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Hi Harleen,

I really like your approach to nature interpretation. I agree with your emphasis on the emotional side of connecting with nature. I feel like a lot of people who do not have a connection with nature are missing out on this.

Using different methods that engage the senses is a very good method of reaching out to people about nature. for me personally, I think storytelling is the best tool. If you can tell a really good story, you’ll be able to teach people about things and they will never forget. I use this method at my summer job a lot when I am teaching a kid a new skill, I will make up a story to keep them motivated in trying.

Your focus on inclusivity is also very important. Recognizing the different perspectives and experiences endured by people shows that you have a lot of self awareness – a skill that I believe is exemplified by a person who has a good relationship with nature. it is essential that we are open to different ideas and perspectives to make people feel comforted in nature, fueling that personal connection.

I am the same when it comes to sharing things with others. I often go on tangents when I get excited about what I am talking about, and I feel like I lose people. I will also have to work on sticking to the main points of my lessons so I can connect with my audience better.

Unit 10 Final Post

At the beginning of this semester, I was tasked with creating a blog. That was ten weeks ago. I wasn’t familiar with the field of nature interpretation. I enrolled in this class because it seemed interesting, and not having to commute to campus was a bonus. Little did I know how transformative this experience would be. I have connected my personal experiences to broader environmental themes, shared stories, and explored new perspectives. I grew not just as a student but as an aspiring nature interpreter. As I write my last blog post, I’m reflecting on how this journey has shaped my ethics, responsibilities, and approach to interpretation.

My evolving philosophy as a nature interpreter is shaped by the belief that environmental education is more than just delivering facts; it’s about creating emotional connections, inspiring curiosity, and encouraging respect for the natural world. As Becket al. (2018) write, “Interpreters should embody enthusiasm, knowledge, and adaptability, all while conveying a sense of humility and humour.”  This quote resonates with me, reminding me of the need to improve myself, as well as inspire others continually. 

A central belief that guides me as a nature interpreter is that nature should be accessible to everyone. We all bring different perspectives, shaped by our backgrounds and experiences, to our interactions with the environment. This idea aligns with the concept of multicultural education as well as the idea of the “invisible knapsack” of privilege and cultural influence that each person carries (Gallavan, 2003). Understanding this concept allows me to approach interpretation with humility, recognizing both my privileges and the diverse perspectives of my audience. By being aware of these dynamics, I aim to create an inclusive environment where everyone feels welcome to explore nature.

Another guiding principle for me is the power of emotional engagement through the arts. Arts-based environmental education allows for a deeper connection to nature. As van Boeckel (2013) discusses in At the Heart of Art and Earth, “arts-based methods in environmental education can make content more memorable and enjoyable.” Art helps to bridge he gap between scientific knowledge and personal experience. Additionally, as Gray et al. (2001) explore in The Music of Nature and the Nature of Music, music and natural sounds are powerful conduits in environmental education, bridging science with personal experience. This approach is meaningful to me as a creative individual who values storytelling, music, and visual expression. By integrating artistic elements into my interpretation, I aim to create memorable, emotionally resonant experiences that make environmental messages more accessible and impactful

As a nature interpreter, I feel a strong ethical responsibility to present information accurately, inclusively, and thoughtfully. One of my primary duties is to foster a genuine curiosity about the natural world, going beyond facts to help others appreciate its complexity and interconnectedness. Merenlender et al. (2016) emphasize the importance of environmental education programs that inspire action, not just knowledge. Through my work, I hope to not only educate people about nature but also motivate them to protect it.

In addition, I feel responsible for balancing realism with hope. Environmental issues can be daunting, and it’s easy for audiences to feel overwhelmed. As Rodenburg (2019) highlights, educators have a duty to instill hope, reminding audiences that positive change is possible. My role involves fostering empowerment and offering realistic views of environmental challenges while emphasizing the impact each person can have through small actions.

Given my belief in inclusivity and emotional engagement, storytelling has become a cornerstone of my interpretation approach. Stories allow me to convey scientific information in ways that are both memorable and relatable. For example, incorporating folklore or traditional stories, as Sahi (2010) describes in their discussion of Finnish folk music, can help convey the sacredness and interconnectedness of nature in a way that resonates across cultural backgrounds. Storytelling allows audiences to connect to the universality of nature’s beauty and the specificity of individual places.

Furthermore, I strive to adapt my approach based on the needs of my audience. Wals et al. (2014) argue that effective environmental education should be responsive to different learning styles and preferences. For young children, I incorporate interactive elements and simplified language, focusing on hands-on activities that nurture their innate sense of wonder. For adults, I might delve deeper into complex ecological relationships or discuss specific actions they can take to support conservation efforts. This flexibility allows me to connect with diverse audiences, ensuring that everyone feels engaged and empowered.

As I continue to develop as a nature interpreter, I am aware of areas where I can grow. One challenge I encounter is the temptation to overload audiences with information. Given my passion for sharing what I love, I sometimes feel compelled to share too much, which can overwhelm or disengage visitors. Learning to simplify and focus on key messages, as Csikszentmihalyi’s (2008) concept of “flow” suggests, will help me create more cohesive and enjoyable experiences.

As the semester ends, it is easy to become disheartened by the challenges facing our environment, but as nature interpreters, we have a duty to inspire hope and resilience. “Interpretation, properly carried out, serves as an indispensable tool to achieve successful cultural and natural resource stewardship. Interpretation takes people from passive appreciation to exciting understanding of the cultural and natural environments they experience” (Beck et al., 2018). This means balancing the realities of environmental issues with messages of empowerment, reminding audiences of the positive impact their actions can have. Ten weeks is a short time in our long life but have had one of the major impacts. To develop as an effective interpreter, I recognize that continuous reflection and adaptation are essential. Interpretation is not static; it requires a willingness to learn and evolve

My beliefs, responsibilities and ethics have been altered for the better. My blog posts may have come to an end, but my story continues, I hope I continue to develop as a nature interpreter. I hope to help others in our natural world's ever-changing landscape.

(Myself at Grosse Mountain, Vancouver)

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage: For a Better World.(pp.13). Sagamore Publishing.

Csikszentmihalyi, M. (2004). Flow, the secret to happiness.

Gallavan, N. P. (2003). Helping teachers unpack their "invisible knapsacks". Multicultural Education.

Merenlender, A. M., Crall, A. W., Drill, S., et al. (2016). Evaluating environmental education, citizen science, and stewardship through naturalist programs. Conservation Biology.

Rodenburg, J. (2019). Why environmental educators shouldn’t give up hope. Clearing Magazine.

Sahi, V. (2010). Using folk traditional music to communicate the sacredness of nature in Finland. Workshop Proceedings: Spiritual Values of Protected Areas of Europe.

van Boeckel, J. (2013). At the heart of art and earth: An exploration of practices in arts-based environmental education. Environmental Education Research.

Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science.

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I have enjoyed reading everyone’s final blogs this weekend!

I love how you put an emphasis on hope as a critical tool for engaging people. This is similar to my beliefs as I think if more people were environmentally educated, we would have more hope for future solutions. As I was reading through your blog, I saw the David sazuki reference and thought about how I haven’t heard much of him these days. As a child, I was so interested in him and his environmental initiatives.  He truly gave me hope for a better future for our natural world. I strongly agree with his ideas of economics being prioritized over the environment. I had mentioned in my blog that I believe that people who are in power positions always favor economics because they are not educated enough about the environment to care about it. They cannot make the connection that if we do not fix the environment, our economic issues will only continue to get worse. This thought also ties into the need for diversity in nature interpretation. We need diverse perspectives such as bringing forward stories and different viewpoints shaped through cultural backgrounds – this deepens the collective understanding of our connections with the natural world. if we all shared the general understanding of connectiveness between the environment and the modern world, we would have more solutions and more people who care enough to do something.

Unit 10 Blog

As I develop my personal ethic as a nature interpreter, I find myself reflecting on the beliefs, responsibilities and approaches that best suit me—shaped by a blend of lived experiences, academic insights, and inspiring voices in conservation and environmental education. Upon reflecting, I think I have multi-faceted beliefs that have manifested into unique personal morals. Throughout my university degree alone, my values have been greatly redefined, becoming more grounded as I grow into my own person. I have experienced life in both urban and rural environments, which has significantly influenced my perspective on nature interpretation.

In Toronto, my elementary school was named after Chief Dan George, a chief of the Tsleil-Waututh Nation, a poet, and an activist. This unique school integrated Indigenous history heavily into the curriculum. For example, during Remembrance Day, we would listen to a recording of Chief Dan George reciting My Heart Soars. This exposure gave me a profound appreciation for Indigenous perspectives on the land. My experience at this school was a sharp contrast to other schools I attended later, where the focus on Indigenous history was often reduced to a single unit in social studies. Reflecting on this, I realized how impactful my early education was in shaping my understanding of the interconnectedness between land, culture, and people. I see this as a critical component of my ethics as an interpreter: ensuring that diverse histories and perspectives are represented.

Later, life in a rural small town presented a different dynamic. There was an intimate sense of community, but also a homogeneity of perspectives compared to the multicultural vibrancy of urban environments like Toronto. This duality has strengthened my belief in the power of diversity and the cohesion that a multicultural society fosters. I believe nature interpretation programs can emulate this harmony by bringing individuals from all walks of life together to engage with the natural world.

The Role of Hope in Nature Interpretation

In the assigned video "David Suzuki and Richard Louv at the Art Gallery of Ontario discussing how to reconnect to nature," Louv discusses how many people in North America envision a dystopian future shaped by the ever-increasing effects of climate change. He argues that a shift in mindset is urgently needed—one in which we craft an attainable vision for a sustainable future while still addressing present challenges. Louv likens this approach to the civil rights movement, which balanced hard truths with the hope of a better tomorrow. This emphasis on hope resonates deeply with me.

As a nature interpreter, I believe hope is a critical tool in combating the discouragement that can stem from media narratives about environmental degradation. Hope allows us to envision positive change and actively work toward it. Louv’s example of the “Home-grown National Park” initiative—a city-wide effort to plant native species to create invertebrate diversity and wildlife habitat zones—is an inspiring, attainable vision. Similarly, Portland, Oregon’s urban park district partnering with physicians to prescribe time in nature is an actionable and transformative idea. These initiatives highlight how hope, paired with tangible solutions, can foster both environmental and human well-being. David Suzuki adds another dimension to this conversation by urging us to reframe the environmental movement. He critiques the prevailing mindset of elevating economic priorities above the health of the planet and emphasizes the intrinsic value of nature. I see nature interpretation as a vital component of this shift. While socio-ecological frameworks—such as understanding ecosystem services—are important for contextualizing climate change within our capitalistic society, I am most inspired by approaches that emphasize actionable, hopeful solutions.

This perspective fuels my responsibility as an interpreter: to focus on hope in conservation initiatives and aid the next generation in fostering a positive outlook on nature. Jacob Rodenburg’s teaspoon analogy—“Being an environmental educator in today’s world feels like you are asked to stop a rushing river armed only with a teaspoon”—captures this responsibility beautifully. While the challenges are overwhelming, interpreters have the power to inspire resilience and hope by guiding participants toward meaningful connections and solutions.

Figure 1. Image of Finnerty Gardens within the University of Victoria campus (Griffiths, 2024). The garden reflects how academic institutions often prioritize landscapes that harmonize natural beauty and human connection.

Responsibilities and Representation in Interpretation

In Canada, many interpreters are cisgender, white individuals, which can unintentionally limit the diversity of perspectives shared in interpretive spaces. I feel a responsibility to contribute my unique perspective, shaped by my own "invisible backpack" of experiences and privileges. I have a mixed cultural background, and my upbringing has given me the ability to bring forward narratives that might otherwise be overlooked. I aim to affirm the path to conservation that has been forged by those who came before me while fostering a positive, inclusive vision for the future.

Bridging Knowledge to Action

The challenge lies in bridging the gap between knowledge and action. Rodenburg highlights how modern safety concerns and liability overemphasis have distanced children from nature, arguing that it is unsafe not to take children outside. He emphasizes the power of discovery—finding a salamander under a log or protecting a killdeer nest—as moments that inspire awe and responsibility.

As an interpreter, I want to channel these moments of wonder into action. Beyond just teaching children to sustain ecosystems, I believe we must engage them in “acts of regeneration.” This aligns with Rodenburg’s vision of a future where communities, educators, and policymakers collaborate to ensure that children grow up not just informed but deeply connected to their local environments.

For example, younger children thrive on discovery and storytelling rather than grappling with complex issues like climate change. By creating interactive, narrative-driven experiences, I hope to inspire participants to build personal connections to nature, shaped by their unique invisible backpacks of experiences. Immersive approaches like arts-based environmental education allow individuals to connect with nature in ways that resonate with their personal journeys.

My role as a nature interpreter is to ensure that participants leave with not just knowledge, but a sense of empowerment to act on behalf of the living systems we are all part of. By emphasizing hope, storytelling, and actionable steps toward regeneration, I hope to inspire the next generation of environmental stewards to go beyond sustaining the planet to actively restoring it as was discussed in unit 10. This work requires a balance of presenting the challenges we face while painting a picture of the attainable, hopeful futures we can create together.

References:

Rodenburg, J. (2019, June 17). Why environmental educators shouldn’t give up hope. CLEARING: PNW Journal of Environmental Education in the Pacific Northwest. https://clearingmagazine.org/archives/14300

The Walrus Talks. (2013, February 7). David Suzuki and Richard Louv: Reconnecting with nature [Video]. YouTube. https://www.youtube.com/watch?v=F5DI1Ffdl6Y

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Unit 10 Blog

As I develop my personal ethic as a nature interpreter, I find myself reflecting on the beliefs, responsibilities and approaches that best suit me—shaped by a blend of lived experiences, academic insights, and inspiring voices in conservation and environmental education. Upon reflecting, I think I have multi-faceted beliefs that have manifested into unique personal morals. Throughout my university degree alone, my values have been greatly redefined, becoming more grounded as I grow into my own person. I have experienced life in both urban and rural environments, which has significantly influenced my perspective on nature interpretation.

In Toronto, my elementary school was named after Chief Dan George, a chief of the Tsleil-Waututh Nation, a poet, and an activist. This unique school integrated Indigenous history heavily into the curriculum. For example, during Remembrance Day, we would listen to a recording of Chief Dan George reciting My Heart Soars. This exposure gave me a profound appreciation for Indigenous perspectives on the land. My experience at this school was a sharp contrast to other schools I attended later, where the focus on Indigenous history was often reduced to a single unit in social studies. Reflecting on this, I realized how impactful my early education was in shaping my understanding of the interconnectedness between land, culture, and people. I see this as a critical component of my ethics as an interpreter: ensuring that diverse histories and perspectives are represented.

Later, life in a rural small town presented a different dynamic. There was an intimate sense of community, but also a homogeneity of perspectives compared to the multicultural vibrancy of urban environments like Toronto. This duality has strengthened my belief in the power of diversity and the cohesion that a multicultural society fosters. I believe nature interpretation programs can emulate this harmony by bringing individuals from all walks of life together to engage with the natural world.

The Role of Hope in Nature Interpretation

In the assigned video "David Suzuki and Richard Louv at the Art Gallery of Ontario discussing how to reconnect to nature," Louv discusses how many people in North America envision a dystopian future shaped by the ever-increasing effects of climate change. He argues that a shift in mindset is urgently needed—one in which we craft an attainable vision for a sustainable future while still addressing present challenges. Louv likens this approach to the civil rights movement, which balanced hard truths with the hope of a better tomorrow. This emphasis on hope resonates deeply with me.

As a nature interpreter, I believe hope is a critical tool in combating the discouragement that can stem from media narratives about environmental degradation. Hope allows us to envision positive change and actively work toward it. Louv’s example of the “Home-grown National Park” initiative—a city-wide effort to plant native species to create invertebrate diversity and wildlife habitat zones—is an inspiring, attainable vision. Similarly, Portland, Oregon’s urban park district partnering with physicians to prescribe time in nature is an actionable and transformative idea. These initiatives highlight how hope, paired with tangible solutions, can foster both environmental and human well-being. David Suzuki adds another dimension to this conversation by urging us to reframe the environmental movement. He critiques the prevailing mindset of elevating economic priorities above the health of the planet and emphasizes the intrinsic value of nature. I see nature interpretation as a vital component of this shift. While socio-ecological frameworks—such as understanding ecosystem services—are important for contextualizing climate change within our capitalistic society, I am most inspired by approaches that emphasize actionable, hopeful solutions.

This perspective fuels my responsibility as an interpreter: to focus on hope in conservation initiatives and aid the next generation in fostering a positive outlook on nature. Jacob Rodenburg’s teaspoon analogy—“Being an environmental educator in today’s world feels like you are asked to stop a rushing river armed only with a teaspoon”—captures this responsibility beautifully. While the challenges are overwhelming, interpreters have the power to inspire resilience and hope by guiding participants toward meaningful connections and solutions.

Figure 1. Image of Finnerty Gardens within the University of Victoria campus (Griffiths, 2024). The garden reflects how academic institutions often prioritize landscapes that harmonize natural beauty and human connection.

Responsibilities and Representation in Interpretation

In Canada, many interpreters are cisgender, white individuals, which can unintentionally limit the diversity of perspectives shared in interpretive spaces. I feel a responsibility to contribute my unique perspective, shaped by my own "invisible backpack" of experiences and privileges. I have a mixed cultural background, and my upbringing has given me the ability to bring forward narratives that might otherwise be overlooked. I aim to affirm the path to conservation that has been forged by those who came before me while fostering a positive, inclusive vision for the future.

Bridging Knowledge to Action

The challenge lies in bridging the gap between knowledge and action. Rodenburg highlights how modern safety concerns and liability overemphasis have distanced children from nature, arguing that it is unsafe not to take children outside. He emphasizes the power of discovery—finding a salamander under a log or protecting a killdeer nest—as moments that inspire awe and responsibility.

As an interpreter, I want to channel these moments of wonder into action. Beyond just teaching children to sustain ecosystems, I believe we must engage them in “acts of regeneration.” This aligns with Rodenburg’s vision of a future where communities, educators, and policymakers collaborate to ensure that children grow up not just informed but deeply connected to their local environments.

For example, younger children thrive on discovery and storytelling rather than grappling with complex issues like climate change. By creating interactive, narrative-driven experiences, I hope to inspire participants to build personal connections to nature, shaped by their unique invisible backpacks of experiences. Immersive approaches like arts-based environmental education allow individuals to connect with nature in ways that resonate with their personal journeys.

My role as a nature interpreter is to ensure that participants leave with not just knowledge, but a sense of empowerment to act on behalf of the living systems we are all part of. By emphasizing hope, storytelling, and actionable steps toward regeneration, I hope to inspire the next generation of environmental stewards to go beyond sustaining the planet to actively restoring it as was discussed in unit 10. This work requires a balance of presenting the challenges we face while painting a picture of the attainable, hopeful futures we can create together.

References:

Rodenburg, J. (2019, June 17). Why environmental educators shouldn’t give up hope. CLEARING: PNW Journal of Environmental Education in the Pacific Northwest. https://clearingmagazine.org/archives/14300

The Walrus Talks. (2013, February 7). David Suzuki and Richard Louv: Reconnecting with nature [Video]. YouTube. https://www.youtube.com/watch?v=F5DI1Ffdl6Y

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Inspiring conservation through connection and education:

One thing that I have always struggled to understand is the lack of urgency around solving environmental issues. Recently, it feels like the world is revolving around economic and social issues that could in fact be relieved by bettering the environment. In my opinion, those in positions of power often lack the education or awareness necessary to see this connection. I truly believe that this is a large factor of why we have many issues pertaining to the environment. This idea is what drives my motivation to teach people about nature. I believe the more people who are environmentally educated, the more issues will be solved.

               As a nature interpreter, my goals would be to educate people by encouraging and entertaining the idea of creating a personal relationship with nature. As we have learned in this course, there are many different approaches that could be taken to do this. From my experience, the most beneficial tools that strengthened my relationship with nature were learning about it at a young age, broadening my learning through the lens of science, and doing my best to immerse myself within it whenever I can. These are the three factors that I would focus on when teaching others about nature.

               Firstly, building an early relationship is a key step into turning nature into a passion. From our textbook, we learned that children are an important audience. Not only are they the future of environmental governance, but they are also detrimental in shaping the current perspectives of adults (Beck et al., 2018). From my personal experience, exposure to the outdoors at a young age was transformative of my perspectives. As a kid, I went camping, visited cottages in the middle of the woods, and frequently explored local parks with my brothers. All these experiences shaped my perception of nature, sparking a longing curiosity that continues to exist today. When children are given the opportunity to explore and ask questions, they develop this sense of wonder. From my experience in working with children, I can say that most children do well under a tactile style of learning. They do best when they are able to engage their senses and see things happening in person. These hands on moments allow kids to explore the world on their terms, fostering their sense of independence and creativity. By acting on this curiosity, we can motivate children to form a meaningful bond with nature that may inspire them to advocate for the natural world.

Additionally, getting children excited about nature can also have an impact on a household perspective. Children with often share exciting news or knowledge with their parents, sparking discussion about nature and potentially driving shifts in parents’ behaviour towards the environment. This passed down teaching brings more light to the power of educating children, as they too, can teach others to care about their environment.

               As I mentioned before, learning about nature through science has had a strong impact on building my relationship and awareness of nature. Science gives us perspective on how everything in the natural world is connected, creating a deeper appreciation for how we affect these connections. In my experience, studying ecology in university has helped me see the environment for its complexities, where everything has a role to play. With the use of science, I would like to be able to help people see the environment with this understanding. In my approach, I would aim to make science accessible and engaging for a range of audiences.  I think the best way to merge science and nature interpretation is to deploy interactive activities such as examining the soil, identifying local species, and watching the organisms in the river – allowing participants to apply scientific concepts to the real world. These hands-on experiences allow people to engage their senses, enhancing their learning (Beck et al., 2018). By using this method, I aim to equip others with the knowledge and understanding necessary to appreciate and protect the environment.

               The last concept that is a key to creating a relationship with the environment is immersion in the outdoors. This is the most impactful way of fostering a connection with the environment. The simple act of removing ourselves from technology and distractions of the modern world creates time and space for us to focus on mindfulness and our relationships. Spending time in the natural world allows people to experience the sounds, smells, and feelings of nature. Experiences such as hiking through the woods, paddling across a lake, and being able to see how wildlife live have been large parts of my journey with nature and have strengthened my passion for conserving it. For children, these experiences may look more like climbing trees, picking at bugs, and playing in the dirt – allowing for them to be creative, problem- solve and ask questions. These experiences have also allowed me to develop practical skills that have made me more resilient and confident in my modern, everyday life.  

               Ultimately, using science and immersion, my goal is to help individuals see nature as an integral part of their lives just as it is to mine. By allowing the opportunity for people to merge senses of discovery, learning, and connection, I hope to inspire a sense of stewardship and empathy for the environment. As a nature interpreter, I am committed to fostering these connections, helping other build a relationship with the natural world, and contribute to a more environmentally conscious and caring society.

References:

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

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I have really enjoyed reading everyone’s favourite parts of nature. I have always found the comparison of the root system to the neural system so fascinating. It’s a prime example of how connected we are to nature. It was only this year that I became so interested in plants, I never realized how much complexity there is to them!

When trees are attacked by predators, some species can release chemical signals through the root network, like a call for help. The trees that receive the signals can then initiate their own defense systems to avoid being harmed by predation. This serves as another great example of the cooperation and connectedness that is embedded into our natural world.

You mentioned the underground root systems being filled with unseen signal transmissions similar to that of the brain. This point reminded me of the movie Avatar. That storyline is based on protecting the forest because of this interconnectedness between the people and nature. I think they even state the discovery of the energy system found in the roots. I thought that movie was a great way to interpret this message to people. Reflecting on the movie, I can compare our mycorrhizal fungi web found in our forests to the organisms seen in the movie – an unseen web of communication between the trees and the rest of the natural world.

Blog Post 09

The most amazing thing to me about nature is that trees can communicate with each other. The basics can be generally assumed considering that roots naturally will entwine underground simply due to the proximity but the roots systems of trees are actually two to four times the size of the tree itself (Fotheringham, 2017). These intertwined roots and underground network of fungi are comparable to the neuronal networks in the brain (Davies, 2021).  They can communicate dangers like if one tree is injured by insects it appears they can send chemical warning signs to other trees to produce defense enzymes (Davies, 2021). 

Trees form relationships with the trees around them, they can even tell which trees the other roots belong too, they share nutrients, they fight for light, and they fight back when theyre under threat. The big element of tree communication is mycorrhizal networks, which are webs of fungus that form symbiotic relationships with the trees, the filaments of fungi break down minerals in the soil so the trees can uptake them, and then the fungi get a steady stream of sugar from the trees (Pappas, 2024). 

This fact is fascinating to me: These huge beings that I always knew were alive but that I never really considered sentient beings to communicate with one another. They compete for territory, they share knowledge, and they live and die. That really got me thinking but trees don’t die in the same way that we do. Their detioration happens because of injury or disease or the nutrients available cannot meet their needs anymore so the average species has a lifespan of 300-400 years with the oldest trees being able to live beyond 2000 (Loehle,1988).

I cannot emphasize how crazy this is to me. My brain almost refuses to understand it. Trees are such underrated beings for research, we simply take their presence for granted. Having beings around that on average live for longer then any human is something that never ceases to amaze me. And the fact that such large and stationary creatures are alive and are to some degree sentient is so very cool. 

Fotheringham, N. (2017, March 16). It turns out that trees can talk. HuffPost. https://www.huffpost.com/archive/ca/entry/trees-can-talk-see-and-even-fight_b_15390928  

Davies, D. (2021, May 4). Trees talk to each other. “mother tree” ecologist hears lessons for people, too. NPR. https://www.npr.org/sections/health-shots/2021/05/04/993430007/trees-talk-to-each-other-mother-tree-ecologist-hears-lessons-for-people-too  

Loehle, C. (1988). "Tree life history strategies: the role of defenses." Canadian Journal of Forest Research 18(2): 209-222.Pappas, S. (2024, May 2). Do trees really support each other through a network of fungi?. Scientific American. https://www.scientificamerican.com/article/do-trees-support-each-other-through-a-network-of-fungi/#:~:text=Research%20has%20hinted%20that%20these,them%20as%20a%20parent%20might

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Bioluminescence - Natures lightbulb

The most amazing thing I know about nature is a phenomenon called bioluminescence.

Picture yourself walking along a tropical beach, listening to the waves crash on the shore, your feet brushing through the sand, while the stars light up the night sky. You notice a quick flash of blue light as the waves crash on the sand. You begin to see that every wave that crashes onto the shore lights up the beach. This is what bioluminescence looks like – natural organisms producing light – amazing right!? Bioluminescence can be found in many places, both terrestrial and oceanic, but is mainly seen in ocean environments (Haddock et al, 2010). At its core, bioluminescence is driven by chemistry. Generally, it is caused by the oxidation of a molecule called luciferin and the enzymatic reaction with luciferase, creates a quick burst of light (Haddock et al, 2010). Many different organisms can perform this magic trick and utilize it for many different reasons. On land, we see creatures like fireflies that create mesmerizing light shows In fields and forests. Fireflies generally use light to communicate with each other – almost like Morse code. Fun fact:  If you see fireflies in an environment, it usually serves as a sign that the ecosystem is healthy as fireflies are sensitive to poor conditions (McNeil et al, 2024). In our ocean environments, we see bioluminescent organisms ranging from bacteria to squid.  (Haddock et al, 2010). In the deep depths of oceans, bioluminescence can be used as a hunting lure, defence, and camouflage.

Bioluminescence is used by the natural world to communicate and carry out biological functions, but to me, it’s a reminder that we have a lot to learn about nature. In a time when artificial light was not present, the natural world adapted to darkness and produced its light. One interesting example of this is the “milky seas” phenomenon. Seen from space, large portions of the ocean would light up, creating a path through the water. Many sailors thought it was a haunted patch of the sea led by a phantom ship (Nijhuis, n.d.). We now know that this is not the case but it is interesting to look at the different interpretations from timelines.

The end of the textbook chapter brings back the emphasis on the use of technology in nature interpretation. Technology allows us to share such phenomena as the milky seas with people all over the world. So as I have tried my best to paint the picture of what bioluminescence looks like, I do suggest searching up a video of it in action on YouTube because it is a very crazy thing to experience!

Haddock, S. H. D., Moline, M. A., & Case, J. F. (2010). Bioluminescence in the sea. Annual Review of Marine Science, 2(1), 443–493.

McNeil, D. J., Goslee, S. C., Kammerer, M., Lower, S. E., Tooker, J. F., & Grozinger, C. M. (2024). Illuminating patterns of firefly abundance using citizen science data and machine learning models. The Science of the Total Environment, 929(172329), 172329.

Nijhuis, M. (n.d.). The mystery of milky seas is finally being solved. Scientific American. Retrieved November 5, 2024, from https://www.scientificamerican.com/article/the-mystery-of-milky-seas-is-finally-being-solved/

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Hey!

Music does connect us to our communities, and that’s what I love most about it! I find it fascinating that a song can make everyone listening to it feel the same impactful emotion but allow people to have their own interpretation of the message. I think that music in nature also allows the same.

It amazes me that we have created our music by listening to the species around us. The fact that some composers choose female singers to mimic or resemble a songbird shows the connectedness that is present between humans and the natural world. I feel like people in this day in age don’t investigate music that deeply anymore, we hear it so often that it is “just another song”, bypassing the true meaning behind the lyrics and tune of the song. This thought reminds me of how beautiful traditional music is in different cultures. As you mentioned, the different sounds played in these songs evoke different emotions but generally present the same message to everyone. Using natural sounds such as thunder and ocean waves to provoke correlated emotions connects everyone to the intricate network found in our environment.

I like the connections you have made with the song posted on your blog. After giving it a listen, I started to understand and visualize the connections you were talking about! truly beautiful!

Unit 7 Blog Post

Living in the 21st century, our easy access and constant exposure to music can make us numb to its significance. Music is integral in all human cultures and has been key in community building since ancient times (Sahi, 2012). Some even hypothesize that music “predates humans--that rather than being the inventors of music, [humans] are latecomers to the musical scene” (Gary et al., 2001). This provokes questions about the origins of music and the reasons for its existence. In regards to culture and history, it is likely that human music “developed in contact with local nature and thus reflects the nature” around particular communities (Sahi, 2012). The extrapolation and utilization of nature in music is quite evident in many cultures, particularly in their folk music. Rune singing used for Finnish folk music contains rich lyrics describing the natural environment around them (Sahi, 2012). 

 After this week’s content, I was inspired to inspect my own culture’s music to see how large of an impact nature had on it. As I delved back into my favorite old-school Bollywood songs, I found that the most beloved songs usually drew inspiration from the natural environment. Nature is an excellent source of unique melodies and sound patterns that help facilitate the rhymes and vocals particularly for Bollywood songs. There are likely universal mathematics (Gary et al., 2001) within certain nature-sounds that catch our attention more than others, ones that invoke inspiration for composers. You can find music in nature when you listen to the wind whistling through mountains, or by observing the rhythmic pattern of the rain falling on the ground, or through the chirping of the birds. Bollywood composers often choose female singers with very high pitched voices (i.e. Lata Mangeshkar), which I believe they do to resemble song birds. Musical patterns in nature bring forth specific feelings for listeners (i.e. thunder correlates to fear/surprise, while ocean waves correlate with calmness), which is why percussion instruments are used to mimic abiotic sounds/patterns and add depth of a song. For example, Bollywood composers use the tabla to mimic thunder sounds and the ghunghroo to imitate rustling leaves.

Pyaar ki ek kahani is a song I particularly love because it takes me back to the mountain landscapes I visited in India. The background vocals remind me of how my voice echoed when I was in the valley areas or near river banks. The softness of the male singer’s vocals invokes the same feelings of airiness that I felt at that high altitude. The female singer’s voice mimics the beautiful sounds of the birds in the morning.

(Song context: The male character lives a peaceful life in a mountain village of Manila, India. A new journey starts for him when he meets a city girl. The use of mountain scenery, a song that creates a mountain ambience, and the characters’ story all work together to create feelings of airiness, openness, and blissful naivety.) 

Reference:

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

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

Sahi, V. (2012). Using folk traditional music to communicate the sacredness of nature in Finland. Spiritual Values of Protected Areas of Europe Workshop Proceedings. (pg 129-132). https://www.silene.ong/en/documentation-centre/spiritual-values-of-protected-areas-of-europe-workshop-proceedings#Proceedings_Spiritual%20Values_PAs_Europe.pdf

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The music of Nature

Music is a powerful form of communication, and in my opinion, should be utilized more.

Before the invention of musical instruments, the world functioned off the sound of nature – animals calling out to each other, water flowing through rivers, and thunderstorms cracking and rumbling in the sky. These sounds were the original music, creating a universal language that connected life to the environment.

Music in nature can be seen as an important driver of our knowledge of the natural world. For example, the melody of songbirds has taught us about species behaviours, such as mating strategies, which has revealed the interconnectedness of life. In this way, the music of nature has aided in our understanding of the patterns found in the environment. Understanding the sounds of nature shapes our appreciation and awareness of the world around us.

With time, humans have also learned to use these sounds to draw inspiration and have incorporated these elements of nature into music, again helping to bridge the gap between people and the natural world. In this week's content, I was very interested in reading about the musician Ben Mirin, who blends beatboxing performances with songbird recordings. He uses his music to share the sounds of endangered species with people who may never have the opportunity to hear it while also bringing awareness to the species. I think that the use of natural sounds in music is an effective way to bring awareness to not only the species itself but also the importance of these species.

I think the utilization of music in nature interpretation is the best way to communicate information to a broad audience. Music taps into emotions, making the messages behind the music more memorable and impactful to everyone listening. Earth Song by Michael Jackson does this very well in my opinion. It doesn’t necessarily make me picture a landscape, but the message of the song – what humans have done to the earth – is very clear. He introduces the song with the sounds of birds, frogs, and insects, catching the attention of his audience while emphasizing the importance of these animals. The song goes on to ask, “What about?” while addressing critical environmental and humanitarian issues seen around the world. The lyrics of the song call attention to the devastation that has been caused by deforestation, pollution, and loss of wildlife. While listening, I catch myself drawing back to the sounds of the animals at the beginning, making me feel a sense of guilt as he goes on to list the devastations. His repetition of  “what about?” acts as a plea for awareness, urging the audience to reflect on their impact. The song does not present a very happy tone, but sometimes that is needed when addressing important issues.

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I love your idea on the importance of engaging your senses while interpreting nature. I have not really thought about it that deeply from this perspective. i agree that incorporating sensory experiences with nature interpretation enriches the learning process, I feel like the more senses you use, the more you will remember the moment.

I also agree with your point on storytelling. By using this technique in nature interpretation, we can utilize the sounds of nature in the story as another dimension to help us remember and engage our brains more. Along with sound, touch could also be another useful sense. i feel like this sense is the most enriching - being able to feel the textures of nature is very interesting, especially for a younger audience such as children. Taste is also an important sense to utilize, i like that it has the ability to incorporate cultural and ecological understandings together. Tasting the things we can create from the natural world can facilitate that deeper connection and appreciation for what we have.

I think that being able to push your audience to engage with nature in both a physical and emotional way creates deeper connections to it. being able to activate and focus on your senses in nature evokes an appreciation for the interconnectedness of the natural world with us.

Blog post 05

Today I am going to blog about how experiencing nature through our senses can allow for deeper connection in nature interpretation. We have talked a lot in this course about different ways interpreters can elevate their teaching to involve the participants and keep them more engaged in the experience, thus providing a richer and more memorable experience and allowing for a deeper connection to what is being interpreted. We have talked about how the arts, and storytelling can provide a more emotional connection to nature and this got me thinking about other factors that can allow for deeper connection that interpreters can incorporate into their work. 

Exploring nature through our senses can allow for a deeper understanding of the nature we are interpreting and more of a connection to the information being given. Listening to words is inevitably part of nature interpretation as the interpreter is most often speaking to the group when teaching. Hearing can be involved in more ways than just listening to facts though that can add more to the experience. The interpreter telling a story with lots of details about something or someone that relates to the environment is a great way, or playing music, or sounds for the group can also be great. If looking into a certain species, this could be listening to that certain species' different sounds and calls they make, what they mean and when they are used. Incorporating the touch sense and allowing for hands-on participation is another enriching way to interpret, feeling the texture of certain plants being discussed, or making something with your hands as an activity that goes along with the interpretation are great examples. Using smell in interpretation is also a great tool to form deeper connections through senses. Allowing the group to smell different plants that are being discussed and getting to experience its beauty through more than just looks can be very meaningful. This can also push conversations deeper. A beautiful flower will leave the audience with a certain impression, thoughts and connection to this species but if allowed to smell the flower and if it has a potent smell that is not good, or different from what expected this could be surprising, and provoke further discussion around the species. Incorporating taste might be the hardest sense but also the most rewarding if this can be incorporated into interpretation. Getting to taste something that relates to what is being discussed provides such an amazing connection and will often be what people remember most about the interpretation years later. If discussing a piece of land with history, especially from a group of people or time period maybe known for a certain food, or a species of bees that creates honey, getting to experience something through taste creates an extremely meaningful connection. Personally my most memorable and meaningful experiences in interpretation based environments have been when there is some involvement of food and taste. This is why learning about vineyards and tasting wine is such a popular activity, and food tours when traveling and exploring a new place and culture are such great experiences. 

Overall, experiencing nature through all or multiple senses allows for a full body experience rather than just absorbing what we can into our mind. This to me provides the best opportunity for deep connection to nature, culture and history.

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blog 5: free writing

As a student studying ecology here at the University of Guelph, I have learned many of the specifics pertaining to ecosystems and the species within them. With this in mind, I have learned a lot of scientific jargon that I now use often in assignments for school, and is generally just on my mind when I am walking through a park.

I have recently come to the realization that the way I interpret nature has shifted to a more scientific outlook. While walking through Preservation Park with my housemates (who are not in science programs), I will often use this scientific jargon to point things out and my roommates will have no idea what I am talking about. It is interesting to recognize this shift in myself because, before university, I had a very different outlook on nature as I hadn’t learned about what it had to offer. I can still remember how I used to view nature – very generally – I would be pointing out cool leaves, not knowing that the ribbed edges of the leaves were a characteristic of a species.

Before having the knowledge I have now, my perception of nature was based on intuition and emotion – I was not able to attach specific meaning to what I was seeing. Having the knowledge now, I am equipped with the tools to break down what I am observing into its specific components. The shift also brings up challenges when interacting with other people who do not have the same scientific background as me. What I find interesting and exciting in an ecosystem might just be a “nice view” for someone else. This creates a gap in understanding and further leads me to sometimes feel a disconnection – what I find exciting about an ecosystem might be met with confusion from someone who isn’t familiar with terminology or concepts.

Being aware of this disconnect gives me an opportunity to learn how to communicate more complex and specific ideas to someone who does not have this knowledge. Even practicing explaining concepts to my roommates on our walks is one step in the right direction toward learning this skill. This skill will be very important in future job opportunities because I am interested in conservation education – a topic that is going to need more awareness brought to it in the near future. Being able to translate scientific jargon to relatable ideas is the key to being able to foster a broad understanding of ecological awareness.

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your reflection on the definition of art is very interesting. I have never really thought about my personal definition of what art truly is. I agree with your definition, molding an interpretation through emotion and intellectual value while allowing change or influence by imagination is truly how i think art is interpreted. I feel like art interpretation sits on a broad scale, everyone could interpret an art piece differently based on how they think about the world. This is not only for the people who are viewing the art but also for the artists creating the art; each person will have a different idea of what something will/should look like.

The point you made pertaining to environmental sustainability and indigenous perspectives was a good point to make. I feel like these perspectives are very important for emphasizing the importance of nature. I can also see art as a form of allowing more inclusivity into the world of nature interpretation, it allows different cultural narratives to be shared.

Your reference to Hahns concept of social declines of modern youth is something that i also agree strongly with. The decline in memory, imagination, and compassion is seen clearly in the youth of today. I think that children lack imagination these days, which may affect their curiosity and interest in things like nature. Reconnecting the youth with these values could influence how we approach environmental and conservation efforts.

Unit 04: Nature Interpretation through Art

Methods of interpretation vary for everyone depending on various factors such as background knowledge, values, and interests. Interpretation through art depends on what one’s personal definition of art may be, and some may find it difficult to approach nature with art in mind. In my opinion, to interpret through art is to mold your perception through emotional and intellectual value, while also allowing it to be changed and influenced by the imagination of yourself and others. This specific change is important in the realm of art, since it is a type of interpretation in its own right. For example, if a group is given a landscape to paint, each painting will turn out different; be it different artistic style, different scenes, different colours, etc.

Relating art to natural heritage and global citizenship requires historical/cultural context, as well as an openness for inspiration and education to be added to already-established perspectives. In one of my other classes, we have placed great emphasis on interpreting environmental sustainability from varying perspectives, one being those of indigenous peoples. The artistic perspectives we have delved into take all kinds of forms, varying from art, to music, to poetry. Bruce King’s Moment in Flight is an example of nature interpretation that not only paints a beautiful portrait, but also emphasizes the cultural perspective of how plants and animals came to Earth from a different point of view. These instances are important to consider as they not only broaden our horizons but also uplift an inclusive approach.

Interpreting the gift of beauty is entirely subjective and does not require extensive artistic knowledge to perform. As mentioned in our reading, when interpretating nature it is important to consider heritage, cultures, and communities among the natural environments we find ourselves upon. The gift of beauty is one thing that can be translated across any language and culture, especially in nature. Considering this, we can promote the discussion of important topics regarding climate change. To see a beautiful scene in nature decline over time sends a message stronger than any statistic we read; we are witnessing the beauty of nature diminish right before our eyes!

Hahn’s concept of Social Declines of Modern Youth made me think about how we are affected by how the world around us changes. Specifically, his concept of declining memory, imagination and compassion. This can be related to the interpretation of natural beauty in our society by diminishing the respect we have for natural resources and their intrinsic value for not only practical use, but also personal enjoyment. Without memory, we cannot consider the drastic changes the world around us has experienced and fail to see through the bustle of our daily lives. Without imagination, we cannot interpret the artistic value of scenes we come across in nature. Finally, lack of compassion destroys the value of land’s history, as well as concern for the future of said land.

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blog 4:

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

One thing I love to do is take pictures of nature, I have a whole folder on my phone just for it! I enjoy showing friends and family these pictures – showing them how pretty a Polyphemus moth can be, or how vibrantly green a tree frog can get, I want to show them all of it! Pictures are one form of art that can work to bridge the gap between human experience and the natural world. Art, in all its forms, could work towards this. Portraying nature through art not only documents facts and experiences but creates an opportunity for others to enter that moment, to feel what someone else felt and see what someone else saw.

In the textbook, the author talks about the idea of tangible elements with intangible meanings. I think that this concept is the key to going beyond just the visual representation of nature. Linking a feeling to a visual is exactly what we want to do in nature interpretation. If we take the landscape at this time of year we can apply this concept to feel the importance and beauty behind the changing seasons. The tangibles are the colour-changing trees we see in the fall, with leaves filling our forest floors. The intangible is the feeling of transition and change. As the leaves fall off the trees, it symbolizes a feeling of an end to something. This could be an end of a chapter/phase in life, or maybe to some, it resides with a feeling of death. In parallel, the quietness of a forest in the fall could cause a sense of reflection – the beginning of a new chapter. From my perspective, the “gift of beauty” falls very close to this concept of tangibles and intangibles. The mountains, forests, flowers, and trees are all tangible manifestations of natural beauty – what we often take away from them lies in the intangible emotions we feel when we look at them. Nature has given us a gift with the beauty that it provides us. Artists use this beauty and present it in a way that in communicable between people.

Interpreting nature through art brings out an emotional resonance in people with the natural world. Some art has the force to instill powerful emotions in people - from fear to contentment – art inspires the viewers to reflect and get in touch with their own emotions. Artists will often add many symbolic features to portray a different meaning, transforming natural elements into human expression. The use of colour may also aid in the emotional dialogue of art. Colours like blues and greens convey a feeling of calmness and peace of mind. Reds and oranges may make someone feel a sense of passion or anger. The combination of symbols and colours gives viewers an artistic interpretation that may encourage them to explore a relationship with nature in real life.

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I think that your post provides an important reflection on privilege in nature interpretation. I really liked your definition of privilege. Your acknowledgement of financial privilege highlights how early exposure to nature through family trips/vacations is not equally available to all, and I like that you highlighted that. Like a lot of opportunities, nature interpretation opportunities are often limited by finances, whether that be transportation or entry costs, not everyone has the financial freedom to be able to spend the money. I feel like nature education is often rooted in assumptions about who can and will participate, leaving those from underprivileged backgrounds excluded.

your point on cultural barriers that affect the encouragement of marginalized communities to engage with nature was very well said. The stereotypes relating to immigrants and disinterest in nature are very discouraging to think about. I like the point you made on this perpetuating notion that nature is "not for everyone". This marginalization causes a cycle of exclusion which may cause an individual to be perceived as uninterested or may give them a feeling of being unwelcome, which is just not true. As you noted, the lack of representation in advertising and programming only amplifies the feeling of alienation. Advertising should be more inclusive, i think it would make more people comfortable in participating in nature interpretation.

Unit 3 Blog #1

To begin my post, I wanted to include the definition of privilege I am considering for this discussion. I would define privilege as an advantage or set of advantages given only to individuals in a particular group, especially in which this advantage is not due to the individual or group’s own actions or merits.

Nature interpretation is not a subject that I would immediately think to bring discussion of privilege into, and that in and of itself reflects the privilege that I have to feel like I automatically “fit in” in these discussions. For this reason, I appreciate this unit topic as an opportunity to reflect on the ways that privilege does play a role in nature interpretation, in its accessibility, opportunity, and encouragement.

During these posts I have commented on many experiences in which field trips formed my relationship with nature, but I realize many people may not have been in a financial position to attend trips like these. I was fortunate enough that my family was in a position to afford these events, and my elementary school had a system in place for ensuring that the cost of students who could not afford it was covered so they would still be able to attend, but I am aware that this is far from a universal experience. Expanding further from this, larger trips with family to experience nature is another privilege of both financial situation and time. Many families will not be able to afford travel or won’t be able to take off time from work to schedule these trips. Growing up in a family in which money is not tight is a massive privilege for all areas of life, and access to nature and interpretive experiences within it is no exception.

The other subject of privilege that I mentioned briefly is the encouragement to pursue these types of activities. As mentioned in the textbook, there are many misconceptions and stereotypes about immigrants and a disinterest in nature. Throughout my life, I have always been encouraged to engage with nature and outdoor experiences, however this was not something offered to some of my peers. These misconceptions can act as self-fulfilling prophecies, as never offering these opportunities in nature to certain groups because of assumptions they wouldn’t want to be involved creates an environment in which these groups are no longer interested due to a feeling of exclusion and unwelcomeness. This privilege is also present in advertising in all areas of life, including nature interpretation. I have grown up seeing people who look like me on advertisements for nature experiences, and thus have been subconsciously encouraged to pursue these areas in a way that many minority groups have not. These advertisements and interpretive experiences existing primarily or solely in English and French is also an often-unnoticed privilege of English speakers to be the default audience for nature experiences.

Discussing privilege in this way is often an uncomfortable experience for those of us who do benefit from these privileges, but it is crucial for progressing towards a more inclusive and welcoming environment for everyone. In nature interpretation, we should be striving to create a space for people of all experiences to participate and learn.

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Unit 3 Blog #1

To begin my post, I wanted to include the definition of privilege I am considering for this discussion. I would define privilege as an advantage or set of advantages given only to individuals in a particular group, especially in which this advantage is not due to the individual or group’s own actions or merits.

Nature interpretation is not a subject that I would immediately think to bring discussion of privilege into, and that in and of itself reflects the privilege that I have to feel like I automatically “fit in” in these discussions. For this reason, I appreciate this unit topic as an opportunity to reflect on the ways that privilege does play a role in nature interpretation, in its accessibility, opportunity, and encouragement.

During these posts I have commented on many experiences in which field trips formed my relationship with nature, but I realize many people may not have been in a financial position to attend trips like these. I was fortunate enough that my family was in a position to afford these events, and my elementary school had a system in place for ensuring that the cost of students who could not afford it was covered so they would still be able to attend, but I am aware that this is far from a universal experience. Expanding further from this, larger trips with family to experience nature is another privilege of both financial situation and time. Many families will not be able to afford travel or won’t be able to take off time from work to schedule these trips. Growing up in a family in which money is not tight is a massive privilege for all areas of life, and access to nature and interpretive experiences within it is no exception.

The other subject of privilege that I mentioned briefly is the encouragement to pursue these types of activities. As mentioned in the textbook, there are many misconceptions and stereotypes about immigrants and a disinterest in nature. Throughout my life, I have always been encouraged to engage with nature and outdoor experiences, however this was not something offered to some of my peers. These misconceptions can act as self-fulfilling prophecies, as never offering these opportunities in nature to certain groups because of assumptions they wouldn’t want to be involved creates an environment in which these groups are no longer interested due to a feeling of exclusion and unwelcomeness. This privilege is also present in advertising in all areas of life, including nature interpretation. I have grown up seeing people who look like me on advertisements for nature experiences, and thus have been subconsciously encouraged to pursue these areas in a way that many minority groups have not. These advertisements and interpretive experiences existing primarily or solely in English and French is also an often-unnoticed privilege of English speakers to be the default audience for nature experiences.

Discussing privilege in this way is often an uncomfortable experience for those of us who do benefit from these privileges, but it is crucial for progressing towards a more inclusive and welcoming environment for everyone. In nature interpretation, we should be striving to create a space for people of all experiences to participate and learn.

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Unit 3 - what role does privilege play in nature interpretation?

After reading through this week’s content, I realized I have never thought about privilege in this context. I think that privilege in nature interpretation refers to the advantages that some people have in terms of accessing, learning about, or engaging with the natural environment.  Some factors that may influence this privilege are things like wealth, education and cultural background. I started thinking on a personal level about how I’ve benefited from privileges in this regard, privileges I didn’t fully recognize until now. As I begin to unpack my invisible backpack, I've come to recognize the various privileges I’ve been fortunate enough to experience. I grew up in a rapidly developing town that many would classify as urban. However, my family was fortunate enough to have lived on a two-acre property that backed onto a Pond. We owned fruit trees, had large vegetable gardens, and at one point, would have our neighbour's chickens hang out in our backyard! All of these things provided me with a tie to nature at a very young age. I did not realize that this was necessarily a privilege until I was older, having friends come over and be mesmerized by all of the nature in our backyard. I remember always finding it weird that they were shocked to see apples growing in our backyard, to me it was so normal. Looking back, the reactions made sense. Most of my friends grew up with the view of another house as their backyard.  I have realized that exposure to such an environment as a child is not something everyone gets to experience.

I think that privilege within nature interpretation can also affect the perspectives through which nature is appreciated and conveyed.  From the lens of socioeconomics, privilege within nature interpretation can shape how individuals engage with and value the environment. Not having access to positive experiences or education about nature, some individuals from disadvantaged backgrounds may struggle to recognize the importance of protecting diverse ecosystems, potentially leading to less involvement in conservation efforts and environmental stewardship.

 I know for me personally, that learning about the natural environment in university has made me see how valuable nature is.

Reflecting on the thought of privilege in nature interpretation, I think it should be thought about more often. Opportunities to interpret nature should be made more accessible to the people who are deprived of these experiences. Providing resources such as guided nature walks, community seminars, and outdoor programming fitted to under-served communities can improve accessibility. These efforts can help break down some socioeconomic barriers, affording more people with the same opportunities to appreciate and experience nature.

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Your vision of environmental interpretation is very interesting! it is so important to help others see nature as more than just a resource. Having people engage their senses and experience nature firsthand can make a huge difference in how they appreciate it. I really liked how you emphasized the need for context - holding sessions in places that are in need of conservation really drives the message home. I think that makes people more connected to the issue at hand.

I agree with your idea about adapting your approach for different audiences. I have worked with kids of all ages a lot, and even then i find myself changing my approach when dealing with little kids vs teenagers. Finding a way to explain things to a group of people with different learning styles is definitely tough but doable with some practice. I also liked how you mentioned tailoring your communication to both verbal and nonverbal methods, i think that is a very important aspect when trying to get a point across.

i love your point about nature's unpredictability. I do think it offers people a good sense of surroundings, something people aren't as aware of these days. I think it teaches people to adapt quickly when things don't go to plan.

i really enjoyed reading your blog this week and i a excited to read more in the future!

Blog Promt 2

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

My main goal for being an environmental interpreter is to help people understand the true value of nature. A lot of individuals see nature as the direct resource that it offers-  paper from trees or water for drinking. In reality, nature provides a much deeper value than its economic value. It is important for people to encounter nature at a more personable level, using all their senses, with hopes of realizing the true intrinsic value of nature. This is where I foresee my role as an environmental interpreter; to give individuals an up close and personable experience. This entails showing aspects of nature that can easily go unnoticed; to gain a true sense of appreciation for the world in which we live. There are ecosystems everywhere and in order for an ecosystem to run there are so many moving (and unmoving) parts. To gain a better understanding and appreciation for nature this helps by seeing what typically goes unseen. Whether this be soil microbiota or a bird, being able to identify how individuals contribute to the structure and health of an environment is essential. Overall, as an environmental interpreter I want to be able to paint a story of what nature is and the value it holds, as it can not speak for itself. I wish to be able to show this to the public and allow them to see the intricacies of the environment and all it has to offer. Alongside  this my other goal would be to promote conservation efforts. As many know, the state of the environment globally is declining, so informing people about what they can do to make a difference is personally a very important aspect of my role as an environmental interpreter.

To accomplish my goals there are many key aspects that need to be involved. To begin with, I would ensure that I have all the background information necessary to ensure that the interpretation depicts accurate information and is clear so that people understand the story being told. Without a good sense of your own surroundings and knowledge, the goal of environmental interpretation will not be met. It is also important the location of the interpretation is in an area that allows for the public to engage themselves in the content, and relates to the information conveyed. For example, if the interpretation was about an area in need of conservation it would make sense for the interpretation to be held at the conservation area. During nature interpretation it is always possible to run into things that were not present even hours before on the same path. This is one of the joys of nature, it is ever changing! So a good sense of your surroundings, accompanied by a deep understanding of the ecosystem, and the ability to adapt will allow for the most insightful interpretation. The audience will be able to grow their understanding and use a variety of their senses.

To successfully engage and inform the audience there are many skills that one needs. In a group of people it is guaranteed that there will be different learning styles and speeds, all of which need to be taken into consideration during an interpretation session. One major factor that needs to be taken into account is the age of the audience. Using the Cognitive Development Theory is a good way to approach how to interpret  for different audiences. Being able to also interpret in a fashion that images all learning styles including visual, auditory and tactical. By including all of these styles in the interpretation this will allow for a maximum learning opportunity to be provided to the group. Being able to successfully communicate is vital both verbally and nonverbally, as well as being able to problem solve is essential as there will almost always be unforeseen events. Along with communication other skills are important to provide the best interpretation possible. As we learned in the textbook readings for week 2 this includes aspects such as bodily-kinesthetic, spatial awareness and interpersonal intelligence. Each of these forms of intelligence allows for a new feature to be added making the interpretation more meaningful.

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Unit 2 blog:

As a new nature interpreter, my main goal would be to help the public understand and appreciate nature – teaching them why its worth protecting. Ideally, this would be done by immersing myself and my audience into the natural world. Whether that be in a national park, a wildlife reserve, or a green space, I want to give people the opportunity to learn and get a sense of feeling about the delicate balance between nature and human impact.

To do this, I would have to be able to convey my thoughts to a broad range of audiences. This is something that I would definitely have to work on. As a nature interpreter, I would want to make sure that the methods I use to communicate my material are accessible to everyone.

 For people who don’t have access to educational programs and guided tours, I think the use of a podcast could be very beneficial. Even though the audience is not able to physically see what is there, they will have the opportunity to listen to the sounds of nature and create a picture in their minds of what I may be describing. To add another layer to the virtual side of things, I think that making a series on YouTube or some other video platform could be very rewarding for some people. Incorporating visual elements can greatly enhance people's understanding and give them a clear sense of what nature looks like without actually being there. I think providing people with access to the natural world via the Internet would allow a lot more people to immerse themselves in the natural world. To achieve this, I would have to work on being very descriptive when explaining things. When people are listening to a podcast, they need enough detail to be able to picture what is going on. I think I would also have to improve my technology skills. Audio and video editing are not my strong suits so I would need to gain more experience in those fields before releasing any type of virtual programming.

As mentioned above, I would ideally want to be able to take people out into nature to get the full experience. This week's content mentioned sensing and intuitive learners. In my mind, a guided tour through a forest or a field would be perfect for these types of learners. Sensing learners usually like learning facts while intuitive learners have a preference for discovering possibilities. Bringing these individuals into nature allows me to present abstract ideas and encourage creative thinking which would keep them engaged and curious. Personally, this would be my ideal method of nature interpretation as I get to share my knowledge and experience the excitement of people learning new things. In order to employ this type of method, I would have to use my critical thinking skills, considering multiple perspectives and using logic to make a point. I would also have to be adaptable, adjusting my presentations based on the audience's reactions and interests. This could help me cater to groups of varying ages.