Taking the Time to Interpret
Writing this final blog is definitely a bittersweet experience. I have had a lovely time going in different directions with my writing and interacting with my classmates in a new and exciting format. On the other hand, however, I feel as though Iām leaving having discovered a whole new side to nature interpretation: what it is, why we do it, and different approaches to take. In this final post, I hope to express how my own experiences have shaped my ethics when it comes to interpretation.
When looking upon my own role as a nature interpreter, it is difficult to aspire to be like anything other than my interpreters growing up. I was taught by people like my parents, and aunt and uncle, my camp councillors and workshop leaders at nature-based programs. These interpreters taught me a wide array of skills using different, equally effective techniques. I think that the personal beliefs and responsibilities of every interpreter dictates the learning approaches and lessons that they will instil in others. Personally, my ethics come from a place of knowledge application. In order for me to effectively interpret I think that it is my responsibility to use all the tools that I have available to create a safe, fun and informative environment for everyone that is interested in learning.
The OG nature interpreters. Myself and my sister learned a lot from my Aunt and Uncle who I definitely give a lot of credit for teaching me much of what I know about nature and interpretation. Photo credit to Linsey Brian.
Ā Ā Ā Ā Ā Ā Having been exposed to a number of interpretation opportunities, as well as having grown up on a farm, I have a very strong belief in the effectiveness and the vital importance of interpreting nature, especially for children. Not only does exposure to nature give children a passion for preserving natural spaces, but it can improve their mental wellbeing as well. Studies have shown that playing outdoors promotes creativity and builds confidence while improving problem solving skills, all of which led to a healthier and happier child. A Harvard University biologists, named Edward O. Wilson, also theorized in his book Biophilia that innately, humans are draw to nature and the outdoors. Instinctively people want to be in and learn about nature. This research, combined with my own experience with interpretation and what I have learned through this class, have helped to shape the approaches, responsibilities and beliefs that I carry as an interpreter.
Ā Ā Ā Ā Ā Ā Growing up, I was a part of 4H Ontario ā an organization that uses the knowledge of volunteers to teach youth the skills to effect positive change on the world. 4H is traditionally agriculture based but has since moved to include club topics of any description ā if you can find enough children interested in a subject, you can have a 4H club on it! I have had the opportunity to be a part of the field crop club, sheep club, horse club, pizza making club, the cake decorating club, canning club, etc! 4H is widely focused on the development of leadership skills, and in line with this, I was able to participate in a number of teambuilding, leadership training camps, where we were taught variety of skills by a set of inspiring interpreters. While we may not have been taught exclusively nature-based content, the experience I gained from these opportunities has helped me to envision my own style of nature interpretation. From these strong interpreters in my life, I feel as though some of the most vital skills to build when interpreting are:
Ā· Ā Ā Ā Leadership
Ā· Ā Ā Ā Responsibility
Ā· Ā Ā Ā Teamwork
Ā· Ā Ā Ā Problem solving
The group photo from Provincial Leadership Camp 2017. It was here that I made some incredible, lifelong friends. Photo credit to Bruce Sargent of Farm Boy Productions.
Ā Ā Ā Ā Ā Ā To me, the most effective approach to interpretation- especially for children- has been through hands on activities. The 4H motto is āLearn to Do by Doingā and this truly is what I believe children and youth need to fully gain interest and experience in natural surroundings. During 4H meetings we not only learned about how to make pizza, or decorate a cake, or train a sheep, we got to also do these things. This is one of the ways that I became passionate and involved in nature ā by having fun and getting to physically partake in activities. This also comes down to knowing your audience, if you are interpreting for others that have knowledge in the field, they may benefit from a more in depth look into different ideas; if you are interpreting for children with little to no natural experience, I think that integrating facts and knowledge into visual and tactile learning activities that encourages teamwork and leadership are what creates a safe, fun and encouraging environment.
As stated by Dave Smaldoneās A Crash Course in Interpretation all interpreters should understand three main ideas:
1) Ā Ā It is a process
This goes for both the interpreter, and the audience ā you arenāt going to get all points off effectively the first time, and similarly, the audience wonāt know everything they need to after only one session.
2) Ā Ā It serves to connect the visitor to something (the resource) on both an emotional and intellectual level, and
3) Ā Ā It should be more than mere information
Ā It should involve more than just reciting facts, dates, lists, etc.
Understanding all of these factors can help to set a base for what good, effective interpretation. In addition, personally, I think the most important aspect of interpretation is that it should be fun! This goes for both the audience and the interpreter. One should strive to excite their audience ā if this doesnāt happen than there is a danger of putting people off of nature ā the opposite of what is trying to be achieved! Being out in nature should be a positive experience for all participants and it is important to remember that pushing boundaries is vital for growth, but students of nature should have a sense of comfort and easy with this.
Photo by Patrick Hendry on Unsplash
I feel as though being an interpreter in 2021 means taking on an extra, vital responsibility of educating about climate change. This is a relatively urgent matter considering the state and trajectory of the planet. To me, this adds to the responsibilities that an interpreter has. It is not simply enough to help one develop a sense of place, or to enrich experiences, in todayās world youth need to be equipped to rally for the safety of the planet when they are older; in the end, this is the future of their plant and they need to be left the skills and resources as well as the passion for preserving nature and its species.
- Maggie
