. However, I think the way in which scientists share their information is crucial. For instance, using visuals, storytelling, etc... can make a complicated study more comprehensible to the general public (Beck et al., 2018, pp. 105–126). What are your thoughts on this? Do you think there are other ways in which information can become more accessible to the average citizen?

Thanks again for your great post this week! I really enjoyed reading all of your posts this semester and look forward to hearing your thoughts.

Cheers, Jacob

--------------------------------------------------------

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). How People Learn. In Interpreting cultural and natural heritage: For a Better World (pp. 105–126). essay, SAGAMORE Publishing.

Blagg, R. D. (2020). Diffusion of responsibility. Encyclopedia Britannica. https://www.britannica.com/topic/bystander-effect/Diffusion-of-responsibility.

Image Credit:

https://www.linkedin.com/pulse/diffusion-responsibility-bystander-effect-ebin-john-poovathany/

My thank you to this course.

“Unless someone like you cares a whole awful lot, nothing is going to get better it’s not.”

I try my best to live by this quote. I truly believe that each of us have a responsibility to use our limited time on this Earth to leave it better than we found it. And this quote teaches the importance of taking action. When we identify a problem in society, we have a responsibility to do something. If you aren’t going to take action, who is? For me, the thing I am most passionate about is the environment. The way that I want to make the world a better place is by protecting the environment. I am acutely aware that the best way to protect nature is for each of us to do our part. Although one person can devote their life to conservation and can make a monumental difference, we are most successful when we come together. When we each make small changes in our lifestyle for the betterment of the planet. We learned in this course that when people care about something, they are more likely to take action. I can therefore make a difference by encouraging as many people as possible to do what they can.

**Photo taken on the Severn River by my Mom, Maureen Hale**

This is why this course has been so interesting to me. Scientists can only do so much. One of the most important things a scientist can do is share their knowledge with the general public. Nobody can ever know everything about every topic and we have to rely on each other to share information about the topics we specialize in. I count myself lucky that I have had the chance to spend the last four years studying for a Bachelor of Science at University. Not everyone has had that chance. I think it is the responsibility of those of us that understand science to share what we know with the public. We know how important it is for the public to care about something before they will be compelled to take action. Interpreters are in a very unique position to be able to cultivate that respect for nature. We learned that the role of an interpreter is to take facts and information and combine it with stories in order to help their audience to forage an emotional connection with their environment. Helping to create that connection is vital to the protection of the environment. Once they have come to love it, they will want to help to protect it.

**Photo taken on the Severn River by my Mom, Maureen Hale**

My past has had a huge impact on how I view the environment. I grew up learning about the natural world around me from my father and my grandfather. Looking back now, I realize they served as my personal nature interpreters! I am acutely aware that I had a privileged childhood. I grew up with a forest behind my house and at my family cottage where I was constantly being taught new things about nature. But I can also recognize that it is because of this that I have the passion for protecting it like I do. It is because I care so deeply about nature that I want to protect it. Had my father and grandfather not raised me and taught me in the way that I did, I highly doubt that I would have that same passion and drive. I want to be that person for someone else.

**Photo taken on the Severn River by my Mom, Maureen Hale**

I am lucky enough to be able to serve as the environmental coordinator for my local cottagers’ association so I have a platform to be able to reach a community interested in learning about their environment. I have always wanted to be able to plan activities and reach the children growing up at their cottage so that they can have some of the experiences that I am so grateful for. This course has taught me a lot about what that responsibility really means. My learning style will not be the same as everyone else’s’. My background and “invisible backpack” is unique to me too. It is important that in order to reach and connect with as many people as possible I try to use a combination of teaching styles so that everyone can learn.

**Photo taken on the Severn River by my Mom, Maureen Hale**

I have always been passionate about protecting the environment and have always recognized the importance of teaching others about nature so that they will become invested in protecting it. But I am so grateful to this course for teaching me more about how to go about that. For explaining what my responsibilities are as an interpreter and how I can be as effective as possible.

Does anyone else have any quotes that represent their feelings about the environment or life?

Has anyone else learned something from this course that will change how they approach environmental interpretation in the future?

Thanks for a wonderful course everyone, I have truly loved reading your perspectives and learning from you!

Julia

[jsenvs3000]

Hi Cait,

I really enjoyed reading your final post!

This course has also been one of my favorites. The majority of science courses are structured upon the memorization and regurgitation of information; however, this course is unique in that aspect. Personally, ENVS*3000 has allowed me to apply my skills and engage in more meaningful assessments, unlike tests and exams. Plus, the conversations I have had with my peers on Tumblr have definitely been an upside!

Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. This course has given me the opportunity to apply my knowledge and understanding of scientific concepts and create something new (such as our podcasts, for example). It has also given me the opportunity to critically evaluate others work. 

I like how you examined your own ethics and then applied them to nature interpretation. The traits you chose are very relevant to the field of interpretation. Specifically, equality jumped out to me because of our unit on privilege and accessibility. Many people may want to participate in nature interpretation activities/programs but are unable due to real or perceived barriers (Beck et al., 2018, pp. 127–161). Such barriers may include:

Economic barriers

Physical barriers

Cultural barriers

Communication barriers

Lack of Knowledge

Fear

Thus, making sure interpretive programs and resources are inclusive and accessible to everyone is imperative.  

Interpreters must step away from preconceived notions of what a “typical” audience is, and instead, look at people as unique, diverse individuals who have differing abilities at different times in their lives, based on their particular environment.

I agree that figuring out who you are as a person is important when looking at nature interpretation. Examining different leadership styles is a great way of learning more about ourselves, and consequently, becoming better environmental interpreters. I watched the video you provided and found out that I have a ‘coach’ leadership style. This means that I can quickly recognize my team members' strengths, weaknesses and motivations to help each individual improve (Indeed, 2021). Additionally, this type of leader often assists team members in setting smart goals and provides regular feedback with challenging projects to promote growth (Indeed, 2021). Thank you for allowing me to learn more about my leadership style, it will definitely come in handy during interpretive events!

Thanks again for your thought-provoking, engaging, and interactive post!

All the best, Jacob

--------------------------------------------------------------

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Serving Diverse Audiences. In Interpreting cultural and natural heritage: For a Better World (pp. 127–161). essay, SAGAMORE Publishing. 

Indeed. 2021. 10 Common Leadership Styles. https://www.indeed.com/career-advice/career-development/10-common-leadership-styles

Image Credits:

Image #1: https://www.thoughtco.com/blooms-taxonomy

Image #2: https://www.toptal.com/designers/ui/inclusive-design-infographic

Applying My Personal Ethics to Nature Interpretation

I want to start off by saying thank you guys for the great semester!  This course has been one of my favourites I have taken in my undergrad.  I am so grateful to be able to have these discussions with my peers to help make the time through Covid not feel so alone.

I remember being thrilled when I first found out we were making a Tumblr instead of just posts on a discussion board.  Probably because in 2014 I was on Tumblr all the time so it took me back to looking at my old posts I used to make on my personal account.  I was also excited that this course was going to let me be able to take all my passions and put them together. I get the scientific aspect that most of my courses are but I also get to take my passion for writing, poetry, photography, and the arts in general.  This balance let me continue to learn about myself and grow as a student.  It also allowed me to look into future career paths including not only nature interpretation but potentially scientific writing.

For this week’s prompt when it comes to personal ethics and nature interpretation, I wanted to first look at some of my own ethics in general.  That includes the following traits:

Loyalty

Empathy

Respect

Honesty

Equality

Humility

Selflessness

Integrity

These qualities I use in everyday decisions including the actions I make.  These are extremely important to look at because they help shape your leadership role whether that is through school, work, or a simple interaction. Through these qualities, my leadership type would be a mix of the Visionary leadership style as well as the Servant leadership style (Indeed, 2021).  This means when looking at the Visionary leadership style my qualities of optimism, innovativeness, being magnetic, risk-taking, and being strategic can help bring change by inspiring others and earning a deep-rooted trust (Indeed, 2021).  

On the other hand, when looking at the Servant leadership type my qualities of personally caring about others, excellent communication skills, and empathy can help those around me feel personally fulfilled and raise morale (Indeed, 2021).  Being aware of your leadership style is crucial.  It allows me to be self-aware of my strengths when working with others and to be mindful of my weaknesses that come with them. For example, when looking at the Visionary leadership style I know I think “big picture.”  I now know to be careful to not skim over small details that I could potentially miss and balance not only my future-orientated goals but my current ones (Indeed, 2021).  Also, when looking at my Servant leadership style I now know to now burn myself out with others’ emotional needs and am also learning to be more authoritative (Indeed, 2021).

What is your leadership style? Watch this YouTube video to figure it out!

So you might be wondering, what does this have to do with nature interpretation? 

As I mentioned before, figuring out who you are as a person is important when looking at nature interpretation (Hooykaas, 2021).  Your strengths, weakness, and problem-solving skills make you the person you are today.  It essentially helps you figure out the question, “Who Am I As an Interpreter (Hooykaas, 2021)?” It not only helps with that question but also how to lead depending on your audience (Hooykaas, 2021).  Even though I know my “go-to” leadership style when it comes to different situations, I should be able to adjust it depending on what the problem is.  By also being aware, I can understand others’ leadership styles to be able to make a more cohesive team experience.

Have you ever had a time where you needed to change your approach to a situation because of someone else’s problem-solving approach?

So let’s take my personal ethics and apply them to nature interpretation and working in the field.

Cait’s Guide to Ethics and Applying Them to Real Life:

Loyalty: I will take pride in my work.  I will work as hard as I can and work to the overall success of my place of work.  I will always put my best work forward.

Empathy: I will take others’ concerns and thoughts into consideration.  I will actively listen and ask questions about others’ problems.  I will not make presumptions about others.

Respect: I will treat others with kindness.  I will encourage others to express their opinions and viewpoints.  I will listen to what others have to say before expressing my own viewpoint.  

Honesty: I will keep my word and deliver on my promises.  I will keep to my commitments.  I will take responsibility for my actions. 

Equality: I will include everyone.  I will identify and prevent any unconscious biases.  I will be aware of any indirect discrimination.

Humility: I will apologize when I am in the wrong.  I will acknowledge other’s limitations and strengths.  I will appreciate other’s contributions.

Selflessness: I will learn to let go.  I will practice giving things I want for myself to others.  I will get out of my own head.  

Integrity: I will be respectful during conflict.  I will be a positive example.  I will practice accountability.  

This code of personal ethics allows me to bring my own set of guidelines to the nature interpretation field.  By doing this I have a certain amount of responsibility to uphold.  If I did not uphold these guidelines it would ruin my self-esteem, self-worth, and self-image.  Not upholding your personal ethics, in general, makes you question your morals and who you are as a person.  It is important under all circumstances to remind yourself who you really are and do what is best for your own being.

Have you ever had to go against your own morals?  Why did you have to? How did it make you feel?

All the best with the rest of the semester,

Cait :)

Here’s one last picture of me at Lake Laurentian Conservation Area!

References:

Hooykaas, A. (2021). Unit 10: Nature Interpretation’s Role in Environmental Sustainability [Course Website]. University of Guelph Courselink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2597605/View

Indeed. 2021. 10 Common Leadership Styles. https://www.indeed.com/career-advice/career-development/10-common-leadership-styles

[jsenvs3000]

Hi Annika, 

Thank you so much for your reply!

The Sokal affair is really interesting. Thank you for sharing that with me. I think it highlights how academia is incredibly elitist, which unfortunately causes a significant disconnect between academics and the general public.

People without science and/or academic backgrounds should be able to access and comprehend accurate evidence-based research/information in order to make informed decisions. For this to occur, researchers, scientists, and science communicators must make a greater effort in knowledge translation and transfer. For example, researchers should add context instead of simply reporting data, science communicators should focus on bigger trends and larger understandings rather than individual reports, and the visualization of words and numbers should be utilized more often in the scientific community (Ehler, 2020).

Science communication is most definitely imperative in today’s world, especially with climate change and the on-going pandemic. I think effective communication is at the core of scientific interpretation. Ironically, perhaps the greatest challenge facing the field of science communication is a lack of effective communication (Illingworth, 2017). Science communication is more complex than simply translating the jargon of science into language the public understands (Illingworth, 2017). It’s about engaging your audience – it’s about the ‘So what?’ and ‘Why does it matter?’ of your message (Illingworth, 2017; Pellegrini, 2021). What are your thoughts on this? How else do you think the scientific community can strengthen the science-society relationship?

Thanks again for your reply. I’ve really enjoyed reading all of your posts this semester as well! Looking forward to hearing your thoughts. 

All the best, 

Jacob

------------------------------------------------------

References:

Ehler, A. (2020, September 16). 3 ways to make research more accessible to the public. Retrieved March 28, 2021, from https://www.wiley.com/network/societyleaders/research-impact/3-ways-to-make-research-more-accessible-to-the-public

Illingworth, S. (2017). Delivering effective science communication: Advice from a professional science communicator. Seminars in Cell & Developmental Biology, 70, 10-16. doi:10.1016/j.semcdb.2017.04.002

Pellegrini, G. (2021). Evaluating science communication. Routledge Handbook of Public Communication of Science and Technology, 305-322. doi:10.4324/9781003039242-17-16

Journeying Through the Layers of Nature Interpretation

As described in my first blog post, camp gave me the opportunity to connect with nature as well as facilitate that connection for others. Spending my summers with people who truly cared about the environment and had a profound respect for the natural world allowed me to not only strengthen my relationship with nature, but also begin my journey as an environmental interpreter.

Camp Hurontario 

This journey continued as I learned new skills and embarked on new adventures. For example, in my second blog post, I discussed my passion for creating educational resources. This passion emerged after my participation in the development of an online open access physiology textbook for the University of Guelph. During this project, I learned about accessibility, science communication, and effective teamwork; all of which have strengthened my abilities as an interpreter.

This is an interactive drag & drop activity I created for the physiology eBook. I got tripped up doing my own question in the video :)

Most recently, and most importantly, this course has opened my eyes to different forms of interpretation (art, science, history, music, technology, etc.) and has given me the opportunity to reflect on my abilities and vision as an environmental interpreter. As I continue to develop as a nature interpreter, my personal ethic is to utilize the tools available at my disposal to the best of my ability in order to strengthen people’s relationships with nature, and ultimately, allow them to question their biases and change their actions if necessary.

The beliefs and values I hold as an interpreter stem from the knowledge I have gained in my childhood, my university education, and this course in particular. My many years at camp taught me about environmental stewardship (i.e., responsible use and protection of the natural environment through conservation and sustainable practices). Through my university education I learned about climate change, scientific communication, and the importance of building awareness. Thus, these beliefs are something I will inevitably integrate into my interpretive programs, resources, etc…

ENVS*3000 gave me the opportunity to reflect on my relationship with nature, explore my ideal role as an environmental interpreter, and learn about the different mediums used to interpret the natural world. Before this semester, I wouldn’t have thought of art or music as interpretive tools, however, I now realize their massive potential when it comes to interpreting nature, or anything really for that matter. For example, interpreting nature through art can not only bring people closer to the natural world, but can also alter their opinions and be a driver for effecting positive change (Beck et al., 2018, pp. 215–232). I think art can be very powerful because it is open to interpretation. This allows people to create meaning with what they are visualizing by connecting their current emotions with feelings and thoughts of the past.

Just like how nature interpretation through art can elicit emotions and allow audiences to notice something they may have never expected to see, nature interpretation through music can spark a very similar reaction. Ultimately, nature and music are intimately connected. Music is found in the natural world and the natural world is found in music (Gray et al., 2001). As William Shakespeare once said, “The earth has music for those who listen”. Thus, these learning experiences have opened my eyes to the wide range of tools that can be used to interpret nature. In accordance with this realization, I will continue to be open minded as an interpreter and utilize these mediums to enhance the overall experience for my audience.

As a creative, tech-savvy, and social individual, I feel as though many different approaches are suitable for me as an interpreter. Creativity becomes important when interpreters are tasked with incorporating art, music, and history into their programs. Additionally, creativity is extremely beneficial in terms of scientific communication. For instance, it is through storytelling about science, experts argue, that science communication both shapes culture and formulates meanings that determine our identities (Joubert et al., 2019).

Being tech-savvy has its advantages when it comes to nature interpretation. Technology can compete with nature; however, nature and technology can also have a symbiotic relationship (Hookyaas, 2021, Unit 8). For example, studies have found that watching Planet Earth brings viewers joy and markedly lowers anxiety (Simpson, 2017). Furthermore, creating effective online learning resources that cater to a multitude of different learning styles, abilities, and people is very difficult without some sort of background in technology. Thus, even though nature and technology are sometimes viewed as enemies, taking advantage of technology in the right way, by striving for a perfect balance, can enhance our relationship with nature.  

Lastly, being social and talkative is important when leading an interpretive program. However, this also includes being flexible, adaptable, and having strong interpersonal skills. Flexibility and adaptability are crucial as an environmental interpreter. As mentioned by Beck et al. (2018) in chapter seven, “it is important to be flexible as no two groups are alike”. For instance, if an interpreter sees something of interest that is not in the plan, they should adapt so that visitors have the opportunity to witness the event of the moment (Beck et al., 2018, pp. 127–161). Furthermore, participants might steer the conversation in a different direction, however, I now feel better prepared for that possibility. Moreover, interpersonal skills are sometimes called social intelligence and refer to the capacity to interact effectively with others. Potential uses in interpretation may include brainstorming, sharing, discussing, cooperative learning through groupwork, and social awareness (Beck et al., 2018, pp. 105–126).

Being adaptable (like this chameleon) is an important skill as well as an effective approach when it comes to interpreting the natural world 

I am grateful for this course as it has steered me towards an area of interpretation that I am passionate about: designing and developing learning resources for students and people of all ages. Such a role might entail creating physical textbooks, eBooks, online activities, program plans, environmental curriculum, etc…

As an environmental interpreter specializing in curriculum design and knowledge translation, accessibility is imperative. Consequently, inclusivity is a responsibility I must take very seriously in future interpretive positions. Privilege is unearned and unasked for. It provides invisible advantages that are readily available to dominant identity groups (Gallavan, 2005). In terms of nature interpretation, privilege (or lack-thereof) can be a huge barrier. Many people may want to participate in nature interpretation programs but are unable due to real or perceived barriers (Beck et al., 2018, pp. 127–161). Addressing and overcoming these barriers creates an environment where inclusive interpretation is possible, and thus, interpreters should strive to make nature interpretation accessible for everyone.

Accessibility is a dynamic concept; it takes many forms and means different things to different people. When designing and developing resources, I will follow accessible practices in order to create inclusive learning experiences. For instance, incorporating podcasts into text-based resources allow people who are visually impaired to listen to the content. Additionally, editing fonts, colours and learning object descriptions can transform a learning experience from exclusive and inaccessible to inclusive and accessible. Learning about privilege and accessibility this semester was a really rewarding experience for me because I knew that I could make a difference and create a more level playing field in the future.

Everybody has a preferred learning style. Whether it be visual, textual, auditory, hands-on, or a combination of multiple (Hookyaas, 2021, Unit 2). As an environmental interpreter looking to specialize in curriculum design and knowledge translation, catering to different styles of learning is imperative. To effectively uphold this responsibility, I will utilize and incorporate the different tools available to me in order to produce the best experience possible for all learners. For example, multimedia such as images, videos and interactive content can augment the experience for different types of learners.

Most importantly, a responsibility I have as a nature interpreter is to never give up. As poetically stated by Jacob Rodenburg, “Being an environmental educator in today’s world feels like you are asked to stop a rushing river armed only with a teaspoon” (Rodenburg, 2019). With the immense array of global issues on our minds, such as climate change and habitat destruction, environmental interpreters must not give up, no matter how discouraging or difficult it may get. “The aim of interpretation is not agreement but understanding” – Donald Davidson.

Thank you all for a great semester! Jacob

————————————————————-

References

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

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Arts in Interpretation. In Interpreting cultural and natural heritage: For a Better World (pp. 215–232). essay, SAGAMORE Publishing. 

Beck, L., Cable, T. T., & Knudson, D. M. (2018). How People Learn. In Interpreting cultural and natural heritage: For a Better World (pp. 105–126). essay, SAGAMORE Publishing. 

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Serving Diverse Audiences. In Interpreting cultural and natural heritage: For a Better World (pp. 127–161). essay, SAGAMORE Publishing. 

Gallavan, N. P. (2005). Helping teachers unpack their “invisible knapsacks”. Multicultural Education, 13(1), 36. https://link.gale.com/apps/doc/A137921591/AONE&u=guel77241&sid=AONE&xid=9fe2f151

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001, January 5). The music of nature and the nature of music. https://science.sciencemag.org/content/291/5501/52.full. 

Hookyaas, A. (2021). Unit 08: The Role of Technology in Nature Interpretation. CourseLink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2594169/View. 

Hooykaas, A. (2021). Unit 02: Teaching Learners. CourseLink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2583079/View. 

Joubert, M., Davis, L., & Metcalfe, J. (2019). Storytelling: the soul of science communication. Journal of Science Communication, 18(05). https://doi.org/10.22323/2.18050501 

Simpson, F. (2017, March 9). Nature programmes reduce stress and increase happiness. London Evening Standard | Evening Standard. https://www.standard.co.uk/news/uk/nature-programmes-like-planet-earth-ii-reduce-stress-and-increase-happiness-research-shows-a3485136.html.

Media Credits 

Media #1: Tumblr GIF

Media #2: https://camphurontario.com

Media #3: Video created by me 

Media #4: https://www.gageproducts.com/environmental-stewardship

Media #5: https://www.adam-eason.com/how-to-be-more-open-minded

Media #6: https://www.reddit.com/r/Chameleons

Media #7: https://www.lynda.com/Web-Design-tutorials

[jsenvs3000]

Journeying Through the Layers of Nature Interpretation

As described in my first blog post, camp gave me the opportunity to connect with nature as well as facilitate that connection for others. Spending my summers with people who truly cared about the environment and had a profound respect for the natural world allowed me to not only strengthen my relationship with nature, but also begin my journey as an environmental interpreter.

Camp Hurontario 

This journey continued as I learned new skills and embarked on new adventures. For example, in my second blog post, I discussed my passion for creating educational resources. This passion emerged after my participation in the development of an online open access physiology textbook for the University of Guelph. During this project, I learned about accessibility, science communication, and effective teamwork; all of which have strengthened my abilities as an interpreter.

This is an interactive drag & drop activity I created for the physiology eBook. I got tripped up doing my own question in the video :)

Most recently, and most importantly, this course has opened my eyes to different forms of interpretation (art, science, history, music, technology, etc.) and has given me the opportunity to reflect on my abilities and vision as an environmental interpreter. As I continue to develop as a nature interpreter, my personal ethic is to utilize the tools available at my disposal to the best of my ability in order to strengthen people’s relationships with nature, and ultimately, allow them to question their biases and change their actions if necessary.

The beliefs and values I hold as an interpreter stem from the knowledge I have gained in my childhood, my university education, and this course in particular. My many years at camp taught me about environmental stewardship (i.e., responsible use and protection of the natural environment through conservation and sustainable practices). Through my university education I learned about climate change, scientific communication, and the importance of building awareness. Thus, these beliefs are something I will inevitably integrate into my interpretive programs, resources, etc...

ENVS*3000 gave me the opportunity to reflect on my relationship with nature, explore my ideal role as an environmental interpreter, and learn about the different mediums used to interpret the natural world. Before this semester, I wouldn’t have thought of art or music as interpretive tools, however, I now realize their massive potential when it comes to interpreting nature, or anything really for that matter. For example, interpreting nature through art can not only bring people closer to the natural world, but can also alter their opinions and be a driver for effecting positive change (Beck et al., 2018, pp. 215–232). I think art can be very powerful because it is open to interpretation. This allows people to create meaning with what they are visualizing by connecting their current emotions with feelings and thoughts of the past.

Just like how nature interpretation through art can elicit emotions and allow audiences to notice something they may have never expected to see, nature interpretation through music can spark a very similar reaction. Ultimately, nature and music are intimately connected. Music is found in the natural world and the natural world is found in music (Gray et al., 2001). As William Shakespeare once said, “The earth has music for those who listen”. Thus, these learning experiences have opened my eyes to the wide range of tools that can be used to interpret nature. In accordance with this realization, I will continue to be open minded as an interpreter and utilize these mediums to enhance the overall experience for my audience.

As a creative, tech-savvy, and social individual, I feel as though many different approaches are suitable for me as an interpreter. Creativity becomes important when interpreters are tasked with incorporating art, music, and history into their programs. Additionally, creativity is extremely beneficial in terms of scientific communication. For instance, it is through storytelling about science, experts argue, that science communication both shapes culture and formulates meanings that determine our identities (Joubert et al., 2019).

Being tech-savvy has its advantages when it comes to nature interpretation. Technology can compete with nature; however, nature and technology can also have a symbiotic relationship (Hookyaas, 2021, Unit 8). For example, studies have found that watching Planet Earth brings viewers joy and markedly lowers anxiety (Simpson, 2017). Furthermore, creating effective online learning resources that cater to a multitude of different learning styles, abilities, and people is very difficult without some sort of background in technology. Thus, even though nature and technology are sometimes viewed as enemies, taking advantage of technology in the right way, by striving for a perfect balance, can enhance our relationship with nature.  

Lastly, being social and talkative is important when leading an interpretive program. However, this also includes being flexible, adaptable, and having strong interpersonal skills. Flexibility and adaptability are crucial as an environmental interpreter. As mentioned by Beck et al. (2018) in chapter seven, “it is important to be flexible as no two groups are alike”. For instance, if an interpreter sees something of interest that is not in the plan, they should adapt so that visitors have the opportunity to witness the event of the moment (Beck et al., 2018, pp. 127–161). Furthermore, participants might steer the conversation in a different direction, however, I now feel better prepared for that possibility. Moreover, interpersonal skills are sometimes called social intelligence and refer to the capacity to interact effectively with others. Potential uses in interpretation may include brainstorming, sharing, discussing, cooperative learning through groupwork, and social awareness (Beck et al., 2018, pp. 105–126).

Being adaptable (like this chameleon) is an important skill as well as an effective approach when it comes to interpreting the natural world 

I am grateful for this course as it has steered me towards an area of interpretation that I am passionate about: designing and developing learning resources for students and people of all ages. Such a role might entail creating physical textbooks, eBooks, online activities, program plans, environmental curriculum, etc…

As an environmental interpreter specializing in curriculum design and knowledge translation, accessibility is imperative. Consequently, inclusivity is a responsibility I must take very seriously in future interpretive positions. Privilege is unearned and unasked for. It provides invisible advantages that are readily available to dominant identity groups (Gallavan, 2005). In terms of nature interpretation, privilege (or lack-thereof) can be a huge barrier. Many people may want to participate in nature interpretation programs but are unable due to real or perceived barriers (Beck et al., 2018, pp. 127–161). Addressing and overcoming these barriers creates an environment where inclusive interpretation is possible, and thus, interpreters should strive to make nature interpretation accessible for everyone.

Accessibility is a dynamic concept; it takes many forms and means different things to different people. When designing and developing resources, I will follow accessible practices in order to create inclusive learning experiences. For instance, incorporating podcasts into text-based resources allow people who are visually impaired to listen to the content. Additionally, editing fonts, colours and learning object descriptions can transform a learning experience from exclusive and inaccessible to inclusive and accessible. Learning about privilege and accessibility this semester was a really rewarding experience for me because I knew that I could make a difference and create a more level playing field in the future.

Everybody has a preferred learning style. Whether it be visual, textual, auditory, hands-on, or a combination of multiple (Hookyaas, 2021, Unit 2). As an environmental interpreter looking to specialize in curriculum design and knowledge translation, catering to different styles of learning is imperative. To effectively uphold this responsibility, I will utilize and incorporate the different tools available to me in order to produce the best experience possible for all learners. For example, multimedia such as images, videos and interactive content can augment the experience for different types of learners.

Most importantly, a responsibility I have as a nature interpreter is to never give up. As poetically stated by Jacob Rodenburg, “Being an environmental educator in today’s world feels like you are asked to stop a rushing river armed only with a teaspoon” (Rodenburg, 2019). With the immense array of global issues on our minds, such as climate change and habitat destruction, environmental interpreters must not give up, no matter how discouraging or difficult it may get. “The aim of interpretation is not agreement but understanding” – Donald Davidson.

Thank you all for a great semester! Jacob

-------------------------------------------------------------

References

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

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Arts in Interpretation. In Interpreting cultural and natural heritage: For a Better World (pp. 215–232). essay, SAGAMORE Publishing. 

Beck, L., Cable, T. T., & Knudson, D. M. (2018). How People Learn. In Interpreting cultural and natural heritage: For a Better World (pp. 105–126). essay, SAGAMORE Publishing. 

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Serving Diverse Audiences. In Interpreting cultural and natural heritage: For a Better World (pp. 127–161). essay, SAGAMORE Publishing. 

Gallavan, N. P. (2005). Helping teachers unpack their "invisible knapsacks". Multicultural Education, 13(1), 36. https://link.gale.com/apps/doc/A137921591/AONE&u=guel77241&sid=AONE&xid=9fe2f151

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001, January 5). The music of nature and the nature of music. https://science.sciencemag.org/content/291/5501/52.full. 

Hookyaas, A. (2021). Unit 08: The Role of Technology in Nature Interpretation. CourseLink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2594169/View. 

Hooykaas, A. (2021). Unit 02: Teaching Learners. CourseLink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2583079/View. 

Joubert, M., Davis, L., & Metcalfe, J. (2019). Storytelling: the soul of science communication. Journal of Science Communication, 18(05). https://doi.org/10.22323/2.18050501 

Simpson, F. (2017, March 9). Nature programmes reduce stress and increase happiness. London Evening Standard | Evening Standard. https://www.standard.co.uk/news/uk/nature-programmes-like-planet-earth-ii-reduce-stress-and-increase-happiness-research-shows-a3485136.html.

Media Credits 

Media #1: Tumblr GIF

Media #2: https://camphurontario.com

Media #3: Video created by me 

Media #4: https://www.gageproducts.com/environmental-stewardship

Media #5: https://www.adam-eason.com/how-to-be-more-open-minded

Media #6: https://www.reddit.com/r/Chameleons

Media #7: https://www.lynda.com/Web-Design-tutorials

[jsenvs3000]

10 Wild Nature Facts

*Bonus Post*

Interpretation is everywhere. According to Beck et al. (2018), a nature guide in every locality who, around his home or in the nearest park could show with fitting stories the wild places, birds, flowers, and animals, would add to the enjoyment of everyone who lives in the region or who visits it. In other words, every place in which interpretation could occur should include some element of interpretation.  

The most amazing thing about nature is that it continues to blow my mind. With effective interpretation, almost anything in the natural word can seem interesting. There is so much beauty and intrigue in the everyday aspects of nature. So, let’s take a look!  

(1) Acacia trees can warn each other of danger

Acacia trees, which grow all over the African savannah, have a unique defense system. When animals like antelopes start to gobble up its leaves, the tree increases tannin production to levels that are toxic to animals (The Environmentor, 2021). But that's not all. The tree then emits a cloud of ethylene gas that travels through the air, reaching other trees so they too can begin producing more tannins (The Environmentor, 2021).

(2) Owls don't have eyeballs

What they have instead are better described as eye tubes. Since they can't move these tubes back and forth, owls have developed incredible neck flexibility to be able to see the world around them. They can turn their heads a whopping 270 degrees, whereas humans can only manage about 180 (The Environmentor, 2021).

(3) Baby giraffes use their butts as pillows

While adult giraffes usually sleep standing up, baby giraffes will get a bit more comfortable. They hunker down on the ground and take advantage of their extra-flexible necks, twisting around to plop their noggins on their own behinds (The Environmentor, 2021). It doesn't look especially comfortable, but it sure does look cute!

(4) Cows kill more people than sharks

Turns out, Jaws really blew things out of proportion for sharks. According to the Center for Disease Control, sharks kill an average of four people per year, while cows kill an average of 22 annually. Though some are due to road accidents, 75 percent were premeditated attacks (McLendon, 2018). "What's really chilling is that, in five cases, people were killed by multiple cows in group attacks," one Gizmodo reporter wrote. "Group attacks can be surprisingly well-coordinated. When they're feeling defensive, cows will gather in a circle, all facing outwards, lowering their heads and stamping the ground. When they're feeling offensive, certain cows lead the charge."

(5) An extinct species of penguins was nearly 7-feet tall

The biggest penguins around nowadays are emperor penguins, measuring a respectable 4 feet in height. However, 37 million years ago, a species known as Palaeeudyptes klekowskii, or colossus penguins, roamed Antarctica. They weighed about 250 pounds and stood about 6 feet, 6 inches tall, which is the height of the average NBA player (McLendon, 2018). Unfortunately, like modern penguins, these colossus penguins could neither fly nor, presumably, dunk.

(6) Goats have accents

Researchers at Queen Mary University of London found that though goats don't have their own language, they do seem able to pick up accents from one another (The Environmentor, 2021). You can listen to some of them here.

(7) Sloths only poop once a week

Everything about sloths is slow, including their metabolisms. The average adult sloth poops once every five to seven days, and when it does, it can expel one-third of its own body weight (The Environmentor, 2021). Unfortunately, these tree dwellers have to come down to the ground in order to defecate, which saps their energy and leaves them vulnerable to predators. About half of all sloth deaths occur during their once-a-week defecation (The Environmentor, 2021).

(8) Slow lorises are the only venomous primate

Found only in Southeast Asia, the slow loris is a small, monkey-like creature that you might recognize for its big round eyes (McLendon, 2018). They also have the distinction of being the only primate in the animal kingdom with a venomous bite. They lick a toxin-producing gland under their arm before deterring predators with their teeth. In humans, this venom provokes an allergic reaction that usually results in a painful swelling, though there is at least one report of a human dying of anaphylaxis from a slow loris bite (McLendon, 2018).

(9) A tiger's skin also has stripes

Beneath a tiger's fur, the animal's skin is striped as well. Although shaving a tiger is not recommended, if you were to do so, you would see dark and light stripes in the same pattern as its fur (McLendon, 2018). Just as some men have a very visible "five o'clock shadow" where their beards grow, the dark hair follicles of a tiger are easily distinguished from the light ones on its skin. Snow leopards and other big cats also have skin markings to match their fur (McLendon, 2018).

(10) Greenland sharks don't reach puberty until 150 

The longest-living vertebrate animal on the planet is the Greenland shark. At 21 feet long and 2,200 pounds, it's also one of the world's largest predators (The Environmentor, 2021). In 2016, when scientists found a method of determining age by examining the proteins in the lens of the sharks' eyes, they realized their specimen lived to be between 300 and 500 years old. Perhaps because they live such a long time, Greenland sharks grow very slowly: only about a centimeter a year. On top of that, they don't reach sexual maturity until they're 150 years old (The Environmentor, 2021).

Want to read some more cool facts? Here are 116 more!

Jacob

--------------------------------------------------------------

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world. CHAMPAIGN: SAGAMORE Publishing.

The Environmentor. (2021, January 20). 10 strange and Mind-Blowing facts about nature. Retrieved March 15, 2021, from https://blog.tentree.com/10-strange-and-mind-blowing-facts-about-nature/

McLendon, R. (2018). 36 random Animal facts that may surprise you. Retrieved March 15, 2021, from https://www.treehugger.com/random-animal-facts-that-may-surprise-you-4868818

Image Credits:

Image #1: https://www.pinterest.ca/pin/385480049346960947/

Image #2: https://www.theatlantic.com/photo/2020/02/photos-superb-owl-sunday-iv/605854/

Image #3: https://www.boredpanda.com/giraffes-shortest-sleeping-animal/?utm_source=google&utm_medium=organic&utm_campaign=organic

Image #4: https://www.discovery.com/nature/cows-kill-more-people-than-sharks 

Image #5: https://www.discovermagazine.com/planet-earth/extinct-mega-penguin-was-as-tall-as-a-person

Image #6: https://www.pinterest.ca/pin/173599760609626862/

Image #7: https://www.mentalfloss.com/article/559749/facts-about-sloths

Image #8: https://animals.sandiegozoo.org/animals/pygmy-slow-loris

Image #9: https://www.scientificamerican.com/article/study-reveals-loss-of-laoss-final-tigers/

Image #10: https://www.sciencemag.org/news/2016/08/greenland-shark-may-live-400-years-smashing-longevity-record

[jsenvs3000]

Hi Agam,

I really enjoyed reading your post this week!

I agree that the urge to interpret nature can be brought on by adventures, learning experiences, etc... It doesn’t necessarily have to be something you are ‘born with’. According to Beck et al. (2018), developing a sense of place can propel people towards responding to the beauty of their environment, the significance of their history, and their cultural surroundings. However, I think developing a sense of place is important for interpreters as well, not just participants, as ultimately, interpreters must share their passion and interest with their audience. “Love for the place and love for the visitors” is the overriding principle of interpretation (Beck et al., 2018).

Thank you for sharing so many cool and interesting facts about bears. I also watched The Bernstein Bears when I was a kid! The personification of bears stands out to me as well, such as in the movie Ted. I never thought about how many disciplines were involved in the interpretation of bears; zoos, wildlife parks, camps, etc (Beck et al., 2018). That made me think: are there different mediums by which bears are interpreted as well? Such as art, music, or technology?

That is very shocking that the IUCN lists six of the eight bear species as vulnerable or endangered. Keeping track of your impact on the planet is definitely important in order to combat climate change and decrease its effects on bear species. What do you think is the best way to interpret this issue to an audience?

Fun fact about polar bears: they are actually classified as marine mammals because they spend most of their lives on the sea ice of the Arctic Ocean. Polar bears are the only bear species to be considered marine mammals. Click here for more fun facts about polar bears!

Jacob

--------------------------------------------------------------

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world. CHAMPAIGN: SAGAMORE Publishing.

WWF. (2020). Top 10 facts about polar bears. Retrieved March 16, 2021, from https://www.wwf.org.uk/learn/fascinating-facts/polar-bears

Image Source:

https://www.arkansasstateparks.com/articles/what-park-interpreter

Unit 09 Blog Post – Bears: Beauty or Beast?

If you’ve been following my blog, you’ll probably know that I’m one of the unlucky few who wasn’t born with the itch to interpret nature. Although I suppose, the itch for nature interpretation doesn’t have to be something your born with, it can be something you develop over your life. That said, a part of nature that I have always been fascinated by has been bears.

So, how did this fascination with bears begin? Looking back many years, I think my first exposure to bears was through the TV show The Bernstein Bears (2003 – 2004). I can vividly recall watching reruns of The Bernstein Bears every day after school when I was in kindergarten. Needless to say, if I remember something from so long ago, I think it’s safe to assume that it’s something that deserves to be explored! Looking ahead many years, this fascination with bears was only further exacerbated upon the release of the movie Ted (2012). What stood out to me the most in both these media representations of bears was their interpretation of bears as human-like beings.

A great example of this is the video linked below in which the family of bears in The Bernstein Bears go to the movies. I encourage you to have a watch and share your thoughts (iVideoXD, 2010, 0:00-5:28)!

What are bears? Bears (of the family Ursidae) are stocky, bob-tailed mammals with 5 clawed toes on each paw (The Canadian Encyclopedia, 2012). The three species of bears that inhabit Canada are (The Canadian Encyclopedia, 2012):

The polar bear (Ursus maritimus).

The grizzly bear (U. arctos).

The black bear (U. americanus).

More information about bears can be found here (National Geographic, 2021).

This photo was taken the first time I went exploring in nature. I remember thinking how lucky I was to see a dear in person (as can be seen in the photo), almost immediately after I put away my phone, I saw a bear! Caledon, ON – Photo taken by Agam Verma.

How does one interpret bears? It is important to note that the interpretation of bears, and by extension nature as a whole, is contingent on the expertise of a number of disciplines (Hooykaas, 2021). As a matter of fact, in the past, humans have been able to interpret bears via zoos, wildlife parks, camps, etc. (Beck et al., 2018, p. 32-33). All of which, have allowed each individual to foster a more harmonious relationship with bears, and by extension nature!

A polar bear and two cubs photographed on a melting ice cap (NOAA, 2019).

Let’s look beyond the traditional methods in which bears can be interpreted. Currently, the concept most applicable to the interpretation of bears would be climate change. Climate change looms as a threat to communities and safety on many fronts (Beck et al., 2018, p. 459). Within the context of bears, it is quite evident that climate change has endangered a number of bear species. As a matter of fact, the IUCN lists six of the eight bear species as vulnerable or endangered (Bear Conservation, 2017).

So, what can we do to help mitigate the effects of climate change on bears? The answer is simple, keep track of your impact on the planet! This will not only aid in mitigating the challenges we face with climate change, but also allow for bears to not go extinct. Thereby, enriching the history, cultural heritage, experiences, diversity, etc. of those who choose to be interpreters.

More information about how you can help save bears, in this case polar bears, can be found here (Three Ways You Can Help Save the Polar Bears, 2020). Have a read and share your thoughts!

References

Bear Conservation. (2017, August 20). The IUCN. http://www.bearconservation.org.uk/the-iucn/

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

Hooykaas, A. (2021). Unit 09: Sense-making of nature interpretation [Course website]. University of Guelph CourseLink. https://courselink.uoguelph.ca

iVideoXD. (2010, April 13). The berenstain bears -go to the movies (1-2) [Video]. YouTube. https://www.youtube.com/watch?v=-Dz6djl2NaY

National Geographic. (2021). Bears. https://www.nationalgeographic.com/animals/mammals/facts/bears-grizzly-polar-panda

NOAA. (2019, June 27). Polar bear and two cubs on ice floe [Photograph]. Unsplash. https://unsplash.com/photos/EvIesJmuDHs

The Canadian Encyclopedia. (2012, March 5). Bear (animal). https://www.thecanadianencyclopedia.ca/en/article/bear-animal

Three ways you can help save the polar bears. (2020, April 29). GoFundMe. https://www.gofundme.com/c/blog/how-to-help-save-polar-bears

[jsenvs3000]

Hi Amanda, 

I’m glad you connected with my post! 

Thank you for your reply and for sharing your knowledge about the Hopewell area. I believe that when I visited the Hopewell Rocks it was before 2016, so I must of seen Elephant Rock fully intact. That is very unfortunate that it collapsed under the pressure of the water.

I remember learning that the ecosystem of the Bay of Fundy is thought to be comparable to that of the Amazon's rainforest ecosystem in diversity. I thought that was so cool and worth sharing - if you didn’t already know :)

The video of the Tidal Bore is really amazing! Have you seen it occur in-person before?

Jacob

The Bay of Fundy is a 160-Billion-Tonne Wonder. Here’s Why.

The moon does many things. It helps us define the months in a year. It changes shape and colour. It’s the star of cherished nursery rhymes. But as any Fundy fisherman can tell you, one of the moon’s most important roles is the one it plays at sea… and not just because of its guiding light.

Through a gravitational pull with the earth and sun, the moon creates tides in our oceans (Amos, 1977). And right here in New Brunswick, Canada, is where the moon has helped create the highest tides in the world (Amos, 1977).

Curious how, exactly, the moon does this? Think of tides as the pulse of the ocean, beating in and out twice per day (Desplanque & Mossman, 2001). When the earth spins relative to the moon, ocean water sloshes, bulging in the direction of the moon and back again. These bulges are what we call tides, and they can be bigger or smaller depending on the moon cycle (Desplanque & Mossman, 2001).

Around the world the average tidal range is about 1 metre (Amos, 1977). The tidal difference in the Bay of Fundy, though, sometimes reaches up to a whopping 16 metres in some places! Nowhere else on earth will you find such extremes.

According to Beck et al. (2018), history serves us in many ways. It can delight and enrich us, inspire and caution us, inform and educate us, help us make thoughtful decisions, and intensify the experience of being alive. The diversity in the history that has played out along the shores of the Bay of Fundy is as dramatic as the tides themselves. The region is marked by the Aboriginal, French, English, American Loyalist and Irish peoples that have populated it throughout the years (Lilack, 2011). Each has maintained a strong presence in the area as evident in the local culture, name places, traditions and architecture (Lilack, 2011).

A small island off the Bay of Fundy became the first European settlement in North America in 1604 (Lilack, 2011). The first winter was tough on the explorers with ice flows cutting the new settlement off from the mainland. Half of the men died of scurvy (Lilack, 2011). Furthermore, the aboriginal people that lived in and around the Bay of Fundy spoke the common Algonquin language, and were of the Mi’kmaq, the Montagnais, the Algonquin, the Attikamek, the Nipissing, the Abenaki, the Ottawa and the Ojibway tribes (Bay of Fundy, 2015).

Twice every day the bay fills and empties of a billion tonnes of water during each tide cycle (Garrett, 1972). But you may be thinking, what makes the Bay of Fundy tides the highest in the world? There are several (really cool) factors at play. Think of the bay as a giant funnel with geologically distinct features. It’s got a unique shape and size - narrow and elongated - plus a crazy amount of water (160-billion tonnes to be exact). When all that water reaches a certain point, the only place it can go is up (Garrett, 1972). So, every day, twice a day, 160-billion tonnes of seawater gush in and out of the bay with the tides (Garrett, 1972). It’s basically the world’s biggest bathtub.

Just how much IS 160-billion tonnes of water? (A lot). Think of it as:

The height of a 4-storey building

The weight of 32 billion 5-tonne elephants

The equivalent of all the water in all the rivers in the world

Pretty cool, right? The time between high and low tide is six hours and 13 minutes on average, so you can expect to see at least one high and one low tide during daylight hours (Canada’s Natural Wonder, 2016). The best place to experience the height and range of these tides is at The Hopewell Rocks, where you can walk on the ocean floor around the famous rock formations at low tide, then return hours later to kayak around them at high tide. The water rising up and down is known as vertical tidal effect, and it’s an awesome way to experience the power of nature.

Through art, science, history, music, technology, etc… interpretation has the power to strengthen people’s relationship with the natural world (Beck et al., 2018; Hooykaas, 2021). The reason I chose to talk about the Bay of Fundy this week is because when I visited, interpreters made the experience memorable and meaningful. So, I hoped to pass these stories along :)

Jacob

———————————————————

References: 

Amos, C. L. (1977). An hypothesis on the evolution of the tides in the Bay of Fundy. doi:10.4095/102750

Bay of Fundy. (2015). Bay of Fundy TIDES: The highest tides in the world! Retrieved March 15, 2021, from https://www.bayoffundy.com/about/highest-tides/

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world. CHAMPAIGN: SAGAMORE Publishing.

Canada’s Natural Wonder. (2016, March 18). World’s highest tides. Retrieved March 15, 2021, from https://bayoffundytourism.com/worlds-highest-tides/#:~:text=Are%20the%20Bay%20of%20Fundy,tide%20to%20rise%2010%E2%80%B2%20vertically.

Desplanque, C., & Mossman, D. (2001). Bay of Fundy Tides. Geoscience Canada, 28(1). doi:10.1093/ajae/aaq063

Garrett, C. (1972). Tidal resonance in the Bay of Fundy and Gulf of Maine. Nature, 238(5365), 441-443. doi:10.1038/238441a0

Hooykaas, A. (2021). CourseLink. Retrieved March 15, 2021, from https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2594289/View

Lilack, G. (2011). The Bay of Fundy - History. Retrieved March 15, 2021, from https://www.bayoffundy.com/about/history/#:~:text=A%20small%20island%20off%20the,off%20from%20the%20main%20land.

Image Sources

Image #1: http://ontheworldmap.com  Image #2: https://www.ferries.ca/experience-the-bay-of-fundy

[jsenvs3000]

The Bay of Fundy is a 160-Billion-Tonne Wonder. Here’s Why.

The moon does many things. It helps us define the months in a year. It changes shape and colour. It’s the star of cherished nursery rhymes. But as any Fundy fisherman can tell you, one of the moon’s most important roles is the one it plays at sea... and not just because of its guiding light.

Through a gravitational pull with the earth and sun, the moon creates tides in our oceans (Amos, 1977). And right here in New Brunswick, Canada, is where the moon has helped create the highest tides in the world (Amos, 1977).

Curious how, exactly, the moon does this? Think of tides as the pulse of the ocean, beating in and out twice per day (Desplanque & Mossman, 2001). When the earth spins relative to the moon, ocean water sloshes, bulging in the direction of the moon and back again. These bulges are what we call tides, and they can be bigger or smaller depending on the moon cycle (Desplanque & Mossman, 2001).

Around the world the average tidal range is about 1 metre (Amos, 1977). The tidal difference in the Bay of Fundy, though, sometimes reaches up to a whopping 16 metres in some places! Nowhere else on earth will you find such extremes.

According to Beck et al. (2018), history serves us in many ways. It can delight and enrich us, inspire and caution us, inform and educate us, help us make thoughtful decisions, and intensify the experience of being alive. The diversity in the history that has played out along the shores of the Bay of Fundy is as dramatic as the tides themselves. The region is marked by the Aboriginal, French, English, American Loyalist and Irish peoples that have populated it throughout the years (Lilack, 2011). Each has maintained a strong presence in the area as evident in the local culture, name places, traditions and architecture (Lilack, 2011).

A small island off the Bay of Fundy became the first European settlement in North America in 1604 (Lilack, 2011). The first winter was tough on the explorers with ice flows cutting the new settlement off from the mainland. Half of the men died of scurvy (Lilack, 2011). Furthermore, the aboriginal people that lived in and around the Bay of Fundy spoke the common Algonquin language, and were of the Mi’kmaq, the Montagnais, the Algonquin, the Attikamek, the Nipissing, the Abenaki, the Ottawa and the Ojibway tribes (Bay of Fundy, 2015).

Twice every day the bay fills and empties of a billion tonnes of water during each tide cycle (Garrett, 1972). But you may be thinking, what makes the Bay of Fundy tides the highest in the world? There are several (really cool) factors at play. Think of the bay as a giant funnel with geologically distinct features. It’s got a unique shape and size - narrow and elongated - plus a crazy amount of water (160-billion tonnes to be exact). When all that water reaches a certain point, the only place it can go is up (Garrett, 1972). So, every day, twice a day, 160-billion tonnes of seawater gush in and out of the bay with the tides (Garrett, 1972). It’s basically the world’s biggest bathtub.

Just how much IS 160-billion tonnes of water? (A lot). Think of it as:

The height of a 4-storey building

The weight of 32 billion 5-tonne elephants

The equivalent of all the water in all the rivers in the world

Pretty cool, right? The time between high and low tide is six hours and 13 minutes on average, so you can expect to see at least one high and one low tide during daylight hours (Canada's Natural Wonder, 2016). The best place to experience the height and range of these tides is at The Hopewell Rocks, where you can walk on the ocean floor around the famous rock formations at low tide, then return hours later to kayak around them at high tide. The water rising up and down is known as vertical tidal effect, and it’s an awesome way to experience the power of nature.

Through art, science, history, music, technology, etc... interpretation has the power to strengthen people’s relationship with the natural world (Beck et al., 2018; Hooykaas, 2021). The reason I chose to talk about the Bay of Fundy this week is because when I visited, interpreters made the experience memorable and meaningful. So, I hoped to pass these stories along :)

Jacob

---------------------------------------------------------

References: 

Amos, C. L. (1977). An hypothesis on the evolution of the tides in the Bay of Fundy. doi:10.4095/102750

Bay of Fundy. (2015). Bay of Fundy TIDES: The highest tides in the world! Retrieved March 15, 2021, from https://www.bayoffundy.com/about/highest-tides/

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world. CHAMPAIGN: SAGAMORE Publishing.

Canada's Natural Wonder. (2016, March 18). World's highest tides. Retrieved March 15, 2021, from https://bayoffundytourism.com/worlds-highest-tides/#:~:text=Are%20the%20Bay%20of%20Fundy,tide%20to%20rise%2010%E2%80%B2%20vertically.

Desplanque, C., & Mossman, D. (2001). Bay of Fundy Tides. Geoscience Canada, 28(1). doi:10.1093/ajae/aaq063

Garrett, C. (1972). Tidal resonance in the Bay of Fundy and Gulf of Maine. Nature, 238(5365), 441-443. doi:10.1038/238441a0

Hooykaas, A. (2021). CourseLink. Retrieved March 15, 2021, from https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2594289/View

Lilack, G. (2011). The Bay of Fundy - History. Retrieved March 15, 2021, from https://www.bayoffundy.com/about/history/#:~:text=A%20small%20island%20off%20the,off%20from%20the%20main%20land.

Image Sources

Image #1: http://ontheworldmap.com  Image #2: https://www.ferries.ca/experience-the-bay-of-fundy

[jsenvs3000]

Nature & Technology: Friends or Enemies?

*Bonus Post*

When I went to sleep away camp as a kid, we were told to leave our technology (phones, computers, etc...) at home. The camp wanted us to feel “unplugged” for the summer, truly free of any screens. Even at movie night (which was once a month), they would project the film onto a white blanket. Evidently, the camp had some pretty strong feelings about technology and nature. Personally, I found it refreshing to get away from technology for a little while. Plus, some of the best experiences I have had with nature have been at camp. I think there is definitely value in “unplugging” and immersing yourself in the natural world.

On the flip side, technology has prompted many outdoor adventures and has allowed me to learn about the environment when I am unable to visit in person. For example, me and my Dad canoe down the Grand River once a year. However, if it weren’t for the internet, we would have never found the paddling company in Paris Ontario. Plus, we use our phones to track our location and take pictures! Furthermore, I have learned a lot about global issues, such as climate change, via online learning.

So, does technology take away from the natural world? Or does it add to it? Well, I think it can go both ways... Most of us spend our days tethered to technology of some sort (Hooykaas, 2021). I found the term “Nature Deficit Disorder” very applicable. Basically, this term references the fact that people, particularly children, spend much less time outside than they have in the past (Hooykaas, 2021). However, “Nature Deficit Disorder” effects adults as well, according to recent literature. Thus, in many ways technology does separate us from nature...

The quote “What could our lives and our children’s lives be like if our days and nights were as immersed in nature as they are in technology?” really made me think (Hooykaas, 2021). It made me think about the opportunities we are missing and the technology that is consuming our time. Even while I was writing this post, I wanted to go outside instead! There is no WIFI in the forest, but I promise you will find a better connection.

Evidently, technology can compete with nature. However, nature and technology can also have a symbiotic relationship. Technological nature has its benefits; engaging with it makes us feel good by triggering our innate “biophilia,” a term for humanity’s inborn, primordial affiliation with the environment. For example, researchers have found that nature videos played in prisons drastically reduce violence amongst inmates, suggesting nature’s relaxing influence translates through screens (Rahaman, 2018). Studies have also found that watching Planet Earth brings viewers joy and markedly lowers anxiety, and that workers in offices with plasma-screen “windows” that play livestreams of the outdoors are happier and more productive than their counterparts working in rooms without any windows at all (Rahaman, 2018).

We’re seeking these nature alternatives as society urbanizes and wild places become harder to access. Yet there is a limit to the extent technological representations of nature can provide the soothing, restorative, creativity-enhancing benefits of a walk in the real woods (Beck et al. 2018). In other words, while technology can have a synergistic relationship with nature, it should not attempt to replace or take away from the natural world. It should only enhance nature and strengthen our relationship with the earth.

Cheers, Jacob

-------------------------------------------------------------------

References: 

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world. CHAMPAIGN: SAGAMORE Publishing.

Hooykaas, A. (2021). Unit 08: The Role of Technology in Nature Interpretation. Retrieved March 08, 2021, from https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2594169/View

Rahaman, H. (2018). Digital heritage interpretation: A conceptual framework. Digital Creativity, 29(2-3), 208-234. doi:10.1080/14626268.2018.1511602

Image Sources:

Image #1: https://www.pinterest.at/pin/617696905134759412/

Image #2: Tumblr GIF

Image #3: https://lifeasahuman.com/2018/

Image #4: https://grist.org/science/

[jsenvs3000]

Hey Tim, 

Thanks for the reply!

I also find the sound of rain very relaxing. Other forms of moving water, like waves and rapids are also very calming for me. There is definitely something about natural sounds that connect with humans on a deeper level. Not to say that all sounds produced by the natural world are calming, but the ones that are have some sort of amplified effect. Spirituality can mean many different things to different people, but I think a sense of relaxation and peace is universally accepted.

Scientifically speaking, natural sounds relax you because they are constant noises of a pleasant pitch. Your brain interprets them as non-threatening noises, which helps reduce your fight-or-flight response. This lowers your stress level and helps you become more relaxed for sleep. A walk in the woods, or even a sound machine that plays recordings from nature, can affect heart rate and alter connections in the brain.

I like your point about the accessibility of music in learning resources. Besides open access, are there any specific ways you think music can be more accessible? I also really like your point about associating certain chords or sounds with specific information. Often, visuals (like colour and texture) are used in that regard, but I think music could be just as useful, if not more, for certain learners. I agree, education is constantly changing and evolving, and who knows, maybe music will be utilized more often in the future...

Cheers, 

Jacob

Natural Notes ♫

As William Shakespeare once said, “The earth has music for those who listen”. My key takeaway from this unit is that nature and music are intimately connected. Music is found in the natural world and the natural world is found in music (Hooykaas, 2021). For example, the undersea songs of humpback whales are similar in structure to bird and human songs and prove that these marine mammals are inveterate composers (Gray et al., 2001). Something incredible to think about is that humpback whale songs are constructed according to laws that are strikingly similar to those adopted by human composers (Gray et al., 2001). I think this demonstrates how deeply music is embedded in nature…

Humpback Whale Singing Hervey Bay 2014

Music serves as a powerful cue to recall emotional memories back into awareness. Furthermore, music can elicit new emotions and connect listeners with other emotional sources. Maria (2012) allowed me to imagine myself in a forest; a place that offers radical experiences of spirituality and sacredness for a modern individual. This got me thinking: if music can not only trigger emotions, but also elicit new emotions, could the integration of forest sounds into music foster a sense of spirituality?  

Can you hear the creek?

Just like how nature interpretation through art can elicit emotions and allow audiences to notice something they may have never expected to see, nature interpretation through music can spark a very similar reaction. To examine this further, I focused on my ideal environmental interpretation position, specializing in curriculum design and knowledge translation. Social media, the internet, and open science (sometimes referred to as open access) provide interpreters with powerful tools for reaching enormous numbers of people, including people who do not ever visit natural and cultural heritage sites (Beck et al., 2018). I think music should be incorporated more often into online learning resources. Animations, interactive content, videos, etc… are becoming more and more popular, however, music is often overlooked. For instance, complementing content with a podcast containing music, or an introductory audio clip could enhance the learning experience for musical/auditory learners as well as make the experience more engaging and enjoyable for everyone.  

“Music can name the unnameable and communicate the unknowable” - Leonard Bernstein 

I believe it is fair to say that for most people on earth, including myself, music is an integral part of everyday life. Our memories are often tied to certain songs or genres associated with the paths of our emotional lives. A song can carry us back in time and draw forgotten emotions from deep inside ourselves. For me, the song “Brown Eyed Girl” by Van Morrison takes me immediately back to the natural landscape of Georgian Bay. This is a bit of a strange camp tradition, but mid-campfire (which took place each Saturday), councillors would dress up in yellow raincoats (and were called ‘shmangees’) and hide behind the jumping tower on the water. When “Brown Eyed Girl” was sung, around mid-song, the ‘shmangees’ would emerge on the jumping tower and the camp directors would take turns shooting them into the water. The shooting instructor would be behind the stage shooting blanks. Of course, as an 8-year-old, I actually through the directors were shooting these strange creatures into the water! Our camp version sounded a little different, but I think the repetition really ingrained the song into my head. As a result, whenever I hear it, I picture Georgian Bay and the many ‘shmangees’ being shot off the camp jumping tower.

The ‘Shmangee’ Song

This unit has taught me that music can strengthen our relationship with nature, and vice versa. What are your feelings, opinions, and thoughts on this?

Jacob

—————————————————————————————

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world. CHAMPAIGN: SAGAMORE Publishing.

Gray, P., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001, January 05). The music of nature and the nature of music. Retrieved March 01, 2021, from https://science.sciencemag.org/content/291/5501/52.full

Hooykaas, A. (2021). Nature Interpretation through Music. Retrieved March 01, 2021, from https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2593375/View

Maria, M. I. (2012). Spiritual values of protected areas of Europe: Workshop proceedings ; workshop held from 2-6 November 2011 at the International Academy for Nature Conservation on the Isle of Vilm, Germany. Bonn: BfN Bundesamt für Naturschutz.

[jsenvs3000]

Hey Abigail, 

That is very interesting how you also learned French by listening to and creating music! According to Harvard Health Publishing (2020), listening to and performing music reactivates areas of the brain associated with memory, reasoning, speech, emotion, and reward. So, it makes sense that we found music so helpful when learning a new language, such as French. 

Furthermore, two recent studies, one in the United States and the other in Japan, found that music doesn't just help us retrieve stored memories, it also helps us lay down new ones (Harvard Health Publishing, 2020). To tie this into your point about environmental classes, it becomes evident that music has the power to foster ideas and teach life-long lessons. This is important because effecting positive change starts with a positive attitude. 

Jacob 

-------------------------------------------------

References:

Publishing, H. (2020). Music can boost memory and mood. Retrieved March 04, 2021, from https://www.health.harvard.edu/mind-and-mood/music-can-boost-memory-and-mood

Image Source:

https://medium.com/@jacobi.brynn23/psychological-effects-of-music-f5cb13feba0a 

The Sound of Music....or Should We Say Nature?

Every day we are surrounded by music. Think about it, when we get into our car the radio begins playing or when we walk into a store or restaurant there is always faint music in the background, even on busy city streets there is someone playing their guitar or singing. Thus can we truly say we have never gone a day without being exposed to music? Even if you can say yes I would challenge you on your answer, as I doubt you can say you never experienced a day where you didn’t hear birds chirping or the wind blowing through the trees. 

A stream in BC where the rapid rushing of the water made this beautiful melody which formed this sense of calm and peace in me.

I strongly believe that leaves rustling in the wind or the chirping of birds are all forms of music found within nature. I like to think that all biotic and abiotic things can act as an instrument-making beautiful melodies both day and night. I tend to view walking through a forest as attending a talent show that nature is putting on put on - with all the biotic/abiotic elements competing for their sound to be heard! Oxford Dictionary says that music are sounds combined together producing a beautiful harmony and expression of emotions, which is what we hear when we hear the chirping of a bird or the water crashing along a shore! That is why I think music in nature is something we can find quite easily.

However, nature in music is the real challenge. How many songs today are about nature? We have more than enough songs about love, friends, drugs and money but unfortunately, we lack songs about the natural world. The course material emphasizes how songs can be used for so much more than dancing! Music can be used as a form of teaching (think about how we learn the ABC), which is why it is quite a shame that all the music we have is teaching or informing an audience about drugs, violence, and other unnecessary topics when it can be utilized to discuss matters like climate change or habitat loss.

Beck et al. (2018) discuss how music draws and focuses an audience’s attention into a particular message and has actually been found to help individuals remember key points from a presentation! Which is why this form of art needs to be used to its full potential. Writing this post I was stuck trying to even think of one song that discusses nature, but I manage to think of one. The song from Bambi ll “There is Life”, uses elements of nature to expresses the various changes we face in our lives. For instance, one line goes “the colder the winter the warmer the spring”, highlighting how tough times in our lives can make us appreciate the good so much more; all while making one feel closer to nature. I think this displays why nature in music is relevant, especially for nature interpretation, as it can help one remember key messages and strengthen their relationship with nature. All you need is to find the right message, the right words, and instruments and you have not only developed something that people will talk about but can sing about. Let’s be real, once you learn a catchy song it is nearly impossible to forget it!

This is a photo of one of my favourite places to go in the summer to help me relax. I will go and set up a blanket and just sit with my sketch pad listening to all the animals in the forest. To me all the elements of nature compose the most calming music possible!

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world. CHAMPAIGN: SAGAMORE Publishing.

Friedman, D. (2006). There is Life. [Song Recorded by Alison Krauss]. On Bambi II. Walt Disney Studios.

Hooykaas, A. (2021) Unit 07: Nature interpretation through Music. Retrieved from courselink.uoguelph.ca. Website: https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2593375/View

Oxford University Press. (n.d). Music. In Oxford English Dictionary. Retrieved February 27, 2020 from https://www.oxfordlearnersdictionaries.com/definition/english/music?q=music

[jsenvs3000]

Hi Abigail, 

Thanks for the reply!

I’m glad you enjoyed the song I found about climate change. The upbeat tune and catchy lyrics definitely make the song more enjoyable and engaging to listen to. Hopefully, more songs will be written about important global issues such as climate change.  

I also learned the periodic table by listening to a song on YouTube - maybe it was the same one! To answer your question, when I was in French immersion from grades 4-8 I learned a lot of the vocabulary by listening to French music. For some reason, I found it easier to learn new words via music compared to reading text. Plus, it can be a lot more fun listening to a song! Have you had a similar experience?

- Jacob 

The Sound of Music....or Should We Say Nature?

Every day we are surrounded by music. Think about it, when we get into our car the radio begins playing or when we walk into a store or restaurant there is always faint music in the background, even on busy city streets there is someone playing their guitar or singing. Thus can we truly say we have never gone a day without being exposed to music? Even if you can say yes I would challenge you on your answer, as I doubt you can say you never experienced a day where you didn’t hear birds chirping or the wind blowing through the trees. 

A stream in BC where the rapid rushing of the water made this beautiful melody which formed this sense of calm and peace in me.

I strongly believe that leaves rustling in the wind or the chirping of birds are all forms of music found within nature. I like to think that all biotic and abiotic things can act as an instrument-making beautiful melodies both day and night. I tend to view walking through a forest as attending a talent show that nature is putting on put on - with all the biotic/abiotic elements competing for their sound to be heard! Oxford Dictionary says that music are sounds combined together producing a beautiful harmony and expression of emotions, which is what we hear when we hear the chirping of a bird or the water crashing along a shore! That is why I think music in nature is something we can find quite easily.

However, nature in music is the real challenge. How many songs today are about nature? We have more than enough songs about love, friends, drugs and money but unfortunately, we lack songs about the natural world. The course material emphasizes how songs can be used for so much more than dancing! Music can be used as a form of teaching (think about how we learn the ABC), which is why it is quite a shame that all the music we have is teaching or informing an audience about drugs, violence, and other unnecessary topics when it can be utilized to discuss matters like climate change or habitat loss.

Beck et al. (2018) discuss how music draws and focuses an audience’s attention into a particular message and has actually been found to help individuals remember key points from a presentation! Which is why this form of art needs to be used to its full potential. Writing this post I was stuck trying to even think of one song that discusses nature, but I manage to think of one. The song from Bambi ll “There is Life”, uses elements of nature to expresses the various changes we face in our lives. For instance, one line goes “the colder the winter the warmer the spring”, highlighting how tough times in our lives can make us appreciate the good so much more; all while making one feel closer to nature. I think this displays why nature in music is relevant, especially for nature interpretation, as it can help one remember key messages and strengthen their relationship with nature. All you need is to find the right message, the right words, and instruments and you have not only developed something that people will talk about but can sing about. Let’s be real, once you learn a catchy song it is nearly impossible to forget it!

This is a photo of one of my favourite places to go in the summer to help me relax. I will go and set up a blanket and just sit with my sketch pad listening to all the animals in the forest. To me all the elements of nature compose the most calming music possible!

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world. CHAMPAIGN: SAGAMORE Publishing.

Friedman, D. (2006). There is Life. [Song Recorded by Alison Krauss]. On Bambi II. Walt Disney Studios.

Hooykaas, A. (2021) Unit 07: Nature interpretation through Music. Retrieved from courselink.uoguelph.ca. Website: https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2593375/View

Oxford University Press. (n.d). Music. In Oxford English Dictionary. Retrieved February 27, 2020 from https://www.oxfordlearnersdictionaries.com/definition/english/music?q=music

[jsenvs3000]

Hi Abigail,

Love the photos in your blog!

I like how you took a strong stance in your post this week. I also agree that leaves rustling, or birds chirping is a form of music. You provided evidence for your argument by stating the Oxford Dictionary definition for music: “sounds combined together producing a beautiful harmony and expression of emotions”. I think this is a really great way to look at music and be open-minded about where music can come from and how it can elicit an emotional response. For instance, an upbeat pop song makes me feel happy and energized, whereas the sound of an outdoor fire makes me feel calm and reflective.

Using the power of music to teach lessons and sway bias can be incredible. And I agree that music is under-utilized in this domain. Music definitely has the potential to discuss global issues such as climate change and habitat loss. To build off of your point, I think music should also be incorporated more often into online learning resources. Not only can musical and auditory learners benefit from this, but it would also make learning experiences more enjoyable and engaging. Art forms can be used to effect positive change, and the potential music has to do so should be taken advantage of (Hooykaas, 2021)!

Gray et al., (2001) discussed the universality of music. I think its universal appeal makes it an effective tool for conveying important messages. To relate this back to your post, global issues such as climate change should be discussed through music. You mentioned in your post that you had trouble coming across music that discussed nature. I did some looking around and I actually came across a country song about climate change. Let me know what you think!

Best, 

Jacob

--------------------------------------------------------------------

References:

Gray, P., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001, January 05). The music of nature and the nature of music. Retrieved March 01, 2021, from https://science.sciencemag.org/content/291/5501/52.full

Hooykaas, A. (2021). Nature Interpretation through Music. Retrieved March 01, 2021, from https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2593375/View

The Sound of Music....or Should We Say Nature?

Every day we are surrounded by music. Think about it, when we get into our car the radio begins playing or when we walk into a store or restaurant there is always faint music in the background, even on busy city streets there is someone playing their guitar or singing. Thus can we truly say we have never gone a day without being exposed to music? Even if you can say yes I would challenge you on your answer, as I doubt you can say you never experienced a day where you didn’t hear birds chirping or the wind blowing through the trees. 

A stream in BC where the rapid rushing of the water made this beautiful melody which formed this sense of calm and peace in me.

I strongly believe that leaves rustling in the wind or the chirping of birds are all forms of music found within nature. I like to think that all biotic and abiotic things can act as an instrument-making beautiful melodies both day and night. I tend to view walking through a forest as attending a talent show that nature is putting on put on - with all the biotic/abiotic elements competing for their sound to be heard! Oxford Dictionary says that music are sounds combined together producing a beautiful harmony and expression of emotions, which is what we hear when we hear the chirping of a bird or the water crashing along a shore! That is why I think music in nature is something we can find quite easily.

However, nature in music is the real challenge. How many songs today are about nature? We have more than enough songs about love, friends, drugs and money but unfortunately, we lack songs about the natural world. The course material emphasizes how songs can be used for so much more than dancing! Music can be used as a form of teaching (think about how we learn the ABC), which is why it is quite a shame that all the music we have is teaching or informing an audience about drugs, violence, and other unnecessary topics when it can be utilized to discuss matters like climate change or habitat loss.

Beck et al. (2018) discuss how music draws and focuses an audience’s attention into a particular message and has actually been found to help individuals remember key points from a presentation! Which is why this form of art needs to be used to its full potential. Writing this post I was stuck trying to even think of one song that discusses nature, but I manage to think of one. The song from Bambi ll “There is Life”, uses elements of nature to expresses the various changes we face in our lives. For instance, one line goes “the colder the winter the warmer the spring”, highlighting how tough times in our lives can make us appreciate the good so much more; all while making one feel closer to nature. I think this displays why nature in music is relevant, especially for nature interpretation, as it can help one remember key messages and strengthen their relationship with nature. All you need is to find the right message, the right words, and instruments and you have not only developed something that people will talk about but can sing about. Let’s be real, once you learn a catchy song it is nearly impossible to forget it!

This is a photo of one of my favourite places to go in the summer to help me relax. I will go and set up a blanket and just sit with my sketch pad listening to all the animals in the forest. To me all the elements of nature compose the most calming music possible!

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world. CHAMPAIGN: SAGAMORE Publishing.

Friedman, D. (2006). There is Life. [Song Recorded by Alison Krauss]. On Bambi II. Walt Disney Studios.

Hooykaas, A. (2021) Unit 07: Nature interpretation through Music. Retrieved from courselink.uoguelph.ca. Website: https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2593375/View

Oxford University Press. (n.d). Music. In Oxford English Dictionary. Retrieved February 27, 2020 from https://www.oxfordlearnersdictionaries.com/definition/english/music?q=music

[jsenvs3000]

Natural Notes ♫

As William Shakespeare once said, “The earth has music for those who listen”. My key takeaway from this unit is that nature and music are intimately connected. Music is found in the natural world and the natural world is found in music (Hooykaas, 2021). For example, the undersea songs of humpback whales are similar in structure to bird and human songs and prove that these marine mammals are inveterate composers (Gray et al., 2001). Something incredible to think about is that humpback whale songs are constructed according to laws that are strikingly similar to those adopted by human composers (Gray et al., 2001). I think this demonstrates how deeply music is embedded in nature...

Humpback Whale Singing Hervey Bay 2014

Music serves as a powerful cue to recall emotional memories back into awareness. Furthermore, music can elicit new emotions and connect listeners with other emotional sources. Maria (2012) allowed me to imagine myself in a forest; a place that offers radical experiences of spirituality and sacredness for a modern individual. This got me thinking: if music can not only trigger emotions, but also elicit new emotions, could the integration of forest sounds into music foster a sense of spirituality?  

Can you hear the creek?

Just like how nature interpretation through art can elicit emotions and allow audiences to notice something they may have never expected to see, nature interpretation through music can spark a very similar reaction. To examine this further, I focused on my ideal environmental interpretation position, specializing in curriculum design and knowledge translation. Social media, the internet, and open science (sometimes referred to as open access) provide interpreters with powerful tools for reaching enormous numbers of people, including people who do not ever visit natural and cultural heritage sites (Beck et al., 2018). I think music should be incorporated more often into online learning resources. Animations, interactive content, videos, etc... are becoming more and more popular, however, music is often overlooked. For instance, complementing content with a podcast containing music, or an introductory audio clip could enhance the learning experience for musical/auditory learners as well as make the experience more engaging and enjoyable for everyone.  

“Music can name the unnameable and communicate the unknowable” - Leonard Bernstein 

I believe it is fair to say that for most people on earth, including myself, music is an integral part of everyday life. Our memories are often tied to certain songs or genres associated with the paths of our emotional lives. A song can carry us back in time and draw forgotten emotions from deep inside ourselves. For me, the song “Brown Eyed Girl” by Van Morrison takes me immediately back to the natural landscape of Georgian Bay. This is a bit of a strange camp tradition, but mid-campfire (which took place each Saturday), councillors would dress up in yellow raincoats (and were called ‘shmangees’) and hide behind the jumping tower on the water. When “Brown Eyed Girl” was sung, around mid-song, the ‘shmangees’ would emerge on the jumping tower and the camp directors would take turns shooting them into the water. The shooting instructor would be behind the stage shooting blanks. Of course, as an 8-year-old, I actually through the directors were shooting these strange creatures into the water! Our camp version sounded a little different, but I think the repetition really ingrained the song into my head. As a result, whenever I hear it, I picture Georgian Bay and the many ‘shmangees’ being shot off the camp jumping tower.

The ‘Shmangee’ Song

This unit has taught me that music can strengthen our relationship with nature, and vice versa. What are your feelings, opinions, and thoughts on this?

Jacob

---------------------------------------------------------------------------------------

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world. CHAMPAIGN: SAGAMORE Publishing.

Gray, P., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001, January 05). The music of nature and the nature of music. Retrieved March 01, 2021, from https://science.sciencemag.org/content/291/5501/52.full

Hooykaas, A. (2021). Nature Interpretation through Music. Retrieved March 01, 2021, from https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2593375/View

Maria, M. I. (2012). Spiritual values of protected areas of Europe: Workshop proceedings ; workshop held from 2-6 November 2011 at the International Academy for Nature Conservation on the Isle of Vilm, Germany. Bonn: BfN Bundesamt für Naturschutz.