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Hi Sophie,

I thoroughly enjoyed reading your reflection! It perfectly captures the essence of interpretation as more than just conveying facts—it’s about fostering deep, meaningful connections between people and nature. Your emphasis on storytelling resonates with me and my experience, especially through my own experiences in outdoor education and camping. I’ve seen firsthand how stories transform a simple nature walk into an immersive journey, making abstract environmental concepts come alive.

At the summer camp I worked at, we also used storytelling as a tool to engage campers with the land around them. Instead of merely explaining local wildlife or ecosystems, we wove narratives that sparked curiosity—turning a grove of trees into an ancient gathering place or a lake into a home for mythical creatures. Much like your approach, this method allowed kids to form personal, emotional ties to nature rather than just absorbing scientific facts. It’s incredible how storytelling invites people into nature, making them active participants rather than passive observers.

I also appreciate your belief in experiential learning. Nature isn’t just something to study; it’s something to experience. Whether it's camping under the stars or feeling the hum of a jet ski over Lake Erie, these moments deepen our connection to the world around us. Your reflections remind me that as interpreters, educators, or mentors, our role is to bridge knowledge with experience—turning learning into transformation. I have no doubt your future students will find inspiration through the stories you share.

Thank you for such a thoughtful post!

The Final Post! My Personal Ethics and Growth as an Interpreter

Personal Ethics as an Interpreter 

Reflecting on everything we have learned throughout this course, I see how my experiences, beliefs, and sense of urgency to promote profound connections between humans and the environment have greatly influenced my personal ethics. The goal of nature interpretation is to make people interested, inspired and, above all, foster respect for the natural world. Something that stuck with me is that it is not only about imparting facts but about listening to those around us and learning about what inspires them. Personal ethics are an individual's moral principles and values that guide their decisions and actions in both personal and professional life (Adams, 1989). This course has taught me that nature interpretation is not just about what is in front of us, but the deeper meaning of the things around us. Understanding this can help foster our decisions for the future. My ethics are closely connected with my relationship with nature. Being surrounded by the Niagara escarpment and Lake Ontario as a child gave me a deep appreciation for the natural world and a strong conviction in the value of conservation. Exploring nature is not only a fun hobby but also a necessary exercise for mental health. Spending time outside improves cognitive performance, lowers stress levels, and cultivates creativity. As a result, I support spending more time outside and developing an appreciation and respect for nature. I view nature as both a haven and a school, where I can learn countless lessons about resiliency, interconnectedness, and the beauty of the world around me.

Lake Ontario Sunset

The Beliefs I Bring 

One of the first things I believe is that nature is an essential component of our identity and well-being, not something that exists outside of human existence. Neil Evernden's view that "we do not end at our fingertips" but rather expand throughout the landscape is in line with this concept (Rodenburg, 2019). My family went on many camping trips as kids, exploring lakes, and forests, which helped me develop an innate love of the natural world that transcended textbooks and organized classes. This helped shape my appreciation for nature as camping in a tent allows you to fully slow down and immerse yourself in nature, which is something I think is critical in today’s fast-paced society. We recently purchased a jetski and summers are spent at the lake exploring quarries, bays, and different parts of Lake Erie and Ontario. It allows me to explore new corners of the place I grew up in. 

Our Camping Setup!

Another belief is that storytelling is one of the most effective means of promoting relationships with nature. Effective interpretation requires more than just communicating information, it must also uncover deeper meanings and linkages, as noted in the textbook (Beck, Cable & Knudson, 2018). I have seen firsthand how people are significantly more interested when listening to stories or ecological processes than in discrete scientific justifications. I want to make abstract environmental topics concrete and approachable by including narratives in my interpretative work. I think this course has helped me realize that. I want to be a High School Biology teacher, so I will take this knowledge with me and incorporate useful, practical examples and storytelling in my lesson plans to make my lessons more enjoyable and approachable for students. 

Can anyone else feel themselves coming back to life now after such a long and harsh winter? The warm weather and sun the past few weeks have brightened my mood and got me excited for Spring! Something I strongly believe in and advocate for is Vitamin D. I believe it is amazing for our souls. Sunlight exposure elevates mood, increases creativity, and improves mental clarity. By lowering stress and promoting attention restoration, studies have demonstrated that exposure to nature, especially time spent in the sun, can enhance mental health and cognitive performance (Bratman, Hamilton, & Daily, 2012). For this reason, I stress the significance of seasonal changes and their effects on our inner selves as well as our interactions with the natural world. Spring serves as a reminder of rebirth, development, and the interdependence of all life, lessons that are central to my view of nature. 

What Responsibilities do I have? 

As noted by Jacob Rodenburg (2019), in the changing world, nature interpreters have a difficult job of educating those around us. This entails striking a balance between talking about issues like habitat degradation, biodiversity loss, and climate change and providing instances of successful conservation initiatives and workable solutions. Another responsibility is to incorporate the conversation of nature in social media engagements, gatherings, and informal chats. To ensure that people perceive themselves as active participants in environmental change rather than passive onlookers, I must serve as a link between knowledge and firsthand experience. I also believe I must teach kids about the natural world, climate change, and environmental interpretation when I become a teacher. I want to give young students a feeling of interest and care for the environment since they are very impressionable. I can assist students in gaining a greater understanding of the world around them by including experiential learning and nature-based teachings in my instruction. I also understand that being a good steward of nature is a prerequisite for becoming a nature interpreter. I have to set an example of sustainable behavior, promote conservation, and make sure that my personal behavior reflects the environmental principles I teach. By leading with integrity and passion, I hope to inspire the next generation to become responsible caretakers of the planet.

Group of Kids I camp counselled

Suitable Approaches for Me I think that experiential learning and interactive involvement work best for me because of my personality and communication style. As noted by Richard Louv in the lecture, it's important to provide kids with direct exposure to nature. I am currently a tutor and I place a strong emphasis on hands-on activities, as it helps students visualize and learn better. I can incorporate this in nature interpretation by planting plants, turning over logs to search for insects, or listening to bird sounds. In addition to improving learning, this tactile interaction helps people feel more connected to their surroundings. I also learned through this course that one of the best ways to learn is when we see ourselves as part of it. This aligns with the idea that "kids connect best to places through stories and faces" (Rodenburg, 2019). One way I feel connected to my community is by going for walks around Guelph, which allow me to ground myself, declutter my thoughts, and slow my mind. I get a true sensation of connection to nature in these brief moments.

Reflecting on the Future 

Nature is continuously evolving, as is my knowledge. One of my biggest takeaways from this course has been the importance of fostering hope. Rodenburg (2019) states, "We can create nature-rich communities where kids feel a deep and abiding love for the living systems that we all are immersed in." This idea deeply resonates with me. Rather than focusing solely on preservation, it is important to restore ecosystems rather than just minimizing harm actively.

I also recognize that I must make environmental education inclusive and accessible as part of my privilege as an interpreter. It is easy to forget that not everybody grew up camping, traveling, or walking into their backyard and being surrounded by forest and nature. This leaves out vulnerable groups, who are frequently the ones most impacted by environmental deterioration. In the future, I hope to expand my interpretive practice to include other viewpoints, especially those related to Indigenous knowledge systems and community-based conservation initiatives. 

To encourage others to view themselves as essential to the natural world, I will continue to create deep connections between people and the environment via storytelling, experiential learning, and education founded on hope. The goal of interpretation is to create experiences that are transformational, not only to transmit information. I know I am doing my job if I can inspire someone to take action and I am excited to apply my knowledge from this class to the real world.

It has been so fun to read everyone's blogs this semester, I have learned so much! I hope everyone is taking away something from this course just as I am! 

Signing Out 🌲🌧☀️🦌

Sophie 

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Hi Anik,

Thank you for sharing such a thoughtful and inspiring reflection on your journey as a nature interpreter. Your post beautifully captures the ways in which art, storytelling, and accessibility shape our connection to the natural world.

I was especially captivated by the story of the sacred Lake Ravolobe and its protected Nile crocodile population. The idea that a single story could influence conservation efforts and preserve an entire ecosystem is a powerful reminder of how deeply intertwined culture and nature can be. Your experience in Madagascar beautifully illustrates how storytelling is not just a way to share knowledge but a way to create meaning, emotion, and connection. This aligns with the ideas in Chapter 10: Arts in Interpretation, which explores how oral traditions and creative expression can bring nature to life in ways that facts alone cannot. Rita Cantu captures this concept perfectly when she writes, “If the songs are not sung and the stories are not told, danced, painted, or acted, our spirits will die as well.”.

Your reflection also made me think about how personal experiences shape the way we interpret the world around us. The way your tour guides wove stories into their explanations reminds me of how interpretation is not just about conveying information but about creating a space for curiosity and wonder. Your perspective on accessibility and privilege adds another important layer, highlighting the ways in which nature should be available to everyone, regardless of background or experience. Being aware of these types kinds of barriers to nature is so important in our role. Thank you for shining a light on them!

I also found your mention of Chasing Lemurs very interesting. A creative non-fiction book that explores biodiversity through personal narrative sounds like a fascinating way to bridge science and storytelling. Thank you for sharing this recommendation!

I thoroughly enjoyed reading your post, good luck with the rest of your semester

Unit 10: Nature Interpretation's Role in Environmental Sustainability

Throughout this course, we have touched on many things such as privilege, accessibility, learning types and more. All these things have helped me grow as a nature interpreter in so many ways. As a daughter of immigrants, I grew up in a household where my parents worked their very best to provide me with a better life than they had. I am very fortunate to have grown up in a country where I could go on hikes, learn about nature in school and watch birds and animals in my backyard. I had the opportunity to turn on a television, watch the Discovery Channel, and see and learn about amazing animals and wonderful ecosystems all around the world. I was able to go to places like the ROM and other museums that showcased dinosaur bones or paintings of wild landscapes that had me immersed. I distinctly remember a school trip in which we went to a high school known for its performing arts and watched a dramatic play about Shakespeare, a midsummer night's dream and many scenes took place in a forest. 

Art in this way shaped my understanding of nature interpretation at a very young age. Now, after taking this course, I learned that art can help others connect to nature too, as it can help them relive memories of them in the wild through dance or song, or learn about nature through visual and performing arts (Chapter 10: Arts in Interpretation, pg. 229). My tour guides during my summers in Madagascar would use storytelling as a way to explain the things we saw and in a way, that is how I first learned to appreciate nature beyond just observation. Storytelling made the environment come alive, it gave animals' personalities, landscapes their own histories, and ecosystems a sense of interconnectedness. They would often share their own experience and interactions that they had and it would leave me feeling excited to go back out into the forest every single day, no matter how tired I was. One story in particular struck a chord with me. The story tells of a king who drowned himself in a lake to avoid capture by his enemies. This act made the lake sacred, and as a result, hunting crocodiles there became strictly forbidden. Today, the once-endangered Nile crocodile population has rebounded, along with native turtles and fish, all thriving under the lake's protected status. 

Picture taken of a baby Nile Crocodile in Lake Ravolobe as my tour guide told me the story of why this lake is Sacred.

Experiences such as these have shaped my ethics as a nature interpreter. I believe that nature interpretation is not just about facts and figures but about fostering an emotional and personal connection to the natural world. My experiences as a child have shaped my perception and love for nature and now as I have learned ways to help others too connect to nature, my ethics and beliefs revolve strongly around accessibility and privilege. Somehow we have turned nature into a commodity, and many people around the world cannot access it. Whether through scientific communication that bars people due to education or through the assimilation of various Indigenous cultures, we have forced the disconnection of nature onto many, many people. As a nature interpreter, I believe it is my responsibility to break down these barriers and create opportunities for people to reconnect with the natural world. Nature is not something to be owned, bought, or restricted to those with the means to experience it. It is a shared resource, a fundamental part of human existence, and something that everyone should have the opportunity to engage with, regardless of their background, education, or socioeconomic status.

One of the biggest challenges we face is the way nature has been framed within academic and institutional spaces. Scientific language, while valuable, can often alienate those without formal education in the field (Unit 5: Nature Interpretation Through Science. By simplifying concepts, using storytelling, and incorporating diverse cultural perspectives, we can make nature interpretation more inclusive and engaging. Creative writing has always been a passion of mine and since coming to the University of Guelph, I have found it to be a powerful tool to connect science and academics to the public. I am currently immersed in op-ed writers such as Naomi Klime or authors such as Dr. Kerrian McGoogan who are using their skills in writing to interpret to a much, much broader audience than academia could ever reach.

Dr. Kerriann McGoogan's book, Chasing Lemurs is one of my favourite creative non fiction books and is a very important one due to the biodiversity crisis Madagascar is currently facing.

Through their writing, they make pressing issues relatable, accessible, and urgent, ensuring that knowledge is not reserved for the few but shared with the many. This approach is most suitable for me as I find reading about others' experiences with nature often helps me connect to them as well. Writing the script for my podcast also helped me realize my love for writing can be a powerful tool and a bridge between people and the natural world. Through storytelling, I can make complex environmental issues more accessible, weaving together personal experiences, scientific insights, and cultural narratives to create a deeper sense of connection. Moving forward, I plan to integrate writing into my work as a nature interpreter, using it as a tool to reach those who might not otherwise engage with environmental topics. Whether through personal essays, advocacy pieces, or podcast storytelling, I want my words to not only inform but also evoke emotion, spark curiosity, and inspire change.

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

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Unit 10- My Personal Ethic as a Nature Interpreter

Nature has always been an integral part of my life. From childhood explorations in the forest to my current conservation efforts, my journey as a nature interpreter is deeply rooted in stewardship, accessibility, and inspiration. Early experiences shaped my love for nature and my commitment to ensuring that others, especially children, have similar opportunities to connect with the natural world.

(Photo of me at about 8 years old just hanging out in a tree, captured by my mom!)

Beliefs That Guide My Interpretation

One of my core beliefs is that everyone should have access to nature. Chapter 7 of our readings emphasizes inclusivity in interpretation, stating, “Role models are important in generating interest in any field.” Another key point from the chapter highlights that “Barriers have been found to discourage park attendance and participation in interpretive programs by minority populations.”

As a camp councillor, I’ve worked with children who had never hiked before or had limited access to nature. Seeing their wonder when they held a frog for the first time or discovered a camouflaged insect reinforced the importance of welcoming and inclusive outdoor spaces. Expressing excitement over finding a stick bug or a caterpillar reinforces their enthusiasm. One memorable moment was when we found a garter snake hidden in the tall grass on the property. Initially, some children were fearful, but after I explained its role in the ecosystem, their fear transformed into curiosity. By the end of the session, they were eager to find another one. These transformations demonstrate that a connection to nature can be nurtured and that curiosity is contagious.

(Photo I took at nature camp, this Polyphemus Moth caterpillar was definitely the centre of attention for the campers this day)

I also believe conservation should be an active responsibility, not just an ideal. If we want to maintain ecosystems, we must do more than admire them, we must protect and restore them. I have seen habitat destruction firsthand, from invasive species overtaking wetlands to littered trails. This influences how I engage audiences, urging them to move from appreciation to action. Through hands-on conservation activities, citizen science projects, or leading by example, I aim to instill a sense of responsibility in those I teach.

Responsibilities as a Nature Interpreter

1. Respect and Honor the Land

A key responsibility is treating the land with respect. Just as campers are taught to leave no trace, interpreters must model and encourage respectful interactions with nature. One experience that reinforced this for me was arriving at a campsite that had been poorly maintained. Trash was scattered around, food remnants had been left out, and the fire pit was full of half-burnt plastic. It was disheartening to see such a lack of care for a place meant to be enjoyed by all. I spent time cleaning up the site before setting up my own camp, but the experience reinforced the importance of teaching responsible outdoor ethics. If everyone left nature as they found it—or better—our wild spaces would remain pristine for future generations.

(This is a picture of our campsite, after all the preexisting garbage was removed and we finally got to setting up our tents. I definitely was not a happy camper that day)

2. Inspire and Educate

Another responsibility is inspiring curiosity and learning. As an interpreter, I must tailor my approach to different audiences, ensuring inclusivity and engagement. One of my favourite methods is storytelling. Instead of listing facts, I frame information within narratives that make it memorable. A story about a squirrel forgetting buried nuts, inadvertently planting trees, is far more impactful than a simple list of ecological functions. The impact of storytelling is further delved upon in chapter 10, Arts of Interpretation. According to storyteller Susan Strauss (1988), “in the world of interpretation, the job of the storyteller is to bridge the gap between human beings and the natural world.”. This truly resonates with my experiences as an interpreter for children, stories can connect the real world with their active imaginations. 

3. Foster Stewardship in Others

Beyond education, my role involves instilling responsibility in others. When people feel connected to nature, they are more likely to advocate for its protection. One summer, I led campers in clearing an area of invasive Phragmites. Initially, they saw it as a chore, but as I explained the impact of invasive species, they became invested. By the end of the day, they were identifying invasives on their own and asking how they could help outside of camp. These moments prove that people need to feel personally involved in order to care.

(My group and I on our way to the invaded wetlands)

Suitable Approaches to Interpretation

To sustain enthusiasm and effectiveness as an interpreter, I turn to Beck and Cable’s (2011) “Gifts of Interpretation.” One that resonates with me is The Gift of Joy: “Interpreters can promote optimal experiences through intentional and thoughtful program and facility design.”

To maintain joy in my work, I adopt the following approaches:

1. Staying Curious

The more I learn about nature, the more I find to love and share. Expanding my knowledge keeps my enthusiasm alive and ensures that my programs remain fresh and engaging.

2. Engaging with My Community

Connecting with fellow interpreters and nature enthusiasts helps me stay inspired. Sharing experiences, challenges, and successes fosters motivation and belonging.

3. Practicing Self-Care and Balance

Nature interpretation can be demanding, especially in extreme weather or challenging situations. Setting realistic expectations, taking breaks, and enjoying nature for my own sake helps maintain a sustainable approach.

(Me trying to keep a positive attitude even through the torrential rain and flooding at camp)

Conclusion

My ethic as a nature interpreter is built on love for the natural world, a commitment to accessibility, and a dedication to inspiring others. Through mindful practice, continuous learning, and conservation efforts, I strive to make a difference, one moment of wonder, one inspired child, and one protected ecosystem at a time.

By embracing inclusivity, fostering curiosity, and leading by example, I hope to inspire future generations to protect and cherish the environment. The role of a nature interpreter extends beyond delivering information—it is about igniting passion, removing barriers to participation, and cultivating a lifelong appreciation for the natural world. Through this work, I aim to ensure that nature remains a source of wonder, learning, and connection for all.

References

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

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Hi Chayse, 

I loved reading your post! Your passion for insects shines through, and it’s truly inspiring! Even for someone who doesn’t naturally gravitate toward bugs, your enthusiasm and storytelling make them feel so fascinating and almost otherworldly. Your encounter with the woolly aphids sounds like such a surreal moment—I can only imagine the mix of curiosity and amazement you felt when you realized the branch was actually moving!

Your connection to iNaturalist is also really cool. It’s great to see how citizen science platforms fuel your curiosity and help you learn more about the world around you. I admire your dedication to stopping mid-run just to capture a grasshopper photo—it’s clear that your love for insects is deeply ingrained in how you experience nature.

Your mention of the cicada reminded me of my personal connection to those little critters! While working at a nature camp, I met a child obsessed with cicadas, always collecting their shells any chance she'd get. Though I didn’t quite understand the appeal at first, I grew to respect and admire her passion, just as I respect yours. Your love for bugs is contagious, and I appreciate how you bring others into your world through your observations and storytelling. Keep sharing your incredible discoveries!

Unit 9 Blog Post - Interpreting my Favorite Insect Identifications!

When I read this blog prompt, I instantly knew I wanted to use this post to share some of my favourite observations on iNaturalist and use that as my way of bringing the field to you! Most of the most amazing things I know about nature about bugs, so I will interpret this to you all through photos! I also think this fits well with our unit content, as this week’s textbook reading discussed iNaturalist and other, similar, citizen science initiatives (Beck et al., 2018). I am quite active on iNaturalist because I feel like I have an insatiable thirst for knowledge, so when I see an animal that I can’t identify off the top of my head, I NEED to know what it is- and iNaturalist is perfect for that!

The first insect that I want to share with you are Woolly aphids, specifically beech blight aphids (Grylloprociphilus imbricator), which are shown in the video above! Last semester while doing field work in an arboretum pond for my limnology class, I saw a branch on a tree that seemed to be moving and fuzzy… upon closer inspection I realized that my eyes weren’t playing tricks on me… the branch really WAS moving AND fuzzy. This was my first time seeing a woolly aphid, so I honestly was having a difficult time comprehending exactly what I was looking at, nevertheless I immediately started taking a video and trying to identify the thing I was seeing. Through zooming in I could see a little amber ball on each of these moving things, instantly I knew this was some type of aphid, or at least a hemipteran. Hemipterans are ‘true bugs’, an order of insects with piercing-sucking mouthparts and two pairs of wings. The little amber ball that you see on the back of each aphid is called “honeydew”- this is a sugar-rich secretion that is produced by phloem-feeding hemipterans, such as aphids. Honeydew is a resource that is often preyed upon by other insects, especially ants. Ants use aphids as a form of livestock, carrying aphids to different plants through their lifecycle and defending them in order to use the honeydew (McVean, 2017)!

The next insect that I am going to share with you is a green-striped grasshopper! This is a photo that I took last summer in preservation park while trail running- I nearly tripped while trying to stop and take a photo of this guy when I spotted it! I run a lot on trails in the summer so that’s when I find I get the most identification done. I definitely slow myself down doing this… and miss a lot of bugs because I’m running… but it combines two things I love into one, so I don’t mind! Now, I’m sure grasshoppers are not a new thing to anybody reading this, but seeing this photo of a grasshopper made me think of a cool fact that I wanted to share!

Pink grasshopper pic is from Michelle W., @pufferchung on iNaturalist

No, this photo of a pink grasshopper is NOT photoshop, pink grasshopper morphs are real and do exist in nature! The pink colour is caused by a rare genetic mutation known as erythrism- this is a recessive gene like the one that causes some animals to be albino (Griffiths, 2023). Naturally, this makes it very difficult for the individual to properly camouflage, therefore it is generally selected against making these very rare to find.

The third insect that I am going to talk about is another hemipteran that had a very big year last year… The cicada! The cicada that is pictured above is a dog day cicada, they emerge in August, the ‘dogdays’ of summer. However, last year there was a huge cicada event that happened south of the border, featuring a different type of cicada, which I’m sure many of you have already heard of. There was a double periodical cicada emergence of brood XIII and XIX throughout some parts of the USA (Sherriff, 2024). But what does this mean? Periodical cicadas are any of the seven species from the genus Magicicada, these cicadas breed on either a 13- or 17- year cycle, where they breed, die, and their larvae go dormant underground for years before emerging and beginning the cycle again. In 2024, both the 13- and 17- year broods emerged at the same time, causing a massive and rare explosion of cicadas (Sherriff, 2024). This was a dream for insect lovers, and a nightmare for insect haters. I wished I could have been able to make it to the states to see/hear it myself, however this dog day cicada was the only one I got to see.

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

Griffiths, E. (2023, July 3). Rare pink grasshopper spotted in garden. BBC Wales News. https://www.bbc.com/news/articles/czknv1233dko

McVean, A. (2017, August 16). Farmer ants and their aphid herds. McGill Office for Science and Society. https://www.mcgill.ca/oss/article/did-you-know/farmer-ants-and-their-aphid-herds#:~:text=Several%20species%20of%20ants%20have,ants%20as%20a%20food%20source.

Sherriff, L. (2024, May 6). Cicada dual emergence brings chaos to the food chain. BBC. https://www.bbc.com/future/article/20240501-cicada-dual-emergence-brings-chaos-to-the-food-chain

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Unit 9- my love letter to mountains

When people ask the age old question, "beach or mountains?" my answer has never wavered. Mountains, without question. Yet, among my friends, this always seemed like the unpopular choice. While they sought the ocean, I longed for the crisp mountain air and the sense of adventure that comes with high-altitude landscapes. Growing up in flat Ontario, my connection to mountains existed only through images on a screen. But the moment I visited Whistler Mountain, that connection became undeniable. It wasn’t just a snowboarding trip, it felt like a spiritual experience, one that made me reconsider what truly mattered.

Surrounded by snow-capped peaks and endless wilderness, I felt something deep and indescribable. Some might find it unsettling to stand beside something so vast and untamed, but I only felt wonder. The air was sharper, cleaner, filling my lungs in a way that felt almost purifying. The silence wasn’t empty, it was full of life, the wind whispering across the ridges, carrying something ancient and powerful.

The first time I stood on a mountain ridge at sunrise, watching the sky explode into fiery oranges and deep purples, I understood why people dedicate their lives to these places. As a snowboarder eager to carve fresh tracks, I had set out before dawn, but it was the sunrise that took my breath away. In that moment, I wasn’t just a visitor, I truly felt like I belonged. The overwhelming beauty, the quiet stillness moved me to tears.

Nature is full of wonders, but to me, nothing compares to the amazing feeling of being in the mountains. Standing at the base of one, looking up at its towering peak, is humbling. It shifts my perspective, making me feel small, not in a diminished way, but in awe of something far greater than myself. Mountains are Earth’s living monuments, shaped over millions of years, holding stories within their rugged slopes.

Mountains are more than just landscapes. They have shaped the cultures and traditions of the people who live among them for centuries. Across the world, mountains have been seen as sacred, as the homes of gods, or as the source of legends. The Himalayas are revered in Hindu and Buddhist traditions, while the Incan people of the Andes saw their peaks as protectors. In Japan, Mount Fuji stands as both a natural wonder and a spiritual beacon. Even today, mountain communities adapt to their surroundings, their way of life shaped by the rugged terrain and unpredictable conditions. Beyond culture, mountains inspire and challenge. They push people to their limits, force them to confront solitude, and remind them of nature’s raw power.

Mountains also teach us about time. They rise, they erode, and they rise again. Human lifetimes are fleeting in comparison, but rather than making me feel insignificant, this has always been comforting. Mountains endure, changing yet constant, just as they always have. For me, mountains are more than just geological formations. They are places of clarity, challenge, and connection. Whether wrapped in mist or standing boldly against a blue sky, they carry stories older than humanity itself. And every time I find myself among them, I know I am exactly where I’m meant to be.

Me at the top of whistler mountain on a "bluebird" day. That morning I had watched the sunrise over the peaks and truly felt like I was at home.

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Hi Kayla,

Thank you for sharing your unique perspective on music in nature! I love how you challenge the human-centered idea of music and explore how animals, especially birds, use rhythm and patterns in their songs. It made me think about another incredible example, whales!

We often associate birds with nature’s music, but to me, whale songs are one of the most hauntingly beautiful expressions of sound in the natural world. Their melodies aren’t just for enjoyment—they serve essential purposes like communication, mating, and even maintaining spacing between pods. Some species, like humpback whales, create evolving songs that spread across populations, almost like cultural music traditions in human societies. The fact that whales memorize and modify their songs over time is a testament to their intelligence and connection to sound.

Your mention of memorization through music really resonated with me. Just as humans use music to retain knowledge, whales rely on memory to repeat and modify their songs. It makes me wonder—did we, in some way, inherit this ability from nature? Your experience in Scotland, where music deepened your connection to the landscape, reminds me of how whale songs travel vast ocean distances, connecting individuals across miles. Your post was a refreshing reminder to listen more closely to the world around us—there’s music everywhere, if we only take the time to hear it.

Blog Post 07: Music & Nature

When I think about music, what immediately comes to mind is Spotify, the radio, singing, and instruments. Arguably, I would think that is what would come to mind for the majority of people. Even though I love and enjoy nature in every form, and consider myself knowledgeable about many aspects of it, I do not typically connect it to my own idea of music. 

We always end up associating the creation, production, and performance of music with humans, and our species. In fact, I decided to search up ‘music in nature’ and ‘nature in music’ on Google out of curiosity. Funny enough, the majority of pictures that showed up were people sitting in nature, singing, with a guitar, or wearing headphones. Why is it that we associate music with people? What about other species, or the sounds that parts of landscapes create themselves? Well, what if I told you that some of the core aspects, that rhymes and the ideas of using musical instruments, comes from animals? Species that predate us by millions of years use these same elements (Gray et al, 2001). In fact, “The ability to memorize and recognize musical patterns is also central to whale and bird music-making” (Gray et al, 2001). This makes me think of how often music is used for memorization, such as songs about places in the world or numbers or names. When I want to retain information, I find it easier to remember by making up a song for it. Did I learn this from nature? How can this contribute to my role as an interpreter? I subconsciously use music and rhymes for my own memorization, yet I have never thought about using it as a way to teach others, especially if it is new or complex information that could be harder to retain.

To end off this blog post, I want to share a song that takes me back to a natural landscape. As I have mentioned here before, I had the privilege of being able to study abroad last year. Somehow, this increased my love for nature even more, because I was able to see its beauty in new ways, in many different places. One of those places was Scotland, where I decided to do a solo weekend trip to see the Scottish Highlands. I was in a bus full of groups of people, and as the only individual of the party, I was put in the single seat next to the bus driver. At first I did not know how to feel about this, but I left feeling extremely grateful for it. I could immediately tell the driver had a love for what he did, and he had an entire playlist curated for the trip. As I sat next to him, I could see the connection he made to each song and what was in front of us. A particular song he played stuck out to me, titled The Glen by Beluga Lagoon. Every time I hear it, it takes me back to beautiful rolling mountains, and the sense of place and peace I felt on the trip. 

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The music of nature and the nature of music. Science.

A picture I took on my visit to the Scottish Highlands, listening to The Glen by Beluga Lagoon

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Unit 7- Music in Nature

If you stop and truly listen, you'll realize that music is everywhere in nature. From the rhythmic chirping of cicadas on a hot summer afternoon to the melodic trills of songbirds at dawn, the natural world is constantly composing its own symphony. Even something as simple as a running stream, with its gurgling, bubbling flow, can sound like an intricate melody woven into the landscape.

Nature’s music isn’t just random noise; it follows patterns, rhythms, and harmonies that inspire musicians and artists alike. One fascinating example of blending human-made music with nature's sounds is the innovative beatboxer Dr. Mirin. Known for his ability to mimic and integrate natural elements into his performances, he has taken his admiration for birds to a whole new level. By incorporating short "sampler" recordings of birdsongs into his beatboxing, he creates a fusion of organic and human rhythm, paying homage to the creatures that have been making music for millennia.

This deep connection between music and nature is also beautifully illustrated by the work of one of my favorite artists, Gord Downie of The Tragically Hip. Downie’s lyrics are steeped in vivid natural imagery, reflecting his profound appreciation for the Canadian landscape. Songs like Bobcaygeon transport listeners to a quiet night under the stars, with the line:

"It was in Bobcaygeon, I saw the constellations / Reveal themselves one star at a time."

His song Ahead by a Century evokes a childlike wonder of nature with the opening verse:

"First thing we'd climb a tree / And maybe then we'd talk / Or sit silently / And listen to our thoughts."

Downie’s work was not just about painting pictures of nature with words; he was also a passionate advocate for Indigenous rights and reconciliation. The Gord Downie & Chanie Wenjack Fund, inspired by the story of Chanie Wenjack, aims to build cultural understanding and foster relationships between Indigenous and non-Indigenous peoples. His music and activism remind us of the deep relationship between land, history, and the human experience.

Music has a powerful way of transporting us to certain times and places, evoking memories tied to nature. One song that instantly takes me back to a natural landscape is Thompson Girl by The Tragically Hip. As a child, my family would go on road trips to Kingston Ontario to go camping, and this song would always be the first one we played as we set off on our journey. The moment the melody began, I could feel the excitement of the open road, the anticipation of setting up camp, and the peacefulness of being surrounded by trees and fresh air. The song became an essential part of our tradition, intertwining music, travel, and the beauty of the outdoors.

Whether through the organic compositions of nature itself, the creative expressions of artists like Dr. Mirin, or the poetic storytelling of Gord Downie, music is woven into the fabric of the world around us. Next time you're outside, take a moment to pause and listen—the rustling leaves, the chirping crickets, or even the distant howl of the wind might just be nature’s way of singing to you.

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Hi Gil,

Thank you for sharing this unique perspective on historical interpretation! Your discussion of Edward Hyams’ ideas and the role of immersive experiences like Pioneer Village highlights an essential truth—history is not merely something we look back on; it is something we live within. The way we choose to interpret and engage with the past directly influences our present identity and the narratives we carry forward.

One aspect of historical interpretation that particularly resonates with me is how it shapes not just our sense of belonging but also our sense of responsibility. When we engage with history actively, rather than passively consuming it as a set of facts, we are better equipped to recognize patterns, avoid past mistakes, and cultivate a more informed and empathetic society. This is especially important when considering histories that have been overlooked or silenced.

For example, in addition to sites like Pioneer Village, I find that even lesser-known or unconventional historical spaces—abandoned buildings, forgotten trails, or local archives—hold immense power in shaping our understanding of the past. The stories they contain may not always be formally curated, but they still challenge us to question, explore, and interpret. In this sense, history is alive not just in the grand, well-preserved landmarks but also in the overlooked corners of our communities, waiting for those who seek to understand them.

I appreciate your insights on the importance of historical interpretation in fostering collective identity, and I look forward to more discussions on how we can continue to bring history into the present in meaningful ways!

Unit 6: Interpretation in Keeping Memory Alive

Edward Hyams’ words challenge us to reconsider our relationship with the past. He suggests that integrity is about keeping a story intact, ensuring that its pieces remain connected rather than forgotten. Without a conscious effort to remember, history risks becoming fragmented, leaving us with only disjointed glimpses of what once was. The past does not vanish simply because we have moved forward; it continues to exist, shaping our present whether we acknowledge it or not. To ignore history is like assuming a landmark vanishes the moment we leave it behind. It is still there, holding meaning, waiting for those who seek to understand it.

This perspective aligns with chapter 15 of our textbook, which emphasizes the role of interpretation in bringing past events, artifacts, and architecture to life. Historical interpretation is not passive; it actively shapes identity, values, and community. When interpreters weave historical narratives into engaging, thought-provoking experiences, they provide audiences with a deeper understanding of their place in the world. History, in this sense, is not a relic of the past but a living force that continues to shape our present and future.

One of the primary benefits of historical interpretation is its ability to foster a strong personal and collective identity. As individuals engage with stories of past struggles, triumphs, and transformations, they develop a sense of belonging and purpose. Communities thrive when their histories are acknowledged and shared, reinforcing collective memory and strengthening social bonds. A city with well-preserved and interpreted history is more than just a location—it becomes a meaningful home, enriched with stories that give depth to its streets, buildings, culture, and traditions.

A real example that beautifully expresses my above points is the immersive open-air museum Pioneer Village in Toronto. Visiting as a child on a school field trip was an unforgettable experience—the first time I ever felt like I had stepped into a different time period. The village is so well preserved and carefully maintained, aiming to breathe life into the past and share it with the community. Spaces like Pioneer Village provide a tangible, immersive way to experience history, making it feel real and relevant rather than a distant memory. Pioneer Village provides a setting where visitors can actively engage with history through interactive exhibits, costumed interpreters, and preserved buildings. The experience of walking through the village, seeing how people lived, worked, and interacted in the 1860s, made history feel tangible and alive. Skilled interpreters bring the past to life through compelling storytelling of the landmarks, foods, smells, demonstrations, etc., making historical events accessible and relevant to both younger and older audiences. 

This active engagement with history can lead to transformative experiences and inspire new ways of thinking. When individuals see themselves reflected in historical narratives, whether through the resilience of their ancestors, the lessons drawn from past mistakes, or learning about how people lived in the 1800s where we live today—they gain a deeper understanding of their role in shaping both the present and the future

A historical interpreter in action at the Pioneer Village in Toronto!

Photo retrived from: Black Creek Pioneer Village—Step into 1860s Ontario. (n.d.). Retrieved February 12, 2025, from https://blackcreek.ca/

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Unit 6- Secondhand Stories

Edward Hyams’ quote highlights the importance of history, reminding us that value isn’t found in age alone, but in the integrity of connection. If history is fragmented across time, it’s our responsibility to remember and understand it to keep that connection alive. Dismissing the past as irrelevant is like assuming a train station vanishes once our train departs—it remains, shaping the journeys of others long after we’ve moved on.

This idea resonates with my love for thrifting and antique shopping. Secondhand items aren’t just old; they hold stories. Thrifting is like being a historian in a clothing store, uncovering pieces of the past and giving them new life. A 90s denim jacket isn’t just fabric—it’s a glimpse into the era’s music and culture. A Victorian brooch isn’t just jewelry—it’s a representation of life before us. Wearing these items keeps history alive. Just as thrifting rescues and appreciates past fashion, studying history preserves and learns from the past instead of letting it fade.

Antique shopping can also deepen this connection. Walking through an antique store feels like stepping into a time machine. A typewriter, an old record player, or a stack of well-worn books have been touched by countless hands and witnessed untold stories. When I find a unique piece, I wonder who owned it, what their life was like, and what memories are attached. Giving new life to old things is a form of historical preservation, much like remembering historical events keeps their significance alive.

Hyams’ train station metaphor highlights a common misconception: that history ceases to matter once we move forward. But just because we leave a place doesn’t mean it no longer exists. Similarly, history remains an active force, shaping society, culture, and identity long after events occur. Ignoring it means losing a critical part of what defines us.

History interpreters bridge the gap between past and present, showing how history still shapes our world. As our textbook states, “Interpreters help people see how history 'corresponds' with their own lives.” History isn’t just a subject we study—it’s something we live with daily. Just like a leather jacket reflects someone’s past identity, historical events shape who we are and how we see the world. Without interpretation, history risks becoming a collection of forgotten stories rather than a living lesson.

Hyams’ message is clear: history isn’t just about the past—it’s about how we carry it forward. By remembering both the good and the bad, we gain wisdom, empathy, and direction. Whether through studying historical events or cherishing secondhand treasures, we keep history alive. The more we understand it, the better prepared we are to make a difference.

Me sifting through posters in an antique mall- Antiques on 48- in Georgina, Ontario.

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Hi Maina,

Thank you for such a thoughtful and insightful post! Your point about the disconnect between science education (SE) and environmental education (EE) really resonated with me. Science shouldn’t just be about memorizing facts—it should be about action, problem-solving, and understanding how our knowledge applies to real-world issues. I completely agree that without integrating EE, SE can feel passive, and we miss out on preparing students to tackle urgent challenges like climate change and biodiversity loss.

I also loved your discussion on citizen science. The idea that students could actively contribute to research rather than just passively learn is a game-changer. Platforms like iNaturalist and NASA’s citizen science projects prove that real data collection isn’t just for professionals—public participation strengthens scientific research and engagement.

To answer your question about my own experience with science education, i believe it has given me a more critical lens when looking at environmental policies. It’s easy to accept initiatives that sound good, but without deeper analysis, they can have unintended consequences. Biofuels, for example, were widely promoted as sustainable, yet large-scale production led to deforestation and food shortages. This is why science education must go beyond theory—it should equip us to think critically and challenge policies based on evidence.

Thanks again for sharing your perspective—this was such a thought-provoking read!

Prompt #5: Science education and the Environment

I was reading the article linked in our course Ares Reserve for Unit 5, and it has me thinking about the way we teach science and how it shapes the way we interact with the world. Specifically, I’ve been thinking about how disconnected traditional science education feels from real-world environmental challenges. We spend so much time memorizing facts, but when it comes to the most urgent issues (climate change, biodiversity loss, food security), how much of our education actually prepares us to do something about them?

The article from Science is about the convergence of science education (SE) and environmental education (EE). The authors argue that while SE focuses on knowledge and technical skills, EE is about values and behavior change. The problem is that these two fields are often treated separately when they should be deeply interconnected. At the end of the day, what’s the point of learning about the carbon cycle if we’re not also learning how our daily choices impact it?

There’s something oddly passive about how science is often taught. Environmental education is often framed as something more political or value-based, and because of that, it gets sidelined in formal education settings. But this divide is artificial, science doesn’t exist in a vacuum or independently. It’s part of how we make decisions, how policies get written, and how industries function. The authors of the article argue that if we want science education to be meaningful, it has to include the ethical and social dimensions of real-world issues.

One idea from the article that really stuck with me was the role of citizen science. Imagine if instead of just reading about ocean acidification in a textbook, students actually went to a local water source, tested its pH levels, and contributed their findings to a global database. Not only would this make science feel more real, but it would also show that individuals can actually contribute to scientific knowledge. That’s a huge mindset shift from the “science is for professionals in labs” attitude that makes people feel disconnected from it.

It also made me think about the role of technology in bridging this gap. The authors discuss how information and communications technology (ICT) can make science more accessible and interactive. Platforms like iNaturalist, where people can document biodiversity in their own communities, or NASA’s citizen science projects, where regular people help analyze satellite images, show that technology can turn passive learners into active participants. (here are some links if you're interested!!)

https://www.inaturalist.org/

https://science.nasa.gov/citizen-science/

Overall, this is what’s been on my mind over reading that article, how science education isn’t just about information but about action. I think if we actually blurred the line between science and environmental education, we’d be a lot better at preparing people for the world we live in. I understand there are limitations, such as funding, time, and resources, but this is just something interesting to think about. What do you think, should science education focus more on real-world action and problem-solving, or is it enough to understand the concepts? How has your own experience with science education shaped the way you engage with environmental issues?

Reference:

Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence Between Science and Environmental Education. Science, 344(6184), 583–584.

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Unit 5- Citizen Scientists and Creativity

Science is often viewed as the domain of experts—locked away in research labs, academic journals, and institutions. However, the rise of citizen science is proving that anyone with curiosity and a willingness to learn can contribute meaningfully to scientific discovery. Making science accessible empowers communities, enriches our understanding of the natural world, and fosters a deeper appreciation for conservation efforts.

A fantastic example of this is Washington Wachira, a wildlife ecologist, nature photographer, and safari guide whose passion for birds has inspired many. In his TED Talk, Wachira highlights the importance of bird databases in Africa and how technology is bridging the gap between scientists and the public. His work showcases how everyday people, equipped with nothing more than a smartphone, can contribute valuable data to ornithological research.

For many, computers are a luxury. However, as smartphones become increasingly common, apps are providing a more accessible way to engage with science. Whether it’s using apps like eBird or iNaturalist to document bird sightings, or participating in conservation programs through mobile platforms, technology is revolutionizing how people interact with the natural world. This accessibility ensures that more voices, especially from underrepresented regions, are included in global scientific discussions.

Wachira’s enthusiasm for birds is infectious, bringing to mind one of the first nature documentaries I ever watched—Netflix's Dancing with the Birds (2019). This film masterfully captures some of the world’s most extraordinary birds—particularly the birds of paradise—and showcases their mesmerizing mating rituals. The stunning visuals of these creatures in New Guinea’s untouched forests make a compelling case for preserving such fragile ecosystems. To me, this documentary represents a beautiful intersection of science and art—two powerful lenses through which we can interpret and appreciate nature. This fusion not only bridges the gap between scientific inquiry and artistic expression but also strengthens outreach, engaging both the scientific and creative communities in a more profound way.

The importance of citizen science in environmental education is well-documented. In their article Evaluating Environmental Education, Citizen Science, and Stewardship through Naturalist Programs, Merenlender and colleagues explore how hands-on participation in science fosters environmental stewardship. The study emphasizes that engaging people in nature-based learning experiences leads to stronger conservation efforts and a deeper connection with the environment. When individuals actively contribute to scientific research—whether by tracking bird migrations, monitoring water quality, or identifying plant species—they develop a personal stake in environmental issues.

Citizen science breaks down barriers to knowledge. It transforms people from passive consumers of information into active participants in discovery. By increasing access to scientific tools and data, we empower communities to take an active role in conservation. Washington Wachira’s work, the stunning imagery of Dancing With The Birds, and the research on environmental education all point to one truth: science belongs to everyone. The more accessible we make it, the more we all benefit—from individual learners to entire ecosystems.

This male Red-Capped Manakin snaps its wings and performs the lively "moonwalk" on a branch to attract a female's attention. This is one of many birds highlighted in Netflix's Documentary Dancing with The Birds- I highly recommend!

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Hi James,

Thank you for your thoughtful blog post—it made me realize that nature documentaries are an art form in their own right. As an avid National Geographic watcher myself, I’ve always appreciated the way these documentaries capture the beauty of the natural world while also telling deeply compelling stories. Your point about art and nature being open to interpretation really resonated with me, especially in how filmmakers use cinematography, music, and narrative to shape our perception of the environment.

According to storyteller Susan Strauss (1988), "in the world of interpretation, the job of the storyteller is to bridge the gap between human beings and the natural world." Nature documentaries exemplify this idea by making complex ecological relationships accessible and engaging. A great example of this is Netflix’s docuseries Island of the Sea Wolves, which I recently watched. Shot on Canada’s Vancouver Island, this documentary stood out to me because of how character-driven it was. The series follows individual Wolves, Bears, Marmots, and more, giving them names and personalities, which makes their struggles and triumphs feel even more impactful. By focusing on these personal narratives, the series builds an emotional connection between the audience and the Canadian west coast wilderness.

Beyond their surface-level depiction of landscapes and wildlife, these meaningful documentaries craft engaging narratives that elicit empathy and curiosity. By following the journey of a single animal or pack or wolves, viewers become invested in the stakes of survival, migration, and adaptation. This form of storytelling transcends mere observation—it immerses the audience in the struggles and triumphs of nature, making the issues of conservation and climate change feel personal and urgent. 

Thank you for your insightful blog post, and if you have any nature documentary recommendations I'd be happy to hear them!

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

Some of the most common art forms are expressed through photography, singing, painting and dancing. It is evident that art can be presented in various forms. Similar to nature, art is unique in the sense that it is open to interpretation. The way that one person perceives an art piece might be different from how another individual perceives it. Likewise, the way one person perceives nature might be different from how another individual perceives it. For instance, one person might interpret seeing a snake as a rare sighting, whereas another person might interpret this sighting as a danger and reason to flee the scene.  

As mentioned in week four’s content, it is essential for nature interpreters to be aware of risk, both positive and negative. Nature interpreters who intend on immersing their audience (and selves) in nature need to especially be aware of risk. That is why it is important to consider low-risk activities as a nature interpreter. Activities such as photography are low risk and an effective method to engaging an audience with nature.  

Photography and poetry are my own personal means of using art to interpret nature. If you were to look through my phone, you would find several poems pertaining to nature and even more pictures of nature.  

The best pieces of art, are those that evoke an emotional response within the audience. Whether that emotional response be anger or happiness, the effectiveness of an art piece is only as true as its ability to portray an emotion.  

Environmental documentaries are a prime example of using art to interpret nature. The combination of photography and instrumental music evokes a certain emotion. The audience might forget the content of the artwork, but they will never forget the emotion that they felt in that moment when experiencing the artwork. That is the beauty of art – you might not know what you are looking at, but you know how it makes you feel. For instance, a documentary might play a clip of polar bears jumping from ice block to ice block as a result of the melting iced caps. This cinematography, in conjunction with the music, evokes a response within the audience.  

Photography and poetry alike enable the audience to engage all five of their senses: taste, touch, smell, sight and hearing. In order for art to be an effective tool within nature interpretation it is essential that it captures the audience’s attention, conveys a message and evokes the “gift of beauty”.  

The textbook references the “gift of beauty” which essentially means providing the audience with the opportunity to take appreciation for the ‘full picture’ of the art. In my own personal defintion, the “gift of beauty” means appreciating the small details within the artwork. For instance, this might mean appreciating the specific hue of a flower petal and understanding that it is more than a decoration. The colour of the flower petal is what attracts pollinators which assist in reproduction for both the plant and the pollinator. This detail, although minute, is very important and often overlooked.  

The "gift of beauty" is what is at the core of nature interpretation and artwork.

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Unit 4- The Art of Interpretation

Who am I to interpret nature through art? It’s a question that both humbles and motivates me. It humbles me because nature is vast, complex, and beyond any one person’s full understanding. But it also pushes me to contribute my own perspective, to engage with the landscape in a way that feels personal and meaningful.

Beauty is subjective, but how we interpret it matters. Rita Cantu once wrote, “If the songs are not sung and the stories are not told, danced, painted, or acted, our spirits will die as well.” This idea resonates with me—without creative expression, our connection to nature can fade into the background of daily life. Art, in any form, keeps that connection alive.

The Group of Seven captured this idea well, painting Canada’s landscapes with an energy that made them feel alive. Their work inspires me in my own occasional painting practice. For me, painting is more than just an artistic exercise—it’s a way to slow down and pay attention. It allows me to see nature differently, to engage with it rather than just pass through it.

I’ve always been drawn to trees, particularly how they change through the seasons. A bare winter tree standing against a blizzard isn’t just a cold, skeletal form—it’s a symbol of resilience. In spring, that same tree bursts with life, a reminder of renewal. Each season tells a different story, and painting those transformations helps me understand and appreciate them more deeply.

At its core, interpretation isn’t just about depicting beauty—it’s about helping others see it too. Whether through painting, writing, or simply noticing, we all have the ability to share our perspective and, in doing so, foster a deeper appreciation for the natural world.

So, who am I to interpret nature? I’m someone who takes the time to look, to listen, and to express what I see in my own way. And that’s all any of us can do. No single interpretation will ever capture the full essence of nature, but each perspective adds to the larger conversation.

Interpreting nature through art isn’t about getting it “right.” It’s about engaging with the world in a way that feels meaningful. Painting reminds me to pay attention, to notice the small details, and to appreciate the beauty that surrounds me. And if that appreciation inspires someone else to do the same, then the interpretation has done its job.

A recent painting of mine captures a tree in a blizzard, inspired by the current winter weather!

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Hi Cayla,

Thank you so much for sharing your experiences. Reflecting on our own privilege is crucial when exploring these concepts, and your insights are both thoughtful and eye-opening. I thoroughly appreciated how you used the backpack and champagne bubble metaphors to illustrate the subtle yet pervasive nature of privilege. These comparisons make the topic more relatable and emphasize how privilege often goes unnoticed by those who have it, even as it shapes access to natural spaces.

I strongly agree with your stance on reducing barriers to the environment. Your points about economic privilege, such as park fees, transportation costs, and the price of outdoor gear, are particularly compelling. While nature is often viewed as free and accessible to all, these hidden costs create inequities that many people face daily. The example of increased fees in Dundas is a powerful reminder of how policies can unintentionally exclude those with fewer financial resources. Ensuring equitable access to nature should be a priority for everyone involved in environmental management.

Your discussion of language barriers as a form of privilege is also incredibly important. Offering resources like pre-recorded guides or translated signs would make natural spaces more inclusive, allowing individuals from diverse linguistic backgrounds to fully engage and connect with nature. It’s a simple yet impactful way to create a more welcoming environment.

By acknowledging and addressing these issues, as you have, we can take meaningful steps toward making nature interpretation more inclusive. Thank you for shedding light on these important topics and inspiring others to reflect on their own role in creating change.

Blog 3: Role of privilege in nature interpretation

Privilege can be defined as something that provides advantages without being noticed by the person that has them. When I first started reading this unit, I realized that I have never thought about how privilege could play a role in nature interpretation. Privilege affects everyone and is often invisible, meaning that we can all be guilty of overlooking it. It provides groups of people with advantages that others may not have. While studying this unit, I found the backpack metaphor helpful in relating privilege to this course. Another metaphor compared privilege to a bubble; just like bubbles in a champagne glass, privilege is nearly invisible, rises to the top, and cannot be entirely avoided (Reagle J). Viewing privilege in this way helped me understand how it influences who feels welcome and included in natural spaces.

Economic privilege is a widely discussed form of privilege that we encounter daily. I often think about how different wealth statuses provide certain advantages or disadvantages, and unfortunately these inequalities extend to nature interpretation. Park entrance fees, transportation costs, and the expense of outdoor gear are all barriers that can prevent someone from enjoying nature. While nature is typically viewed as free and accessible to everyone, these costs create a barrier preventing it from being equally available to everyone. For instance, I think back to camping trips with my family when I was a child. The three-hour drive to the campsite, the cost of gear and food, and the park fees all added up. Looking back, I realize how fortunate I was to have those experiences, knowing that many people cannot afford such opportunities. In my hometown of Dundas Ontario, there are many waterfalls I used to visit as a kid. They always free to explore, with no cost for parking or entrance. In recent years, however, entrance fees and parking charges have been introduced, creating a barrier for individuals. This has been upsetting to witness because it excludes those who may not have the financial means to enjoy these spaces.

Another over-looked privilege in nature interpretation is language. As someone who speaks English, the most widely used language in the world, I rarely face barriers when engaging in natural spaces. Signs, guided tours, and educational materials are predominantly offered in English, which can exclude individuals who speak other languages. This is something I have never reflected on before because it’s a barrier I’ve never encountered. For example, on hikes, trail signs might describe the local flora and fauna and interpretive materials in parks often share the history of the area. Language barriers can not only diminish the experience but also pose safety risks, such as when signs warn about dangerous animals or poisonous plants. For non-English speakers, these gaps in communication can prevent them from fully connecting with and enjoying the natural world.

One way to address this issue is to offer pre-recorded audio guides or written descriptions in multiple languages. These resources would make nature interpretation more inclusive and encourage everyone (regardless of their native language) to explore and learn about nature’s wonders. Personally, I’ve travelled to many parts of the world and visited natural sites where I was able to fully participate because resources were offered in English. This privilege is something I’ve often taken for granted.

Reflecting on privilege in nature interpretation has been eye opening. It’s easy to overlook the ways in which systems and structures cater to those who already hold certain advantages. By acknowledging these privileges and striving to address issues related to safety, finances, and language, we can create more inclusive environments for nature interpretation. Doing so will give more people the opportunity to connect with the natural world and share in its beauty.

Reagle, J. (n.d.). Open codex code & culture. Open Codex Atom. https://reagle.org/joseph/pelican/social/the-metaphors-of-privilege.html

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Unit 3- How Privilege Shapes Nature Interpretation

When we think about privilege, we often associate it with social or economic advantages, but have you ever considered how privilege shapes our access to the natural world? Environmental privilege is the idea that certain groups have easier access to parks, rivers, and open spaces while others face barriers that prevent them from enjoying these same resources. These disparities, though often invisible, play a significant role in shaping how people experience and connect with nature. For interpreters—the storytellers and educators of the natural world—recognizing and addressing this privilege is essential to creating inclusive and meaningful experiences.

At its core, privilege in nature boils down to access. If you’ve grown up near parks, spent summers camping, or easily afforded entrance fees to national reserves, you may take this access for granted. But for many, nature isn’t as accessible. Barriers like cost, transportation, physical accessibility, and even cultural perceptions of outdoor spaces limit participation.

For example, a family living in an urban area might not have a car to visit a national park, or they may not know such spaces exist because they’ve never been marketed to their community. Someone with limited mobility might find trails or lodges inaccessible. These barriers disproportionately affect marginalized communities, creating a cycle where only the privileged few experience nature’s benefits.

Freeman Tilden, a pioneer in interpretation, famously said, “The visitor ultimately is seeing things through his own eyes” (Tilden, 1977). Every person views the world through the lens of their experiences, values, and circumstances. This is where privilege intersects with interpretation. Interpreters must recognize that their audience is not a monolith.

Some visitors may see a pristine forest and feel peace; others might see a wilderness that feels foreign or unsafe. Some might appreciate an exhibit’s detailed scientific explanations, while others might find it inaccessible or irrelevant. Effective interpreters bridge these gaps by tailoring their messages to diverse audiences, inviting everyone to see themselves reflected in the stories of the natural world.

Addressing privilege in nature interpretation isn’t just about acknowledging it—it’s about dismantling it. This means creating opportunities that eliminate barriers. Some examples of this is limiting financial barriers. We can do this by offering donation-based programs where participants “pay what they can” allows more people to engage with nature without financial strain.We can eliminate physical barriers too by ensuring some lodges, trails, and facilities are wheelchair-accessible or designing gentle tours for older adults ensures more people can participate.

Nature should not be a privilege—it should be a right. Yet, privilege determines who feels welcome, who participates, and who benefits from these experiences. As interpreters, the responsibility lies in ensuring that nature’s doors are open to everyone. This means stepping outside our own assumptions and listening to the voices of those who feel excluded.

By addressing privilege head-on, we can transform nature interpretation into a powerful tool for equity. It’s not just about sharing facts or guiding hikes—it’s about ensuring that every person, regardless of their background, can find their place in the natural world. When we break down the barriers of privilege, we make room for everyone to connect with, care for, and advocate for the environment. And that benefits us all.

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Prompt 2: Describe your ideal role of environmental interpreter. What might it entail? Where might it be? What skills might you need? (Keep these all-in mind as you begin to work on your assignments – tailor these to that ideal job!)

An environmental interpreter’s job is to convey information about the environment in a way that enhances the visitor’s experience. It is crucial for the interpretation to be entertaining for visitors while also being informative. A useful skill for making interpretations engaging is having a good sense of humour and maintaining a light-hearted tone. A skilled interpreter should be able to present typically dry or complex facts in ways that appeal to visitors’ humour, imagination, or emotions when appropriate. If the interpreter is truly passionate about the material they are presenting, they should be able to tap into their emotions and use them to connect with their audience. For instance, when discussing the discovery of a new species, presenting the information in an excited and enthusiastic manner would be the most appropriate. Conversely, if the topic is the negative impacts of climate change, adopting a more sombre and reflective tone would be fitting. Knowing when each tone is appropriate and being able to effectively convey these emotions to an audience is an essential skill for any nature interpreter.

Another important skill for nature interpreters is the ability to pivot when necessary. When working with the general public, interpreters may encounter visitors who disagree with the information being presented. This can create tension among visitors or even between the interpreter and a visitor. In these situations, it is important to remain calm and redirect the conversation toward a more neutral topic. To avoid potential conflict, it is often best to steer clear of controversial topics such as politics or religion. Another instance where pivoting can be helpful is when a visitor does not understand the content being presented. While some visitors may openly express confusion, others may not voice their misunderstandings. In such cases, it is important for the interpreter to pay attention to visitors’ body language and non-verbal cues. For example, if a visitor appears confused or distracted, it may be a sign that the interpreter should adjust their approach or presentation style.

Changing the way content is presented can also be helpful since people have different learning styles. Some visitors may prefer to learn through visual aids such as images or videos, while others might benefit more from audio explanations or hands-on experiences. This is why employing a variety of interpretive methods is important for expanding the audience and making the content accessible to as many people as possible. Nature interpreters can connect with audiences through various formats, including podcasts, blog posts, videos, infographics, and, of course, in-person experiences in nature. Each location has its own advantages and disadvantages and may appeal to different learning preferences. In the end, being a successful nature interpreter requires a combination of kindness, passion, and empathy. These qualities ensure that every visitor’s experience is meaningful, enjoyable, and impactful, helping them to develop their own connection with the natural world.

Illustration of four learning styles: visual, auditory, reading & writing, and kinesthetic. Image courtesy of Preply, licensed under CC BY 2.0.

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Unit 2- Fostering Connections in the Natural World

The role of an environmental interpreter is a unique and inspiring position that combines education, recreation, and a deep connection to the natural world. My ideal role as an environmental interpreter would involve working with all age groups, but I find the prospect of engaging children particularly appealing. This passion stems from my background as a nature camp counselor, where I witnessed firsthand the joy and wonder that nature can inspire in young minds.

The essence of being an environmental interpreter, as Enos Mills described, is to transcend the traditional roles of a teacher or an ordinary guide. He emphasized that people seek restful, intellectual visions rather than dry facts or rigid rules. This perspective resonates deeply with me. An ideal role would embrace this philosophy by offering immersive and interactive experiences that awaken curiosity and foster a genuine connection to nature.

In my current role at Nature Camp, located on 200 acres of pristine forest, I’ve gained valuable experience facilitating activities that encourage children to explore and engage with their surroundings. Activities like climbing trees, building forts, and embarking on treasure hunts allow children to connect with the environment in a meaningful way. These moments are not just educational but transformative, instilling a sense of wonder and nostalgia that reminds me of my own childhood adventures in nature.

My ideal job would be predominantly outdoors, aligning with the immersive experiences that Mills emphasized. It would prioritize experiential learning over instruction, allowing participants to form personal and emotional connections to the environment. Whether guiding a group of children on a forest walk or engaging adults in a discussion about local ecosystems, the goal would be to inspire appreciation and stewardship for the natural world.

Working with children requires a fundamentally different approach, as Freeman Tilden noted in his principles of interpretation. Programs designed for young audiences should not simply dilute adult presentations but instead employ creative and age-appropriate methods. Storytelling, hands-on activities, and play-based learning are essential tools for capturing the attention and imagination of children. These methods also align with my experience, where creating engaging and interactive programs has been key to fostering a love for nature among campers.

Photo I took of the nature camp I worked at. This was during a free play session in the vast forest!