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Hello!

What a great post! I could tell you put a lot of thought into this post and thought you had some great points about nature education and environmental sustainability. You said, “when people care about their experience, they care more about their planet ." This is why our role as interpreters is so important! It is our duty to ensure that those listening to us care about what we are saying (Beck, et al. 2019).

After reading about why you are motivated to become a nature educator I had to ask myself what my motivation was. Honestly when I first thought about it I wasn’t quite sure. Was it that my parents have followed that route and I am simply following in their tracks? It made me question a lot of things… After some thought and going through my old blog posts I realized what truly motivates me. Ever since I was a child I have always been in ‘awe’ of discovery. I want to learn and see new things! Discovering new things is SO important; it allows us to develop new technologies, make informed decisions and solve practical problems. New knowledge can lead to many different applications and other discoveries. I am also strongly motivated by fear. As you discussed the fear of working in an office cubicle is real! The thought of sitting in front of a computer all day does not sit well with me. I would much rather work somewhere that is different everyday and keeps me on my toes!

Makayla

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2019). Interpreting Cultural and Natural Heritage. Van Haren Publishing.

The "WHY" behind nature interpretation

“I took a walk in the woods and came out taller than the trees” (Henry David Thoreau)

Look back at your first blog post on your relationship with nature. What makes you appreciate nature? Why are you taking this course? We all have different ways of how we got in touch with nature. We all took different directions to be here, writing about one of the most important topics in the world: Environmental Sustainability.

My motivation for becoming a nature educator

Why am I here? My motivation of why I took this course and why I want to be a nature interpreter are two folds:

1. I care about myself. As the unit reading for this week describes, the fear of an office cubicle keeps me on my toes. I would love to work outdoors!

2. More importantly, I care about the environment. Even before taking this course, I always believed that making people care about nature is the way to combat issues like climate change. I always figured that if people like spending time in their local neighbourhood park, they would vote for it to be protected. This would influence who people vote for and politics is where the important, big decisions are made. This will improve our relationship with nature and lead to environmental sustainability.

Is environmental sustainability possible?

Looking at the big picture all at once can be overwhelming. At least I feel this way. Sometimes I wonder if we can save the world at all. Is environmental sustainability even possible, with more and more mouths having to be fed? What if the answer is no? Richard Louv said in the discussion that people imagine the future as a scenario where nature has turned on humans and a bare landscape remains (Suzuki & Louv, 2012). What if that is the actual future?

The question of how we can save our environment was the topic of the #COP26. When I listened to the speech on climate change by Mia Mottley, the Prime Minister of Barbados, I was very touched. The money for change is there. The mindset is not.

Overwhelming issues to explain

Just like Jacob Rodenburg says, being an environmental educator today is very important and powerful but also comes with great responsibility (Rodenburg, 2019). We want to protect nature but there are so many problems. How do we convey these problems and make people care? The answer is, by taking it slow. Creating a sense of place and interconnectedness are the first steps in connecting people to nature (Beck et al., 2019). When people are moved by their experience, they care more about the planet (Beck et al., 2019).

The responsibility that comes with nature education

We can’t give up hope. We have to try. For the sake of the children who haven’t done anything wrong. We have a responsibility to make sure that nature prevails. For some people, the responsibility may lie in ensuring the survival of the human species. I say, what about all the other species that already went extinct? What about nature itself? If we are going to live in a Mad Max scenario, we are not the only ones who lost (Suzuki & Louv, 2012). Nature also will have lost everything but the desert biome.

I deem three approaches to be most suitable to me in connecting people and nature through interpretation.

1. Nature through technology

I think one very good way of keeping the balance of talking about important issues while being hopeful is presented in the movies by David Attenborough. I always felt like he presents the world as it is, then he tells us what happens in the future and then keeps our hopes up by saying that we can change what happens in the future.

If you haven't seen one of David Attenborough's movies yet, check out this trailer!

The movies by David Attenborough also offer another way of how we can reconnect with nature - through technology. We reflected upon the importance of technology a few units back. Technology such as the movies by Attenborough, and the podcasts we all listened to in preparation for our assignment bring people closer to nature.

2. Pure experiences - Nature without technology

Technology can also dilute experiences with nature. Ask yourself, whenever you go to a park, how much time do you spend taking pictures and TikToks? How much time do you spend just enjoying the view? Beck et al. (2019) state it well: Nature is a place to think clearly without distraction. Technology can prevent us from doing so.

My partner and his parents have a canoeing company that takes people on 2-week trips into the wilderness in the Northwest Territories. They always tell stories of people being transformed by their experiences. I witnessed this myself last year when I went on a trip. I believe that this is a great way to connect people back to nature.

What I love about the wilderness in the Northwest Territories is that there is no phone reception. (August 2021)

3. Urban Parks

Not everyone has money for a canoe trip. When we talked about privilege, we pointed out that many people don't have access to natural areas (Beck et al., 2019). Not having a car to travel to natural areas also is a barrier (Beck et al., 2019). Like Richard Louv said, approximately a third of kids from San Diego have never been to the beach (Suzuki & Louv, 2012).

I believe that Urban National Parks are a great way to bring city-bound people in contact with nature. I go for walks in my neighbourhood all the time and it makes me appreciate all the nature around me. #goodnews Parks Canada has now started creating National Urban Parks, including one in the GTA (Parks Canada, 2021)!

"Heavy is the head that wears the crown." (Shakespeare).

We all want to protect what is important to us. If we can achieve that goal by interpreting what we love to people, maybe it will be possible to become environmentally sustainable. This is a lot of responsibility but for something so important and vital, we should choose to accept it.

References

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

Parks Canada (2021). Rouge Urban National Park. https://www.pc.gc.ca/en/pn-np/on/rouge

Rodenburg, J. (2019, June 17). Why environmental educators shouldn’t give up hope. Clearing Magazine. https://clearingmagazine.org/archives/14300

Suzuki, D. & Louv, R. (2012). Interview with David Suzuki and Richard Louv[Interview]. Art Gallery of Ontario. https://www.youtube-nocookie.com/embed/F5DI1Ffdl6Y

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Hello!

I think you did an amazing job at defining what ethics is and what they mean to you. It was refreshing to see that you place a high value on teaching visitors about the importance of heritage. It is essential that we are taught the values, traditions and culture that have been handed down from previous generations. The rich history of what surrounds us allows us to be where we are today.

In addition, I am glad you talked about the need for academic research concerning the impact of nature interpretation on a local and global scale. This is important not only to discuss the benefits of nature interpretation, but to also spread awareness. Perhaps if more research was done nature interpretation could become more widespread!

I also think that promoting educational training programs to help share knowledge about the principles of interpretation is crucial for our success. The more we can expand our knowledge and techniques the better we can be. From my own experience learning about nature interpretation as a child would have been much more beneficial to me than memorizing a bunch of facts. I think many people could agree with this too….

I really thought you had some great points of what ethics look like to you as a nature interpreter and hope one day you get to live out your dream! I hope you have a good rest of the semester and thank you for sharing your thoughts with me.

Makayla

Ethical Interpretation of Nature

       One’s personal ethics are built from a foundation of virtues, morals, values, and principles (Waggoner, 2010). Ethics are what guide us around what is right and what is wrong, resulting in the decisions we make both in our personal and professional lives. Personally, as I develop as a nature interpreter there are various core values and ethics that I would like to carry into the profession. For example, I believe that nature interpretation around the world should consist of socially, culturally, and intellectually responsible heritage interpretation which recognizes minorities of all kinds (Beck et al., 2018). It is the responsibility of nature interpreters to ensure that all participants feel included and comfortable, in order to provide an optimal experience of learning and inspiration that they can carry with them beyond their visit. Furthermore, an approach that would be most suitable for me as an individual would be to sustain and interpret the unique heritage of local communities, to foster a sense of worth, and to disseminate it broadly in order to nurture a greater mutual understanding (Beck et al., 2018). In doing so, nature interpretation can contribute to harmonious interactions between visitors and local community members. Secondly, I believe in the power of knowledge and the importance of sharing that knowledge with future generations. The ability to acquire knowledge, preserve and pass it on to future generations is what gives us the tools to be better and continue to evolve in a positive direction. Therefore, I believe that promoting educational training programmes and providing opportunities of growth for interpreters and volunteers is crucial to their success (Beck et al., 2018). Accordingly, an approach that would be most suitable for me would be to help develop courses, programs, and training opportunities to share knowledge around the principles of nature interpretation (Beck et al., 2018). In addition I would like to promote academic research focused on the impact of nature interpretation on a local and global scale (Beck et al., 2018). In this way, I can fulfill my responsibility in promoting the positive outcomes associated with nature interpretation and spread awareness on the importance of it, not only on local communities but also on tourists and visitors. As nature interpreters we have a responsibility to advocate for all individuals involved. This includes, heritage site owners and operators, tourists, local minority communities, and education professionals (Beck et al., 2018). In conclusion, the beliefs I bring to nature interpretation focus on inclusion, recognition of all, advancing education, continued learning, with a foresight on posterity. I hope to carry these efforts into both my personal and professional life in order to better understand the world around me. 

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage. Van Haren Publishing.

Waggoner, Jessica, “Ethics and Leadership: How Personal Ethics Produce Effective Leaders” (2010). CMC Senior Theses. Paper 26. http://scholarship.claremont.edu/cmc_theses/26

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BLOG POST 9 (FINAL BLOG)

Hello everyone!

The blog prompt this week had quite a bit to reflect upon! I have spent some time going through my old blog posts to truly figure out what kind of interpreter I am.

The most important thing I have learned about in this class is how vital nature interpretation is. As a third-year biology student, I have always been unsure about what I wanted to do when my degree is over. I have considered many fields such as ecology, medical, environmental education and other research jobs but have always been unsure what I would do. Whichever path I take I feel the concepts learned in this class will carry over. It is important to have the skills to leave people inspired and to genuinely care about what you have said. Now that I have the tools to do this I have the duty to help others understand the importance and beauty of nature and everything it has to offer. 

The blog prompt asked three questions so I am going to take some time to go over each one:

What beliefs do you bring?

I believe that interpretation should stimulate minds, challenge individuals and impact change. It should make visitors consider their impact on Earth and what they can do to preserve it and make it a more beautiful place. An individual who is informed will respect and love their resources and make better decisions (Beck, et al. 2019). I think that if you truly believe what you are saying is important, those listening will sense this and also see the importance. 

What responsibilities do you have?

I believe that as a nature interpreter I have the responsibility to effectively teach, learn, and inspire. I have made a set of responsibilities I plan to follow:

I will serve my visitors to help them sense beauty in their surroundings and leave them feeling inspired.

I will respect and welcome all visitors regardless of age, gender, interests, cultural differences and abilities. As was discussed in Unit 3, not everyone has been given the same opportunities and many people are discriminated against. As an interpreter it is my job to ensure all visitors feel accounted for and important.

I will only speak reliable and accurate information. It is essential to only use sources that are well documented (Beck, et al. 2019). It is also important to continually learn and update the information to best benefit visitors. 

I will ensure I come prepared and structure the information being presented. I will also keep in mind that well it is important to have a plan I must be prepared to alter material based on any challenges that may come.

I will come well presented and speak in a friendly voice. This means I will strive to look good, polished and friendly. It is important to speak in a well-modulated and friendly voice to keep visitors interested (Beck, et al. 2019).

I will strive to make the information interesting and inspiring to each individual. This involves altering what I am presenting based on who I am conveying the material to. It is also important to use different learning styles and consider my audience.

I will believe in myself and always try my best. 

What approaches are most suitable for you as an individual?

As an individual, I have various tools and different ways I could excel in teaching. 

Firstly, I can effectively communicate with others with the use of humour. Humour is a great way to loosen up an audience and keep them captivated. While it is a great way to spice up a conversation, it must be used at the right time and place. In addition, having too much humour in a presentation could make the audience feel the subject is not serious or important (Beck, et al. 2019).

Another approach I think has a high potential to be beneficial is the use of technology. Digital advances have changed the way we live and have also changed the way we interpret nature. There are many different ways interpreters can appeal to visitors through technology (Beck, et al. 2019). There are online videos, brochures, informative programs and more. Therefore I will strive to offer as many different platforms of interpretation programs as I can. This can involve creating a website, making a youtube video or doing another podcast! Luckily I feel more prepared after making my own podcast to use technology when interpreting. I truly believe technology has made nature interpretation something that can be used and seen by everyone. 

Another important approach for me to look at is nature interpretation for kids. Children today will one day be our future leaders and therefore we should put extra time into ensuring their minds develop properly. They should be taught about climate change, pollution, global warming, and so much more. Unfortunately, sometimes as adults we fail to understand that children are not cognitively ready to receive this information (Rodenburg 2019). Luckily, there are many ways to help them learn and keep them inspired. Kids can connect best when you present information with stories and faces (Rodenburg 2019). This may mean altering information into a story with characters to make it more kid-friendly. Creating more nature-loving kids in the world is also creating a better Earth. We can hope that one day their love for nature will turn into a love for protecting and regenerating the Earth (Rodenburg 2019).

Thank you all for taking the time to listen to my thoughts and views over the semester. I have enjoyed reading everyone's blogs and they have left me feeling inspired. I hope everyone has a good rest of their semester and summer!

Makayla

References

Beck, L., Cable, T. T., & Knudson, D. M. (2019). Interpreting Cultural and Natural Heritage. Van Haren Publishing.

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

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Hi Verena!

I have to say your blog post this week did an amazing job at capturing my attention. Firstly, the imagery you created in my mind by using words together with the waterfall sound was genius! This immediately took me back to my summer trip to Banff where I saw the Bow Falls. As the textbook mentions imagery is a very useful technique for interpreters to use. Using imagery allows visitors to use their senses to envision what you are talking about. 

Also, I cannot believe you saw a grizzly bear! I have gone on several trips and have never seen one. Although, I have no intention of wanting to see one up close, but from a far distance would be really cool! I had no idea that the bears “surf” and can track the resource pattern of their prey. That just tells you how smart grizzly bears really are! 

After reading about how resource waves are not just used by bears but also by many different organisms I thought I would look into that. There is evidence that mule deers migrate closely timed to track spring green-up, also called “surfing the green wave.” This allows the deer to consistently have the highest quality forage when plants are first greening up. (Willms & McLean 1978) This just amazes me how smart these animals are!

Thanks for you post and have a good week!

References

Beck, L., Cable, T. T., & Knudson, D. M. (2019). Interpreting Cultural and Natural Heritage. Van Haren Publishing.

Willms, W., & McLean, A. (1978). Spring forage selection by Tame Mule Deer on big sagebrush range, British Columbia. Journal of Range Management, 31(3), 192. https://doi.org/10.2307/3897178 

N(e)ature - Bears that Surf

Close your eyes for a moment and listen to this sound:

What do you see, smell and hear?

Besides the picture, these sounds immediately take me back to running water. Where does it take you?

Breath in deeply and close your eyes. Picture yourself near a stream. You can hear the water, a brute force that overpowers all the other sounds from other animals that might be around. You feel the moss underneath your feet. One step forward and you feel the very, very cold water touching your toes. You might smell flowers that are blooming onshore and are awakening from their deep winter sleep.

I see myself standing near a gushing stream in Jasper, Alberta. At Maligne Canyon, I can see the water passing along and then suddenly falling deep down.

Visiting Maligne Canyon at Jasper National Park (August 2021)

Waterfalls were not the only thing I saw out West! Last year, I saw my first-ever grizzly bears! Grizzly bears are really fascinating to me. #Funfact: Grizzly bears only reproduce every 5 to 8 years (Parks Canada, 2017)! Today, I want to tell you about how they practise surfing because when I learned about this, I was flabbergasted.

Resource Waves

Yes, you heard right, bears like to surf. They just don't use surfboards like we do and they don't surf waves on the ocean. Bears surf resource waves. Resource waves are changes in the spatial and temporal abundance of prey (Abrahms et al., 2021). This means, the bear takes advantage of when and where its food source is very abundant, and then it goes there at the right time to feed on the prey.

Grizzly Bear hunting salmon at a waterfall.

Salmon spawning times affect grizzly bear behaviour

As you can tell by the video, grizzly bears like to eat salmon. Since all of you have taken at least one biology course, you are probably aware that salmon migrate back to the watersheds they were born in to spawn. What you probably didn't know is that the spawning date of salmon changes with the water temperature (Abrahms et al., 2021).

In warmer waters, such as lakes, salmon spawn later. In rivers and fast-flowing, colder water, salmon spawn earlier. This change in spawning date is exactly what the grizzly bear takes advantage of: The grizzly bear tracks the movement pattern of the salmon and feeds first on the salmon in the river, and then in the lake (Abrahms et al., 2021).

Why surfing is crucial

You might wonder why it is important for the grizzly bear to track the resource pattern of its prey. There are two reasons:

1. The bear tracks the peak abundance of the salmon, which means it feeds while there is a lot of salmon present. This prevents the bear from decimating the salmon population (Abrahms et al., 2021).

2. The bear first feeds on the salmon in the stream and then in the lake. This gives the bear food for multiple months (Abrahms et al., 2021)!

The love for berries

Grizzly bears also love to eat berries. #DYK That bearberries are called this way because they are the favourite food of bears (Mussulman & Reveal, 2022)? Usually, berries bloom after the salmon spawn so when the bears are done feeding on salmon, they switch to berries.

Resource waves everywhere

I always find it so fascinating how things are interconnected in nature. The concept of resource waves is not limited to bears, mule deer also follow the peak abundance of vegetation (Abrahams et al., 2021). Next time you go for a walk, BEAR in mind how organisms are intertwined with each other and how impacting one will impact others. Maybe there are animals in your favourite forest that also practise surfing?

References

Abrahms, B., Aikens, E. O., Armstrong, J. B., Deacy, W. W., Kauffman, M. J., & Merkle, J. A. (2021). Emerging perspectives on resource tracking and animal movement ecology. Trends in Ecology & Evolution, 36(4), 308–320. https://doi.org/10.1016/j.tree.2020.10.018

Mussulman, J. & Reveal, J. L. (2022). Bearberry. Discovering Lewis & Clark. http://www.lewis-clark.org/article/1352

Parks Canada. (2017). Grizzly Bears. https://www.pc.gc.ca/en/pn-np/mtn/ours-bears/generaux-basics/grizzli-grizzly

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Hi Shelly!

All I have to say is WOW! Those are next-level ways to see the Northern lights. I have heard of the glass houses in ice land, but seeing it from space would be life changing. Hopefully one day normal people like us can visit space and see that!

BLOG 8

Hello everyone!

The blog prompt this week is to talk about something in nature that is amazing! At first, when I read this multiple subjects for interpretation came to mind so I gave myself some time to choose what I truly wanted to talk about – the Northern Lights. Ever since I could remember I always dreamed of seeing them one day, and still do! 

This week’s textbook reading highlights the importance of using interpretation to help educate visitors about the historical and natural significance of the location. I think that anyone preparing to see the Northern Lights should educate themselves before seeing them to truly take it all in. There are many different resources and interpretive tools that can be used when learning about the Northern Lights.

The Northern Lights occur from collisions of electrically charged particles from the sun that enter the Earth’s atmosphere. The different colours that can be seen are a result of the type of gaseous particles that collide. The green colouring results from the oxygen molecules that can be found 60 miles above the world. The red colouring, which is rare, is from high-altitude oxygen molecules which are about 200 miles above the Earth. The blue and purple are produced by Nitrogen. The pink and green colouring is most commonly reported by Northern Light viewers. The lights can be seen from the northern and southern hemispheres’ magnetic poles. The lights seen in the northern hemisphere are called the Aurora borealis and the lights in the southern hemisphere are called the Aurora australis. The best place to see the Northern Lights is in the Northwestern area of Canada, including Yukon, Nunavut, Northwest Territories, Alaska, Iceland and Antarctica. It is best to see them in small community areas as there is less light pollution. The best time to see them is during the winter months on a clear night. 

When interpreting the Northern Lights it is important to discuss the historical significance and beliefs associated with them. Many different cultural groups have legends about the Northern Lights. For example, in medieval times the lights were believed to be a sign of war or famine. A more popular belief by the Menominee aboriginal group of Wisconsin believed that the lights told the location of manabai’wok (giants) which are spirits of great fishermen and hunters. The Inuit people of Alaska believed the lights were the spirits of the animals they had hunted. If I was an interpreter at the Northern Lights I would make sure my visitors appreciate this to help them develop a stronger relationship between themselves, the beauty of the lights and its heritage. 

Lastly, the textbook discusses how experiences of “awe” can spark curiosity, purpose, perspective and curiosity. I would predict that experiencing the Northern Lights would be a moment of “awe” for any person.  

Reference:

Waldek, S. (2022, January 7). Northern Lights (Aurora Borealis): What they are & how to see them. Space.com. Retrieved March 9, 2022, from https://www.space.com/15139-northern-lights-auroras-earth-facts-sdcmp.html

Beck, L., Cable, T.T., & Knudson, D.M. (2018). Interpreting Cultural and Natural Heritage for a Better World (1st ed.). Sagamore Publishing. 

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Hi Riley!

Thank you for your reply and advice on how to see the Northern Lights. That is so cool that you work at a ski resort in Banff! I have only visited Banff during summer months so I will have to try going during the winter months to see the Northern Lights.

Makayla

BLOG 8

Hello everyone!

The blog prompt this week is to talk about something in nature that is amazing! At first, when I read this multiple subjects for interpretation came to mind so I gave myself some time to choose what I truly wanted to talk about – the Northern Lights. Ever since I could remember I always dreamed of seeing them one day, and still do! 

This week’s textbook reading highlights the importance of using interpretation to help educate visitors about the historical and natural significance of the location. I think that anyone preparing to see the Northern Lights should educate themselves before seeing them to truly take it all in. There are many different resources and interpretive tools that can be used when learning about the Northern Lights.

The Northern Lights occur from collisions of electrically charged particles from the sun that enter the Earth’s atmosphere. The different colours that can be seen are a result of the type of gaseous particles that collide. The green colouring results from the oxygen molecules that can be found 60 miles above the world. The red colouring, which is rare, is from high-altitude oxygen molecules which are about 200 miles above the Earth. The blue and purple are produced by Nitrogen. The pink and green colouring is most commonly reported by Northern Light viewers. The lights can be seen from the northern and southern hemispheres’ magnetic poles. The lights seen in the northern hemisphere are called the Aurora borealis and the lights in the southern hemisphere are called the Aurora australis. The best place to see the Northern Lights is in the Northwestern area of Canada, including Yukon, Nunavut, Northwest Territories, Alaska, Iceland and Antarctica. It is best to see them in small community areas as there is less light pollution. The best time to see them is during the winter months on a clear night. 

When interpreting the Northern Lights it is important to discuss the historical significance and beliefs associated with them. Many different cultural groups have legends about the Northern Lights. For example, in medieval times the lights were believed to be a sign of war or famine. A more popular belief by the Menominee aboriginal group of Wisconsin believed that the lights told the location of manabai’wok (giants) which are spirits of great fishermen and hunters. The Inuit people of Alaska believed the lights were the spirits of the animals they had hunted. If I was an interpreter at the Northern Lights I would make sure my visitors appreciate this to help them develop a stronger relationship between themselves, the beauty of the lights and its heritage. 

Lastly, the textbook discusses how experiences of “awe” can spark curiosity, purpose, perspective and curiosity. I would predict that experiencing the Northern Lights would be a moment of “awe” for any person.  

Reference:

Waldek, S. (2022, January 7). Northern Lights (Aurora Borealis): What they are & how to see them. Space.com. Retrieved March 9, 2022, from https://www.space.com/15139-northern-lights-auroras-earth-facts-sdcmp.html

Beck, L., Cable, T.T., & Knudson, D.M. (2018). Interpreting Cultural and Natural Heritage for a Better World (1st ed.). Sagamore Publishing. 

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BLOG 8

Hello everyone!

The blog prompt this week is to talk about something in nature that is amazing! At first, when I read this multiple subjects for interpretation came to mind so I gave myself some time to choose what I truly wanted to talk about – the Northern Lights. Ever since I could remember I always dreamed of seeing them one day, and still do! 

This week's textbook reading highlights the importance of using interpretation to help educate visitors about the historical and natural significance of the location. I think that anyone preparing to see the Northern Lights should educate themselves before seeing them to truly take it all in. There are many different resources and interpretive tools that can be used when learning about the Northern Lights.

The Northern Lights occur from collisions of electrically charged particles from the sun that enter the Earth's atmosphere. The different colours that can be seen are a result of the type of gaseous particles that collide. The green colouring results from the oxygen molecules that can be found 60 miles above the world. The red colouring, which is rare, is from high-altitude oxygen molecules which are about 200 miles above the Earth. The blue and purple are produced by Nitrogen. The pink and green colouring is most commonly reported by Northern Light viewers. The lights can be seen from the northern and southern hemispheres' magnetic poles. The lights seen in the northern hemisphere are called the Aurora borealis and the lights in the southern hemisphere are called the Aurora australis. The best place to see the Northern Lights is in the Northwestern area of Canada, including Yukon, Nunavut, Northwest Territories, Alaska, Iceland and Antarctica. It is best to see them in small community areas as there is less light pollution. The best time to see them is during the winter months on a clear night. 

When interpreting the Northern Lights it is important to discuss the historical significance and beliefs associated with them. Many different cultural groups have legends about the Northern Lights. For example, in medieval times the lights were believed to be a sign of war or famine. A more popular belief by the Menominee aboriginal group of Wisconsin believed that the lights told the location of manabai’wok (giants) which are spirits of great fishermen and hunters. The Inuit people of Alaska believed the lights were the spirits of the animals they had hunted. If I was an interpreter at the Northern Lights I would make sure my visitors appreciate this to help them develop a stronger relationship between themselves, the beauty of the lights and its heritage. 

Lastly, the textbook discusses how experiences of “awe” can spark curiosity, purpose, perspective and curiosity. I would predict that experiencing the Northern Lights would be a moment of “awe” for any person.  

Reference:

Waldek, S. (2022, January 7). Northern Lights (Aurora Borealis): What they are & how to see them. Space.com. Retrieved March 9, 2022, from https://www.space.com/15139-northern-lights-auroras-earth-facts-sdcmp.html

Beck, L., Cable, T.T., & Knudson, D.M. (2018). Interpreting Cultural and Natural Heritage for a Better World (1st ed.). Sagamore Publishing. 

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Hi Ally!

Thank you for the song you suggested. I just listened to it and really enjoyed the background instrumental music combined with the beautiful lyrics. This song really spoke to me!

BLOG POST 7

Hello everyone! 

This week’s blog prompt, “Where is music in nature? Where is nature in music?” made me think for quite a while. At first, I thought it was the same question repeated as they both go hand in hand. Once I thought about it more I realized the questions are quite different and both have very different answers.

As I was reading through the Grey, et al. 2001 article I was stumped by the question “Is music-making in humans defined by our genes?” Music is an art that combines vocal or instrumental sounds for emotional expression or beauty of form. It is a form of art that everyone can enjoy or see some value in it. We each respond differently to different forms of music and it can trigger specific memories and emotions within us. So therefore I think music-making can be defined by our genes as we all interpret it differently. 

A song that immediately brings me back into nature is called “Awaken” by Big Wild. If you have not listened to the song I greatly recommend it! Whenever I hear this song the twinkling instrumental noises and powerful bass makes me feel as if I am staring at the stars on a clear and warm night. Although this song has no words so much can be said and felt just by hearing it. From my interpretation and experience, this song has the power to connect me to my spirit, my soul and the basic element of the universe. I will attach the link to the song below if anybody is interested! This would be an example of “Where is nature in music.” In contrast, when thinking about “Where is music in nature” many things come to mind. Simply sitting outside and listening to your surroundings is like being at the symphony. I hear the birds chirping, the cicadas making rattlesnake-like noises and the crickets rubbing their wings together which all come together in beautiful harmony. The environment we surround ourselves in mimics a modern-day orchestra as the voice of each insect or animal has its own frequency, duration and amplitude (Grey, et al. 2001). Grey, et al. 2001 describes music as a rhythmically repeated utterance by a human, whale, frog or any being. For example, birds have similar rhythmic variations and combinations of notes as songs by humans composers use. Another example of music in nature that came to my mind is my always successful method of falling asleep. Each night before I go to sleep I play a youtube video on my phone which contains the noises of rain, thunder and lightning. These three simple noises together help me to quiet my mind at night and takes me to the point of relaxation where I can peacefully fall asleep. 

What songs do you feel take you back to nature?

Link to “Awaken” by Big Wild:

https://www.youtube.com/watch?v=kBTAJ-GHNes

Link to “Epic Thunder and Rain”:

https://www.youtube.com/watch?v=nDq6TstdEi8

Reference:

Gray, Patricia M., et al. “The Music of Nature and the Nature of Music.“ Science, vol. 291, no. 5501, 5 Jan. 2001, p. 52. Gale Academic OneFile, link.gale.com/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8. Accessed 3 Mar. 2022.

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Hello! I thought your post was very interesting and I just had to respond! I liked how you connected music to nature interpretation. Nature can be interpreted in many different ways just as music is interpreted differently based on experience, values, culture and much more. Each individual resonates differently with music and can appreciate it differently on some level. For example, when I came to the University of Guelph I didn't enjoy country music. This is because where I was from no one ever listened to it so I had never really bothered listening to it. As time went on I learned to appreciate it as many of my friends had grown up listening to country music and found great meaning and fond memories in it. If I am being completely honest what drew me to your discussion was the song you chose. I have recently gotten into Korean pop and know a couple of songs by the artist, HyunA. I found this interesting because when listening to Korean pop songs I usually do not think of nature. This song did a really good job to create a vision of a field of flowers in my mind. After looking at the English lyrics I understood your interpretation of the song. My favourite lyrical line is “I’m paving my own floral path.” This shows that the artist is not afraid to go down her own path and takes pride in the person she is today. She uses personification to portray herself as a flower that will continue to bloom. This is a great example of using nature in music.

Blog post 7

Where is music in nature? In order to answer this I asked myself what exactly is ‘music’? For this a general definition was given as it being a pattern of sounds created for a variety of purposes (Gray et al. 2001). This is such a broad type of definition that I think that people are capable of finding it anywhere. Including in nature. In a two way relationship, nature can be found in music.

Again, so where is music in nature? I think that it is simply in the wind rustling plants. Whenever I have a stressful day, that almost quiet noise is what comforts me the most.Then again, there are countless other examples. The most common one I can imagine the general public can state is the birds singing. It’s not like they are actually vocalizing the same as humans to call it ‘singing’. We say it like that because we find it to be similar to the music. Even if, to them, it is just them yelling where food can be found.. It’s easy to say that any of these can be “music to my ears” if you find it to be something that you can enjoy listening to. In turn, nature in music can be seen in both a literal and metaphorical sense. Whether it be used to describe a scenario through lyrics or melody, people have found a way to take their natural surroundings to create more with it.

Same with nature interpretation, depending on how we present the information can change how people take it. If you think about it, music is just another form of communication in a language that is not entirely verbal. If you play a minor chord compared to a major one, even without much technical training, the majority of people would be able to categorize one chord as sad and the other happy. Understanding the message of the information, in this case music, can change how people take it. It is all in how you choose to show it.

A song that takes me back to a natural landscape is Flower Shower by HyunA. As you can probably tell by the name, the landscape that comes to mind is a field of flowers. In the song she sings about being herself and continuing to thrive like a wildflower. In a field of flowers she will dance and create a path down it herself that will have the flowers rain down on her like a shower. Through this song she combines the idea of flowers in a beautiful sense to portray herself and the literal landscape for herself to use. Overall I find it interesting that she is able to take the well known theme of flowers to turn it into herself in a way that is positive.

I have attached the official youtube MV link below so if you want to tell me your thoughts about it or about the rest of my post I’ll be happy to hear it out.

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

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BLOG POST 7

Hello everyone! 

This week's blog prompt, “Where is music in nature? Where is nature in music?” made me think for quite a while. At first, I thought it was the same question repeated as they both go hand in hand. Once I thought about it more I realized the questions are quite different and both have very different answers.

As I was reading through the Grey, et al. 2001 article I was stumped by the question “Is music-making in humans defined by our genes?” Music is an art that combines vocal or instrumental sounds for emotional expression or beauty of form. It is a form of art that everyone can enjoy or see some value in it. We each respond differently to different forms of music and it can trigger specific memories and emotions within us. So therefore I think music-making can be defined by our genes as we all interpret it differently. 

A song that immediately brings me back into nature is called “Awaken” by Big Wild. If you have not listened to the song I greatly recommend it! Whenever I hear this song the twinkling instrumental noises and powerful bass makes me feel as if I am staring at the stars on a clear and warm night. Although this song has no words so much can be said and felt just by hearing it. From my interpretation and experience, this song has the power to connect me to my spirit, my soul and the basic element of the universe. I will attach the link to the song below if anybody is interested! This would be an example of “Where is nature in music.” In contrast, when thinking about “Where is music in nature” many things come to mind. Simply sitting outside and listening to your surroundings is like being at the symphony. I hear the birds chirping, the cicadas making rattlesnake-like noises and the crickets rubbing their wings together which all come together in beautiful harmony. The environment we surround ourselves in mimics a modern-day orchestra as the voice of each insect or animal has its own frequency, duration and amplitude (Grey, et al. 2001). Grey, et al. 2001 describes music as a rhythmically repeated utterance by a human, whale, frog or any being. For example, birds have similar rhythmic variations and combinations of notes as songs by humans composers use. Another example of music in nature that came to my mind is my always successful method of falling asleep. Each night before I go to sleep I play a youtube video on my phone which contains the noises of rain, thunder and lightning. These three simple noises together help me to quiet my mind at night and takes me to the point of relaxation where I can peacefully fall asleep. 

What songs do you feel take you back to nature?

Link to “Awaken” by Big Wild:

https://www.youtube.com/watch?v=kBTAJ-GHNes

Link to “Epic Thunder and Rain”:

https://www.youtube.com/watch?v=nDq6TstdEi8

Reference:

Gray, Patricia M., et al. "The Music of Nature and the Nature of Music." Science, vol. 291, no. 5501, 5 Jan. 2001, p. 52. Gale Academic OneFile, link.gale.com/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8. Accessed 3 Mar. 2022.

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Hi Rebecca! I loved reading your post and I enjoyed reading about your educational moment with your dad. As interpreters, it is important that our audience can appreciate the value of our history. As your dad did with you, this must be done engagingly and educationally. The textbook readings discuss the importance of teaching history through storytelling as it is more likely to resonate with the audience instead of pure facts. This is especially important for younger audiences and people like me who find it hard to stay focused. “Is there a place you visit in which the natural, human, or personal history has given you a deeper connection or understanding?�� To answer your question, yes there is! Ever since I was a child I have always visited the Fort Malden National Historic site which is located in Amherstburg, Ontario. As a child, I would go there to run up and down the hills with my sisters, go for walks and admire the flowers. To be completely honest I never really took the time to understand the history up until a couple of years ago. This site is significant in Canadian history as it holds the remnants of a British fort built in 1796. The original fort was headquarters for the Right Division of the British Army during the war of 1812. After learning about this history I have a deeper appreciation of the park and have taken the time to read the interpretive signs throughout the site.

(Fort Malden National Historic Site, Amherstburg, Ontario)

If you are ever interested in visiting or learning more about the site I attached the link to the park's website! https://www.pc.gc.ca/en/lhn-nhs/on/malden

Reference:

Beck, L., Cable, T.T., & Knudson, D.M. (2018). Interpreting Cultural and Natural Heritage for a Better World (1st ed.). Sagamore Publishing.

If you’re at all like me, you may have read the quote above and thought, huh? Honestly, at first, I was a bit stumped. I had to come back and read it over a few times before deciding what it meant to me. Like poetry and other art forms that we discussed in Unit 4, I think that this quote can be interpreted differently by everyone.

For me, it was the second half that really stood out. In my mind, this portion is a reminder for all areas of our lives that the past is a valuable place to start when looking at the present. What has occurred in the past cannot be discounted as it contributed to where we are today. Personally, I have always loved history for this reason as the events and choices of the past can be seen throughout aspects of our daily lives.

Rattlesnake Point lookout. Source: https://ontarioconservationareas.ca/

In the context of nature interpretation, the past is crucial for understanding the landscape in terms of both natural history and human history. The best way for me to describe this is through a story of looking out from rattlesnake point as my dad described how the Niagara Escarpment was formed. He told a story of a vast tropical sea 450 million years ago. Years later the sediments comprised of the sea life were compressed by rock. The same region as the climate changed was overlain by glaciers that as they melted and retreated carved away along with the elements leaving behind these cliffs. Interpretation helps us breathe life and meaning into past events and forms values to guide the present (Beck et al., 2019). His story did exactly that as I was astounded and in awe of the area which left me with a deeper connection. The cliffs were no longer only cliffs but a natural wonder that took millions of years to occur.

Eastern white pine plantation in Guelph. Source: https://www.vanwaffle.com/2013/02/02/grace-of-a-white-pine-monoculture/#sthash.2VpYBjZd.dpbs

Similarly, the human history of the landscape plays a role in interpretation. While it is important to remember the happy stories of the past it is equally important to recount the tragic ones (Beck et al., 2019). Interpreting history can help us better understand the impacts of certain actions and hopefully inspire individuals to be agents of change (Beck et al., 2019). For example, we can learn from past human impacts on the landscape. Considering this I am reminded of the tall Eastern white and red pine plantations across Southern Ontario. At the time they were planted it seemed like an efficient policy for future investment in logging and to re-establish the original ecosystem encountered by Europeans. The result was many sterile ecosystems. In a way, I think understanding the history behind these forests you’re bound to encounter serves as a reminder of nature’s complexity and the difficulty to recreate it after its destroyed.

Ontario old growth white pine forest. Source: http://www.ancientforest.org/the-past-isnt-what-it-used-to-be/

Is there a place you visit in which the natural, human, or personal history has given you a deeper connection or understanding?

References

Beck, L., Cable, T.T., & Knudson, D.M. (2018). Interpreting Cultural and Natural Heritage for a Better World (1st ed.). Sagamore Publishing.

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Interpreting History

BLOG POST 6:

“There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things. …. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it.” -Edward Hyams, Chapter 7, The Gifts of Interpretation.

This quote emphasizes the importance of history and the significance of bringing the past back to life. As nature interpreters, it is essential visitors understand the significance of the history surrounding them. As the quote described, historical information may not be viewed as important if it is not associated with memory or knowledge. Therefore as interpreters, it is our job to ensure our audience can acknowledge and appreciate the merit associated with the history. The textbook explains that interpreters can effectively do this by incorporating history through storytelling in an engaging, exciting and educational way in interpretive programs. Edward Hyam further unpacks his quote by explaining the significance of history by using the railway station as a metaphor. The railway station signifies history and the memories and knowledge associated with it. If there are no memories of what has happened in the past, how will we learn? For example, how can we understand the importance of carbon emissions if we don’t regard their effects on the environment in the past? It is important to learn from our wrong-doings in hopes of a brighter future where we do not repeat our past mistakes.

While I was reading through chapter 15 I thought it would be beneficial to include the challenges associated with interpreting history when interpreting history. Firstly, interpreters must ensure all information is accurate and well researched. While researching it is important to guarantee that the meaning associated with the past is up to date. As times change our values change and depending on where you are in the world the meaning will be changed. However, it is important to always tell the unbiased truth to audiences. This information is best obtained through primary sources and not media outlets or internet sources as they are typically less reliable. The textbook also discusses the importance of authenticity rather than being ‘fake.’ Authenticity is associated with not only providing accurate information but also proper planning and delivery of interpretation. The last challenge when interpreting history is controversy. No matter what history is presented it is likely it will be controversial to many people or groups. Controversial topics control which stories we interpret and how to present them. For example, holocaust sites have to decide how graphic and violent they should make their exhibits. As mentioned above this is where it is important to ensure the proper meaning aligns with the history being presented to its viewer.

I am looking forward to hearing everyone else's interpretation of the blog prompt quote. Have a good week everyone!

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Hello! If I were to explain how my experience in quarantine was I would say I had two phases. Phase one was when I first learned about quarantine and everyone got sent home. This was quite a shock and I felt isolated, alone and bored out of my mind! Phase two was when I started appreciating not having anything to do for the first time in forever. During this time I went for walks, exercised, had picnics and genuinely enjoyed nature. I finally reconnected with nature again and took in all it had to offer me. Another point you raised was climate change and how the pandemic provided us with a “wake-up call.” I think on an individual level I had my “wake-up call” in phase two of my quarantine. On a global level, the world also had a “wake up call!” In addition to an increase of nature lovers we also saw some changes when the world practically stopped. With everyone staying home there was a record drop in carbon emissions! Although it went back up when everything opened again it made people realize their effect on the world. Hopefully, this has made people more aware of their impact and will inspire them to change their behaviour and save our planet.

(Murcia, Spain. The picture on the left is days before the lockdown occurred and the picture on the right is weeks into the lockdown. It is crazy what an impact just a couple of weeks can make!)

If you are interested on some statistics about the impact lockdown had on the climate I attached this link to an article!

How the Pandemic Has Changed Our Relationship With Nature

Before the pandemic started, most of us already knew about the importance of spending time outside, since modern technology (gaming, social media, internet) has impacted the way younger generations will see the outdoors. Once COVID-19 hit, the entire world was stuck in quarantine and this started the sudden fear to go outside. I remember during the first lockdown, I started loosing my mind because I was bored and there was nothing for me to do at home. Once spring arrived and the weather got warmer, I took the initiative to do more activities outside, since there was nothing else to do inside. I began running, exercising, walking, planning picnics, and going on long bike rides along the lakeshore in Toronto. I started to absolutely love going outside. It would improve my mood, reduce anxiety, and reduce stress levels.

I realized that my solution for lockdown was to go outside. Not long after, everyone started doing it. Families were going on family walks, people began buying more dogs and brought them on walks, parks were busier than ever, and it seemed like all people wanted to do was to go out and explore nature. Research shows that being out in nature can tackle depressing feelings and the body responds physiologically to the natural world (Richardson, 2021). I strongly believe that humans have a deeper connection than we think with nature and we are all connected. People need purpose and a place. Right now, people can not properly connect with each other and nature can provide us with the need to be a part of something.

Now being two years living through the pandemic, mental health has become a very concerning issue with our society and nature can help us. We have seen that nature can improve our lives and this pandemic has unlocked a new way in which people will view the environment. Climate Change is all I hear about nowadays and there is more talk around being sustainable and having net zero carbon emissions. I think the pandemic provided us with a wake up call to stop harming the environment and to start appreciating it more.

I believe that the future can look very optimistic if we stick to new rules to become a more sustainable society. Buildings being made with gardens on the balconies, electric cars, and global companies aiming to be completely sustainable are all examples of the new innovative projects that have come from providing solutions to global warming. The pandemic has provided us with a wake up call and has made people more aware of the environmental issues that we face. Not only are people starting to love the outdoors more than ever before, but the outcome from this pandemic has sparked a new generation of nature-loving innovators that will shape our future for the better and save our planet.

Reference

Richardson, M. (2021). How the pandemic has changed our relationship with nature. How the pandemic changed our relationship with nature - Issue 13 - University of Derby. Retrieved February 11, 2022, from https://www.derby.ac.uk/magazine/issue-13/how-the-pandemic-changed-our-relationship-with-nature/

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BLOG #5

After reading the blog prompt I sat for quite a while and thought about the many different things I could write about. There is so much to discuss when it comes to nature and science! After reading the Ares article “Convergence Between Science and Environmental Education” I decided I would discuss the importance of this article. Wals, et al. discusses how science education and environmental education have become increasingly different and to see a significant sociological change convergence of the two is needed. Science education has been around since World War 2 and focuses on new technology and finding new information. It helps students to understand natural processes and systems. Meanwhile, environmental education only started in the 1960s due to environmental crisis’ (Wals, et al. 2014). Environmental education is used to analyze behaviours, emotional contexts and to understand sociopolitical patterns. This is used to teach the public how to participate in environmental problems and to make contextual decisions about these issues (Wals, et al. 2014). To better explain the difference between science education and environmental education I will use an example. In the case of air pollution, science education would teach how to determine pollutants, monitor the air quality and develop or use technology to reduce air pollution. Environmental education would focus on why the air pollution was caused from a behavioural point of view and would teach how to make the air “clean.” As mentioned above, if we were able to combine these two efforts we would be able to see mass global change for education. Another teaching tool that has recently been useful is citizen science (Wals, et al. 2014). This is local monitoring of environmental changes using data and tools from communities. In today's world, we can use social media, phones and the internet to help collect data regarding the environment and education. Another example of incorporating these three learning tools is the creating of “eco-schools.” Wals, et al discusses how we can use science education to redesign the school into something more “ecofriendly” and to teach about ecology, climate change and health. Environmental education would be used to develop a “sense of place” and encourage community participation. I think an eco-school is a great way to create new learning opportunities and create new communities.

If you want to read more about eco-schools I attached a link below! It talks about their style of learning and the importance of young people making a difference.

It is important to continually improve our education as nature interpreters. When learning about environmental issues we should strive to learn why the problem has occurred, the effects of the issue and how we can improve or fix it. To do this we will need science-based knowledge, which we must link with society and identity to truly understand the problem at hand. 

Link to eco-schools website:

https://www.ecoschools.global/how-does-it-work

Reference:

Wals, A. E., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583–584. https://doi.org/10.1126/science.1250515 

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Hi Annika! Thank you for your response :) I completely agree that art is the perfect medium to deepen your understanding of the world that surrounds us. Many different forms of art can be used to do this that can be incorporated into nature programs. I feel that instead of using information-dense words interpreters should use different forms of art depending on the group. For example, a group of high school students are more likely to appreciate a skit or music than a lecture. Therefore as interpreters we must understand the group and alter our programs to their interests.

BLOG 4

When looking at the blog prompt I put some heavy thought into the following question: Who are you to interpret nature through art? This is an important question to reflect upon.  Firstly, how does art become an interpretation of nature? Art has the power to mimic nature by visually replicating objects we see in nature as they appear in real life. Another question to ask is do we need to have qualifications to interpret art, such as a university degree? I believe that anyone can interpret art regardless of their qualifications. When considering how I interpret art as an individual, that is a complicated question. I think art has the power to let your imagination run free and create beautiful images and stories. Art and nature are both very similar as the way they are interpreted are left in the hands of the interpreter. 

Speaking honestly, I have never had the most artistic eye and have never been good at actually making art. Although I do not have the most talent in this area I do enjoy it quite a lot. There are many ways different styles of art that I enjoy such as photography, painting, music and cinema. When I am in nature I enjoy taking pictures to capture its beauty. When I look back at my pictures I feel the emotions I felt at that time and relive the memories I had. 

(Estero Island, Florida (2017). Whenever I look at this image it reminds me of the memories I had on this trip and the fun times I had on the beach with my cousins. I remember feeling complete relaxation as I looked at this sunset. This just goes to show the power of photography!)

In my opinion, art plays a very important role in nature interpretation and should be incorporated more into programs. Firstly, many visitors may find it fun to participate in activities that include art. For example, incorporating crafts in a children’s program will likely stimulate their minds and help them take an interest in what is being presented to them. In addition, art has the power to resonate in our minds and help visitors truly take value in nature.  As the textbook highlighted; a dance, song, image or drama is likely to be more interesting than dense information. 

To quote the textbook: “The gift of beauty comes from the principle that interpretation should instill in people the ability and desire to sense the beauty in their surroundings (Beck et al., 2019).” This inspires people to connect with the beauty of nature spiritually, developing a connection that is bigger than yourself. It is so powerful that it can motivate resource preservation, making people more likely to protect the world we live in. The gift of beauty can also relate to nature interpretation through art. A visual representation of nature is another way visitors can feel and desire the beauty of nature. Art helps to visualize meaning associated with a place and can even tell a story. 

I am looking forward to reading about everyone else’s interpretation of the gift of beauty!

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

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Hi Nicole! I have to say your blog post was really fun to read through and I enjoyed your “Aha!” moment! I had the same reaction when I read the blog prompt for this week. Although I feel I can appreciate art, I have never in my life been artistically inclined. Sometimes I find it difficult to interpret art and simply see it as a “pretty painting.” This just reflects on the fact that everyone can find different meanings and interpretations in art. As I mentioned in my blog post, this is where art and nature go hand in hand, like you said the interpretation lies in the “eyes of the beholder”. The way they can be interpreted is left up to the interpreter and their values, past experiences and qualifications. I loved reading about your style of interpretation and getting people to their “Aha!” moment. I think a moment where I has an “Aha!” moment was when I was 13 years old. I remember my parents told me we were going on a hiking trip to Banff, Alberta. At the time hiking sounded like a lot of work and I was lazy! My sisters and I discussed before the trip how my mom was going to make us go on crazy 10km hikes up mountains back to back and we were dreading it. Once we arrived at Lake Louise we started with the famous Tea House hike. About 2 hours into the hike I was exhausted and sick of walking up the mountain. Once we finally reached the summit I had my “Aha!” moment. I took in the beauty of the scenery and understood and appreciated why my parents had taken me here. This is where the Gift of Beauty comes into play, as I finally sensed the spiritual beauty that nature had to offer.

(Photo from https://photostockeditor.com/free-images/devils-thumb showing where I experienced an “Aha!” moment)

Nature Through Art

Ok, so I will be honest. As soon as I read the blog prompt for this week, I was a bit worried. I am no artist or art interpreter, no matter how much I tell myself I can "see the deeper meaning" in a painting. My boyfriend, who is very artistically inclined, always tries to explain to me that art needs to have emotion and personality, which I struggle to understand while doing anything artistic. So trying to interpret nature through art may be a bit of a struggle for me, but I will try my best to navigate through this prompt!

Who are you to interpret nature through art? For starters, I am a student learning about all the different aspects of nature. Through university, I have learned the ins and outs of different animals, plants and ecosystems that are in our world today. From a micro to a macro scale, I'd like to say I am pretty knowledgeable in anything ecology-based. But to dig deeper, I have always found a sense of peace within nature - it's almost like my second home. Whenever I am stressed or feeling down, I walk to my local park and listen to the sounds of the stream and the wind in the branches of the tree. I have always felt happy exploring different areas and checking out the views, etc. - however, happy never fully encapsulated how I felt. There are so many other emotions attached to various features of nature; it's hard to pinpoint an exact feeling.

So, due to the nature of this blog post, I decided to google "nature art." As I scrolled through the images, there were a lot of stunning pieces, but I only connected to some. I tried to interpret the feelings and emotions behind each image. However, I only seemed to connect to a few. However, this made me realize - everyone has their own interpretations of art and nature. No one person shares the same feelings towards a particular part of nature; everyone expresses it differently. That's why no art piece is the same; "beauty is in the eye of the beholder." So in regards to the question, I am not qualified to interpret nature through art (for obvious reasons). Not one single person is - there are no qualifications that can make a person truly understand the purpose behind an art piece. I believe the interpretation lies in the "eye of the beholder." No one person is right or wrong about what an art piece is trying to convey. All that matters is that the interpretation is meaningful to you.

Now, like myself and many others, sometimes it's hard to see the beauty in some aspects of our world. For myself, it's art, but for others, it may be nature. As nature interpreters, it's our job to help people understand the beauty of nature. That comes from "the gift of beauty," which can help others connect within nature. Through my interpretation, "the gift of beauty" is assisting people in getting that "Aha!" moment, where they realize a forest isn't just a bunch of trees. This "Aha!" moment happened to me while driving to Florida with my family. As a child, I used to H A T E doing road trips, mainly because it took forever to get to the final destination. My parents would drive through the mountains in Virginia and North Carolina, typically stopping to enjoy the view. As a child, I couldn't care less - they're just mountains. However, about four years ago, I decided to do the dreaded drive with my parents. However, it was different this time around. When we stopped, the view was breathtaking; I had no clue why I complained. This was my "Aha!" moment, which was very important to me. So hopefully, as a nature interpreter, I plan to teach people nature's sense of beauty so they can get their "Aha!" moment too.

Here was my exact "Aha!" moment while driving down to Florida. The video doesn't really do it justice.

~Nicole

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BLOG 4

When looking at the blog prompt I put some heavy thought into the following question: Who are you to interpret nature through art? This is an important question to reflect upon.  Firstly, how does art become an interpretation of nature? Art has the power to mimic nature by visually replicating objects we see in nature as they appear in real life. Another question to ask is do we need to have qualifications to interpret art, such as a university degree? I believe that anyone can interpret art regardless of their qualifications. When considering how I interpret art as an individual, that is a complicated question. I think art has the power to let your imagination run free and create beautiful images and stories. Art and nature are both very similar as the way they are interpreted are left in the hands of the interpreter. 

Speaking honestly, I have never had the most artistic eye and have never been good at actually making art. Although I do not have the most talent in this area I do enjoy it quite a lot. There are many ways different styles of art that I enjoy such as photography, painting, music and cinema. When I am in nature I enjoy taking pictures to capture its beauty. When I look back at my pictures I feel the emotions I felt at that time and relive the memories I had. 

(Estero Island, Florida (2017). Whenever I look at this image it reminds me of the memories I had on this trip and the fun times I had on the beach with my cousins. I remember feeling complete relaxation as I looked at this sunset. This just goes to show the power of photography!)

In my opinion, art plays a very important role in nature interpretation and should be incorporated more into programs. Firstly, many visitors may find it fun to participate in activities that include art. For example, incorporating crafts in a children's program will likely stimulate their minds and help them take an interest in what is being presented to them. In addition, art has the power to resonate in our minds and help visitors truly take value in nature.  As the textbook highlighted; a dance, song, image or drama is likely to be more interesting than dense information. 

To quote the textbook: “The gift of beauty comes from the principle that interpretation should instill in people the ability and desire to sense the beauty in their surroundings (Beck et al., 2019).” This inspires people to connect with the beauty of nature spiritually, developing a connection that is bigger than yourself. It is so powerful that it can motivate resource preservation, making people more likely to protect the world we live in. The gift of beauty can also relate to nature interpretation through art. A visual representation of nature is another way visitors can feel and desire the beauty of nature. Art helps to visualize meaning associated with a place and can even tell a story. 

I am looking forward to reading about everyone else’s interpretation of the gift of beauty!

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