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Hi Virginia, 

Your last post was beautiful. Going through and reading everyone's final thoughts has been lovely, and yours really stuck out to me.

I feel the same way about how impactful this course is. I love the natural world, but before this course, I never really took the time to ponder what to do with this passion. Like you mentioned, getting people excited about nature is one of the best ways to make positive change. People need to experience nature first hand in order to be inspired by it. Plenty of times I've shown my friends or classmates photos of nature, and they always say its beautiful, but they are missing the personal connection. Humans need to personal connect with things in order to feel awe or the desire to protect it. Nature is no different. Like you mentioned in your third paragraph, nature doesn't belong to any one person, but something that is welcoming to all. One of the biggest failings of the human race in my opinion, is the belief that nature is something to be owned. When in actuality, you can't own something that you are a part of. I'm not sure if that made sense, writing it out is strange but I believe (like you), that everyone should have the opportunity to simply exist in nature, no barriers, no discrimination, no judgement. 

We are, after all a part of nature, we are a part of the circle that has no end. As humans we seem to think that we are above nature, we are nature and nature is us, there is no distinction between the two. 

I was happy to read that you also believe that learning about nature never ends. I loved when you wrote "the world is always changing and there's always something new to discover." A truer thing has never been said. We have to keep learning, that's how we keep the spirit alive, curiosity has always been a huge part of humanity. We love to learn and find new things, and nature is something that never stops surprising us. That fact alone should be enough for people to want to protect it. 

You talked about your strategies as a nature interpretation and it struck true for me. I also prefer the hands on approach, being there myself makes the experience all the more authentic. I liked what you said about how this helps everyone feel like they are a part of the adventure. Those first-person experiences are usually what stick best for people. Seeing it with out own eyes or touching it with our hands allows us to connect with nature on a deeper level. Seeing a picture of the rising over a lake is beautiful, being there and watching it yourself is something else entirely. It is the spiritual act of being immersed in nature, and it is a powerful thing.

I was sorry to read about your mom, losing a loved one is never easy. But it was beautiful to read about the wisdom she imparted on you and how she guides your beliefs. 

I hope you achieve your goals and share your love of nature with as many people as possible. You have the gift of writing, a natural-born story teller in my opinion, don't stop using it!

Cheers,

Heather

Last BLOG

As I think about everything I've learned in this course about becoming a nature interpreter, I realize it's changed me a lot. It's not just academically but ethically and personally. It's also about how I see my role in talking about and protecting the environment. It's made me really think about how I can take all this classroom learning and use it out in the real world.

First up, I absolutely love nature. That's the big reason I'm doing this class. I've always been amazed by the outdoors, and this course has made me want to share that amazement with others even more. Like from the textbook by Beck, Cable et al, (2018) mentioned, sharing what you're passionate about can really make a difference. It's not just about dumping facts on people; it's about making them see why nature is so awesome. I want to get people as excited about saving the planet as I am.

Another big thing I've learned is how important it is to make sure everyone feels welcome in nature. The outdoors should be for everyone, no matter what challenges they might face getting out there. We talked a lot about making sure things are accessible for everyone, whether that means having braille for people who can't see well or making sure paths are wheelchair friendly. Nature doesn't leave anyone out, and neither should we. I strongly believe that nature isn't just for the few. It's for everyone, no matter their background or abilities. This means I've got to think creatively to make sure everyone can join in

I also realized that learning about nature is never done. The world is always changing, and there's always something new to discover. I want to keep exploring and finding out new things, and I want to help others do the same. It's like what Rodenburg (2019) said: being curious and always ready to learn more is super important.

After taking this class it makes me feel like it's my job to make sure that when I share nature, I do it in a way that everyone can enjoy. This means thinking about different people's needs and making sure they are welcomed and accessible to all. Beyond just pointing out cool plants or animals, I see it as my responsibility to educate people about the challenges our environment faces and inspire them to be part of the solution. It's about stirring up a sense of wonder and a desire to make a positive impact.

I've also spent a lot of time thinking about how different people connect with nature. Some might like to learn by doing things with their hands, while others might enjoy listening to music inspired by nature or looking at nature art. Stories or history about a place can also make it come alive in a new way for people.

While nature is all about disconnecting from screens, I think technology can be a great tool if used wisely. Things like apps for identifying flora and fauna, or podcasts about nature (which could provide loads of insights by the way!), can enhance the outdoor experience without taking away from the magic of being in the moment.

Building upon that, creating and hosting a podcast as a nature interpreter opened up a whole new world of insights for me, way more than I expected. It wasn't just about sharing cool facts about nature or talking about the outdoors; it became a journey of discovery, connection, and learning that went both ways, between me, my guests, and my listeners. 

For me, as an individual diving into the world of nature interpretation, finding approaches that resonate with my personality and strengths is crucial. A strategy that feels most suitable for me is definitely getting hands on, I love doing things where everyone can actually touch and see stuff up close. Imagine going on a walk and being able to touch the leaves, smell the flowers, or even spot animal tracks. It's like making everyone feel like they're part of the adventure, not just watching from the sidelines.

In a nutshell, my journey as a nature interpreter is guided by my love for the natural world, a commitment to inclusivity and education, and a belief in the power of hands-on learning and storytelling. My mom, who recently passed, always used to say “get outside today”. I will hold on to that saying forever, and definitely do that.

References:

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

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

Cheers!!! -Virginia

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Hi there,

As we wrap up our semester, I enjoyed reading everyone's final thoughts and yours really stuck out to me. 

At the beginning of the semester, when I saw that we were going to be writing weekly blog posts, I honestly though it was a little silly, what could I possibly gain from writing a blog? But now, several weeks later, I've realized that this has been one of the most interactive experiences of my university career, writing and responding to my fellow peers has allowed me to connect with so many people about a topic we all love. 

Reading your post, I found we share many of the same values. From seeing humanity as a part of nature instead of separate to wanting to ensure everyone has the opportunity to interact with nature. I, like you, allow my beliefs to guide me, to help decide which paths I'll take. I also agree with your thoughts on prioritizing authenticity, and I touched on that in my post as well. Looking back at my past schooling, there were many classes I took in high school, where it was obvious that the teacher had no real interest in the subject. That has a powerful impact on students, we look to teachers as leaders and as guides, if they're not excited or interested we pick up on that and can sometimes follow their lead. Getting to university was a whole new world, the professors all have their niche and are so excited to share it with us. And that is what I hope to achieve in the future. Being so excited about nature that it rubs off on other people. 

I liked what you wrote in your closing statement. That you are keeping your mind open and inviting new perspectives and experiences. Beck & Cable (2018) taught us that to be a nature interpreter is to always be learning. Even when university ends and we go on to be 'adults in the real world' that doesn't mean we should ever stop trying to learn more, to see more or to become more. University teaches us the theory behind many topics, but how we apply it is much more important. I loved the way you worded your main goal. As nature interpreters, it is our job to inspire others. To get as many people to start asking questions, to go out and find the answers themselves and then share that with others. Interpretation can act as a chain reaction, we share our love for the environment with others, they develop their own connections and share it with people they know, and it goes on and on. But it has to start somewhere, and at this point in time, it starts with us. 

I wish you luck on your journey in nature interpretation and hope that you fulfill your goals and stick to your beliefs!

Cheers, 

Heather

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

ethics as an interpreter

As I embark on my journey as a nature interpreter, I find myself being guided by mainly my personal beliefs and responsibilities. This ethical base is a compass that leads me towards more understanding and appreciation.

One of my personal beliefs lies in the interconnectedness of life forms and our ecosystems. I view nature as a vital part of our existence as it is and deserves respect for its beauty, importance and abilities and should thus not be seen as separate from humanity. This belief fuels my passion for being a nature interpreter as I strive to convey interconnectedness to others.

Another huge contributor to my personal ethics is the responsibility I feel towards both the natural world and the people I engage with as an interpreter. I find myself to be a mediator between these two and thus it is my responsibility to bridge the gap between us humans and the rest of the beautiful natural world. Along with this role comes the duty to inspire and install a sense of wonder. Through fostering a deeper connection to nature in these individuals I can empower them to become advocates for environmental conservation and sustainability as well and spread awareness.

 Through fulfilling my responsibilities of being a nature interpreter, there are a few approaches that reflect my personal ethics. First, prioritizing authenticity in my interactions with the audience and natural world is a top priority as I strive to ensure the information being presented is accurate and clear so that everyone is able to understand and acknowledge the importance and complexity of our ecological systems.

I also embrace a holistic and interdisciplinary approach to nature interpretation through insights from ecology and history. This is because I have taken a variety of history in the environment and animals in history courses as well as a field ecology course that helped me connect to nature on an even deeper level and sharing these insights with others will help resonate on a more intellectual and emotional level.

Lastly, I am committed to ensuring that everyone is able to enjoy nature. Ensuring that everyone has the opportunity to experience the transformative power of nature regardless of their background or circumstances is my top priority. 

As I continue to develop as a nature interpreter it is also important that I learn and grow with it and am mindful of the evolving nature and am open to new ideas, perspectives and experiences that challenge and deepen my understanding of the environment. My main goal is to inspire others to discover, reflect and act towards a more harmonious relationship with our natural world.

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The role of a life time

Welcome to my blog, 

As someone pursuing a future in nature interpretation, my priority will always be the protection and conservation of nature. There is no future in nature interpretation if there is no nature to interpret. This has always been a belief I have carried and will continue to carry for the rest of my life. My second priority will be people. Throughout this course we have learned about the importance of sharing the beauty of nature with others, and all the ways this can be done. Aside from my responsibility to nature itself, my responsibility to the public is another major driving factor in my life. Ensuring that as many people as possible understand the importance of the natural world and form their own personal attachments to protect it in the future. 

Right now, I am a student. I have only just started my journey as an adult and am unsure of who I am. However, I have developed several core beliefs that I will continue to adapt and build upon. I believe in the significance of nature, and I believe that as humans we can change. We have long taken the natural world for granted, seeing it as a commodity or something to be owned. We are a part of nature, just one cog in the cycle, we are not separate or above any other part of nature, and as soon as we understand that, change can occur. 

Rodenburg (2019) says that he wouldn’t do the work he does if he didn’t believe in impact experiences in nature can have on people. I think most nature interpreters would agree. I want to pursue this week because I have experienced the significance of nature myself and have been changed by it. And I wish to share the love I have for nature with as many people as possible. I find myself drawn to working with students. Young kids who will one day have the responsibility of fixing the world that was left to them. In a world of increasing technological advances, it is becoming easier to keep kids inside instead of urging them outside (Rodenburg, 2019). It falls to the hands of teachers and interpreters to ensure that kids are creating meaningful experiences in nature so that one day they’ll make better choices when it comes to protecting nature. This is one of my goals that I hope one day I will achieve. 

One of the most impactful things I read in our textbook, was that each interpreter is responsible for continuing their own learning and seeking resources to better themselves (Beck & Cable, 2018). Every class I’ve taken, have helped me get to where I am today. Even the ones that weren’t specific to my major, helped me learn more about the world and apply it to my own experiences and build new skills. 

Beck & Cable (2018), remind the reader that becoming someone (as an interpreter) takes time. They discuss how one needs time to travel, to read, to learn, to watch and to contemplate one’s life and work (Beck & Cable, 2018). I have only just started my journey. The beliefs I have now are strong, and good place to start, but I need time in the real world to create my own experiences and find out who I am in order to be a good interpreter. 

One thing I will take with me from this course, is that there is no one way to interpret. Throughout the semester we learned that one can interpret through art, science, history, music and more (Hooykaas, 2024). Art was a newer idea for me, growing up art and science always seemed so separate. But here I learned how easy it is to integrate art, science, and history together, to make a better story. Wheeler (2016) taught us that art helps us create richer experiences for our audience. Music has a similar affect, Gray et al (2001) remind us that every culture has some form of music, it is universal. Music can also be found in nature, through birds, whales, rain, wind, and more. The idea of the windchime, where human invention and nature mingle is an example of ways people interact with nature, maybe without even fully realizing it. 

Right now, I prefer a more hands on approach in my role as an interpreter. I enjoy being out in the field with students and showing them the wonders of nature. I find that my excitement transfers best when it’s authentic and that happens when I’m out in nature. As a visual learner I know how difficult it can be to keep up with someone who’s simply talking to you. This is where I find hands-on experiences most helpful. Obviously oral communication is one of the most common forms, but it can be hard to absorb all that knowledge, by slowing down and looking at something together, it presents the opportunity for the student to see what it is you’re talking about and ask questions in a judgement-free environment. I learned a while ago to not be scared of asking questions and it’s something I urge for others to do as well. If you don’t ask, you’ll never learn. 

I will strive to continue educating myself on environmental topics, this way I will have a solid background when presenting environmental sciences to the public/students. I’m going to continue to adapt my interpretation skills and incorporate music, art, and history into my science background. I strongly believe that in order to be a great interpreter, I need to continue to learn. To expand my horizons and understand more of the world. 

This summer, I’ll be venturing off to Newfoundland for 4 months to work at a research institute as a marine interpreter. I will 1000% be applying the knowledge I’ve learned from this class, as well as all my other course, and past work experience. Beck & Cable (2018) mention travel as a way to better oneself, and I have the privilege of getting to embark on a journey to figure out who I want to be. Aristotle said, “knowing yourself is the beginning of all wisdom.” 

I’m excited to find out who I am.

That’s all!

References 

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

Gray, P. Krause, B. Atema, J., Payne, R., Krumhansl, C. & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science. 291. 52-54.

Hooykaas, A. (2024). Unit 07, Unit 04, & Unit 10.  [Lecture notes]. ENVS3000 Nature Interpretation. University of Guelph.

Rodenburg, J. (2019). Why Environmental Educators Shouldn't Give up Hope. Environmental Literacy. ClearingMagazine.org.

Wheeler, E. (2016). The craft of engagement. Legacy, 27(6), 29���31.

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Hi Chloe,

You have such a descriptive writing style! I loved reading your thoughts on this weeks blog prompt. I think that sunsets are one of the things in nature that are most underrated. When you see something so often, it is easy to minimize its beauty or significance, so I thought it was great that you took this week to dive a little deeper into the workings and importance of sunsets. 

I agree with the connection you made to the textbook in regards to awe. I have personally experienced awe when looking at a sunset, as I'm sure many of us have. It can be a sort of out-of-body experience, looking at something so beautiful, and so untouched by humanity. I believe that these sorts of phenomena such as sunsets, the northern lights, waterfalls, etc. are the most impactful examples we have of awe. 

The textbook also brings into account how experiences of awe can have a positive impact on mental health, reducing stress and improving ones mood (Beck & Cable, 2018). It is something often overlooked, the impact that natural beauty can have on our minds. When immersing yourself in your environment and paying attention to the scenes directly in front of you, it truly can improve ones mood. I, like so many others, am guilty of taking photos or videos of sunsets, but I always try to present enough to enjoy the moment as well. Yes, take the picture so you can remember it, but it is important for us to remember to also live in that moment. To sit quietly and look, it can be quite inspiring to look upon nature in that way. 

I found your piece on the science behind sunsets quite intriguing. I am a student of environmental science, and yet I don't think I, or any of my teachers have ever taken the time to look into the mechanics of sunsets. Again, it is something so common that we can overlook how intricate the mechanics actually are. I really appreciated learning more about it and I think you did a great job explaining it in a way that wasn't too confusing. 

Thank you so much for sharing on this topic, I really learned a lot. 

I've also attached a photo of one of my favourite sunsets!!

Heather :)

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

Unit 09 - Embracing Nightfall's Beauty

A stunning display of orange, pink, and gold paint the sky as the sun slowly descends, bringing to life one of nature's most mesmerizing spectacles: the sunset. Join me as I explore the captivating beauty of sunsets and their profound effects on our emotions and sense of connection to the natural world in this blog post.

During a phase where I was amazed by sunsets, I studied the complex underlying mechanisms. What I found was quite fascinating: there is a dance between light and molecules in the environment that creates the breathtaking hues that we see when the sun sets. Sunlight's wavelengths are scattered by molecules in the atmosphere, which gives preference to blue and purple hues (Fiegl, 2013). Longer light paths exclude blues after sunset, leaving only oranges and reds (Fiegl, 2013). The way that the Appalachians and the Rockies are painted by this common sunshine emphasizes how intertwined our planet is. It serves as a reminder of how human sensitivity, light, and chemicals all influence how color is seen, which is a marvel of the amazing intricacy of the natural world.

As our enlightening text's Chapter 21 describes, sunsets are the pinnacle of authenticity in the natural world (Beck et al., 2018). They are truly amazing, real, and heartfelt. Every evening as the day draws to a close, the sky changes into a kaleidoscope of colors, creating a magnificent symphony that astounds and inspires those who get to see it.

The capacity of sunsets to inspire amazement and awe in those who see them is among their most amazing features. We are reminded of the utter beauty and magnificence of the natural world when the sun sets and spreads its warm glow across the horizon. As we cover in Chapter 21, this sense of awe can have a significant impact on our wellbeing by fostering greater creativity, perspective, and awareness of the world around us (Beck et al., 2018).

In addition, sunsets symbolize the interconnectedness of all living things. We are reminded of our place in the world and our duty to appreciate and safeguard the planet we call home as we watch the sky come alive with blazing hues. The stewardship and environmental awareness concept that is emphasized in Chapter 21 strikes a deep chord with us as we appreciate the beauty of the setting sun (Beck et al., 2018).

Sunsets are not only beautiful to look at, but they are also significant to many people's cultures and spiritual beliefs. Ancient cultures and contemporary society have long seen the setting sun as a representation of rebirth, metamorphosis, and life's cyclical nature (Ansar, 2023). Our experience of the sunset is given depth and resonance by this complex tapestry of cultural meanings, strengthening our bonds with one another and the natural environment.

So, whether you're seeing the sunset from a mountain top or a busy city street, stop, take a deep breath, and enjoy the amazing scene that's being shown. After all, as Chapter 21 tells us, our true selves emerge during these times of amazement.

I will attach photos I've taken of sunsets below, feel free to share yours! :)

References:

Ansar, I. (2023). The Enchanting Beauty of the Sunset. Earth. https://vocal.media/earth/the-enchanting-beauty-of-the-sunset-zb7y0v1g

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

Fiegl, A. (2013). Red Sky at Night: The Science of Sunsets. Science. https://www.nationalgeographic.com/science/article/131027-sunset-sky-change-color-red-clouds-science

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"wood-wide network"

I've read some great blog posts from classmates about the coolest things they know about nature. After taking a few minutes to ponder it, I found myself looking at the trees around me and remembered learning some cool things about trees. 

The most amazing thing that I know about nature is that trees can communicate with each other. Trees in every forest are connected to each other by underground fungal networks. In the sciences, these are referred to as mycorrhizal networks.  Using these networks, trees can share water and nutrients in addition to communicating. These networks are often used to send signals regarding drought or disease. Those signals can be chemical, hormonal or slow-pulsing electrical signals (Grant, 2018). In these forested ecosystems, you will also find mother trees, which are the oldest and largest trees in the area. These trees can draw water and nutrients up from deeper soils making them available for younger, more shallow rooted seedlings (Grant, 2018). 

The first time I heard about this was during my time at SOES. I was out on a hike with a group of students and the specialist leading us stopped at one point to discuss it. He gathered the students up and asked them to find the biggest tree in the area. Once they had located the tree, Richard started to explain how that one tree was helping all the other trees around us through this underground network. It was very interesting to hear it told as more of a story instead of just spitting out the scientific facts. I found that the students were more engaged, and they also had the opportunity to ask questions. 

Simard (2018) presents evidence that these mycorrhizal networks act in a similar way to neural networks. It is a lot easier, when learning about new topics, if you can put it into a context that is familiar. For this idea that trees communicate, it is sort of similar to a human family. Messages are sent, resources shared and the older help protect and shelter the young. This is one of the most simplest ways we can think of this topic, and yet it is also the one I connect to the most. We, as humans, have come a long way from thinking that trees and forests are simply a resource awaiting harvest. We started learning these organisms are alive, and although we are still missing much understanding of how they work, this scientific breakthrough of mycorrhizal networks is a huge step in understanding forest dynamics. 

We now know that cutting down one tree will not just affect only that tree, but all the others surrounding it. In our textbook, it is mentioned that to look at the past means people are calling for a better future (Beck & Cable, 2018), I believe that this discovery is something that will one day have been a historic event. In the future we will look back to when we first discovered that forests and trees have these connections. It is another connection between humans and nature that will one day benefit society. 

All for now :)

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

Grant, R. (2018) Do Trees Talk to Each Other? | Science| Smithsonian Magazine. Retrieved March 12, 2024, from https://www.smithsonianmag.com/science-nature/the-whispering-trees-180968084/#

Simard, S. W. (2018). Mycorrhizal Networks Facilitate Tree Communication, Learning, and Memory. 191–213. https://doi.org/10.1007/978-3-319-75596-0_10

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Hi Lucas,

I enjoyed reading your thoughts this week regarding the connection between music and nature. I liked the examples you brought up, as a few of them were ones I didn't really think of. Such as the raindrops, the crashing of waves or thunder. Those are all great examples of abiotic features of nature that show how music is intertwined with nature. The examples I focused on were more biotic such as the bird and whale songs we read about in "The Music of Nature and the Nature of Music" by Gray, P., et al (2001). I loved the way the authors so strongly connected modern day human music and the patterns we find in it with the patterns found in bird and whale song.

Just you like you mentioned, its common practice for us humans to incorporate sounds from nature in music. In my own reflection of this topic I made the connection to typical songs played during yoga or meditation practices. I totally agree with your ideas related to the fact that the combination of music and nature invokes strong emotions in the listener. I often feel inspired when listening to those kinds of musical pieces. One of my favourite practices is to listen to folk music on the drive to my cottage and when I'm up at the cottage, as I feel like the combination of human-made music with the natural sounds in the background help me connect to my surroundings. Two of my favourite artists to listen to are Noah Kahan and The Lumineers.

Great post!

-Heather

Gray, P. Krause, B. Atema, J., Payne, R., Krumhansl, C. & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science. 291. 52-54.

Where is music in nature? Where is nature in music?

Music in nature can be found almost anywhere. While you can’t find full songs, you are able to hear different parts of nature that resemble many aspects of music. This can be anything from a rhythmic patter of raindrops on rooftops, or hearing birds chirping in the morning. Really any sound you hear outside, whether you’re walking on a beach or through a forest can be music in nature. Not all sounds you find outside are soft and melodic though. Sounds like the crashing of waves or thunder during a storm are much larger and harsher sounds that you’ll often be able to hear.

Nature also finds its way into music through a variety of ways. For example, composers often use instruments to imitate the sounds of birdsong or the rustling of leaves in the wind. They may incorporate natural elements like wind chimes, rain sticks, or even recordings of nature sounds directly into their music to create a more immersive experience. Nature's influence on music isn't just limited to its sound, as it's also reflected in the themes and emotions that artists try to create. In this way, nature becomes a source of inspiration for musicians, shaping the melodies, rhythms, and themes of their work.

What song takes you immediately back to a natural landscape.

When I was younger my parents would spend a lot of time playing with my sister and I in our backyard. We often had music playing in the background and my family regularly just cycled through the same CDs. For this reason, there are around 3 CDs worth of music that I would associate with being outside. If I had to pick one song that sticks out to me, it would probably be Share the Land by The Guess Who as this is a song I still listen to now.

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The Sound of Nature

(a little Simon & Garfunkel pun for ya :))

Hello, hello,

We've had a short break from posting as it was Guelph's reading week last week. It was a great time to rest, relax and get up to date on all things school. I found it was also a great time to reflect on everything I've learned in all of my classes over the past 6 weeks. Now, even though there was no posting last week doesn't mean I wasn't storming up ideas and contemplating who I am as an interpreter. I was excited when I got back and realized this week was all about music in nature. So let's dive in!

This week we are discussing two sides of the same coin; where is music in nature? And where is nature in music?

An intriguing question and one that might seem a little odd at first glance. It's been an age old conundrum, the separating of art and science. In Canada, we have the tendency to separate arts and entertainment from learning and education (Hookyaas, 2024) when really they usually go hand in hand. Music is the art form we'll be focusing on today, and if you take a minute and think about it, you'll realize that music is constantly surrounding us, whether natural or man-made. Gray, P., et al (2001) remind us that every known human culture has music, and that music is simply patterns of sound that vary in pitch and time produced. When you think of music, the first thing that probably comes to mind is modern-day music, you're favourite song or radio station. While those are great examples, music really is so much more than that, and it is entirely possible that music predates humanity.

Let's think for a few minutes about the question "where is music in nature?" The most common example we probably think of is bird songs. Bird songs have every elementary rhythmic effect that is found in human music (Gray, P. et al., 2001). It has even been found that some bird songs resemble musical compositions, and how some bird songs pitch their songs to the same scale as Western music (Gray, P. et al., 2001). This could be why humans are so attracted to bird songs and sounds. Personally speaking, I love waking up/listening to the songs of birds. At my cottage is when I can hear them best, as there is no man-made interruptions. And at times, when several species sing together, it reminds me of an orchestra.

Another example, that might not be as common is whale song. The songs of humpback whales are similar to both bird and human songs in the way they are structured (Gray, P. et al., 2001). One of the coolest things I read in the Gray, P., et al (2001) paper was that humpback whales perform songs that have repeating refrains that form rhymes. When you read something like that there is no denying that music is found in nature. It may not be the mainstream definition, but it does meet all requirements we deem necessary for something to be considered music.

Looking at the flipside of that question, we ask "where is nature in music?" I think there are several ways one could tackle answering this question. However when I read it, I immediately connected it with the spiritual element. Nature is a powerful tool, one that can be applied to a number of practices and styles of interpretation, and music is no exception. If you've ever participated in a meditation session, or yoga, it is common that the music playing will have some sort of nature aspect to it. Commonly heard is bird song, a river/waterfall, or the breeze moving through the trees, even a combination of those listed. And that is not without reason, the sounds of nature are known to be relaxing for humans, to lower stress levels, and allow us to find peace and calmness. This idea is touched upon further in Mallarach, JM., (2012), where the ideal of spiritual values in nature are brought to light. Mallarach, JM. (2012) discusses how spiritual values of nature are experienced when one is affected by the atmosphere of an event/phenomena in nature. A gentle song combined with sounds of nature can achieve this, by allowing the listener to have feelings of comfort and peace.

The last thing I will touch on today is simply the act of listening to music in nature. It can be wonderful to sit and simply listen to nature itself, but it can also be equally impactful to be listening to music while interacting with nature. Humans tend to attach memories to certain songs, whether sad or happy. For example, I connect the song "Human" by the killers, with driving to my cottage and looking out the window at the Canadian shield, and the longing to be sitting by the lake.

I have an emotional connection to the song because of how I relate it to my own personal experiences. A different example is the song "Patience" by the Lumineers. This song does not have lyrics it is only piano, and it has a double connection because not only is it a song I like to listen to in nature because it brings me peace and happiness, it is also I song I can play on piano, and so it is even more personal knowing I can create those sounds myself.

That's my take on music in nature and nature in music! I'd love to hear from you folks if you have any songs that connect you to nature or that you like to listen to while outdoors!

All for now!

Gray, P. Krause, B. Atema, J., Payne, R., Krumhansl, C. & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science. 291. 52-54.

Hooykaas, A. (2024). Unit 07: Nature Interpretation through Music [Lecture notes]. ENVS3000 Nature Interpretation. University of Guelph.

Mallarach, Josep-Maria (ed.). Spiritual Values of Protected Areas of Europe: Workshop Proceedings. Bonn, Germany: Federal Agency for Nature Conservation, 2012. 170 pp. ISBN: 978-3-89624-057-6.

Youtube. The Killers, Human.

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Hi Yassin,

I really enjoyed reading your perspective on the quote this week. I like what you said about the quote being a 'hefty thought.' It truly was. I had to read it like three times and then also read it to my roommate before I started to understand what Hyam was getting at. I think you hit the nail on the head when you said that you felt as though Hyam was urging us to look at the bigger picture, and then figure out what makes up that picture. When it comes to historic events, we tend to forget that there were many individual components that made up that moment. For example, take the first world war, it's in all the history books, museums and memorials, we learn about it in our history classes for years. But its easy to forget that it's not just something we read about, the big picture is "the first world war" but we need to also remember the people that lived it, the individual components that made up the whole.

I liked your analogy of us as interpreters acting as detectives. Today, more than ever, it's important that we remember to acknowledge nature in the past in order to protect and conserve it in the future. It's important to connect nature and history, like you said, weaving them together to make a coherent, full  picture for our audiences.

I agree that its important to avoid a "formula" when interpreting both nature and history to all audiences, so we're not speaking at people, but talking with them. People are always more receptive of learning new things when they are free to ask questions and connect their own way. It's our responsibility to ensure that the connections people make with information from the past is effective and positive.

Great post!

-Heather

Nature Interpretation through History

Diving into Edward Hyams' musings in "The Gifts of Interpretation" really got me thinking. He says, "There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole…" It's a hefty thought, especially when I relate it back to what we've been unpacking in our latest unit on history's role in nature interpretation. It's like Hyams is nudging us to see the bigger picture, to connect the dots across time to maintain the story's wholeness.

Now, as a biomedical science undergrad who’s ventured into the world of environmental interpretation, I’ve always been about the facts and figures. But this course, and particularly this unit, has been a gentle push towards appreciating the narratives behind those facts. It’s about seeing the forest for the trees, quite literally. The history that shapes our natural landscapes isn't just a backdrop, it is a vital part of the narrative, improving our understanding and connection to the environment.

Hyams' idea of integrity made me reflect on how we approach nature. It's not just observing the natural world but understanding the historical threads that weave through it. This perspective is crucial, not just for the sake of knowledge but for fostering a deeper connection with our environment. It’s recognizing that every tree, river, or mountain has a backstory, shaped by both nature and humanity. It’s about honoring those stories in our interpretation, making sure they’re not lost to time but preserved and shared.

This approach aligns with what we’ve been exploring in the unit—how history enriches our interpretation of nature. It’s like we’re detectives, piecing together clues from the past to present a fuller picture of the natural world today. This doesn’t mean turning every nature walk into a history lesson. Instead, it’s about peppering our narratives with historical insights that add depth and context, making the experience richer for our audience.

In the spirit of not being formulaic and embracing the interpretive freedom this course encourages, let’s think about how we can weave these historical threads into our own stories of nature. Maybe it’s sharing the legacy of a local park, the ancestral significance of a landmark, or even how our understanding of conservation has evolved over time. The goal? To spark curiosity, foster connection, and maybe even inspire action towards preserving these natural and historical treasures.

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To learn from the past is to better the future...

This week we were tasked to pull apart and inspect the following quote:

There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things. …. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it.

(Edward Hyams, Chapter 7, The Gifts of Interpretation)

To start, it makes sense that there is no particular worth in old things like artifacts, however there is worth in integrity, and integrity means keeping together the parts of a whole. This means that in order to maintain the integrity of a historical event, we need to maintain those ancient things that make it what it is. In order to maintain the integrity of the whole, you have to remember why it was ever important in the first place, and that is what makes it important to give merit to the ancient things that make up a whole. In the sciences, we learn about system thinking, and that the whole is merely the sum of its parts. In order to properly remember and interpret history, you have maintain the integrity of all the little things that make that historical event important.

To say that “the past is in the past” is to say that moments are only significant or important if they happen directly to you, and that there is no merit in remembering history, as we weren’t there and therefore it has nothing to do with us. In reality, interpreting history helps us understand ourselves, where we have been and what makes us who we are (Beck and Cable, 2018). History allows us to find inspiration in the stories of creators, leaders and survivors. Interpreting the past gives us the opportunity to learn from others’ mistakes and successes, and create a better future using that knowledge.

One of the most important lessons I took from this week’s content is that we need to always consider when interpreting history is to make sure we are doing so accurately and respectfully. The lessons we can learn from the past can be powerful, and it’s important that we’re portraying the past in the way the story was meant to be told, and avoid bias or personal attachments.

Beck and Cable (2018) said that “every natural site has a history and every historical site has natural resources.” I thought this quote connected this week’s content with past content. Although we have been focused so far mainly on how to interpret nature to others, history and nature have always been intertwined, and it is important as an interpreter to be comfortable with both. Tied into this concept (and every concept) is the impact of privilege that we talked about a few weeks ago. In Canada, it is always important to be aware and mindful that the nature and history that we are interpreting has been skewed by colonialism. One of the most respectful things we can do as interpreters is ensure that the stories we are telling about the history of the land reflects the actual truth.

Besides first-person and third-person interpretation (Beck and Cable, 2018) I think that writing is one of the most common types of interpretation of history (and nature) that we see in the world. All over museums and archives, natural parks and conservation areas, the written word can be found interpreting what you are looking at. Interpreting through the written word makes it possible for there to be an absence of a live interpreter while at the same time forcing a person to pause and interact with the item or place, as well as capture someone’s attention, so that they might learn something new (Hooykaas, 2024). Writing plays an important role in the interpretation of both nature and history, and is also something that helps keep memories alive.

What’s one way you have (or someone you know, or somewhere you’ve been) used writing as a way to interpret nature or history?

One way I interpret through writing is to write down important memories I’ve had (both good and bad) and that way I can go back and reminisce or pull guidance from an experience I’ve lived through :)

- All for now!

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

(Edward Hyams, Chapter 7, The Gifts of Interpretation)

Hooykaas, A. (2024). Unit 06: Nature Interpretation through History. [Lecture notes]. ENVS3000 Nature Interpretation. University of Guelph.

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Hey Kiera,

I really enjoyed reading your post this week. It's interesting to read all the blogs when we can all just spitball and write about whatever we want. You're post caught my eye though, because I am currently in both a forest biodiversity class and a terrestrial ecosystem ecology class. So I've been learning a lot about trees lately. I loved the photos you chose and the little blurb you included about each one for how to identify them. One of my assignments this semester for the forest biodiversity class is to identify 10 trees, using their bark and buds and branches, since most of them don't have leaves. However, the two conifers you included caught my eye as I'm sure I'll come across some at some point on my hunt for trees in the Arboretum.

My favourite tree is probably the white birch. Up at my cottage we used to have tons of white birch trees, although we only have a few left. But I always loved looking out the window of my cottage and seeing them down by the lake. They stand out so brightly against all the other darker bark trees up there. I also love the drive up north, when you can patches of them. It just makes me so happy to look at them. Not to mention their benefits, we had one fall a few years ago and still use the papery bark as fire starter! Nature is truly so cool.

Anyways, I loved your post and thought it was super helpful, thank you for sharing your expertise!!!

Cheers,

Heather

05: Tips and Tricks on Tree Identification

This week, we have learned that when interpreting nature through a scientific lens, it is not always necessary to name species, as sometimes it is not what an audience wants (Hooykaas, 2024). While I completely agree with this, one instance where my curiosity has been fulfilled by naming species is through tree identification. With the opportunity of an open prompt this week, I have decided to share my knowledge on how to identify some common tree species based on the leaves. If you have read some of my other posts, you may know I spent the summer of 2023 as a tree stewardess and forest researcher, where I learned the information below.  

Sugar Maple

Some of us may have a general understanding of what the maple tree species look like because of the Canadian flag: the leaf on the flag is a sugar maple! Sugar maple leaves have five medium sized lobes, with relatively smooth edges connecting each point. The sap from this tree makes maple syrup!

Silver Maple

The silver maple also generally has five lobes (sometimes seven), however they are separated with deep and sharp spaces. The back of a silver maple leaf will have a whitish hue.

Norway Maple

As with the silver maple, the Norway maple also has five to seven lobes, however each lobe is much wider. Another way to identify the Norway maple is the milky white liquid that excretes from the stem of a leaf.

English Oak

The English oak has approximately five lobes (sometimes more) on each half of the leaf. The lobes are rounded and generally start smaller near the stem of the leaf and grow larger.

Colorado Blue Spruce

The easiest way to identify a Colorado blue spruce is by looking for a tree with a bluish/grayish tint to it. The needles on this tree are coated with a bluish powder – if you think you have found a Colorado blue spruce, try picking a needle and rubbing it between your fingers – the ‘powder’ should come off, removing the blue colour.

White Pine

The needles on a white pine will cluster together in groups of five straight and flexible bunches. This tree is relatively soft to the touch in comparison to other pine trees.

I hope you have learned a little bit about how to identify some of the common tree species in Ontario. I invite you to try and identify some of the tree species described the next time you go outside – you will most likely only be able to identify the Colorado blue spruce or the white pine at this time, as the other trees will have lost their leaves.

Please feel free to share some of your favourite tree species and why; the way they smell, the shape of the leaves, the way they change colours in the fall, etc! Mine has got to be the ‘little leaf Linden’ for no particular reason (my last name totally isn't Linden).

Thanks for tuning in,

Kiera Linden

References

Hooykaas, A. (2024). Unit 05: Nature Interpretation through Science [Course notes]. University of Guelph Courselink.

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Week 5: Off-roading

This week, we are going prompt-less, off-roading, some would say. We've been given the opportunity so create our own prompt and write about whatever we're thinking about. I personally struggle occasionally with deciding on where to start when given complete creative freedom with an assignment. However, this time it was relatively easy.

Over the past few days, we've done readings on nature interpretation through science, which was a topic I'm comfortable with, being a science student and working in a outdoor education setting as well. It was interesting to learn more about tailoring the way you talk and the words you use to specific audiences. When I entered my first job helping educate children about the environment, I was so worried that I wasn’t going to be a good instructor, because I have a bad memory and a hard time remembering species names and behaviours and the plethora of scientific processes. However, after like a week, I learned that it's really not about that at all, in fact, it's quite the opposite. Just like we learned about in "Naming" Nature (Hooykaas, 2023), sometimes it’s better to lose the jargon and fancy words and stick straight to the simplest ideas, especially when working with children, or adults who don't know anything about the topic.

It struck true when our professor mentioned "…as environmental students, you already know much of what you need to know (scientifically) the rest is about approach" (Hooykaas, 2023). We have been learning the past few years about the environment and now we need to take that information and sculpt it in a way that is usable. I wouldn’t sit down with a bunch of grade threes and explain to them the science of climate change and the processes that are causing it. They would have no clue what’s going on. I know now that it would be better to create an activity where they can how warming works for themselves. With adults, I could go more into detail and talk to a more scientific degree, however it is always important to keep in mind that most of the people we will be guiding or instructing or teaching, do not come from the same background and it's always best to start with the basics and work your way up from there.

As we approach the halfway point of this semester (which is crazy, I can’t believe it!!) I took this open prompt as a chance to reflect about what I’ve learned the past few weeks. When I started this course, I was fully thinking that I already knew everything about nature interpretation, turns out I was so wrong. I’ve learned a whole pile of new techniques and viewpoints to consider as an interpreter. My eyes were reopened to my privilege and I was reminded of how lucky I am to have had positive interactions with nature throughout my life. I’m starting to have a deeper understanding of the various ways to interpret nature (so far, art is my favourite) and how to integrate them into interpretation in order to make a more positive, interesting experience for those partaking.

I’m excited to see what the next few week will bring!

- All for now :)

Hooykaas, A. (2024). Unit 05: Nature Interpretation through Science [lecture notes]. ENVS3000 Nature Interpretation. University of Guelph.

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Hi Sandra!

You have a great take on this weeks prompt! I enjoyed reading you thoughts on interpreting nature through art because I feel we come for two different sides but meet happily in the middle. You mention that you don't know much about art, but go on to say that there are no rules when it comes to interpreting nature through art, I found that very important. I am someone who has a background in art and grew up drawing and paining scenes of nature by myself and with my grandma. When I painted with my grandma, she often caught me trying to sneak a look at hers to see if I was doing it right, as any child would do. We often seek understanding by following the lead of others. But she would always tell me to paint what I see, because I would never be able to paint the exact same thing as her. When I was young I thought it meant that I wasn't goof enough at art, but as I got older I realized it meant that as two different people we see the world in two different ways, and in order to truly interpret nature, you cannot just copy someone else.

I really resonated with the idea that you brought up that "interpreting nature is done through an emotional and intellectual perspective." When I paint, there is usually an emotional connection to whatever I am painting, currently I'm working on a scene of mountains resting behind a valley. It is one I'm painting from memory, when I visited Calgary a few years ago with my family. When I look at it there are always two different perspectives pushing against each other, the intellectual that tells me exactly what I should do, what the angles should be and a simple description of what it is I'm painting. However, an intellectual perspective alone is not a true representation of what I'm painting, an emotional connection is necessary. This is the perspective that reminds me of the moment, passing through the mountains, singing with my sister as my father drove us safely through. It's a feeling of calmness and serenity, of peace. Those are the emotions I instill into the piece of art, it what makes it what it truly is.

Beauty, like you say, is in the eye of the beholder. There is no truer statement, you and I could look at the same thing and feel completely different. The beauty of art is that there are no wrong answers.

To answer your question, I have experienced that moment where two opinions collide while looking at the same thing. A rather odd example, but I had to collect large jars of mud for an assignment last year in my environmental microbiology class. When I say large, I mean large (water bottle height, hand diameter). And in them I observed the microclimate for 3 months. One day, the small organisms were quite active, swimming around in the water at the top of the jar. I though it was beautiful, how things so small could make a home out of such a harsh environment. My roommate thought it was gross, she's not a fan of mud and bugs. Our thoughts when looking at it were completely different, mine were of wonder and curiosity and hers of disinterest. It just shows how people differ so much, neither opinion was wrong, we are just two different people who see things differently.

I think that's one of the most important things to remember as an interpreter, even if you love something, an area, ecosystem, plant or animal, you cannot force someone to feel the same. You can only explain to them what you see and how you feel, at the end of the day they have to form their own opinion.

Great post, very insightful!!!

Cheers,

Heather

Nature Interpretation through Art and “The Gift of Beauty”

Hello!

Today I will be discussing my qualifications for interpreting nature through art, and how you can interpret nature through art as well! We will also discuss the idea of “The Gift of Beauty”, a principle set forth by Beck & Cable in 2011, which was based on Mills and Tilden’s previous works on the principles of interpretation (Beck, L., et al, 2018).

The phrase “interpret nature through art” seems daunting at first, because, for myself and possibly others, I do not know much about art! But, you do not need to have a formal education in art to understand its importance in the nature interpretation field. Interpreting nature in art should be done through an emotional and intellectual perspective, meaning you can describe how it makes you feel, but then also communicate what the image depicts and its importance. For example, if you were to take a photograph of a meadow, and say “This meadow brings me a feeling of comfort because it seems so tranquil, and I think that it can represent what we are striving to protect from climate change”, you have interpreted art! It is not necessarily about the specific qualifications you hold when interpreting nature in art, but more so a deeper understanding of the message and experience you are trying to convey to the audience you have. In Jan van Boeckel’s 2015 study, they found that an interpreter's specific process or skill set in arts-based environmental education did not change participants' ability to experience the natural world in new ways, proving that you do not necessarily have to fit a certain mould to interpret nature through art effectively.

The definition of “The Gift of Beauty” is based on the idea that interpretation should allow an individual to have the desire and initiative to find beauty in their surroundings, in turn, this experience will then uplift their spirits and encourage conservation (Beck, L., et al, 2018). When I hear “The Gift of Beauty”, I immediately think of how beauty is held in the eye of the beholder. I think that this idea came to my mind initially because everyone has the freedom to experience beauty how they choose, which is a beautiful thing! As well, different people may find different things beautiful, and this is all dependent on the unique experiences they hold. The process of receiving “The Gift of Beauty” can affect many people differently, for example, a beautiful forest when interpreted may instill feelings of homesickness, calmness or wonder!

My question to you is; “Have you ever had an experience where you found a setting particularly beautiful, and a peer did not? If so, what were the differences in your emotional connection to that setting?”

Thanks for reading!

Sandra :)

Beck, L., Cable, T. T., & Knudson, D. M. (2018). In Interpreting Cultural and Natural Heritage For A Better World (pp. 84–85). essay, Sagamore-Venture Publishing LLC.

van Boeckel, J. (2015). At the heart of art and earth: An exploration of practices in arts-based Environmental Education. Environmental Education Research, 21(5), 801–802. https://doi.org/10.1080/13504622.2014.959474

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"I have nature and art and poetry, and if that is not enough, what is enough?" - Vincent Van Gogh.

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If you look at the word NATURE, you'll find A R T in it :)

Hi folks,

 This weeks lecture notes and readings was definitely my favourite so far. For as long as I can remember I have been drawn to the arts, participating in painting, drawing and music (on and off) my whole life. When I got older, I started to appreciate the beauty of nature and connected it to my painting. My grandmother was a great inspiration throughout this journey, she had a great eye for art and would always take me up on my offer to paint. This was also the first time I noticed how two people can look at the same landscape and see completely different things. I remember sitting beside a river with my grandmother, we were painting with watercolour. At one point I looked away from my canvas to see hers and was, honestly, a little confused. When I looked at the river, I had focused my painting on the waterfall, and the waters descent over the rocks. But hers was different, hers was of the entire landscape, the river was only a small part of it. We were looking at the same scene but were interpreting it in different ways. Neither was wrong, neither was right either, it was simply how we saw it.

When looking at the question posed to us this week, I honestly had no idea was the first part meant, and there's a good chance I might still be confused. "Who are you to interpret nature through art?". It seems to me like an intimidating question, and trying to come up with a definitive answer, that I could simply state, escaped me. I interpret nature through art because I am human and because I can. I interpret nature through art because I resonate with the idea that "people perceive natural resources and artistic values emotionally as well as intellectually" (Hooykaas, 2023). When looking at a natural setting, I feel the urge to sit for a moment and appreciate the beauty. I also, usually, want to take out my phone and capture the scene, so I can continue to appreciate it.

When it comes to interpreting "the gift of beauty" I have always gravitated to painting. I enjoy painting scenes that I have taken pictures of, moving them from screen to canvas, and reminiscing in the memory. Using art as a tool to help convey a message allows us to create richer experiences for those we are sharing it with (Wheeler, 2016). For example, when I go to visit my grandmother I tell her about my life and what I've been up to, and on many occasions I will have painted a recent memory from where I've been, and I can tell her "I was up at the cottage and there was the most beautiful sunset", but the addition of me showing her the scene as I remember it makes the connection so much more meaningful.

In chapter 10 of our textbook we were given a debrief of the main types of art; interpretive theater, storytelling and poetry, music, dance and the visual arts (Beck et al., 2018). Not everyone will react the same way to each of these mediums, but they are all effective tools in interpreting nature to the general public. I find music, visual arts and poetry the most effective, but someone else might disagree. It's all in the eye of the beholder, which is why it’s so important for us as interpreters to ensure we offer as many as possible. I've done activities with students where we go out on a walk and at some point stop and everyone has to draw something they see around them. This makes them stop and think about where they are and what they’re seeing. Most of the time, they will pick something that stands out to them or something they think is cool or beautiful. Just by doing a simple activity like that, a connection is bridged between the student and their environment.

My family has several The Group of Seven paintings in our home, my parents always loved the appreciation of art. I love the paintings because they are all done very simply, the style is almost gentle and it is calming to look at. The painting are also very important, not everyone has the ability to venture out into the natural world to appreciate those scenes first hand. However, galleries are accessible to almost everyone and they are everywhere. Someone can look at a mountain first hand, capture the moment on paper, interpreting it how they see it, and then share it with those who can't go themselves. In this way, we are in our simplest human form, seeing something beautiful, appreciating it, and acting on the urge to share it with others.

-All for now!

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

Hooykaas, A. (2024). Unit 04: Nature Interpretation through Art and Planning for "All" Scenarios [Lecture notes]. ENVS3000 Nature Interpretation. University of Guelph.

Wheeler, E. (2016). The craft of engagement. Legacy, 27(6), 29–31.

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Hi there!

I enjoyed reading your thoughts on this weeks content. I think that for many of us this was a heavy topic to cover. I have also experienced privilege due to my race and economic situation, and haven't had an barriers to accessing nature experiences. I agree with your definition of privilege and found that we had a similar working definition, but I like how many privileges you included in yours.

The questions you mentioned asking individuals such as "where they are from" or "what brings them to the event" were simple but powerful. Sometimes its easy for us as nature interpreters to forget that not everyone has had the same experience as us, but its one of the most important things for us to remember. Asking questions like these will allow us to get a better understanding of the individuals we are guiding through nature and maybe even get an idea of what we can adapt or do differently so they can better relate.

Overall, I think you did a great job tackling the topics of this week!

All the best

-Heather

Unit 3: The Influence of Privilege on Nature Interpretation

I believe that privilege plays a large role in nature interpretation and can heavily influence the ability of certain groups to experience nature interpretation opportunities. As a white male living in Canada, the thought that a nature interpretation experience may not be accessible to me has never crossed my mind. However, after reading about Peggy Mcintosh’s way of viewing privilege as an “invisible backpack”, my perception of my privilege in this field has become more visible (Gallavan, 2005). The concept of viewing privilege as an “invisible backpack” surrounds the idea that people are unaware and often not taught to recognize their privileges, and therefore, they hold them in an “invisible backpack” on their backs. For example, the idea of white privilege can be conceptualized as a weightless backpack filled with special privileges based on an individual’s race, and the individual is often unaware of these privileges because they haven’t lived without the backpack before (Hooykaas. 2024). Because of my “invisible backpack”, I have never questioned whether a nature interpretation opportunity will be available to me.

After reading this week’s course material, my working definition of privilege surrounds the idea of an unearned advantage given to a specific group of individuals based on their social identities, such as their race, gender, ability status, religion, economic state, sexuality, education and/or age. If privilege, or a lack thereof, is not considered when creating nature interpretation experiences, many individuals may be unable to appreciate or participate in the experience as intended. A lack of support for people who speak a different language, people with cognitive or physical disabilities, people of different age groups etc… could limit the potential audience nature interpretation events are available to. Additionally, these are privileges people who do attend nature interpretation events often don’t recognize or appreciate.  

Moving forward as a nature interpreter, I will present in such a way that gives everyone in the audience an equal opportunity to have an enjoyable experience. This process will start by getting to know my audience. Simply asking individuals “where they’re from’ or “what brings them to this event”, can give great insight into how to help shift the interpretive experience to their interests or needs (Beck et al., 2019). Altering the experience in terms of people's interests and needs will ensure everyone can get the most out of the experience rather than limiting it to a particular set of people. Furthermore, important steps must be taken to reduce barriers preventing people from even considering attending such events. For example, providing transportation to interpretive facilities or bringing the events to people can help reduce economic barriers (Beck et al., 2019). Another example could be communicating in multiple languages depending on your audience to help reduce communication barriers.

Overall, privilege can heavily influence and limit the experience of nature interpretation opportunities. After reading this week’s content, I have become more aware of this influence. Moving forward, I will try my best to be inclusive so that everyone interested in nature interpretation has an equal opportunity to experience it.

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2019). Interpreting cultural and natural heritage: For A Better World. Sagamore Publishing.

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

Hooykaas, A. (2024). Unit 03: Risk versus Reward in Interpretation. ENVS*3000 Nature Interpretation. https://courselink.uoguelph.ca/d2l/le/content/858004/viewContent/3640017/View

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Privilege and the role it plays

Privilege (working definition): an unearned advantage in life that allows an individual a head start, certain immunities and access to amenities without being questioned.

Privilege can be something you are born into or through social position.

I am someone who was born into privilege. I am a middle-class white woman, with two parents who have worked hard to ensure that I have access to as many opportunities as possible. Some of my privilege is through them and the comfortable life they granted my sister and me. But a lot of the privilege is simply through my race and my country. Growing up in a small, middle class town in Canada afforded me a wonderful, easy childhood, I participated in sports and hobbies outside of school, we went on road trips and spent our summers at my family cottage.

When I was younger I had no idea what privilege was, even though I was living a privileged life. But as I grew up I started to understand just how many opportunities I had and how my life compared to others simply because of the place and family I was born into. As an adult, I am still learning the extent of the privilege I was granted and how to be aware and present of the fact that it was unearned. I have done nothing to earn the privilege's I have; it was all luck.

Throughout my university career, I have taken several courses that have touched on the idea of privilege when it comes to interacting with nature, but this is definitely the first that has really dug into the meat of the concept. After reading over the content provided to us this week, I decided to do some additional research to back up what we covered. One study done in Toronto summed up the different types of privilege nicely and discussed the barriers to nature that many people experience. These included, physical, economical, language, cultural, knowledge, and psychological barriers (Scott & Tenneti, 2020). Many of these topics were covered in class, but I found that this assessment very helpful for a more thorough look into the types of barriers that so many people face.

I am lucky enough and have the privilege to never have experienced most of these barriers, and now I have the responsibility of acknowledging that privilege and working to be aware of it as I continue my journey in nature interpretation. Shared experience is a very strong tool for connection, and I am aware that I will have to work hard in order to interpret the natural world to others in a way that they understand, so that they can also make positive meaningful connections. One of the barriers that I hadn't really considered before was the psychological barrier. The study I mentioned above dove deep into discussing the role fear of crime and safety plays when individuals are out in natural environments (Scott & Tenneti, 2020). I have experienced this before, when I am walking alone, or hiking by myself. It is a funny feeling, because I have never been scared of being attacked by an animal, but another person. I drew on this experience when I was working up at SOES, as many of the student visiting had never been in a totally remote natural setting before without their families. Fear played a big part since they were so young, especially when we were trying new activities that they had never done before, like rock climbing or hiking in the woods. In those scenarios I would validate their fears, because it can be scary and then redirect them to show them they are in a safe space with friends and that we were all there together. I found that if I could get them back into the main group or walking with friends, it helped immensely, being around their peers, who also are experiencing this for the first time.

As I continue on in life, hopefully continuing my work in outdoor education, I will work hard to remember the privilege I grew up with and still have. I am grateful for the opportunities I have had and still have today and hope to make a positive difference in the lives of those who are experiencing the opportunity of exploring nature for maybe the first time.

All for now :)

Scott, J. L., & Tenneti, A. (2020.). Race and Nature in the City ENGAGING YOUTH OF COLOUR IN NATURE-BASED ACTIVITIES A Community-based Needs Assessment for Nature Canada’s NatureHood.

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Hi Elexis,

I found your post really moving. I tend to forget that I was so extremely lucky growing up spending so much of my time outdoors. I don’t think that it's embarrassing at all that is was a course that offered you a sense of place. In fact, I think it speaks a lot to who you are as a person. It's a lot easier when someone helps guide you along the way to form a connection with nature, I had my family to helped me nurture that connection, but you did it all on your own. You took it into your own hands and built your own relationship with nature practically from scratch. That is an impressive thing to do.

I find my own relationship with nature constantly changing, when I'm in my full-time studies, I spend considerably less time outside compared to summer. But I resonated with your mention of watching the water and just existing in nature. It's one of my favourite things to do at my cottage, sit on the dock and watch the lake as the sun sets or rises. I find it's a great way to truly appreciate natures beauty, when you're still and everything else is moving calmly around you. Those are the times I feel most connected the natural world, and although I spend less time up there, it makes those moments even more special.

I thoroughly enjoyed reading your post and look forward to reading your thoughts on the other questions posed to us in class!

Cheers

Launching into Nature Interpretation

Thinking back on my childhood, I can’t say whether or not I truly liked nature. I liked being outside just fine, given that I was a relatively active child, but I only really associate childhood memories of being outside with the open field of the school’s playground, or the public park near my house. And even then, I was playing tag or soccer instead of joining other kids in watching ants or observing the shapes of clouds. Additionally, most of my hobbies were more suited to the indoors: dance class, reading, watching tv and helping my grandma cook. Hitting puberty made this worse, as we became aware of the differences between boys and girls. Wanting to fit in, I joined the other girls who sat on the edge of the playground, and gradually came to associate the outdoors with the chill of winter or the sticky sweat of summer. To me, neither were desirable, and I came to greatly prefer the temperature controlled indoors. 

With all of that being said, I don’t have many memories of before highschool, as an unfortunate victim of a troubled childhood. Though I could label places as “being a part of my childhood” I never really reminisced, and just accepted it as a part of my daily life. Additionally, though I knew that sunlight and exercise were good for mental health, I didn’t take that advice seriously until recently. 

Embarrassingly enough, it wasn’t another person who offered me the “sense of belonging��� that I needed to properly appreciate nature. It was the course, BIOL*4410 (Field Ecology) that stayed remote over the 2021 summer semester. Originally, it was a course where students went to Algonquin Park to investigate the natural world for 12 days before conducting various experiments. However, since it was still remote, it focused on investigating our own neighbourhoods around us. I still remember the first assignment, the bird call assignment. We were required to use a bird call app called Merlin to identify the different bird calls we heard at dawn, noon, and dusk, two days in a row. I hadn’t really cared much about birds before that, but the sheer amount of birds that were in my area shocked me. I had expected a maximum of 5 different bird species, but instead, at dawn on the first day alone, I heard about 16 different bird species! This had exceeded my expectations, and by the end of the assignment, I had observed a total of 30 different species. This was the first time I became curious about the world around me, and the first time I realized that there was joy to be found in the small things in the world around me. 

For me, that realization was huge. Even after the course ended, I began to visit the creek inside of the park that I frequented just to watch the water and reflect. Later, I met a few ducks that often swam upstream and fed them corn and oats. I widely regard the end of the summer of 2021 as one of the most peaceful times in my life. 

That love and appreciation of nature has grown into what it is now, enough that I’ve decided that I want to work in the environmental sector. Though I haven’t quite figured out how I’m going to do what I want to do yet, it is nice to know that I have the world in front of me.