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Archive for the ‘Commentaries’ Category

Interpreting Reverence in American Indian Sacred Sites

04 Oct

By Nancy Stimson

Do you have a place that had a profound impact on your life or your sense of identity, a place that is special and gives meaning to you and your family? Interpreting American Indian/Native  sites can be challenging. Discussions have led to disputes between American Indians who consider the sites sacred and other Americans who wish to use the sites for recreation and commercial enterprises. Some disputes have led to legal clashes over the management of these sites.

These disputes raise questions regarding the environment, religious freedom, the relationship of citizens to federally owned land, the lasting impact of historical inequities, and how our society mediates between groups whose vastly differing experiences have produced competing needs and belief systems.

Interpreters can relate the reverence of the sacred sites and the issues surrounding the sites by asking their audience, “What do you value most? How is what you revere the same or different from what other people in your community value?”

Sacred places give meaning and identity to communities and individuals. We as interpreters continue to provide opportunities for our audience to make their own intellectual and emotional connections with not only the past but also contemporary Native cultures. This includes valuing relationships to landscapes, their spiritual integration with all of nature, and human arrangements, aspirations, and rewards. Our audiences may grasp the irony that a nation founded on religious freedom would ban the religious practices of its native peoples. We hope they will come to see how long, historic connections to place and deep spiritual roots that sink into land could be nurtured by indigenous people for generations but ignored by newcomers from Europe. Some sacred structures—churches, synagogues, mosques—are built where it’s convenient for people. Conversely, many American Indians believe that sacred places define themselves and that it’s up to humans to find them and care for them, not create or own them. What leads one culture to name a place Devils Tower—and want to climb to the top of it—while Native people revere it, keep their distance, and perform pipe ceremonies?

Mato Tipila, the Lodge of the Bear, also known as Devils Tower, is one of the premier climbing challenges in the world. For the Lakota and 16 other tribes of the northern plains who perform sun dances and vision quests nearby, the monolith is sacred. In the 1990s, the National Park Service considered a ban on climbing the tower. Opponents argued that the government was taking sides—promoting Indian religion—and denying climbers their right of access. In court, the National Park Service argued it was a matter of respect and accommodation of cultural traditions. Eventually, the National Park Service adopted a compromise, asking climbers not to climb during June, when Indian ceremonies are at their height. Today, 85 percent of climbers have voluntarily stopped climbing in June. The Lakota observe with some irony that climbing is banned entirely at sites that others consider “sacred,” including Mt. Rushmore.

Mining at important archaeological and sacred sites is practiced on Hopi traditional homelands in Arizona. The Hopi have a spiritual covenant to care for their desert environment. Throughout the Colorado Plateau, mining companies extract pumice, gravel, coal, and water for profit. Private property rights won out over religious concerns at Woodruff Butte, and Hopi shrines were bulldozed. The government bought out a pumice mine on public land at the sacred San Francisco Peaks. A coal mining lease on reservation land at Black Mesa has led to the depletion of vital Hopi village springs as coal is mixed with water and slurried to a distant power plant.

The Wintu tribe, the U.S. Forest Service, and new age religion practitioners want to use the same sacred place but in different, mutually exclusive ways. For 1,000 years, the Winnemem band of the Wintu has conducted healing ceremonies on Bulyum Puyuik, “Great Mountain,” also known as Mt. Shasta. When a proposed ski resort threatened a sacred spring, the Wintu and other tribes fought and defeated the ski resort. Ironically, the publicity from the battle drew growing crowds of New Age spiritual seekers to Mt. Shasta. The Winnemem Wintu believe that some new age practices offend the mountain and mock their traditional ceremony. They are attempting to influence what is permitted. The Forest Service superintendent denied the permit for the ski resort, citing the Winnemem’s concerns for the spiritual integrity of the mountain.

Before November 29, 1864, a valley along a creek bed in southeastern Colorado was considered a temporary home for the Cheyenne and Arapahoe. Since that day, when more than 150 women, children, and elderly were murdered by Colorado militia, this is a site where descendants of those killed can pay homage and remember the event. Today the sacred site, known as the Sand Creek Massacre National Historic Site, is threatened by Euro-Americans who question history by creating uncertainty over the exact location and others suggesting that the event never happened. Interpreters at Sand Creek Massacre NHS relate the events leading up to that tragic day, as well as preserve history through interactive communication with descendants of the massacre victims and survivors.

Healing the Land
Attempts to preserve ecosystems or protect endangered species may conflict with grazing, logging, mining, or recreational interests. Native people save spiritual practices tied to the land that reach back in history and require solitude, silence, and access to plants or minerals. These cultural traditions may conflict with the definition of national parks or private property boundaries and create challenges for land managers.

Presenting these issues in an interpretive format for the visitor can be taxing for the interpreter yet very rewarding. The interpretive technique of asking questions to the audience can be helpful to emphasize universal concepts such as sacred, home, death, a sense of place, spiritual connection, etc. The interpreter may ask, what is sacred to me? Where are my sacred places? What was sacred to my ancestors? Is what was sacred the same for them as for me?

Has your special place changed over the years, been threatened or destroyed? Imagine physical and spiritual connections to place as practiced by an entire community, town, or country. What evidence is needed to declare something a sacred site? What happens when one tradition marks sacred sites by leaving them undisturbed and another marks sacred sites by altering them with buildings or other structures?

For More Information
Rogow, Faith, and Christopher McLeod. Edited by Marjorie Beggs and designed by Patricia Koren. In the Light of Reverence. (2001). Sacred Land Film Project of Earth Island Institute.

Charmichael, David L., Jane Hubert, Brian Reeves, and Audhild Schanche, editors. Sacred Sites, Sacred Places. (1994). London and New York: Routledge.

Theodoratus, Dorothea J., and Frank LaPeña. “Wintu Sacred Geography.” (1992). In California Indian Shamanism, edited by Lowell John Bean. Menlo Park, California: Ballena Press, Anthropological Papers n. 39.

Strapp, Darby C., and Michael S. Burney. Tribal Cultural Resource Management: The Full Circle to Stewardship. (2002). Lanhan, Maryland: Altamira Press, Rowman and Littlefield Publishing Group.

Page, Jake (editor). Sacred Lands and Indian America. (2002). New York: Harry Abrams.

Nancy Stimson is chief of interpretation, education, and visitor services at Sand Creek Massacre National Historic Site in Eads, Colorado. Contact her at nancy_stimson@nps.gov.

 

There’s a Panther in Poughkeepsie

28 Sep

By Gerald P. Wykes

It started several years ago. The first time might have been a dark and stormy night, but my recollection is dim on that fact. Pictures of a giant sturgeon started showing up in my email box. “You gotta see this” was the usual tag. I opened them because they were from legitimate friends and I could think of no way that the word “sturgeon” could be code for something bad. Each time, the picture was exactly the same. It showed a gang of ten guys standing in the water supporting a monstrous sturgeon. The ancient beast was obviously well over 10 feet long—11 feet, one inch according to the text—and “over 1,000 pounds.”

The image didn’t appear to be Photoshopped or altered in any way. If it were, the work was uninspired. I mean, why make the creature only 11 feet long when you can make it 25 feet long for crying out loud. Remember the San Francisco Bay shot of the great white shark leaping out of the water at a helicopter? That altered picture made the rounds a few years back before it was revealed as a hoax. How about those 1950s postcards showing a guy riding the back of a giant walleye?

No, the photo was real, but the problem with this sturgeon picture was that it was variously reported as a fish taken in Lake Michigan; near Biloxi, Mississippi; and in Willamette, Oregon, depending on the source. Either this fish was especially widely travelled and stupid, or something was fishy. It was the latter.

Long story short, the fish was a Pacific white sturgeon captured off the coast of British Columbia. It was still alive when photographed and was released right after the shot was taken. The problem here concerned the location attributions of the photo. If taken in the Gulf of Mexico, it would have been a really big Atlantic sturgeon. Attributing it to the Great Lakes would have made it the biggest lake sturgeon ever known. Lake sturgeons top out at a very respectable eight feet and some 300 pounds, but nowhere near the half-ton, dozen-foot mark of the Pacific variety. A detailed look at the pictured sturgeon would have revealed its true identity from the get-go, but that takes time and effort on the part of the viewer.

I can say with some certainty that this picture made it to the public as a real lake sturgeon picture because of its impact value. I know this because I almost used it as a lake sturgeon example myself (due to the Lake Michigan reference) before giving it the second look it deserved. Unfortunately, a real picture of even a humongous lake sturgeon pales in comparison to one depicting one of its gargantuan oceanic cousins! As educators we have the potential to either stop or perpetuate this type of misinformation by placing reality over imagery.

The old adage about not believing everything you hear or read has a direct counterpart in the cyber world. Don’t get me wrong—I am not pulling the old fogey tact here. The Internet is a pretty doggone okay thing. As an interpreter who is, like most of you out there, constantly researching program topics and seeking obscure photo sources, I am truly grateful—pretty much. I can’t come out and give it a full blown “wonderful,” however, because I have seen the shady edge to this otherwise finely tuned tool. Yes, it’s a tool and not a means to an end. But even the finest of tools can wreak havoc when employed in a thoughtless manner. This has a direct relationship on the field of interpretation and the veracity of our product.

I’m not sure why such photo hoaxes are perpetuated. Perhaps they are momentary jokes played on a friend that end up going viral. In fact, the word hoax is probably inappropriate, since in a majority of these cases the labeling is just plain mistaken. In the Internet world, one might come upon a page posted by a fifth grader who mistakenly labeled a June bug as a cicada. Such mislabeled pictures have the potential, when pinned up on Internet boards, to end up on millions of computer screens worldwide. Many end up in our own exhibits and flyers!

There are many actual online cases of nutria pictures being labeled as muskrats, for instance. I’ll be the first to admit that muskrats are notoriously hard to portray because they are essentially blunt, hairy footballs that slouch. Nutrias, on the other hand, are much bigger and more photogenic. Some of the best muskrat pictures on the Internet are actually nutrias!

The ultimate level of trickery, and perhaps the most insidious one, is where the subject is properly labeled but the location is not. The sturgeon photo was a mild example of this, but there are more dramatic cases involving cougar (aka mountain lion, panther, painter, catamount) sightings. Apparently mountain lions are “everywhere.” Like the Cheshire Cat of Alice in Wonderland fame, this feline appears and disappears at will and there are plenty of real pictures to “prove” it.

We easterners are constantly presented with a barrage of ghost panther stories. The bulk of the eastern cougar population faded into legend as settlers cleared the forest land for agriculture and out-competed the creature for big game. Unfortunately the true stories about lingering populations are being diluted by the overwhelming background noise created by Internet fakeries. We can easily ignore those farm cat pictures, but it’s harder to turn away from the real big cat photos.

As director of a Michigan interpretive center at the western end of Lake Erie, the subject of panthers is a topical one, believe it or not. The flatlands of the western Erie basin once hosted cougars up to the mid-1700s and the lake itself was indirectly named after the cougar. The Erie people, who once lived along the southern shore, were known as the “People of the Long-tailed Cat” or the “Nation du Chat”—possibly due to their habit of wearing panther robes with intact tails. The “Cat Nation” was extinguished by the Iroquois in the early 1600s, but their name remained affixed to this great body of water. Secondly, although there are now confirmed sightings of wild cougars in the upper peninsula of the state, there are continual unverified reports of these critters roaming throughout the lower peninsula.

Earlier in the year, a visitor brought in a blurry Xerox copy of an incredible trail cam picture showing a cougar dragging a white-tailed buck by the throat. According to his source, the image was captured by somebody in Escanaba—a location in Michigan’s upper peninsula. It was forwarded to him by a friend, of course. Since the cat was reportedly a Michigan critter, I was anxious to make use of the shot for future predator programs and went online to see if a clearer shot was available. Sho ’nuff, quite a few examples came up when “Mountain Lion Dragging Buck” was typed into the search engine. Remarkably, each copy of that dramatic photo was tagged with a different location!

Yes, this enterprising cat had apparently dragged his prey past trail cams near Alex City, Artemas, Ava, Batavia, Coshocton, Dinwidde, Warren, and “Chet’s Backyard.” According to this impressive list and my personal contact, the beast covered the states of Michigan, Ohio, Georgia, New Jersey, Missouri, New York, Pennsylvania, and Virginia. I believe that Chet lives in North Carolina, so you can add that one to the list as well. The complete list covered nearly every state in the eastern U.S. If you are to believe this online record, the skeletal remains of this exhausted panther will soon be found somewhere outside of Poughkeepsie lying next to those of a whitetail deer. His cause of death will be starvation and exhaustion.

As it turns out, the photograph was very real. It was taken on a ranch in southern Texas—a fact confirmed by the sagebrush in the background and by the original trail cam owner. Unfortunately, the location fakery that followed it has muddied the distribution record of the species and tarnished the credibility of every viable trail cam image on record.

In another incidence of misplaced cougary, three mountain lions are shown wandering about a snowy driveway. The digital images that landed in my email box were attributed to a location only an hour away from my home in southeast Michigan. Fortunately, it only took a short time to track these digital cats back to their original location in a Colorado yard. One of the keys in making that determination involved a car visible in one of the images. This vehicle had a blue and white front license plate of a design combination seen in both Colorado and Michigan, but the clarity wasn’t sufficient to read it. The fact that the state of Michigan does not require a front license plate while Colorado does provided an initial opportunity to plant a red flag on this one.

The message here is one of renewed vigilance to match a new era. There is a whole new generation of interpreters out there who are under the figurative gun to produce programs, exhibits, and flyers. The image gallery provided by the World Wide Web is increasingly becoming the main source for such material. We all—seasonal and seasoned interpreters—are potentially guilty of giving short shrift to the likes of muskrats, sturgeon, cougars, and eventually to our public. So much of the natural world is full of the kind of incredible stuff you can’t make up—even if you wanted to. Beware, then, the Internet stuff that is “made up” because it dilutes reality. If an Internet photo reference seems doubtful, there is a very good chance that it is. Check all sources and verify when possible.

By the way, thanks to that Internet, I found out that there really were panthers in Poughkeepsie, New York, as recently as 2003–’04. These particular Poughkeepsie Panthers wore skates and performed as a short-lived semi-pro hockey team. But, admittedly, I could be mistaken about that.

Gerald Wykes is the curator/supervising interpreter at the Lake Erie Marshlands Museum and Nature Center in Brownstown, Michigan. He can be contacted at 734-242-8149 or wykes@juno.com.

 
 

Sharing Ideas Across Borders: An Invitation to an International Exchange of Ideas in Interpretation

25 Jun

By Robert J. Hanna

The reconstructed Römerkastell Saalburg, a historic fort at the frontier of the ancient Roman Empire, offers a wealth of interesting and educational programs for school groups and pre-booked groups.

It was exactly the kind of interpretive moment Freeman Tilden was talking about. I was in the Museum für Kommunikation Frankfurt, face-to-face with a movable-type printing press for the first time. A friendly interpreter there showed me how to arrange type into a brass holder, clamp it together, ink it, and roll it through the press onto paper. Suddenly movable type was no longer some mysterious, obsolete technology to me. It became the rumbling of clunky gears and rollers behind the pull lever, an inky mess on my fingers, a practice of creation. Type became not just shapes and symbols, but fistfuls of glistening black metal cubes, crunching like gravel in my hand, the tiny soldiers of a thousand bloody and bloodless revolutions.

I didn’t learn much that day—not if learning means picking up facts and names. Instead I learned to love something. And passing on such love is, after all, our first goal as interpreters. That interpretive experience opened up what will be a lifetime of learning to me. Now I can’t see a book bound in old-fashioned folios without studying it in detail. I later decided to take a trip to Mainz to see the Gutenberg Museum and wonder at Gutenberg’s strange new books. And goodness only knows how many of my friends had to listen to stories about my exciting new experiences with printing presses—and perhaps caught some of my excitement as well.

That’s the power of interpretation—to open up new experiences, not simply to teach, but to create learners, to awaken enthusiasm for new knowledge. For better or for worse, though, this project commits us to a never-ending search for new ideas. To interpret effectively, we need to reach our audiences where they are, offering them experiences that are fresh and surprising. An exhibit or tour that could have captured visitors’ imaginations years ago can easily be stale today.

An eye-catching display case in the Historisches-Museum Frankfurt.

This seems unpleasant, of course, but it is also what makes our work a matter requiring creativity—and thus what makes it fun. We are continuously looking at our sites, our parks, our tours, our interpretive centers, and so forth and asking ourselves how we can make them even more effective and interesting for our visitors. But no new ideas come without inspiration. Even the greatest thinkers didn’t just think up their new ideas all at once. They built upon and adapted earlier ones. That’s one of the reasons the National Association for Interpretation is so important to us—it provides an opportunity for us to exchange and build upon our ideas, both allowing us to improve our interpretation in everyday practice and to improve the art of interpretation as a whole.

And where better to look for new and fresh ideas than in other countries? Studying as an American in Germany for the last couple of years has shown me that even in the 21st century, many ideas still rarely cross national borders. People in every country have a habit of communicating with those who share the same culture and language. Reaching out across borders requires deliberate effort, but the results are rewarding.

The National Association for Interpretation has indeed been making strides towards increasing our international activities. The main efforts so far are the annual international conference, the ecotour program, the international volunteer program, and international partnerships with interpretive organizations in China and Korea.

However, NAI, while being enthusiastic about the benefits these activities will bring both to the association and to our contacts abroad, is also rather apologetic for them, as one can read on the Frequently Asked Questions (FAQ) page of the association website. There it is emphasized that the association avoids investing any money in our international activities. I’d like to contribute to a conversation about becoming more involved internationally and argue that everyone stands to benefit from such an undertaking.

Of course, if we look specifically for American-style heritage interpreters at nature reserves and historic sites abroad, we’ll find comparatively few. The idea of heritage interpretation today is mostly limited to the English-speaking world, such as Canada, the United Kingdom, and Australia. But if we consider anyone connecting resources and visitors in meaningful, educational, and enriching ways to be interpreting, then there are thousands of people the world over creatively seeking new and better ways to do just that. There’s a rich variety of ideas out there, and countless of them result in visitor experiences that are not only interesting and effective, but also unintentionally interpretive in the best sense of the world—like the printing press I encountered in Frankfurt.

The Museum für Kommunikation Frankfurt effectively uses masses of telephones, mailboxes, radios, and so forth to command visitors’ attention and invite them to study individual objects that interest them in detail.

I can offer Germany as just one example of a country where we might learn new ideas. The main forces for interpretation in Germany are museums, city tours, tour groups, and interpretive signage. Interpretation in the classic American sense at natural and historic sites is comparatively minimal but growing. However, if we look to museums, we’ll find a thriving wealth of new ideas—fundamentally interpretive ideas that bring natural or cultural resources and visitors together. Just a few decades ago, museums in Germany were assumed to be research institutions for scholars and experts. They weren’t really for the general public, and certainly not for kids. But you’d hardly know it now. Since then German museums have been striving with a vengeance to offer creative, attention-getting exhibits for audiences of all kinds.

One standout difference at these interpretive locations is an emphasis on local people. We who interpret in the United States often try so hard to attract tourists that we neglect people in the local area. Many German museums, on the other hand, see no reason why local enthusiasts shouldn’t visit their favorite museum as often as their favorite restaurant. There just has to be a reason to keep them coming back. Thus many German museums offer both special events and weekly classes to tempt in local fans on a regular basis. For example, a museum that interprets another culture might offer a weekly cooking class lasting several months to introduce participants to that culture’s traditional dishes. This slightly different emphasis makes sense, because local people are those we need most to thrive. One of the foremost buzzwords in German museum development today is Zielgruppen, or target groups. Such groups might be young children, teenagers, elders, or disabled people. Some museums, for example, have created tours specifically for blind visitors. To be effective, of course, these tours require an interpreter with considerable knowledge of how people with various kinds of vision impairments perceive and understand their surroundings, but they create an incredibly rewarding experience for visitors who might otherwise feel cut off from the world of interpretive sites. Dr. Sojna Schierle, director of pedagogy for the Linden Museum of Ethnology in Stuttgart, has described to me her new idea of recognizing families as a target group. She wanted to offer interactive activities that would bring parents and their children together. In one event, each family formed a team and competed against the other families to complete projects and answer questions about the exhibit. Since the resource was a collection of artifacts about Japanese Noh theater, the final project was for each family to organize a Noh-inspired puppet show.

Many of the ideas being developed are hidden behind the scenes. One of the main topics of discussion among German museum interpreters today is ethics. How does one balance bringing the resource to the public with preserving it? What should museums do with resources that came to their collections through questionable means, such as artifacts taken from colonies in earlier centuries? Is it respectful to interpret the religions of other cultures, and if so, how?

Although this Melanesian men’s house is an antique original, visitors to the Ethnologisches Museum Dahlem in Berlin are welcomed to climb inside.

Naturally, new ideas gleaned from abroad may need to be translated before we use them at home. What works well in one country might need adjustments before it works in another. For example, most interpreters in the United States cannot invest quite as many resources into seeking local visitation as German sites do, where the denser population makes for a larger pool of potentially interested locals.

Of course, people abroad would also like to learn our ideas. The ideas that NAI, the National Park Service, and each of us have been developing are valuable concepts that many interpreters in other countries would be very interested to hear about. I once spoke with a German professor who specializes in museum pedagogy about my interest in studying the subject. She encouraged me not to go into it, because all I’d find is that museums are constantly forced to compromise between educating and entertaining. Therefore I told her a little about heritage interpretation—neither exactly entertaining nor educating, but awakening visitors to a newfound interest in and enthusiasm about the resource. She was quite excited about the idea.

Sites the world over stand to benefit from the wisdom the NAI has been gathering and developing over the years, while NAI similarly stands to reap incredible new ideas from other countries. Think of a café mocha—one of the most delicious ideas in history. It took the contributions of people from Ethiopia, Yemen, the Mayan Empire, and Italy to produce it. I hope the future of heritage interpretation will be similar, with people from all over the world contributing and combining ideas into rich new interpretive experiences we can’t even imagine now.

Robert Hanna is a masters student in history at Philipps-Universität Marburg in Marburg, Germany, and a seasonal interpreter at Fort Abraham Lincoln State Park near Bismarck, North Dakota.

 
 

Provoking the Profession

16 Jun

By Robinne Weiss

As I perused the latest issue of Legacy, I read, yet again, the mantra of Tilden’s Principles. Yet again, they were hauled out as a sort of non-violable Truth—“Thou shalt be relevant.” It sounded like a religion, not a profession. Are we working solely on our faith in the proclamations of Tilden? Have we blinkered ourselves to relevant work and ideas in other fields? Has there been no advancement in our professional thinking since 1957?

Is Tilden the only answer?

Freeman Tilden: Overused? Courtesy National Park Service.

Now, don’t get me wrong; Tilden published some great ideas and his insight is still relevant today. But as professionals, I believe we have a duty to critically evaluate the theoretical basis of our work. We need to seek out alternative ideas and test our ideas in objective ways.

So, at the risk of being labeled a heretic, I would like to provoke a healthy skepticism and discussion about Tilden’s principles, and I would like to encourage interpreters to cast their intellectual nets farther afield to benefit from the thoughts and research of others.

Evaluating Tilden
Let’s start by evaluating Tilden’s principles. If we are going to use them as the basis for interpretation, let’s make sure they are well supported by research and are relevant to interpreters. I’ll pick on two of Tilden’s principles.

Principle 3: “Interpretation is an art, which combines many arts, whether the materials presented are scientific, historical or architectural. Any art is in some degree teachable.”

This is a nice observation, but is this worthy of being hailed as a “principle” of interpretation? Has an understanding of this idea ever led to a better interpretive program or panel? I doubt it. Yet because Tilden said it was a principle, it is part of every interpretive training. We all learn it, then file it in the “need to know for the test” file, where it gathers dust once the test is over.

Principle 5: “Interpretation should aim to present a whole rather than a part, and must address itself to the whole man rather than any phase.”

This is two distinct ideas masquerading as one principle. The first idea is “aim to present a whole rather than a part.” When this idea is fleshed out in Interpreting Our Heritage, it is essentially the same idea as thematic interpretation (as explained by Sam Ham in Environmental Interpretation). The practice of thematic interpretation is well supported by research and has been more fully developed and described since Tilden. Let’s quote the current understanding of this “principle” instead.

The second idea in the fifth principle is that interpretation should “address itself to the whole man.” In other words, know your audience and their needs and interests. Engage them fully using a variety of techniques. This is worth an entire principle of its own and we can draw on extensive research in education and psychology to inform and support this principle. Let’s let go of our faith in Tilden here and look at what others can tell us.

Casting Our Nets Wider
Where can we turn for theoretical underpinning and good, practical advice? Here are just a few alternatives that I have found useful and (dare I say?) provocative:

Alternative Voices in Interpretation
For a more modern perspective on the principles of interpretation, have a look at Interpretation for the 21st Century by Ted Cable and Larry Beck. Cable and Beck have reworked Tilden’s principles and added other important principles, along with concrete thoughts on how to put them into practice. Their ideas are relevant and well considered. If I had to choose the six most important principles of interpretation, I’d leave out some of Tilden’s and add a few of Cable and Beck’s.

Science Literature
One of the best communicators in the scientific community is Edward Tufte, professor emeritus at Yale, statistician, and sculptor. Tufte’s books include Beautiful Evidence, The Visual Display of Quantitative Information, Envisioning Information, and Visual Explanations (all published by Graphics Press). Anyone who displays data on panels, brochures, reports to the board, or any other printed medium should read at least one of these. He provides real examples of how to (and how not to) present information in a visual way so that readers can easily and accurately decipher the data and the message you are trying to communicate.

Education Literature
Our audience may be non-captive and there will be no test at the end of our programs, but we can still learn a great deal from research in education. How do people transfer knowledge and skills from our programs to their home environment? A good educational psychology book can give us research-based ideas for making this happen. How do we make that unruly school group focus and pay attention? Educational research can provide us tools to do so. A few of my favorite resources from education are:

Primary Science…Taking the Plunge. Ed. Wynne Harlan. Heinemann Educational Publishers. Oxford. 1985. (This edition is out of print, but a second edition was published in 2001.)

This text is a delightful read, and worthwhile for any interpreter who falls into the trap of talking for the entirety of his or her program. It is written for elementary school science teachers, but has excellent information on how to ask the right questions, how to encourage students (visitors) to observe and ask questions, and how to guide people to an understanding of something by interacting with it.

Educational Psychology, Fourth Edition. N.L. Gage and D.C. Berliner. Houghton Mifflin Co., Boston. 1988.

My version is quite dated, but I still refer to it when I find myself having difficulty with a particular program or audience. Pick up a recent edition that incorporates the recent research.

Teach Like a Champion: 49 Techniques that Put Students on the Path to College. D. Lemov. (To be published in April 2010. Information and excerpts available at http://uncommonschools.org/usi/aboutUs/taxonomy.php.)

My new favorite—I can’t wait until the whole book is out. Though the techniques are aimed at school teachers, many of them are excellent pointers for interpreters, too. Where they differ, Lemov’s explanation of how and why teachers should do something has provoked me to think more carefully about why I don’t do it.

Environmental Education
I know there are interpreters who divide the world into environmental education (EE) and interpretation, highlighting the differences between the two professions, but they share a great deal of common ground. Most interpretation has a purpose. We hope that, after experiencing our interpretation, visitors will value the resource, want to learn more, or do something to help protect the resource. Environmental education has many of the same purposes. There is good research going on in EE and there are good (and often different) approaches to achieving goals in EE. Interpreters could learn a lot from environmental education’s focus on issues-based education, and the development of empowerment and ownership to effect behavior change. Some good EE reading includes:

Essential Readings in Environmental Education. Ed. H. Hungerford, W. Bluhm, T. Volk and J. Ramsey. Stipes Publishing L.L.C. Champaign, Illinois. 1998.

This text is slightly dated, but includes some of the foundational works in EE. There are many lessons for interpreters here.

Earth Education: A New Beginning. S. Van Matre. Institute for Earth Education, Greenville, West Virginia. 1990.

This book is provocative and contentious, and not research-based, but contains some great insights into sharing passion for a resource. Even if you disagree with what Van Matre has to say, I guarantee he will provoke you to think more carefully about what you do as an interpreter.

A Challenge to Interpreters
I have highlighted just a few of the resources interpreters can draw on for both theoretical and practical insights to improve our interpretation. There are many more, from fields as far flung as philosophy, public speaking, and television broadcasting. I challenge you to seek out new ways of thinking about interpretation, new theories and research to guide your work, and new insights into how to deliver your interpretive message. Then share your new discoveries with the rest of us. Write an article for Legacy that does not mention Tilden, but draws insight and inspiration from some of the other great writers and thinkers around us.

Robinne Weiss is an interpreter and consultant based in Leeston, New Zealand. She can be reached at Robinne@InterpTech.com. The author thanks her husband, Ian Dickie, a scientist who provokes her to question interpretive theory and practice.

 
 

Birding as Competition: New Jersey’s World Series of Birding Pits Geeks Against Nerds

09 Apr

By Phil Broder

Photo by Joan Kocur.

Photo by Joan Kocur.

You know your competition has reached critical mass when it’s big enough to be mocked by Steve Carell on an episode of “The Daily Show.” Because, like the National Spelling Bee, it’s only a few short steps from a head-to-head geek smackdown to being the subject of an award-winning documentary to going live on ESPN. If Jon Stewart and Comedy Central love you, you’re on your way.

That’s the case with the World Series of Birding. It’s the Super Bowl of “pssshing,” the World Cup of binocular-toting nerds, the Olympics of clapper rail calling. And if the mere concept of competitive birdwatching has you doubled over with laughter, then you need to pick up your Nikons and head to Cape May, New Jersey, for this rite of spring.

Organized by the New Jersey Audubon Society, the WSB enters its 27th year in 2010. At its core, the concept is simple: During a designated 24-hour, midnight-to-midnight period in May, teams of birders scour New Jersey in an effort to see and hear the most species of birds. Teams compete in several categories (adult, youth, corporate sponsored, etc.) and various geographic regions (whole state, Cape May County only, Cape Island only, etc.). A system of checks and balances keeps teams from cheating. Teams rush to the finish line at the West Cape May firehouse to turn in their final tallies before midnight, and it usually takes between 220 and 250 species for a team to raise the coveted Urner Stone Cup.

And it would all be just that easy, if this weren’t an event based in serious enviro-geek bird-nerd culture. First, you have to pick a killer name for your team—like the Lagerhead Shrikes, the Marshketeers, Mighty Mighy Turnstones, the Limping Limpkins, Wacky Willets, Duck Duck Duck Duck Duck Brant!, and Nine Inch Rails. Printing up team shirts doesn’t hurt, and tastefully decorating your team vehicle isn’t frowned upon either.

Second, the top teams are sponsored. Nikon, Swarovski, Zeiss, and Steiner Optics all have teams, as do WildBird Magazine and the Cornell Laboratory of Ornithology. My own team of fourth graders was happy with the 49 species they logged, but they weren’t even close to the 117 birds tallied by a team of “professional” fourth graders sponsored by Steiner Optics. After the competition, you’ll find ads in birding magazines touting the binoculars and spotting scopes used by the winners. Bragging rights are on the line.

Third, while this is only a one-day event, it really isn’t. Top teams send scouts a week in advance to poke through forests and marshes, mapping out where birds will be. Using rare bird hotlines and computer forums, teams spend days figuring out where to spend valuable minutes. Every team is going to see the common birds; winners are those who find red-footed falcons that have blown in from Siberia. Road maps are covered in red ink, laying out the shortest route between short-eared owls and northern gannets. And somebody has to stock up on everything from snacks to toilet paper. Planning is everything.

Fourth, practice your bird calls. Winners usually identify about two-thirds of their birds by song, not sight. The competition begins at midnight, so expect to spend the first six hours before daylight listening for owls, rails, and anything else that goes chirp in the night. Mark Garland of the Cape May Bird Observatory has built his career around being able to hear birds that nobody else can.

Finally, just for kicks, you can use your birding to make a statement. Some teams now compete only on foot, running from birding hotspot to hotspot, reducing their carbon footprint (and there’s a special trophy for these crazed, scope-toting marathoners). Others specialize in water birds, limiting their competition to what they can see from boats. Still others practice digiscoping, taking digital photos of every bird they see. One team of senior citizens counts only the birds that fly by the park bench on which they sit all day. It never hurts to have a gimmick.

To say that the competition is cutthroat doesn’t convey the bloodlust that competitive birding engenders. It’s not unheard of for teams to practice dirty tricks like parking in the middle of a road leading to a popular birding area, blocking everyone else’s access. Giving out misinformation is fairly common, although recent advances in iPhones now allow every team to get up-to-the-minute bird sightings sent directly to them. GPS has put an end to teams doling out phony directions.

So, what’s the result of all these avifauna obsessives spending a spring day chasing warblers? The event’s founder, Pete Dunne, realized the moneymaking potential of the World Series. Teams raise pledges (25 cents per bird sounds like a bargain, if you aren’t aware that last year’s winners had 229 species), which can go toward the conservation group of their choice, or to New Jersey Audubon. Hundreds of thousands of dollars have been raised this way. There’s also a great deal of scientific data being collected, as the World Series amounts to a Christmas Bird Count during the May nesting season. And 18 youth teams competed last year, which presents a great opportunity for education. The winners, a Nikon-backed high school squad, had 211 species (and probably get beaten up by the football team on a regular basis).

In Cape May County, considered to be one of the world’s best birding spots, ecotourism (mostly birdwatching) brings in upwards of $32 million annually. If any other TV shows want to make fun of the World Series of Birding, the chamber of commerce would welcome them to town. Competitive birding may be the ne plus ultra of geek chic, but as long as money talks, this sort of nerdiness is just fine.

Phil Broder is the director of education with the Wetlands Institute in Stone Harbor, New Jersey. For more info about the WSB, visit www.birdcapemay.org. To find the July 18, 2000, “Daily Show” video about the World Series, just Google “World Series of Birding.” Or buy a copy of the film “Opposable Chums: Guts and Glory at the World Series of Birding” at www.opposablechums.com.