Teaching in the middle of July--outdoors, in whatever weather, for an unknown number of students of various ages and abilities? Sure, sign me up.
It sounded like a fabulous idea a few months ago when the director of the local Master Naturalist Program asked me to teach a three-hour elective on Nature Writing for people seeking to become certified Master Naturalists. I can teach nature writing with my eyes shut and both hands tied behind my back, I told myself, but it'll be better if I prepare. So here I sit in my office on a hot July day putting together activities and discussion questions for--well I don't know who these people are. Who signs up to take this kind of class? The classroom could be full of curious retirees, young professionals trying to broaden their skills, or bored teens whose parents are forcing them to attend something educational. How do I engage a wildly mixed group?
And when I say classroom, I mean outdoor space with gazebo and lawn chairs. Unless it's raining, in which case we go inside and I figure out how to adapt my exercises to the indoor environment. How do I get them to closely observe nature if we're sheltering from a thunderstorm? Oh, maybe we can observe the thunderstorm....
I'm planning to focus on observation skills, starting with a description of the Claude glass, that handy-dandy accessory so beloved of 18th- and 19th-century nature lovers. Nature observed directly can be unruly, poorly composed, overwhelming to our refined senses, so the trendy traveler carried a Claude glass, a small, darkened hand-held mirror. Viewers would stand with their backs to the sublime scenery and observe its reflection in the mirror, flattened and framed and filtered until it resembled a refined piece of art. Objects in mirror are closer than they appear, but we'd prefer to keep them at a safe distance.
Today our cell phones take the place of Claude glasses, offering an instant image of the natural world, framed and filtered and flattened so we can carry it around easily in our pockets. But are we really seeing what's out there? How can we get an unmediated image of nature?
When we first moved to the woods, I thought it would take forever to identify all the types of birds that visited our feeders. I keep a bird book next to the big front window, and I still spend time trying to distinguish between, say, varieties of sparrows, or similar types of woodpeckers. The downy and hairy woodpecker look nearly identical, but the hairy is bigger and has a longer beak--longer both in absolute terms and in relation to its head size. To get to the point that I can tell the difference instantly requires time and attention to details and the willingness to make mistakes
These days people can just snap a photo of a bird, post it on social media, and ask for an identification. It's a quick and easy way to learn the name of the bird, but knowing the name is not knowing the bird. To know the bird, you have to watch it, not just for a moment but over time, repeatedly, directly, persistently, seeing it in all its behaviors and shades.
This is the kind of observation I'm planning to promote at my nature writing class. I have these people, whoever they are, for three hours on a Saturday afternoon when maybe they'd rather be kayaking. How much can we really accomplish in that length of time? I guess I'm getting ready to find out.