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AN ALTERNATIVE PARADIGM FOR CONSERVATION EDUCATION: INNOVATIONS IN THE PUBLIC PRESENTATION OF KILLER WHALES AT THE VANCOUVER AQUARIUM by ELIN P. KELSEY B.Sc. (Zoology), University of Guelph, 1983 A THESIS SUBMITTED IN PARTIAL FULHLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES in the Faculty of EDUCATION (SCIENCE EDUCATION) We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA July, 1994 ©ELIN P. KELSEY, 1994 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. (Signature) Department of Science Education The University of British Columbia Vancouver, Canada Date July 29, 1994 DE-6 (2/88) Abstract Conservation is the number one goal of modern zoos and aquaria. Public education is the primary means through which zoos and aquaria attempt to fulfill their conservation goal. Yet, nearly two decades after its initial adoption, conservation education fails to be effectively translated into practice. This thesis argues that the entertainment paradigm in which zoos and aquaria have traditionally operated is at odds with their contemporary goal of conservation education, thus continued adherence to this entertainment paradigm prevents zoos and aquaria from effectively implementing conservation education. The thesis proposes an alternative paradigm in which conservation education may be successfully achieved. Killer whales present an ideal case example through which to explore the impact of the entertainment paradigm on conservation education. Since they were first displayed in 1964, these animals have been consistently presented in a show format. Today, the Vancouver Aquarium is the only institution in the world to present killer whales outside the context of a show. This thesis uses examples from the Vancouver Aquarium to describe how innovations within an alternative paradigm resulted in the Aquarium's unique approach to killer whale interpretation and animal care, and how these innovations have been successfully implemented into the practice of conservation education in the Vancouver Aquarium's public galleries. i i Table Of Contents Abstract 11 Table of Contents iii List of Appendixes iv Acknowledgements v INTRODUCTION 1 Chapter One The Ineffectiveness of the Entertainment Paradigm for Conservation Education. Chapter Two The Impact of the Entertainment Paradigm on Public Perceptions of Animals: Killer Whales as a Case Example 25 Chapter Three Constructing a Theoretical Framework for Conservation 53 Chapter Four Spontaneous Interpretation of Real Life Events: An Innovation in Conservation Education 95 Chapter Five From Innovation to Implementation: Killer Whales at the Vancouver Aquarium 108 Chapter Six Conservation Education: A Vision for Today and Tomorrow 156 References 166 Appendixes 179 i i i List Of Appendixes Appendix 1 Attitude Occurrence in American Society 179 Appendix 2 Worldwide Distribution of Killer Whales 180 Appendix 3 Quotes Illustrating the Anthorpomorphic Nature of Killer 182 Whale Shows - Vancouver Aquarium Scripts Appendix 4 Typical Killer Whale Shows 183 Appendix 5 Proposed Model of Responsible Environmental Behavior 184 Appendix 6 Model for Environmental Literacy 185 Appendix 7 A Framework for Interpretation 186 Appendix 8 Vancouver Aquarium Interpretive Approach 187 Appendix 9 Interpretation at the Vancouver Aquarium 188 - topics and approaches Appendix 10 Example of Events Interpreted by Vancouver 189 Aquarium Naturalists Appendix 11 A Comparison Chart: Entertainment & Conservation 190 Education Paradigms Appendix 12 A Comparison Chart: Animal Rights & 193 Conservation Education Appendix 13 Naturalists Perspectives on Killer Whale 194 Interpretation Appendix 14 Sample Response to Non-scheduled Approach to 197 Killer Whale Interpretation i v Acknowledgements Throughout my life, I have had the great fortune to find myself in the company of inspiring individuals - innovators and implementors who looked at things in new ways and applied their wisdom and passion to the attainment of "impossible" dreams. This thesis, and the innovation it describes, are the direct result of their influence. I wish to extend sincere thanks: to Dr. Murray Newman for creating the Vancouver Aquarium - a world class institution that values the pursuit of excellence - and to the Aquarium's staff, volunteers and Board of Governors for their support of this project; to Dr. Bob Carlisle for his belief in the process of learning - and in me; to Lisa Mcintosh, Kory Beckett, Andy Johnson and Clint Wright for their expertise and partnership in this exciting and difficult endeavour; to: Jennifer Pain, Penny Elwick, Digna David, Ron Membery, Michelle Allen, Diane Spicer, Catherine Po, Marisa Nichini, Ruth Heyes, Buffy Baumbrough, Erin Stoddard, Ken Otter, David Sovka and each and every other Vancouver Aquarium Naturalist for creating interpretive experiences that continue to evolve and surpass our greatest goals; and to Dr. Sharon Proctor, Brian Keating and Merebeth Switzer, for laying the groundwork in which zoo and aquarium public education could flourish. Very special thanks go to Andy Johnson and Lisa Mcintosh for sharing countless hours of stimulating debate and editorial assistance which resulted in this finished work. I would also like to thank my dear friends, family and colleagues for their incredible encouragement, support, humour and great ideas. You are the reason that I am an incurable optimist. V Introduction I remember clearly the way I prepared my "talks" the first season I worked as an Interpreter at the Calgary Zoo. The venture started with an exploration through the Zoo's library, hot and stuffy on a prairie summer's day. Here I'd search out fabulous facts - wonderful details about animal size, reproduction habits or physical capabilities that would show my audience how truly amazing animals were. Weighted down with arm loads of books, I'd cycle home. The night would be devoted to consolidating the facts into an inspiring presentation which I would then commit to memory, eventually incorporating it into dreams of precise presentation. The morning found me up early, eager to mount my bike and cycle to the place where the bicycle path widened into a park and I could practice my prose out loud without fear of being discovered. How many mornings I serenaded the magpies with tales of Siberian tigers and lowland gorillas I cannot say. But what I do remember was the pride I felt in performing my talks for my supervisor in the backyard of the Education building and the excitement that always followed, when finally, after all my reading, we went as a group to recite in front of the animals themselves. What strikes me now, as I look back upon these fond memories of 1983, is how little time I spent watching the animals. They were certainly left out of my preparation stage and by the time I was presenting talks in public, I was so caught up with catching the attention of my hot dog eating audiences and getting to my next "talk," I had little time left to look. In retrospect, its seems surprising that the visitors let me get away with it! Didn't they wonder why a certain animal was doing a certain thing? As I recall, they too were caught up in the race of getting from scheduled program to scheduled program, eager not to miss out on an animal feeding. Between visiting with family and finding the next "show", there wasn't much time to see the animals. That summer, I gave talks about twelve different species of animals. Because I was particularly keen, I changed my talks three times over the course of the summer to prevent getting stale. Anecdotal stories that I picked up from the keepers were added as my confidence and integration into the zoo world increased. By the time my mid-season evaluation arrived, I had become a rather accomplished showperson, able to captivate the crowd with my words and excite them with my enthusiasm. I received high marks for "eye contact,"posture" and "smiles." It did not seem important to my colleagues or me that I knew virtually nothing about (and 1 spent even less time watching) the hundreds of other animals that lived at the zoo. What was the purpose of these presentations? According to my training manual it was: "Wildlife Conservation - to instill a sense of wonder that would lead someone to conserve wildlife." How best to accomplish this noble goal was a constant source of inspiration, angst and debate for the Interpreters at the Calgary Zoo that summer. We struggled over the placement of our "conservation components" - statements of demise regarding the rate of rainforest depletion or troubling photographs of dolphins entangled in driftnets. If we put these at the beginning of our talks, people would walk away. If we put them at the end, people would walk away. Most of us ended up sneaking them into the middle, hurrying on to a fun topic quickly enough to minimize their negative impact upon the "success" of our presentations. No matter how we packaged them, these messages of doom never really fit. Eventually, for all of us, the frequency of their inclusion became more dependent on the sight of our supervisor in the audience than our personal commitment to feature them. There appeared to be an inherent contradiction between conservation education messages and our visitors' agenda for an enjoyable family visit in the safe, entertaining company of exotic animals. As it turns out, we were not alone in this dilemma. Since their early beginnings in the 1700's, the primary goal of zoos and aquaria has been entertainment.

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