Journeying Through the Layers of Nature Interpretation
As described in my first blog post, camp gave me the opportunity to connect with nature as well as facilitate that connection for others. Spending my summers with people who truly cared about the environment and had a profound respect for the natural world allowed me to not only strengthen my relationship with nature, but also begin my journey as an environmental interpreter.
This journey continued as I learned new skills and embarked on new adventures. For example, in my second blog post, I discussed my passion for creating educational resources. This passion emerged after my participation in the development of an online open access physiology textbook for the University of Guelph. During this project, I learned about accessibility, science communication, and effective teamwork; all of which have strengthened my abilities as an interpreter.
This is an interactive drag & drop activity I created for the physiology eBook. I got tripped up doing my own question in the video :)
Most recently, and most importantly, this course has opened my eyes to different forms of interpretation (art, science, history, music, technology, etc.) and has given me the opportunity to reflect on my abilities and vision as an environmental interpreter. As I continue to develop as a nature interpreter, my personal ethic is to utilize the tools available at my disposal to the best of my ability in order to strengthen peopleâs relationships with nature, and ultimately, allow them to question their biases and change their actions if necessary.
The beliefs and values I hold as an interpreter stem from the knowledge I have gained in my childhood, my university education, and this course in particular. My many years at camp taught me about environmental stewardship (i.e., responsible use and protection of the natural environment through conservation and sustainable practices). Through my university education I learned about climate change, scientific communication, and the importance of building awareness. Thus, these beliefs are something I will inevitably integrate into my interpretive programs, resources, etcâŚ
ENVS*3000 gave me the opportunity to reflect on my relationship with nature, explore my ideal role as an environmental interpreter, and learn about the different mediums used to interpret the natural world. Before this semester, I wouldnât have thought of art or music as interpretive tools, however, I now realize their massive potential when it comes to interpreting nature, or anything really for that matter. For example, interpreting nature through art can not only bring people closer to the natural world, but can also alter their opinions and be a driver for effecting positive change (Beck et al., 2018, pp. 215â232). I think art can be very powerful because it is open to interpretation. This allows people to create meaning with what they are visualizing by connecting their current emotions with feelings and thoughts of the past.
Just like how nature interpretation through art can elicit emotions and allow audiences to notice something they may have never expected to see, nature interpretation through music can spark a very similar reaction. Ultimately, nature and music are intimately connected. Music is found in the natural world and the natural world is found in music (Gray et al., 2001). As William Shakespeare once said, âThe earth has music for those who listenâ. Thus, these learning experiences have opened my eyes to the wide range of tools that can be used to interpret nature. In accordance with this realization, I will continue to be open minded as an interpreter and utilize these mediums to enhance the overall experience for my audience.
As a creative, tech-savvy, and social individual, I feel as though many different approaches are suitable for me as an interpreter. Creativity becomes important when interpreters are tasked with incorporating art, music, and history into their programs. Additionally, creativity is extremely beneficial in terms of scientific communication. For instance, it is through storytelling about science, experts argue, that science communication both shapes culture and formulates meanings that determine our identities (Joubert et al., 2019).
Being tech-savvy has its advantages when it comes to nature interpretation. Technology can compete with nature; however, nature and technology can also have a symbiotic relationship (Hookyaas, 2021, Unit 8). For example, studies have found that watching Planet Earth brings viewers joy and markedly lowers anxiety (Simpson, 2017). Furthermore, creating effective online learning resources that cater to a multitude of different learning styles, abilities, and people is very difficult without some sort of background in technology. Thus, even though nature and technology are sometimes viewed as enemies, taking advantage of technology in the right way, by striving for a perfect balance, can enhance our relationship with nature. Â
Lastly, being social and talkative is important when leading an interpretive program. However, this also includes being flexible, adaptable, and having strong interpersonal skills. Flexibility and adaptability are crucial as an environmental interpreter. As mentioned by Beck et al. (2018) in chapter seven, âit is important to be flexible as no two groups are alikeâ. For instance, if an interpreter sees something of interest that is not in the plan, they should adapt so that visitors have the opportunity to witness the event of the moment (Beck et al., 2018, pp. 127â161). Furthermore, participants might steer the conversation in a different direction, however, I now feel better prepared for that possibility. Moreover, interpersonal skills are sometimes called social intelligence and refer to the capacity to interact effectively with others. Potential uses in interpretation may include brainstorming, sharing, discussing, cooperative learning through groupwork, and social awareness (Beck et al., 2018, pp. 105â126).
Being adaptable (like this chameleon) is an important skill as well as an effective approach when it comes to interpreting the natural worldÂ
I am grateful for this course as it has steered me towards an area of interpretation that I am passionate about: designing and developing learning resources for students and people of all ages. Such a role might entail creating physical textbooks, eBooks, online activities, program plans, environmental curriculum, etcâŚ
As an environmental interpreter specializing in curriculum design and knowledge translation, accessibility is imperative. Consequently, inclusivity is a responsibility I must take very seriously in future interpretive positions. Privilege is unearned and unasked for. It provides invisible advantages that are readily available to dominant identity groups (Gallavan, 2005). In terms of nature interpretation, privilege (or lack-thereof) can be a huge barrier. Many people may want to participate in nature interpretation programs but are unable due to real or perceived barriers (Beck et al., 2018, pp. 127â161). Addressing and overcoming these barriers creates an environment where inclusive interpretation is possible, and thus, interpreters should strive to make nature interpretation accessible for everyone.
Accessibility is a dynamic concept; it takes many forms and means different things to different people. When designing and developing resources, I will follow accessible practices in order to create inclusive learning experiences. For instance, incorporating podcasts into text-based resources allow people who are visually impaired to listen to the content. Additionally, editing fonts, colours and learning object descriptions can transform a learning experience from exclusive and inaccessible to inclusive and accessible. Learning about privilege and accessibility this semester was a really rewarding experience for me because I knew that I could make a difference and create a more level playing field in the future.
Everybody has a preferred learning style. Whether it be visual, textual, auditory, hands-on, or a combination of multiple (Hookyaas, 2021, Unit 2). As an environmental interpreter looking to specialize in curriculum design and knowledge translation, catering to different styles of learning is imperative. To effectively uphold this responsibility, I will utilize and incorporate the different tools available to me in order to produce the best experience possible for all learners. For example, multimedia such as images, videos and interactive content can augment the experience for different types of learners.
Most importantly, a responsibility I have as a nature interpreter is to never give up. As poetically stated by Jacob Rodenburg, âBeing an environmental educator in todayâs world feels like you are asked to stop a rushing river armed only with a teaspoonâ (Rodenburg, 2019). With the immense array of global issues on our minds, such as climate change and habitat destruction, environmental interpreters must not give up, no matter how discouraging or difficult it may get. âThe aim of interpretation is not agreement but understandingâ â Donald Davidson.
Thank you all for a great semester!
Jacob
ââââââââââââââââââââ-
Rodenburg, J. (2019, June 17). Why Environmental Educators Shouldnât Give Up Hope. CLEARING. https://clearingmagazine.org/archives/14300.Â
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Arts in Interpretation. In Interpreting cultural and natural heritage: For a Better World (pp. 215â232). essay, SAGAMORE Publishing.Â
Beck, L., Cable, T. T., & Knudson, D. M. (2018). How People Learn. In Interpreting cultural and natural heritage: For a Better World (pp. 105â126). essay, SAGAMORE Publishing.Â
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Serving Diverse Audiences. In Interpreting cultural and natural heritage: For a Better World (pp. 127â161). essay, SAGAMORE Publishing.Â
Gallavan, N. P. (2005). Helping teachers unpack their âinvisible knapsacksâ. Multicultural Education, 13(1), 36. https://link.gale.com/apps/doc/A137921591/AONE&u=guel77241&sid=AONE&xid=9fe2f151
Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001, January 5). The music of nature and the nature of music. https://science.sciencemag.org/content/291/5501/52.full.Â
Hookyaas, A. (2021). Unit 08: The Role of Technology in Nature Interpretation. CourseLink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2594169/View.Â
Hooykaas, A. (2021). Unit 02: Teaching Learners. CourseLink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2583079/View.Â
Joubert, M., Davis, L., & Metcalfe, J. (2019). Storytelling: the soul of science communication. Journal of Science Communication, 18(05). https://doi.org/10.22323/2.18050501Â
Simpson, F. (2017, March 9). Nature programmes reduce stress and increase happiness. London Evening Standard | Evening Standard. https://www.standard.co.uk/news/uk/nature-programmes-like-planet-earth-ii-reduce-stress-and-increase-happiness-research-shows-a3485136.html.
Media #2:Â https://camphurontario.com
Media #3:Â Video created by meÂ
Media #4:Â https://www.gageproducts.com/environmental-stewardship
Media #5:Â https://www.adam-eason.com/how-to-be-more-open-minded
Media #6:Â https://www.reddit.com/r/Chameleons
Media #7:Â https://www.lynda.com/Web-Design-tutorials