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Alyssa, your blog does a great job of reflecting on your journey as a nature interpreter. I really like how you tied your personal experiences with everything we’ve learned in this course to shape your personal ethics moving forward. It’s clear how passionate you are about connecting people with nature, and your dedication to fostering those relationships really stands out.

As I read your second paragraph I felt myself relating to what you said about how humans and nature are so interconnected, both physically and emotionally. You're right, everyone has different experiences, cultures, and environments, which in turn creates independent personal connections. It made me think back to one of my blogs where I talked about the sense of wonder I feel when stargazing. Those moments remind me of how small we are in such a big, amazing world, and it really connects your idea of how important it is for people to build their own personal connection with nature. When people feel that connection, they’re much more likely to want to protect it.

Your point about fostering a love for nature in younger generations really stood out to me, especially with Jacob Rodenburg’s article, “Why Environmental Educators Shouldn’t Give Up Hope.” I completely agree that kids need the chance to experience nature, it’s so important. I actually talked about this in my blog 10, where I shared how early exposure to nature can lead to lifelong care for the environment. Growing up in a suburb, I didn’t have much access to nature, and it wasn’t until family trips to the cottage that I really felt that connection. I think your idea of adding more nature education into school curriculums is a great way to help kids, especially those in urban areas like me, bridge that gap.

Your approach to nature interpretation is very impressive. I appreciate how you want to educate as many people as possible. I like your use of technology like the application iNaturalist (Knudson et al., 2018). I do believe it may be very hard to verbally tell every person about nature, but through ideas you mentioned or tools we used throughout this course such as; podcasting, or blogging, would be incredibly beneficial to reach a larger audience in a shorter amount of time! 

I also love how you plan to use storytelling and sensory experiences in your programs. Those are such great ways to make nature feel more meaningful and accessible, especially for kids. 

To wrap up, your commitment to inspiring stewardship really stood out to me. Your focus on accessibility and equity is such an important part of creating opportunities for everyone to connect with the natural world. I truly believe your work will make a difference in helping people build those meaningful connections. Thanks for sharing your journey, it’s been so inspiring to read! I’m confident you’re going to be an amazing nature interpreter, and I wish you all the best as you continue fostering those connections with people and nature!

Knudson, Larry Beck, Ted T. Cable, Douglas M. Interpreting Cultural and Natural Heritage: For a Better World. Available from: Sagamore Publishing LLC, Sagamore Publishing LLC, 2018.Rodenburg, J. (2019, June 17). Why Environmental Educators Shouldn’t Give Up Hope. Clearning Magazine. https://clearingmagazine.org/archives/14300

Unit 10 Blog- My Personal Ethic As A Nature Interpreter!

As we wrap up the semester and our blogs come to a close, I have been reflecting on all the aspects of interpretation learned throughout this course. Throughout this blog, I'm going to explain the personal ethic I have developed as a nature interpreter through the exploration of my beliefs, responsibilities, and approaches to the topic. Nature interpretation is very special to me, as I have had the wonderful opportunity to work as a nature interpreter. With all my new profound knowledge, I am excited to be able to apply my newly defined personal ethic to my future career, which I hope includes a large portion of interpretation in it. 

To begin, I truly believe that everyone has their own personal connection to nature. These connections may look different for each person, shaped by their experiences, culture, and environment, but they are all equally important. From reading all the amazing blogs throughout this Semester, it is very evident that all of us have our own deep connection with the natural world. I believe that the root of our connections with the natural world stem from my belief that we are deeply interconnected with it. This interconnected relationship is both physical and spiritual. In the physical realm, humans rely on nature for essential resources like clean air, fresh water, food, and materials for shelter. Ecosystems regulate the air we breathe, filter the water we drink, and pollinate the crops that feed us. These systems well-being is strongly related to human survival and health, demonstrating how deeply our lives interconnect with nature. On the other hand, humans are also deeply spiritually connected to nature. Spending time in nature gives many of us a strong sense of peace, wonder and belonging. I know that I feel whole when spending time in nature, as well as a strong sense of wonder for the world around me. Whether it’s the awe of standing beneath a star-filled sky , the joy of watching a golden sunrise, these experiences often evoke feelings that are hard to put into words or the sense of accomplishment when we get to the top of a hike. They remind us that we live in a world much larger than just ourselves. I truly believe that every one of us has our own connection with nature, and recognizing and nurturing this connection deepens our appreciation for the planet and helps us be better stewards of the environment. 

The top of the The cRack Trail at Killarney Provincial Park, one of my favorite hikes and a reminder of the beautiful views of nature!

Lastly, I truly believe there is a huge importance in fostering a love for nature and the natural world, especially in younger generations. Reading Jacob Rodenburg’s article “Why Environmental Educators Shouldn’t Give Up Hope” really resonated with me. I am also a strong believer that children do not get outside enough these days (Rodenburg, 2019). There is too much unnecessary technology involved, and school systems do not foster outdoor time and nature education. This is especially apparent in urban cities. I say this with experience as I grew up in a very populated urban city, and there were close to no classes about the environment and the natural world in my high school. While friends who grew up in rural places had upper high school environmental science and geography classes that included field trips up north and fostered a love and appreciation for the environment. I think this needs to be a requirement in all school systems for all ages.  I very heavily agree with Rodenburg’s statement that children have a right to experience the outdoor world and the joy of the natural world (Rodenburg, 2019). Allowing children to experience this has become viewed as a burden or danger, and I do not agree with this at all (Rodenburg, 2019). If we want any chance of saving our planet and creating an environmentally healthy world, we need to foster a love of nature in children (Rodenburg, 2019). They are the future of the world, and by keeping them locked inside, the natural world is in danger. This belief drives my feeling of responsibility to contribute to our education and interpretation to support the next generation of learners. 

I feel many obligations to the environment and the profession of nature interpretation. The main responsibility I feel is education and educating as many people as I possibly can in my personal and professional life and career. This obligation has become clearer and stronger throughout my time learning in this course.  As I’ve gained more knowledge about the natural world and how interconnected everything is, I’ve come to realize the power of education in shaping how people view and interact with the environment. Nature interpretation, to me, is more than just sharing facts; it’s about fostering a deeper connection between people and the natural world. As we have learned throughout this course, helping others understand the importance of ecosystems, biodiversity, and sustainable practices, we can inspire them to take action and become stewards of the planet (Merenlender et al., 2016).  

I not only want to educate individuals, but be able to help them strengthen their own personal connection to the natural world. My connection to the natural world is something that I value so deeply, and it has changed my perspective and sense of purpose throughout my life. I want to be able to spark interest in young children and be able to provide the same sense of wonder for the world I had when I was young. I don't believe many schools systems nurture this in childhood education, therefore I hope to be able to provide opportunities for children in my career. I also want to be able to give people of all ages these same opportunities. Many people have not had the same opportunities as me to explore and learn about the natural world, to take week-long trips camping, or to go hiking all weekend. If I can provide even a small portion of that amazing feeling I have when I spend time in nature and hopefully open them up to more opportunities through interpretation, I have succeeded in my goals. 

I truly feel a sense of responsibility in outdoor education and interpretation and have a strong passion and drive to achieve these goals in my future career. This course has provided me with many different approaches best fit to be able to put my responsibilities into action. 

First off, learning about the different approaches of learning through interpretations was extremely helpful. Everyone learns in different ways and incorporating multiple senses in the delivery of interpretation can enhance the learning experience (Beck, Cable, & Knudson, 2018).  For example, leading nature walks where participants can observe wildlife, touch different textures in nature, and listen to birdsongs adds much more to a program than just relaying verbal information (Beck, Cable, & Knudson, 2018). Secondly, a big part of my responsibility turns towards educating children, therefore I will ensure that I employ tactics to best fit the learning styles of young individuals. Our textbook often highlights how using storytelling in interpretation is a valuable tool (Beck, Cable, & Knudson, 2018). I love telling stories, so I will definitely use this to my advantage. Young children respond well and connect best to places through stories and faces (Rodenburg, 2019). Therefore, I will utilize the amazing stories so many places hold in my interpretation to enhance the experience for all individuals. Rodenburg’s article highlights how important it is to teach children to love the natural world first, so that later they may use their connection to the world to become stewards of the planet and care for our natural spaces (Rodenburg, 2019). With this, I will focus on engaging children with the natural world, nurturing their natural sense of wonder, and engaging them with hands-on activities such as planting trees or pollinator gardens in programs to give them a sense of their own accomplishment. This will allow me to connect my interpretation and teaching to the local environmental challenges, making learning more relevant and meaningful to participants. This can further empower individuals to take action in their communities, making them part of the solution to fight environmental issues (Merenlender et al., 2016). With this I will promote citizen science, encouraging individuals to actively participate in projects that contribute to environmental research and conservation through apps like iNaturalist. Citizen science not only helps the environment but also teaches people more about the challenges we face and how they can help (Merenlender et al., 2016). It builds a sense of community as people work together on local issues while contributing to bigger projects (Merenlender et al., 2016). Through this, I hope to inspire others to see themselves as part of protecting nature. I will use apps like iNaturalist within programs and encourage people to go out on their own and use these platforms to continue to discover the natural world while contributing to scientific research. Within my work in Ontario Parks, I incorporated these platforms in my programs, and it was a great way to engage individuals in the program. Finally, I will utilize technology to my advantage. Not everyone has the time to make it out to programs due to life responsibilities, but in the world, we live in today, technology provides us with the advantage of reaching people virtually. Chapter 8 in our course textbook explains how technology is a great platform to be able to provide interpretation to the masses (Beck, Cable, & Knudson, 2018). I want to be able to reach as many people as possible and therefore I am committed to creating virtual programs, tours, and even podcasts to be able to give everyone a chance to experience interpretation and learn about the natural world. 

To wrap up my final blog, I would like to say thank you for all the amazing interactions had and blogs I've read this semester. You all have provided such amazing insights and knowledge, and I'm very grateful to have been able to learn a bit from all of you, so thank you. I believe we all are set to be amazing interpreters one day. As I move forward in my career, I am committed to using the knowledge and approaches I have gained in this course to foster deeper connections between people and nature. I see education as a powerful tool for inspiring action, and I am excited to continue learning and growing as an interpreter. I believe that together we can all create a more sustainable future for the planet.  

This is a picture of a program I developed for children working as a interpreter for Ontario Park. It was a fun, interactive way to connect and teach children and is definitely something I would use again in interpretation going forward!

These are some of my favorite nature finds I wanted to share! Some amazing fungi that are super beautiful and a Red Backed Salamander. That was the first salamander i had ever found in the wild while camping.

Thank you everyone! :)

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). Interpreting cultural and natural heritage for a better world (1st ed.). Sagamore Publishing. 

Merenlender, A. M., Crall, A. W., Drill, S., Prysby, M., & Ballard, H. (2016). Evaluating environmental education, citizen science, and stewardship through naturalist programs. Conservation Biology, 30(6), 1255–1265. https://doi.org/10.1111/cobi.12737 

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Olivia, I really enjoyed reading your post on the ethics and approaches to nature interpretation. It’s clear you put a lot of thought into what being an interpreter means to you. I, like you, didn’t really know much about nature interpretation until beginning to learn about it through the resources in this course. I agree, interpretation isn’t just facts about nature, but something that connects them to it, creating emotional connections. This is something that took me the majority of the course to learn. 

I liked how you highlighted creating a sense of place through interpretation. As you and the textbook points out, interpretation connects people to natural and cultural heritage, going beyond just sharing facts, it builds a meaningful relationship with nature (Knudson et al., 2018). This sense of place that is described, where you look at an area and see its unique story instead of just physical features, has also been important to me in my journey of connecting with nature, as I mentioned in many of my previous blog posts.

I love that you found the TORE framework so useful and that it fits with your passion for organization (Knudson et al., 2018). I think this model is excellent for shaping impactful interpretation that feels engaging and also structured. This makes me reflect on the podcast assignment. I aimed to merge information and entertainment for a younger audience. The TORE framework would’ve been perfect to use, and I will be keeping in mind for the next podcast assignment to be more thematic, organized, and audience-focused.

Your approach to learning styles is something I can really relate to. Understanding that people absorb information differently reminds me of my own experiences on accessibility in nature interpretation. Growing up in Niagara Falls, my exposure to nature was mostly limited to family trips up north, where I finally got to experience the beauty of stargazing with my dad. These experiences made me think about how we can make nature more accessible and welcoming to everyone, regardless of their background or previous exposure. 

Your idea of using music as a tool in interpretation really resonates with me. I’ve always felt that music connects with people emotionally in a way that words can’t always reach, and I agree that it could play a powerful role in nature interpretation. Also now that I think of it, your right, music in podcasts or even during nature tours could add a whole new dimension, encouraging people to feel more connected and inspired to protect natural spaces!

Overall, your ideas on understanding diverse learning styles, keeping organizational tools in mind when interpreting, and integrating music to connect emotionally with audiences align well with what I’m trying to achieve in my own work. Your post was a great read, and has given me some ideas to keep in mind as I continue developing my own approach to nature interpretation!

Knudson, Larry Beck, Ted T. Cable, Douglas M. Interpreting Cultural and Natural Heritage: For a Better World. Available from: Sagamore Publishing LLC, Sagamore Publishing LLC, 2018.

Unit 10 Blog Post

This blog post was one of the most difficult blogs for me to write, not because I didn’t have any ideas, but because it was difficult to narrow down. In this blog, I will review the importance of interpretation for various age groups along with my personal ethic as a nature interpreter. I will go over what beliefs I bring, what responsibilities I have, and what approaches are most suitable for me as an individual. Additionally, I will bring in ideas from the textbook and readings throughout the course to shed light on why I have certain beliefs.

In the very first chapter of our textbook, we learned that interpretation translates or brings meaning to people about cultural and natural heritage (Beck et al., 2018). Additionally, interpretation translates or brings meaning to people about cultural and natural heritage (Beck et al., 2018). This chapter was significant to me because before this course, I knew very little about nature interpretation. The above evidence demonstrated to me what nature interpretation was, and even more so why it was so important. Interpretation doesn’t just tell people about nature; it connects them to it. This connection can benefit both people and nature. It aids nature in the sense that people care about it and want to protect it. It helps people in a variety of ways, bringing them joy and allowing them to develop a “sense of place” (Beck et al., 2018). A sense of place helps individuals recognize a location as more than a mountain, river, arboretum, or pioneer settlement. It identifies the special characteristics and the big story the place represents (Beck et al., 2018).

My best friend and I’s trip to Banff in 2022.

Chapter 5 in our textbook evaluated the concept of “thematic interpretation.” An approach that I thought was particularly interesting was the cornerstones of the interpretive approach to communication. It describes TORE: Thematic with a focus on the main message conveyed, Organized to provide structure and meaning, Relavent to the audience, and Enjoyable to the audience (Beck et al., 2018). I am the type of person who loves systems and organizing, so I would definitely use this as a framework within my interpretation. I think that this framework could be applied to anything but would be exceedingly beneficial to keep in mind during nature tours and podcasts.

I think for me, podcasts and nature tours would be my main approaches in regard to nature interpretation. I think this would help me reach a variety of people and deeply connect with them but also provide accurate information. I think that these approaches would also work well with my lifestyle. I really enjoy podcasts and think they are a great way to get information, because you can listen to them almost anywhere (i.e., in the car), and they do not have to be excessively long. Nature tours would also fit into my lifestyle nicely, especially since I love activities like hiking, walking and exploring nature.

Another Banff post, because it was too gorgeous not to share twice.

I think an important point I would want to review before taking on the role of an interpreter is learning styles. The textbook outlines that the more we can employ the use of all senses, the more likely we will enhance learning (Beck et al., 2018). Different people have different learning styles. Some people learn better by listening, some learn better by watching, and some by using hands on learning. In my interpretation, it would be important to me to apply these various samples. For example, on nature walks, I could allow people to experience the nature for themselves. I could especially do this by adding the element of discovery into my nature tours. I could also make some of my podcasts into vlogs, so people could be visually stimulated while listening as well.

A pretty picture I took while sitting in the passenger seat in my hometown.

Another important idea of interpretation is knowing your audience. The textbook explains that interpretation and presentation programs should identify and assess their audiences demographically and culturally. Every effort should be made to communicate the site’s values and significance to its varied audiences (Beck et al., 2018). It also outlines that to know your audience you must know if they are local, young, or old, their demographics, their motives for attending, their attitudes and values (Beck et al., 2018). This is very important because not only does your presentation shift due to who you are presenting to, but it is also important to know demographics to understand economic, cultural, communication barriers and more. For instance, it might be difficult for elderly populations to do nature hikes. Flatter ground and shorter walks may be more beneficial for this age group.

Music is something that really touches my heart and I think it is beneficial to bring into interpretation. If my format of desire is a podcast, I could include music. The textbook states that music touches the emotions (Beck et al., 2018). When you touch people’s emotions, they develop a deeper sense of care for a place. Not only that, but people can also communicate important messages about nature through song. Music can spark emotion that results in people wanting change for issues such as global warming in nature. A belief I would bring into my interpretation would be the importance of music.  

Skiing over winter break!

To summarize, as an interpreter, I believe that it is important to share information in a way that various age groups can digest, connect with, and remember. I want to create a “sense of place” for my audience. I think it is my responsibility to understand different learning styles and demographics of my audience. This will help me communicate with them clearly and effectively. Utilizing tactics like TORE, and methods such as podcasts and nature tours I would be able to be an interpreter with methods that are suitable for me as an individual. I believe that music is important to include in nature interpretation and will spark action in my audience’s hearts and minds.

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Blog Post 10

I've never been someone who felt super connected to nature. As I’ve shared in so many of my posts, I didn’t grow up with much exposure to it, and it wasn’t a major part of my life. All I knew about it was that once a year my family and I would leave our city life behind to spend time at the cottage. Those trips sparked my curiosity, but I didn’t get the chance to really explore it until now, through this course.

Honestly, I didn’t expect to enjoy this class as much as I have. Doing the work felt less like an assignment and more like something I looked forward to each week. I couldn’t wait to see what blog prompt we’d get next! I loved having the chance to talk about my experiences and connect them with the readings and course material. This course has taught me a lot about myself, in ways I didn’t see coming. There were parts of my life I didn’t think had anything to do with nature that, surprisingly, connected deeply.

For instance, I never would have thought the color pink, a color I associate with my sister’s late friend, Jordy, could have anything to do with nature. But through Blog 4, I learned that nature can serve as a kind of memory keeper. Those pink sunsets have become a comforting reminder of her. I also learned about the privilege of experiencing nature (Knudson et al., 2018). While I hadn’t thought about it much before, being able to go to the cottage each year is a privilege, one that’s given me opportunities to connect with nature that not everyone has. Blog Post 3 really opened my eyes to this, deepening my appreciation for those moments.

I didn’t realize that nature could be a part of my favorite songs either. In Blog 7, I explored how music connects me to the natural world through different sounds and patterns (Knudson et al., 2018). But one of the biggest things I’ve learned, and something that came up in nearly every blog post, is that a connection to nature isn’t based on location; it’s built through experiences. I live in Niagara Falls, with one of the world’s natural wonders right in my backyard, yet that doesn’t feel like “nature” to me. Nature for me is the experience of being at the cottage with my family.

Reflecting on all these moments with the help of course readings has helped me realize that nature isn’t just part of my annual trips up north, it is actually one of the most prevalent aspects in my life and prevalent throughout so many of my experiences.

As I spent the first half of the blog mainly talking about what I learned from this assignment, I now would like to answer the assigned blog prompt.

From taking this class, and as I start to develop my own style as a nature interpreter, I’m realizing it’s not just about listing facts about nature, or just lecturing to people the scientific explanation behind it. In my eyes, it's more about helping people feel a connection. My personal experiences showed me that nature can actually bring comfort and hold meaning. This personal side of nature is what I want to bring into my approach to interpreting it for others.

One of my primary responsibilities is to make nature accessible and inclusive for people from diverse backgrounds and experiences. This involves recognizing my privilege. I now know I've been lucky to have access to nature since I was young, and I want to help make these kinds of experiences meaningful for everyone. I want people, especially those like me, who may not feel a strong connection to nature, to see that it’s something they can discover at any point in their lives, and is actually more relevant than they may realize.

In the article “Why Environmental Educators Shouldn’t Give Up Hope,” Jacob Rodenburg highlights how important it is to teach in a way that brings joy and wonder to kids, without jumping straight into big issues like climate change. Instead, he suggests helping kids fall in love with nature first, something I only got to experience once a year as a kid (Rodenburg, 2019). I see my role the same way; building connections first and saving the technical stuff for later. I really like Rodenburg’s idea of bringing people back to “magic” places so they can create their own stories and feel a sense of belonging in nature. For me, that’s the cottage, it’s my own “magic place.” This approach makes learning personal and memorable.

In my approach, I want to be a storyteller. I think bringing curiosity and excitement into learning about nature would greatly impact the connections made with the people learning about it. Working on the children’s podcast showed me how important this is. My job as the narrator was to take the science facts and tell them in a way that kept kids interested, making sure they could actually enjoy and follow along with what we were saying. I really like how Rodenburg talks about the students’ connection to the killdeer bird; by telling its story, he helped them feel invested in it, like they had a role in its life. That’s exactly what I’d love to do, help people feel connected to the nature around them.

Ultimately, my goal as an interpreter is to help make nature feel meaningful and accessible to everyone. Through simple, shared experiences, I want to show that nature isn’t just a place to visit; it’s something that can become part of who you are. I hope to help people find their own “magic places” and show that even small things, a sunset, a song, or a quiet walk, can bring them closer to nature. For me, it’s about encouraging these moments of connection, and helping people see that nature, even in little ways, is something they can take with them wherever they go. By bringing together what I’ve learned in this course with my own experiences, I want to make nature feel just as relevant to others as it’s starting to feel for me.

Knudson, Larry Beck, Ted T. Cable, Douglas M. Interpreting Cultural and Natural Heritage: For a Better World. Available from: Sagamore Publishing LLC, Sagamore Publishing LLC, 2018.

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

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Hi Julia and Chloe!

Bioluminescence truly does sound like one of nature's most magical and mysterious phenomena. I’ll admit, I didn’t know much about it before reading both of your posts, but the way you described it sounds fascinating! Julia, before writing my original post, I didn’t even really think about talking about living organisms. I’m not one to be in nature all the time, but I still remember seeing my first firefly at the cottage. It was unbelievable. The idea of living things actually generating their own light is wild to me. I didn’t realize fireflies use specific light patterns almost like a language. It’s so interesting to think of these flashes as coded messages in nature.

Your guys description of bioluminescent fungi lighting up the forest floor created amazing imagery in my head. I had no idea that some mushrooms could glow to attract insects to help spread their spores, almost like a natural neon sign! And then, of course, there’s the bioluminescent plankton in the ocean, which you both mentioned. I can’t imagine how surreal it must be to see those glowing waves in person. You’re right, Chloe, like something out of a sci-fi movie.

Both of your insights into how these glowing organisms survive in harsh environments, like the deep sea, make me wonder just how adaptable life can be. I’d never thought about light being a survival tool, but it’s amazing that it serves purposes beyond just looking beautiful. Thanks for sharing something I didn’t even know I was missing out on.

Unit 9 blog post

One of the most amazing things that I know about nature is bioluminescence. It is something that has always had me in awe from the moment I first learned about it. Seeing it through nature documentaries, YouTube videos, and even in real life is something that will shock anyone. I first fell in love with bioluminescence through my love of nature documentaries and have learned almost everything from there as well as through school.  The natural phenomenon occurs when living things generate and release light. From sparkling plankton, ocean waves to fireflies glittering in the night, it is a mystical sight that is shared amongst many organisms. This amazing thing has vital roles in these organisms life and is not merely for show. 

Fireflies is one example of an organism using bioluminescence and one of the more popular ones that people know of. Fireflies emerge to provide a stunning ballet of lights as soon as the sun goes down. They use this to communicate, attract mates, and to fend off any predators. In certain species, each flicker is a component of a secret code, and the flicker patterns are so complex that they can even transmit messages.

Now imagine your lost in the woods when all the sudden, the ground beneath you starts to light up.  Certain types of fungi, like some mushrooms can glow in the dark. From watching Netflix’s “Night on Earth”, it is believed that this bioluminescence draws in insects, which help disperse the spores of the mushrooms. 

My personal favourite and something that is on my bucket list to see is the ocean waves during their bioluminescence time. Marine organisms are the cause of producing sparkle phenomena. They are microscopic plankton that produce a beautiful blue glow when disturbed, which gives the water a shimmering appearance. Surfers, swimmers, etc. can leave a path of shinning blue behind them when in the water. 

In addition to being a beautiful sight, bioluminescence is essential to ecosystems. It promotes predation, camouflage, and communication. To ensure their survival in the most hostile settings on Earth, several deep-sea organisms, for example, use bioluminescence to entice prey or disorient predators. 

So, embrace bioluminescence and allow it so to strengthen your bond with nature. The wonders of nature serve as a constant reminder of the remarkable beauty that our world gives us, whether it be a flying flicker of light from a firefly to the glow of mushrooms or the glimmer of water.  

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Blog Post 9

This week I’d like to pull from all of the course content to connect my idea to the blog prompt!

As I mentioned in previous blog posts, going up north to the cottage once a year was my only real time spent with nature growing up. One of my favourite parts of those trips was stargazing with my dad. It was more than just a pastime, it became a tradition, an escape from reality and our urban life. I vividly remember sitting by the campfire, lying back, staring up at the stars, feeling like I was in a whole different world. When I was younger, I just loved looking at the stars and the curiosity of seeing so many - which we didn’t do much of back at home. But as I got older, I started to see those stars in a whole new light, feeling grateful for their elegance. It made me realize how amazing it is to be alive, and to appreciate our world for its natural beauty. It’s these moments that fill me with a sense of awe.

A picture of the sky at the cottage right before it got dark to stargaze (Abbruscato, 2023).

The textbook talks about how awe can inspire people to want to make the world a better place, and I can completely relate to that feeling (Knudson et al., 2018). As I grew older and stared at the stars I realized, the stars became less about their beauty alone and more about feeling deeply connected to the universe. It wasn’t just the simple act of stargazing like it had been when I was younger. Now, those stars evoked genuine emotions, tying into what the textbook says about authenticity being the core of any meaningful interpretive experience. Authenticity draws us in, making those moments resonate on a much deeper level (Knudson et al., 2018).

I also appreciate how in the textbook Amanda Giracca is quoted and points out how nature study is more than just memorizing facts (Knudson et al., 2018). This couldn’t be more true. Growing up my dad and I never knew the constellations, or memorized the different planets and where they would be in the sky. We were simply enjoying the beauty and wonder of the universe, that we didn’t get much of back home. 

In the course content on courselink, Jennifer Dick, the Interpretation Officer at the Royal Botanical Gardens, talks about how interpretation pulls from various disciplines. I realized, stargazing isn’t just about astronomy; it’s about storytelling, science, philosophy, and emotion all rolled into one (Lahey, 2022). It’s this blend of subjects that makes the experience so meaningful. 

The best part about these experiences is how they stay with me. Even now, when I look up at the sky, I’m transported back to those nights at the cottage. I’m with my dad, I feel the cold cottage air, and can see the stars as clearly as if I were there. Stargazing taught me that the most amazing experiences in nature don’t always have to be about the big, grand adventures. Sometimes, they can be found in the quiet moments.

Knudson, Larry Beck, Ted T. Cable, Douglas M. Interpreting Cultural and Natural Heritage: For a Better World. Available from: Sagamore Publishing LLC, Sagamore Publishing LLC, 2018.

Lahey, T. (2022). Star gazing: Interpretive approaches to whitman’swhen I heard the learn’d astronomer. English in Education, 57(1), 45–58. https://doi.org/10.1080/04250494.2022.2149394 

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Additional substantive post: Unit 7

“Print media, radio, and television, along with the internet and social media provide interpreters with powerful tools for reaching enormous numbers of people. In doing so, interpretive messages are carried to people with different values and beliefs” (Knudson et al., 2018). 

For me, the song that immediately takes me back to a natural landscape is “Hymn for the Weekend” by Coldplay. When I hear it I am reminded of our annual cottage trips. My dad would always play this song on the way to the cottage. When I hear it I instantly get transported back to the long drives through forests and narrow roads. Now listening deeper, I notice birds chirping, and humming in the song which connects music with nature.

Connecting this to the textbook quote, “Hymn for the Weekend” serves as an example of how music can act as an interpretive tool, similar to how print media, radio, and the internet reach people who may not visit natural sites. Songs like this one can make people feel connected to nature, even if they don’t actually spend a lot of time outdoors. Even though my childhood was spent normally in the city, this song would take me back to our family cottage trips. Similar to how interpreters try to reach people from different backgrounds through media, music can also help listeners picture natural landscapes and feel connected to places they might never visit. The song brings up feelings of rural beauty and nostalgia, just like how interpretive messages help people appreciate nature and cultural sites, even if they’re not physically there. It’s amazing how music can make you feel closer to nature and create a strong sense of place, no matter where you are.

Knudson, L.B.T.T.C.D. M. (2018). Interpreting Cultural and Natural Heritage: For a Better World. Sagamore Publishing LLC. https://sagamore.vitalsource.com/books/9781571678669

[maenvs3000f24]

Hello Chloe!

I thoroughly enjoyed reading your post. Your post beautifully explores the connection between music and nature, drawing on both personal experience and course concepts. I like how you describe natural sounds, like rustling trees and crashing waves, as forms of music that often go unnoticed. This ties well with the idea from the article, “The Music of Nature and the Nature of Music” that musical sounds in nature can be understood as a shared language among species (Gray et al., 2001). You highlighted how different cultures incorporate natural sounds into music. This to me aligns with Tilden’s principles of interpretation from our course material, how art, like music, can foster emotional connection to nature. 

You mention in your post about how artists and composers use nature not just for sounds but for inspiration in showing different landscapes fits well with what we’ve learned in class about nature being a big inspiration for artists. I also enjoyed when you connect SZA’s “Good Days” to your own experience. It truly shows the emotional power that music can have, which we’ve talked about in the course. The way you felt peaceful walking on the beach while listening to the song really shows how both music and nature can work together to create strong feelings.

Overall, your post does a great job of connecting ideas from the readings with your own experiences. You show how music and nature are linked and how they work together to create deeper feelings and meaning.

Unit 07 blog post

Hi all,

To answer the question, “Where is music in nature?” and “Where is nature in music?”, I think there is more than one response. Music in nature can be found, in my opinion, quite literally everywhere. Whether that is the sound of trees rustling on a windy day, birds communicating while flying overhead, waves crashing into each other, or even rain during a heavy thunderstorm. Although this isn't quite like the music we like to listen to on our headphones every day, I find it can still be just as enjoyable. These natural sounds can even inspire the composition of music we hear today. Many different cultures across time have incorporated animal sounds, fire sounds, and many more natural melodies into their own musical traditions. It goes to show that music and nature are intertwined with one another.

Many natural rhythms are influenced by the sound of the sea, wind, and rain, which serves as a reminder of how deeply ingrained nature's melodies are in music. According to the article by Gray et al. (2001), musical sounds observed in nature indicate a connection between any living things, and that this relationship can be understood as a shared language among species. On the other hand, when it comes to music, there is so much more to reflect on when it comes to nature rather than just purely imitating the sounds. Composers often write their music according to the landscapes they see. This includes mountains, lakes, or even a thunderstorm. It can be a way of portraying the place, where the listeners feel themselves there when they are far from it. For songwriters who have enough talent to capture the wide range of feelings, narratives, and visual beauty found in nature and transform them into sound, it can be a constant source of inspiration. For artists, songwriters, and composers, nature is an endless source of inspiration. It offers a variety of feelings, stories, and visual beauty that may be transformed into sounds. Tilden's principles state that interpretative programs that combine art and information can have a profound emotional impact that leads to a sense of connection with nature, which should then inspire responsibility. Incorporating bird melodies into beatboxing is one example of how Ben Mirin uses his skill to capture the sounds of specific species. This gives audiences a new perspective on animals and ecosystems that they might never get to see firsthand.

One song that immediately takes me back to a natural landscape is “Good Days” by SZA. The reasoning for this is that I find the song to be really dreamlike as if I’m walking on a beach at sunset or nighttime. SZA has been one of my favourite artists for a long time so I am definitely also a fan of her voice, in this song specifically. The song is about how even though things might be tough right now, “good days” are coming. I love the meaning of this song because it is a reminder to not be more present and to not focus too much on the things that stress us out in life.

This is a picture I took two summers ago, walking along the beach at around 11pm, listening to "Good Days". I love this picture because even though the quality is not the best, it takes me back to that time when I felt so at peace :)

Thanks for reading!

[maenvs3000f24]

Blog Post 7

Our world is filled with sounds, and when you think about it, music and nature are more connected than they might seem at first glance. Humans didn’t just invent music, it’s something that exists all around us. This week’s unit pushed me to think about how music and nature influence each other, and I’ve realized that these two concepts are more intertwined than I initially thought.

In "The Music of Nature and the Nature of Music", they talk about how animals like whales and birds make sounds that actually resemble human music (Gray et al., 2001). For example, humpback whales create songs that follow patterns similar to human compositions, like repeating themes and using different pitches, almost like they’re crafting their own symphony. Even birds sing in scales that sound familiar to us. If we really stop and listen, nature is full of music, it’s just that often times we don’t always notice it.

During this week’s course content, there was a big focus on how we can use these natural sounds in environmental interpretation. As nature interpreters, we can actually use the music of nature to engage people more deeply. Think about the wind rustling through leaves, the steady rhythm of waves hitting the shore, or even the sound of frogs in the spring. This ties into our podcast assignment. By incorporating nature sounds from places like the Arboretum, or urban areas, we could tie in the words that we’re saying with the natural noises of the environment.

Human music has always been influenced by the natural world. Songs, dances, and poems in many cultures reflect the beauty of nature and often carry deeper messages about the environment. In "Spiritual Values of Protected Areas in Europe", they talk about how Indigenous cultures incorporate music and spirituality into their connection with nature (Josep-Maria, 2012). This approach feels different from how we often treat music here in Canada, where we tend to separate art from learning. But in many cultures, music is a way of communicating environmental knowledge and inspiring action to protect nature, which makes me think we could do a better job of blending these two areas.

As mentioned from this week’s material, a musician, Ben Mirin started mixing bird songs into his beatboxing performances, and it really took off. Mirin brings the sounds of nature into modern music and helps people reconnect with the environment in a fun, creative way. It shows that music can act as a bridge between people and nature, even when we feel disconnected from the natural world. As interpreters, I think this is such a cool way to engage people by using creativity and music.

In conclusion, music is all around us in nature, and nature is deeply rooted in music. The two are constantly influencing each other. We just need to open our ears and listen.

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science, 291(5501), 52. https://link.gale.com/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8 

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. 

[maenvs3000f24]

Hello! I really enjoyed reading your blog and appreciate how you tied your personal experiences to the quote. Your reflection on Stanley Park and the windstorm stood out to me because it creates such a meaningful connection between the history of the land and how we interpret it today. I agree with you that it’s essential to honor the past, as it continues to shape our present experiences, even if we’re not always aware of it.

In my response, I also touched on how history plays a critical role in nature interpretation, which ties into this week’s course content. Your blog post reminds me of the blog prompt’s train analogy, just because something didn’t directly happen to us doesn’t mean it’s not affecting our daily lives. Interpreting history breathes life into the past and forms the foundation for how we interact with the world around us today. I think your example of Stanley Park reflects exactly that. Without knowing the history, visitors might miss out on a deeper connection to the space.

Both your blog and the course material emphasize how important it is for nature interpreters to help others see those connections. By sharing these stories, we help keep the past alive and create a more meaningful experience for those exploring the landscape. It’s all about making sure the history we share today informs the stories we create for tomorrow.

Blog Post 6

The value and importance of history when considering nature interpretation is critical to understanding the roots of the land we stand on. The quote highlights the role of integrity when acknowledging the memories attached to ancient things. When we think of the history of certain aspects of nature, it’s imperative to remember that the land we stand on here in Canada has a deep history attached to it. Those who are nature interpreters should always be mindful of this and ensure that those they are guiding are being taught to honour the cultural and spiritual aspects of the land. 

The quote suggests that we, the reader, should be mindful and not forget the past, as it is still a part of history and affects what we see in the present. It makes me think of nature, which has been affected by severe weather storms, and how things have changed. My uncle lives in Vancouver, and I remember him telling me about the windstorm that affected Stanley Park. People who don't live in Vancouver and visit Stanley Park are most likely unaware of the crisis that occurred, which plays a crucial role in the park's history as it was a time when the community came together to help restore the park. Making sure that we pay attention to the history of this part is beneficial in ensuring that proper protocols are set in place if a similar scenario occurs. 

I think learning the history of the nature we interpret can help foster deeper relationships with what we see. Another aspect of history with nature can be our history of visiting these parks and trails. Creating memories in the outdoors brings our personal history into play and is something we can pass down to younger generations when the time comes.

[maenvs3000f24]

Blog Post 6

When I initially read this quote, I didn't understand what it meant at all. It wasn’t until I carefully annotated and made connections to previous knowledge and the textbook that I started to piece things together. 

The first line, “there is no merit in ancient things, but merit in integrity”. Old or ancient artifacts hold no inherent value on their own. What gives them significance is their integrity. The stories, context, and meaning that keep them whole and connected. Without this connection, these ancient things are just objects, without a purpose or relevance.

The quote then says, “integrity entails keeping together all the parts, because if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things.” To me this means that maintaining integrity does not necessarily require the physical preservation of the pieces themselves, but instead involves keeping the essence of those pieces alive through storytelling, memories, or ancient symbols. These connections can capture different times, linking past and present in a way that preserves meaning.

The final part of the quote discusses a railway station analogy, which really drives the point home about the past’s importance. Ignoring the past is like thinking a train station only exists while your train is there. The past continues to exist and affect the present, even if we’re not directly experiencing it. Like the train continues to arrive at different stations, even though it is not your station. Just because we move past something (like a railway station) doesn’t mean it ceases to exist. Similarly, just because something happened in the past, it doesn’t mean it’s irrelevant or “done with.” The past is not something we merely pass through; it’s something that continues to exist and affect us in ways we might not immediately recognize.

The last part of this quote stands out to me. I think it is very impactful. The past, even though we didn’t directly live it, continues to impact us. While reading the textbook this stood out to me, “another reason to interpret history is to remember not only the happy stories about our past, but the tragic ones” (pp. 326). By remembering and interpreting the darker parts of history, we can learn valuable lessons and avoid repeating those mistakes in the future. Keeping memories of suffering and injustice alive allows us to reflect and take meaningful action today. Movements like equal rights for women, civil rights for minorities, and Black Lives Matter, all connect to this idea of remembering and honoring the struggles of the past. Without understanding these historical contexts, these movements might lack the depth and force they need to enact change. 

Interpretation breathes life into these memories. Without interpretation, artifacts, historic buildings, and ancient symbols would be just old things. Interpretation gives these things integrity, and in turn, integrity keeps the stories and lessons of the past together, ensuring they continue to guide us today.

[maenvs3000f24]

I love that you and your roommate have started going on regular walks before classes! It sounds like such a peaceful way to start the day, and I can totally relate to how being outside can improve your mood and mindset. Whenever midterms or exams hit, I tend to stay inside all day and neglect any sort of physical health, so sometimes I set aside 20 minutes for a walk and it does tremendous for my mood and mental state. As you said, I agree with you that as university students, it’s easy to get caught up in the busyness of school and forget to take time to appreciate nature. It’s great that you’ve found a simple way to incorporate it into your daily routine.

Even though you live in a suburban area, just being outside and breathing fresh air can make a big difference. I’ve also noticed how just a little time spent outdoors can help me feel more grounded and relaxed, even if it’s just for a short walk. The balance of getting away from technology and being present in nature, really helps to clear the mind.

I’d be really interested to see how other people might benefit from something like this, too. It seems like such a simple routine, but the mental health benefits of being in nature, even in small doses, are really powerful. Your post has definitely inspired me to consider adding more walks into my weekly schedule! Thanks for sharing this.

Blog Post #5

Since this week is free write, I decided I would write about something that has brought me a lot of joy recently. My roommate and I have started to go on walks, every week twice a week, before going to our classes. It is such a peaceful way to start the morning. Everything is quiet and we can talk.

The weather right now is also perfect for walks, it is not too cold or hot. Being in nature is so peaceful. These walks are little ways to incorporate nature into my daily life, and I have realized how much of a difference it makes in my attitude and demeanour for the rest of the day. We live in a suburban area too so we are not fully engrossed in nature, but just being outside is nice.

I think as a University student it is so easy to get busy and disregard nature, or any appreciation for it. Being able to take a simple walk outside, without having to go anywhere, is such a simple way to stay connected with nature in everyday life. Especially with technology, it is so typical for me to get caught up in social media or watching a show.

I think that staying connected with nature, even in the smallest ways, has incredible mental health benefits. I would be really interested to see if doing simple routines like these walks, would make a difference in other peoples daily lives as well.

[maenvs3000f24]

Unit 5 Blog Post

For this week’s blog post, since there isn’t a specific prompt, I’d like to focus on the articles assigned, especially the first one. In recent years, there has been a growing recognition of the need to bridge the gap between science education (SE) and environmental education (EE).  Both fields are super important when it comes to dealing with today’s big issues, like climate change, biodiversity loss, and food scarcity. The article “Convergence Between Science and Environmental Education” really highlights why SE and EE need to be integrated, and it also digs into how citizen science (CS) helps link the two.

The article explains how SE has traditionally focused on teaching scientific knowledge and skills, like understanding natural systems and how things work in the environment. EE, though, is more about values and encouraging behavior change, getting people to actually do something about the environmental issues we’re facing. As the article mentions, as the challenges we’re facing get more complicated, SE and EE are starting to come together, which is important for helping people develop a more well-rounded understanding of sustainability issues. Science education gives us the tools to understand the problems, while environmental education helps us think critically about the bigger picture and how our actions impact the world.

One of the coolest aspects of this convergence is the rise of citizen science (CS). CS lets regular people, like you and me, participate in scientific research by collecting data that helps scientists tackle environmental problems. Technology like mobile apps and social media have made it so much easier to get involved. This reminds me of our podcast as ours is about the Squirrels of Guelph. It’s a great example of CS in action. In BIOL 1070, we used the Squirrel Life App to track squirrels and report data. People in Guelph are still encouraged to do the same, and it’s a perfect example of how SE, EE, and CS can come together. Through projects like these, students, scientists, and the community can collaborate and learn from each other.

A picture of the squirrels on campus I took last week before my midterm behind Richards (Abbruscato, 2024).

The second article, “Evaluating Environmental Education, Citizen Science, and Stewardship Through Naturalist Programs,” takes it a step further by showing how naturalist programs use CS to help participants take action in real-life conservation efforts. People in these programs get hands-on training, and then they do things like managing invasive species, cleaning up local areas, and restoring habitats. The more people get involved, the more confident they feel in their ability to make a difference. It’s another great example of how combining SE, EE, and CS can lead to real changes in the environment.

Both articles make it clear that combining science and environmental education, along with citizen science, is a really effective way to address complex environmental issues. By involving people in hands-on conservation and connecting them to their communities, we can build a more informed and engaged society. As SE and EE keep evolving together, citizen science can play a huge role in making a real difference and driving positive change.

[maenvs3000f24]

I just read your reblog to my post, and how ironic that my little sister, the one who lost her best friend, her name is Ellie.

That is so beautiful that you find peace in feathers. This is evident that "the gift of beauty" can truly be found anywhere you have a personal connection to.

I am sorry for your loss, but I am glad that we can find love and peace in sharing each other's stories and celebrating life in inanimate objects that represent them and show their beauty.

Unit 4 Blog Post

I grew up in the suburbs, Niagara Falls. As I’ve mentioned in earlier blogs, my time in nature mainly came from our yearly cottage trips. The calm of the forest and the beauty of the sunset over the lake gave me a rare, peaceful escape, something I deeply appreciate because it contrasts so much with my everyday life. 

I have an 8-year-old sister, and last September, her best friend and our family friend, Jordy, passed away from cancer at just six years old. It was devastating to hear the news. I was at school when my mom called to tell me. Jordy’s mom, Lindsay, often gets signs that Jordy is still with us, and one of those signs is the pink sky at sunset. Now, whenever we see a pink sunset, we believe it’s Jordy’s presence. This year, when I went up to the cottage, the stillness of the trees and the sunsets over the lake took on a new, deeper meaning for me. This gift of beauty is now a gift from Jordy. 

Figure 1. At the cottage this year with a pink sunset.

“In some instances, art can be used in innovative ways to beautify park grounds” (Knudson, L.B.T.T.C.D. M., et al., 2018, p. 227). Another way we feel Jordy’s presence is in our neighborhood park. Recently, the park got the very first pink park bench in Niagara Falls, which was unveiled on what would have been Jordy’s first birthday after her passing. While this bench may not seem like traditional art, to me, art is anything that expresses emotion and is appreciated for its beauty or the feelings it evokes. This pink bench captures all of that. It is an innovative way to beautify our neighbourhood park. When I see it, I feel Jordy’s presence with us. 

Apart from the visual arts, music has always been a big part of my life. I have been in many musicals, and growing up I was indeed a theater kid. I was in my elementary school and highschool productions of Aladdin, Cinderella, The Little Mermaid, and more. While I no longer participate in musicals, I still deeply admire them. Right now, I’m especially fixated on Hamilton, which I saw with my mom last summer in Toronto. I don’t just love musicals, but any songs. Music, like nature and visual art, is another way I interpret beauty. It has the power to stir emotions, connect people, and create lasting memories. After relistening to the Hamilton soundtrack about 30 times now, I think I can finally start to grasp What Lin Manuel Miranda was trying to get across while writing the musical. Music, for me, is another form of the “gift of beauty” that connects us to moments, just like those pink skies. Each form of art, whether a sunset, a pink bench, or a song, holds a special place in how I interpret the world and find meaning in the beauty around me.

Figure 2. Me in front of the Hamilton Poster.

Figure 3. The Hamilton Cast after the show.

[maenvs3000f24]

Hello! Your post reminds me of my experiences, as you see beauty in nature when you were a camp councellor, and I saw beauty in nature when I was up north at the cottage. Both similar events. As I mentioned in my post I see beauty in pink sunsets, still forests and even pink park benches. These parallel your portaging trips as a camp councellor. These moments that I mentioned give me a sense of peace and serenity. 

Your blog post made me refelct on the term “gift of beauty”. As you mentioned, trying to understand the “gift of beauty” could be quite complex, however after reflecting on my own experiences and reading this weeks courselink unit, the “gift of beauty” isn’t some standard, cookie cutter idea. It is subjective. Depending on how you interpret something, or the conncections you make to it, can represent the “gift of beauty”. In my experiences it is the pink park bench in my neighbourhood and the pink sunsets at the cottage. 

I enjoy how you described the Group of Seven’s work as more than just representation but interpretations of the nature and landscapes they depict. I think it’s amazing that you now look for similar feelings in your everyday life and in nature, that you feel when looking at the Group of Seven’s work. It makes me wonder when you’re in nature, what are the specific moments or scenes that most often inspire that sense of passion and connection for you? You did mention ecosystems flourishing and dew, but what is the most impactful? 

unit 04 blog post

The beauty of the Scottish Highlands, where I grew up, drew me in at an early age to the deep relationships between nature and life. As I grew up, I experienced many other instances of beauty, specifically through my portaging trips I completed through many parks as a camp consoler. These encounters come together as I try to understand "the gift of beauty," and I can view artistic expression as a story of both ecological and my personal development rather than only a representation. 

I first became aware of the complex artistry of natural processes in high school when I studied the systems of plants.  These teachings helped me to recognize the subtle artistic motifs found in everything from plants gathering dew to ecosystems recovering and flourishing after disturbance.

The Group of Seven is known for their ability to depict the Canadian environment (shown above), giving their works a distinct feeling of place and personality. Their method appeals to me because their canvases are interpretations that are filled with passion to cherish and protect these settings rather than merely representations. In my work, whether a written piece or during hands-on activities in the woods, I seek to provoke comparable feelings about the landscapes I've grown to know.

As an interpreter of the environment, I consider beauty to be a vital link that binds our experiences as humans with the larger ecological framework. It's a gift that encourages, instructs, and requires care. By combining scientific knowledge with emotional connection, I want to inspire people to value and preserve the living, breathing gallery of nature that is our planet.

[maenvs3000f24]

Unit 4 Blog Post

(I posted this on Monday but I am editing it now to cite the images as I forgot to do that when I originally posted)

I grew up in the suburbs, Niagara Falls. As I’ve mentioned in earlier blogs, my time in nature mainly came from our yearly cottage trips. The calm of the forest and the beauty of the sunset over the lake gave me a rare, peaceful escape, something I deeply appreciate because it contrasts so much with my everyday life. 

I have an 8-year-old sister, and last September, her best friend and our family friend, Jordy, passed away from cancer at just six years old. It was devastating to hear the news. I was at school when my mom called to tell me. Jordy’s mom, Lindsay, often gets signs that Jordy is still with us, and one of those signs is the pink sky at sunset. Now, whenever we see a pink sunset, we believe it’s Jordy’s presence. This year, when I went up to the cottage, the stillness of the trees and the sunsets over the lake took on a new, deeper meaning for me. This gift of beauty is now a gift from Jordy. 

Figure 1. At the cottage this year with a pink sunset (Abbruscato, 2024).

“In some instances, art can be used in innovative ways to beautify park grounds” (Knudson, L.B.T.T.C.D. M., et al., 2018, p. 227). Another way we feel Jordy’s presence is in our neighborhood park. Recently, the park got the very first pink park bench in Niagara Falls, which was unveiled on what would have been Jordy’s first birthday after her passing. While this bench may not seem like traditional art, to me, art is anything that expresses emotion and is appreciated for its beauty or the feelings it evokes. This pink bench captures all of that. It is an innovative way to beautify our neighbourhood park. When I see it, I feel Jordy’s presence with us. 

Apart from the visual arts, music has always been a big part of my life. I have been in many musicals, and growing up I was indeed a theater kid. I was in my elementary school and highschool productions of Aladdin, Cinderella, The Little Mermaid, and more. While I no longer participate in musicals, I still deeply admire them. Right now, I’m especially fixated on Hamilton, which I saw with my mom last summer in Toronto. I don’t just love musicals, but any songs. Music, like nature and visual art, is another way I interpret beauty. It has the power to stir emotions, connect people, and create lasting memories. After relistening to the Hamilton soundtrack about 30 times now, I think I can finally start to grasp What Lin Manuel Miranda was trying to get across while writing the musical. Music, for me, is another form of the “gift of beauty” that connects us to moments, just like those pink skies. Each form of art, whether a sunset, a pink bench, or a song, holds a special place in how I interpret the world and find meaning in the beauty around me.

Figure 2. Me in front of the Hamilton Poster (Abbruscato, 2024).

Figure 3. The Hamilton Cast after the show (Abbruscato, 2024).

[maenvs3000f24]

Hello! Your post was a great read. A few things stood out to me that I would like to highlight. First, the story in this week's module was in my opinion very saddening, although I couldn’t relate to it like you do. It didn’t even cross my mind that privilege can play a role in weekly overnight camps. Your perspective as an outdoor educator really helped illustrate how distinct these differences can be. As you mentioned, each student would have vastly different experiences with nature depending on their background, economic status, and of course, privilege. You mention that the students coming from low income areas sometimes felt unsafe in these foreign places, whereas students of higher economic status felt very comfortable in the same places. I found this eye-opening and made me think about my privilege with nature. I don’t ever feel unsafe in a camp setting. In the module article, maybe the kids that died weren’t as well versed in outdoor survival skills as the ones who didn’t die. This could possibly be a result of lower economic status or not as well equipped as the more privileged. In your last paragraph you talk about how it is vital to create inclusive spaces in nature where all students can participate and feel welcomed. So my question to you is, as a camp leader in this highly contrasted environment, what did you do to make students who didn’t feel as comfortable feel safe, like the others? How did you or your supervisors break this barrier? 

Unit 3 Blog Post

The story in this week’s module about shifting goals to meet the needs of at-risk youth through nature-based experiences resonates deeply with me. As an outdoor educator, I encountered similar situations where every three to four days, a new group of students would arrive, each with vastly different experiences with nature. Some came from privileged backgrounds, attending well-funded schools and spending summers at cottages or camps. These students were often trustful of the staff and comfortable outdoors, having had the luxury of frequent access to natural spaces. 

In contrast, other students came from low-income areas, where the outdoors were not always a safe or welcoming place. For them, outdoor experiences were unfamiliar, sometimes even intimidating. Many had never been in forests like those we worked in, and some may have had negative past experiences with camping, possibly tied to fleeing home countries or unsafe living situations. Others were mistrustful of authority and assessed risk differently than I do based on these past experiences. For these students, the comforts of home, such as their room or the online spaces where they felt safe, were suddenly taken away as they slept in cabins with classmates and without their phones. These elements, which I had not even considered the main challenges of outdoor education, were major hurdles for them. This stark difference highlighted the role that privilege plays in nature interpretation. It’s not just about teaching environmental concepts but understanding where students are coming from and meeting their needs with empathy. 

In the context of nature interpretation, privilege refers to the unearned advantages or opportunities some individuals or groups possess that grant them greater access to nature and environmental experiences. These advantages can arise from factors such as socioeconomic status, race, geographic location, physical ability, or education. Privilege determines who has the time, resources, and capacity to engage deeply with nature and shapes which stories and perspectives are included or excluded in environmental spaces. 

Recognizing privilege in this context means understanding that not everyone has the same level of comfort, experience, or access to natural spaces. The story I shared is just one example of privilege related to wealth, but there are countless other ways in which people's access to opportunities shapes how they can engage with nature within our current systems. It’s vital to create an inclusive space in nature interpretation where all students and participants can engage with nature in ways that feel meaningful to them, regardless of their background. Being mindful of these differences allows educators to offer experiences that accommodate varied needs, ensuring that nature interpretation isn't a one-size-fits-all approach. Instead, it becomes a tailored experience that values and incorporates the diverse perspectives and experiences of each group, making nature more accessible and relevant to everyone. 

[maenvs3000f24]

Unit 3 Blog Post

Privilege, to me, refers to certain advantages or opportunities that are accessible to some people but not to everyone. Oftentimes it’s a life you were born into and beyond our control. After reading this week's textbook readings and the course link content, it is evident that privilege most definitely plays a role in nature interpretation. 

As a white female, coming from an upper-middle class family I am privileged. An example that made me realize this is, I don’t have to worry about school finances, as my parents are paying for my undergrad tuition. This results in the money I made from my summer job going to other things I may want or need. I have privilege. That doesn’t mean that I don’t have my own barriers that I must overcome, but not as much or as significant as others. 

The barriers to nature that many face are diverse. They discourage people of minority who don’t have the privilege maybe as you or me to attend parks or interpretive programs. The textbook outlines several barriers, including economic barriers like park entrance fees and the costs of transportation, lodging, and food. Cultural barriers, activities like camping may be seen as fun for some groups of people, while for others, it could be associated with homelessness. There’s also a communication barrier, since English is often the default language in park signs, posters and programs, non-English speakers may struggle to fully engage. Additionally, a lack of knowledge about how to navigate natural spaces, or a fear of wildlife or discrimination, can prevent people from feeling comfortable in these settings.

These are just some barriers pertaining to park attendance stated in the textbook that I chose to highlight. Reflecting on these barriers, I can say with all the privilege that I have, not one of the things mentioned is a barrier for me. Even though I’ve never been camping, I could easily overcome that with a Google search or by asking a friend. This availability of information is not universal, and for many, overcoming these barriers is much harder. 

I like how the textbook mentions some ways interpreter parks can overcome these barriers to give less privileged people an opportunity to have the same experiences as someone who is privileged. For example, providing transportation to parks or bringing interpretive programs to local communities could help with the economic barrier. Reducing cultural barriers could involve inviting minority groups to participate in outdoor activities. Multilingual communication can help break down language barriers, and hiring more staff from minority backgrounds can address fears related to discrimination or exclusion.

Privilege might not always be obvious when we think about nature interpretation, but it is undeniably present. Before this week’s course content, I hadn’t fully recognized the extent of my own privilege in this context, but now it’s clear how significantly it shapes my experience of the natural world.