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Birds
in my
Culture
A BirdNote Education Kit for World Migratory Bird Day
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Birds in my Culture
2
Environment for the Americas (EFTA), home of World Migratory Bird Day (WMBD) is a
non-prot organization that focuses on educating diverse populations about migratory
bird conservation. Each year, EFTA hires and mentors over 50 youth of color to work in
multicultural communities promoting bird conservation. In addition, we distribute over
70,000 conservation-focused educational pieces, printed in both English and Spanish, to
youth and their families.
Birds connect us with the joy and wonder of nature. BirdNote is a non-prot organization
that transports listeners out of the daily grind and into the natural world by telling vivid,
sound-rich stories about birds and the challenges they face. As listeners tune in to the lives
of birds and their connection with nature deepens, listeners are inspired to care about the
natural world – and take steps to protect it.
Birds in my Culture is an educational program designed to provide librarians (and other
educators) the tools they need to guide participants in learning about migratory birds and
the threats they face. Using BirdNote audio as the central tool to connect youth to birds,
participants will be provided with a variety of information and activities, culminating in
the creation of their own BirdNote stories. e concentration on public libraries stems
from their goals towards equity, diversity, and inclusion.
Spanish translations of BirdNote transcripts as well as bilingual educational materials will
be included in the curriculum to share with participants and their families.
A general outline of your plan should include:
1. Identify a librarian or other educator to lead the program
2. Identify your audience- the curriculum targets diverse youth, ages 6-11
3. Using this guide, determine what you need to make your program successful, including logistical support
(if needed)
© Gregg ompson
How to Tell a Story:
Scripts vs. Interviews
ACTIVITY 1
3
Get Started
To participate in this activity, it is important that the audience have a basic understanding of what an audio
recording is. If necessary, please explain the concept of an audio recording and how it diers from a visual
recording.
Set Up
Select a location within the library where noise is limited and the audience can easily hear each recording.
Prepare a blank Venn diagram that will be easily visible and accessible to all participants throughout the
duration of the program. It is a useful reference for upcoming activities. e Teacher’s Storytelling Activity
Guide on page 4 provides additional setup instructions and tips.
Discussion and Guide
• Introduce scripted BirdNote recordings by playing the clip “Migration: Innate or Learned?” found at the
following link: https://www.birdnote.org/show/migration-innate-or-learned
• Aer listening to “Migration: Innate or Learned,” discuss what the participants heard in the clip. Refer to
the activity guide on page 4 for sample questions. Fill out Venn diagram as you go, focusing primarily
on “dierences” for now.
• Introduce BirdNote interviews by playing the clip “Birds and Bird Conservation Matter,” found at the
following link: https://www.birdnote.org/show/birds-and-bird-conservation-matter-interview-david-yarnold
• Aer listening to “Birds and Bird Conservation Matter,” discuss what the participants heard in the clip.
Refer to the activity guide on page 4 for sample questions. Fill out Venn diagram as you go, focusing
primarily on “dierences” for now.
• Once the dierences between scripts and interviews are clearly identied, discuss similarities. It is okay to
make changes to the diagram as the similarities and dierences become clear.
• Elaborate as needed to convey to participants that ultimately, there isn’t one correct way to tell a story.
Ages: 8 -Adult
Young children should be
accompanied by an adult or
supervisor to assist with the
activity.
Objective
To identify similarities
and dierences between
scripted storytelling and
interview-style
storytelling.
Time
30 minutes
Materials
BirdNote audio clips, audio equipment,
writing utensils and space to create a
group Venn diagram (chalk board, dry
erase board, large paper, etc).
Transcripts of each BirdNote clip are
available in both English and Spanish in
the appendix of the booklet.
Teach participants about both birds and storytelling, using
the two BirdNote clips listed below. e rst clip provides an
example of a scripted clip, while the second clip provides an
example of an interview. Aer listening to each recording,
come together as a group to create a Venn diagram
comparing the similarities and dierences between
scripted recordings and interview-style recordings.
Teacher’s Activity Guide to Storytelling:
Scripts vs. Interviews
Remember: BirdNote Audio Clips move quickly. You may need to play each clip multiple times for participants to compare
the two. You may also refer to the written transcripts available in the Appendix
Sample Venn Diagram
Clip 1 Questions– “Migration: Innate or Learned?”
• How many people did you hear talking in this clip? Answer: 1 person
Clip 2 Questions– “Birds and Bird Conservation Matter”
• How many people did you hear talking in this clip? Answer: 2 people
Clip 1 & 2 Questions– Comparing Similarities
• Did you hear sounds other than human voices in Clip 1 and/or Clip 2? Answer: Yes, both
• Did it sound like the speakers practiced in Clip 1 and/or Clip 2? Answer: Yes, both
• Did both clips provide interesting information? Answer: Yes, both
Both scripted talks and interviews are excellent methods of telling a story
4
SCRIPTS
(List dierences in
this area)
INTERVIEWS
(List dierences in
this area)
SCRIPTS &
INTERVIEWS
(List similarities
in this area)
A
Q
Birds in My Culture
ACTIVITY 2
5
Get Started
is activity involves pulling examples of birds from participants’ lives. Younger children should work with a
parent or supervisor to assist them through the activity and helping brainstorm scenarios and characters that are
easy for the child to talk about.
Set Up
Select a location within the library where noise is limited and the audience can easily hear each recording. Each
participant needs a worksheet and a writing utensil.
Discussion and Guide
• Introduce the role of birds in our everyday lives by playing the BirdNote clip “If It Weren’t for Birds,” found at
the following link: https://www.birdnote.org/show/if-it-werent-birds
• Aer listening to the clip, have participants direct their attention to their worksheets. Discuss the examples
provided of where we live birds are commonly seen. Have participants draw or write examples from their own
lives of where they have seen birds.
• Introduce the role of birds within our society by playing the BirdNote clip “Big Bird-America’s Favorite
Flightless Bird” found at the following link: https://www.birdnote.org/show/big-bird-americas-favorite-
ightless-bird
• Aer listening to the clip, have participants direct their attention to their worksheets. Discuss the examples
provided of where we see birds in our culture. Have participants draw or write examples bird characters or
mascots they can think of from their own lives.
• Finally, ask participants to circle the birds and locations they could most easily tell a story about from their
lives. In the next activity, they will use these ideas to create their own BirdNote recording.
Ages
8 -Adult
Objective
For participants to recognize how
frequently birds appear in their own lives.
From those examples, they should begin
brainstorming ideas for their own BirdNote
recording.
Time
30 minutes
Materials
BirdNote audio, Birds in My Culture
Worksheet, writing utensils .
Transcripts of each BirdNote clip are
available in both English and Spanish in the
appendix of the booklet.
Aid participants in recognizing what role
birds play in their personal lives and cultures,
fromexperiences with live birds (in nature or as
pets) to popular bird characters appearing on
television, in games, as mascots, etc.
Birds in My Culture
Worksheet
Yard Zoo
Hiking Pet Shop
Where have you seen or
interacted with birds?
Where have you
seen birds in
popular culture?
Write or draw your answers here
Write or draw your answers here
6
Record Your Own
BirdNote
ACTIVITY 3
7
Get Started
Spark creativity by encouraging participants to tell any stories they may have regarding birds or explain why it is
so important to help them. Be sure parents are guiding kids along with the activity if help is needed.
Set Up
Select a location within the library where noise is limited and the audience can easily hear the BirdNote and
create their own recording. A separate room may be required when recording to eliminate all distraction and
background noise. Participants will require access to a recording device, such as a cell phone or a computer, to
create their own BirdNote recording.
Discussion and Guide
• Begin by playing the BirdNote recording “e Midway Project,” which not only touches on plastic pollution,
but involves the interview of artist, Chris Jordan. Find the recording at the following link:
https://www.birdnote.org/show/midway-project-plastic-gyre-chris-jordan
• Participants should then work with parents or in pairs to create their own BirdNotes. Depending on the age of
the participant, they may either create a recording in interview style, or come up with their own script.
• To prepare, participants should rst write down their ideas as a rough dra or outline.
• Each participant should begin their recording with: 1. eir name 2. eir age 3. Where they are from
• From there, participants should be given the option to use their creativity when recording, as prizes will be
given to the top three BirdNote submissions. However, if guidance is needed, suggested prompts are available
on page 8.
• Recordings should be 30 seconds to one minute in length. Have participants practice with their partner or
parent before recording begins. It may help to set a timer to help the participant gauge how long they will have
to record.
• If time allows, participants may share their recordings with the group once recording is completed.
Ages: 8 -Adult
All children should be accompanied
by an adult or supervisor to help with
the recording and guide them through
questions.
Objective
• To check the participants’
knowledge about what they
learned today.
• To inspire creativity and abstract
thinking in relation to birds.
• To deepen participants’
connection to birds in day-to-
day life.
Time
45-60 minutes
Materials
Voice Record app, paper,
pencilsTranscripts of the
BirdNote clip are available
in both English and
Spanish in the appendix of
the booklet.
Participants will have the opportunity to create their
own BirdNote recording. Aer listening to one nal
BirdNote audio, they will use a recording app on a cell
phone or computer to explore their connection to birds.
e activity will allow participants to recognize what
role birds play in their lives, how plastic pollution is
impacting wildlife and what changes can be made to
support the birds.
RECORD YOUR VOICE
8
Android:
Easy Voice Recorder
iPhone:
Voice Memos
Audio Recording
Prompts and Questions
“ For BirdNote, I’m
9
Begin each recording with your: ■ Name ■ Age ■ Where you are from
Check your top 3 favorite questions or come up with your own bird-related ideas to talk about
during your recording. On the backside of this sheet, write out the answers to your questions.
You may use your paper read from during your recording if it helps you. Decide if you would
like someone to interview you during your recording or if you would like to talk on your own.
☐ When do you see birds?
☐ What are you doing when birds are nearby?
☐ What’s your favorite kind of bird? Why?
☐ Describe a day in the life of a bird.
☐ One morning you look up in the sky and see thousands of birds ying to the north.
What’s happening? How do you nd out?
☐ What are your favorite birds from pop culture?
☐ What would it feel like if your arms were wings and you could easily y through the sky?
☐ Do you see more birds in nature or within society (TV, sports, games, etc)?
☐ What have you learned today about plastic pollution and birds?
☐ Do you try to reduce your impact on the environment?
☐ What plastic item do you think you could live without?
☐ What are some ways you think you could help birds?
☐ If you could put words to a bird’s song, what do you think they are singing about?
☐ What would you add to your backyard to improve a backyard bird habitat?
☐ What do you think birds do to have fun?
☐ Some birds dance or show o brightly colored feathers. If you were a bird what would
your feathers look like? Would you have a special dance?
☐ You’re a bird in a nest protecting eggs. What kind of dangers do you encounter? How do
you protect the eggs?
© Rocío Landivar
“is is BirdNote! My name is . I am years old, from .”
NAME
. ”
NOTES
“is is BirdNote! My name is . I am years old, from .”
Begin each recording with:
End each recording with:
“ For BirdNote, I’m
. ”
10
NAME
Transcript Appendix
11
Migration: Innate or Learned?
Written by Frances Wood
is is BirdNote!
[Sound of ock of Canada Geese in ight]
Two sure signs of fall are wintering waterfowl appearing
on lakes, and shorebirds settling into saltwater marshes.
[Sound of ock of Dunlin in ight] How do migrating
birds manage to return to the same location year aer
year? Do they learn from their parents, or do they just
know how to migrate? e answer is: both!
Aer nesting in the far north, many shorebird parents
leave their young and migrate south without them. A
few weeks later, when the young are more mature, they
must take ight on their own. Still, they manage to nd
their parents on the wintering grounds. [Editor’s note:
e young do not actually nd their parents but do
spend the winter in New Zealand.] ese birds have the
innate ability to know where to go.
One amazing example is the Bar-tailed Godwit [Sound
of Bar-tailed Godwit], a bird that begins life in northern
Alaska. e parents are long gone when the young begin
migrating, yet they link up with their parents 6,800
miles away in New Zealand. [Editor’s note:
e young do not actually link up with their parents but
do spend the winter in New Zealand.]
e young of other bird species, such as geese, need to
be shown the way. e parents wait until the young are
ready to migrate, then adults and young travel together,
following familiar landmarks to their winter homes.
Both ways of migrating are remarkable. And both work
just ne.
[Call of Bar-tailed Godwit]
To see a photo of the amazing Bar-tailed Godwit, come
to our website, BirdNote.org. I’m Mary McCann.
Migración: ¿Innata o Aprendida?
Redacción: Frances Wood
¡Esto es BirdNote!
[Sonido de parvada de Gansos Canadienses en vuelo]
Sabemos que ha llegado el otoño cuando aparecen en
los lagos las aves acuáticas que han viajado para pasar
el invierno y las aves costeras se acomodan en las
marismas.
[Sonido de parvada de Correlimos en vuelo]
¿Cómo se las arreglan las aves migratorias para
regresar al mismo sitio año tras año? ¿Aprenden de
sus padres o simplemente saben cómo migrar? ¡La
respuesta es – ambos!
Tras anidar en el lejano norte, varias aves costeras
padres dejan a sus polluelos y migran hacia el sur sin
ellos. Algunas semanas después, cuando los polluelos
han madurado un poco, deben emprender solos el
vuelo. Sin embargo, se las arreglan para hallar a sus
padres en los sitios donde pasan el invierno. (Nota
del editor: En realidad, los polluelos no encuentran
a sus padres, pero permanecen en Nueva Zelanda
durante el invierno). Estas aves tienen la habilidad
innata de saber a dónde ir.
Un ejemplo sorprendente es la Limosa de Cola
Rayada (sonido de la Limosa de Cola Rayada), un ave
que empieza su vida en el norte de Alaska. Cuando
los jóvenes empiezan a migrar, los padres se han
ido hace buen rato; sin embargo, se reúnen con sus
padres a 6,800 millas en Nueva Zelanda (Nota del
editor: En realidad, los polluelos no se reúnen con sus
padres, pero permanecen en Nueva Zelanda durante
el invierno).
A las aves jóvenes de otras especies, tales como los
gansos, se les debe mostrar el camino. Los padres
esperan hasta que los polluelos estén listos para
migrar y luego adultos y jóvenes migran juntos hacia
sus hogares de invierno, guiándose mediante puntos
de referencia que les son familiares. Ambos tipos de
migración son asombrosos. Y ambos funcionan muy
bien.
[Vocalización de Limosa de Cola Rayada]
Si deseas ver una fotografía de la espectacular Limosa
de Cola Rayada, visita nuestro sitio web, BirdNote.
org. Soy Mary McCann.
12
Birds and Bird Conservation Matter An Interview
with David Yarnold, President of Audubon
Interview by Chris Peterson
is is BirdNote.
[Calls of Sandhill Cranes]
We like to know what leaders value. Here, David
Yarnold, president of Audubon, describes being
deeply moved by birds: “I was in Kearney, Nebraska
to watch the Sandhill Cranes and when they took o
at dawn, … twenty thousand of them, and it was just
deafening…. You know, the juveniles with their high-
pitched screeches, it just made the hair on my arms
stand up!”
And on the Atlantic Flyway, south of Charleston,
there’s a small barrier island called Deveaux Bank…
[Calls of Brown Pelicans, Sandwich terns]
“…it’s home to about 5,000 pairs of breeding Brown
Pelicans, and I had the chance …to take my wife and
daughter out there – and there were oystercatchers
…and terns and the pelicans and … they just lled
the air and it was one of those moments when you
know…you’re in some other creature’s place on earth!
Very magical place to be.”
We asked David why bird conservation matters.
“…I know that where birds thrive, you’re going to
have clean water and clean air, and that’s …good for
kids, it’s good for birds, so conservation to me is a
core principle about how to live my life.”
You’ll nd a link to Audubon on our website,
birdnote.org. [Sandhill Cranes]
And once again about those cranes?
“So if I do have a sound in my soul now, it’s the
Sandhill Cranes.
[Calls of Sandhill Cranes – thousands]
Las Aves y la Conservación de las Aves Sí Importan
Entrevista con David Yarnold, Presidente de
Audubon
Entrevista por Chris Peterson
¡Esto es BirdNote!
[Vocalizaciones de Grulla Canadiense]
Nos gusta saber qué es lo que los líderes valorizan.
Aquí, David Yarnold, Presidente de Audubon,
describe cuán profundamente lo tocan las aves:
“Estaba yo en Kearney, Nebraska con el propósito
de observar las Grullas Canadienses y despegan
al amanecer… veinte mil grullas… y fue
ensordecedor… sabe usted, los gritos agudos de los
jóvenes, ¡provocaron que los vellos de mis brazos se
pusieran de punta!”
Y en la Ruta de Vuelo del Atlántico, al sur de
Charleston, existe una pequeña isla de barrera
llamada Banco de Deveaux… [vocalizaciones de
Pelícanos Marrones, Charrán Patinegro]
“…es el hogar de aproximadamente 5,000 parejas
de Pelícanos Marrones que se reproducen y tuve la
oportunidad… de llevar a mi esposa y a mi hija– y
había ahí Ostreros… y Charranes y Pelícanos…
y llenaron el aire y fue uno de esos momentos en
que, usted sabe, ¡está usted en el sitio de alguna otra
criatura del mundo! Un sitio sumamente mágico”.
Preguntamos a David por qué importa la
conservación de las aves.
“…Sé que donde las aves viven bien, hay agua y aire
limpios, y eso … es ideal para los niños, es bueno
para las aves, así que para mí la conservación es un
principio básico para saber vivir la vida”,
Hallarás un vínculo con Audubon en nuestro sitio
web, birdnote.org. [Grullas Canadienses]
Otra vez, ¿y esas grullas?
“Así que, si tengo un sonido en el alma ahora, es el
que producen las Grullas Canadienses”.
[Vocalizaciones de Grullas Canadienses– por miles]
[Vocalizaciones durante vuelo – incluyendo de
alarma- de Zarapitos]
13
IF It Weren’t for Birds
Written by Dennis Paulson
is is BirdNote!
[Medley of Western Meadowlark, Willow Flycatcher,
and drumming of Downy Woodpecker]
If it weren’t for birds, how many of us would be
invited to enjoy nature? ink how seldom we
experience animals other than birds. Most of us rarely
see wild mammals, with the exception of squirrels
and their relatives and some of the large grazers, such
as deer.
Reptiles and amphibians are mostly shy and secretive.
Like most small mammals, they are active only at
night. Except for the larger butteries and dragonies,
insects and other invertebrates are so small they’re
usually beneath our notice. Crickets and katydids do
entertain us at night, but invisibly.
[Cricket call]
Birds are all around us, easily seen and enjoyed.
When we look into our backyards or drive across
country, most of the animals we see are birds. Most
are active during the day. During the breeding season,
males sing - [House Finch] and display, oen in ight
- [Snipe winnowing]
Many birds hunt on the wing, and it is a safe bet that
you will see one if you take the time to watch the
sky. Birds mark the seasons with their migrations,
sometimes in large ocks.
[Honking of ock of Canada (Cackling) Geese]
In fact, birds are — quite simply — unavoidable.
[Western Meadowlark]
How many fewer nature-lovers there would be, if it
weren’t for the more than 10,000 species of birds.
Today’s show is dedicated to the memory of Gretchen
Hull, a great friend to, and protector of, birds
everywhere.
Si No Fuera por las Aves
Redacción: Dennis Paulson
¡Esto es BirdNote!
[Popurrí de Turpial Gorjeador, Mosquero Saucero y
tamborileo de Carpintero Pubescente]
Si no fuera por las aves, ¿cómo se nos invitaría a
muchos a disfrutar de la naturaleza? Piensa cuán
pocas veces podemos tener experiencias con
animales que no son aves. La mayoría rara vez vemos
mamíferos salvajes, con la excepción de ardillas y sus
parientes, y algunos grandes herbívoros, como los
venados.
Los reptiles y anbios son, en su mayoría, tímidos
y herméticos. Como la mayoría de pequeños
mamíferos, muestran actividad sólo durante la noche.
A excepción de las grandes mariposas y libélulas, los
insectos y demás invertebrados son tan pequeños que
casi ni los percibimos. Los grillos y chapulines nos
entretienen durante la noche, aunque son invisibles..
[Vocalización de grillo]
Las aves siempre nos rodean y fácilmente podemos
verlas y disfrutarlas. Cuando observamos nuestros
jardines traseros o conducimos en el campo, la mayor
parte de animales que vemos son aves. La mayoría de
las aves exhiben actividad durante el día. Durante la
época de reproducción, las aves cantan -
[Zanate Doméstico]
y se lucen, generalmente mientras vuelan -
[Agachadiza gorjeando]
Varias aves cazan mientras vuelan, y es bastante
probable que veas una si te tomas el tiempo de
observar el cielo. Las aves marcan las estaciones con
sus migraciones, a veces en grandes parvadas.
[Bocinazos de parvada de Gansos Canadienses]
Es más, las aves son — sencillamente — inevitables.
[Zanate Doméstico]
Cuantos menos amantes de la naturaleza habría si no
fuera por las más de 10,000 especies de aves.
El programa de hoy está dedicado a la memoria de
Gretchen Hull, gran amiga y protectora de las aves
todas partes.
14
Big Bird - Kind-hearted Celebrity
Written by Bob Sundstrom
is is BirdNote.
ere’s at least one bird that nearly everyone knows
on sight – toddlers, teens, millennials, seniors. And
whether they live in the city or out in the country,
they know this bird by his song.
[Big Bird sings “la la la . . . it’s a nice day on Sesame
Street,”
Big Bird stands 8 feet, 2 inches tall, with lemon-yellow
feathers, pink legs, orange feet, and a long nose. Or
is it a beak? He’s been a Sesame Street celebrity since
1969, cutting a colorful gure for pre-school fans
and their parents across the world. Oen found in
the company of Snueupagus, when o-screen, he
relaxes with his teddy bear, Radar, in a huge nest in
back of a brownstone at 123 Sesame Street.
When Big Bird rst saw the alphabet, he thought it
was one really, really long word. But that didn’t slow
him down. Just listen.
[Big Bird singing the alphabet]
ABCDEFGHIJKLMNOPQRSTUVWXYZ (spoken by
Michael)
Big Bird is really a big kid with a kind heart, who
makes friends everywhere he goes. He helps children
feel okay about not knowing everything because, well,
Big Bird is still guring things out himself.
For BirdNote, I’m Michael Stein.
Abelardo – El Ave No-Voladora Favorita de
América
Redacción: Bob Sundstrom
¡Esto es BirdNote!
Existe por lo menos un ave que casi todos conocen
al nada más verle – niños, jóvenes, milenials, adultos
mayores. Y aunque viva en la ciudad o en otro país,
conocen a esta ave gracias a esta canción.
[Abelardo canta “la la la . . . es un lindo día en Plaza
Sésamo”]
Abelardo mide 8 pies y 2 pulgadas, tiene plumas
color amarillo limón, piernas color de rosa, pies
color naranja y una larga nariz. ¿O será pico? Ha sido
celebridad de Plaza Sésamo desde 1969, mostrando
su colorida gura para deleite de sus fanáticos de
preescolar y sus padres en todo el mundo. Por lo
general se le ve acompañado de Snueupagus; fuera
de cámaras, se relaja con su osito de peluche, Radar,
en un enorme nido en la parte trasera de una casa en
el 123 de Plaza Sésamo.
Cuando Abelardo conoció el alfabeto, creyó que se
trataba de una sola palabra muy, muy larga. Pero eso
no lo inmutó. Sólo escucha.
[Abelardo canta el alfabeto]
ABCDEFGHIJKLMNOPQRSTUVWXYZ
(interpretado por Michael)
Abelardo es un niño muy grande, con un corazón
bondadoso, que hace amigos doquiera que va. Ayuda
a que los niños se sientan bien, aunque no lo sepan
todo porque, bueno… Abelardo aún sigue pensando
cómo van las cosas.
Para BirdNote, soy Michael Stein.
15
Midway Project - e Plastic Gyre, with Chris
Jordan
Interviewed by Chris Peterson
is is BirdNote.
is is BirdNote.
[Music from “Unconditional” by Christen Lien’s
album Battle Cry]
Artist Chris Jordan brings a deep energy to a huge
environmental problem - the accumulation of plastic
debris in the world’s oceans. He’s photographing its
eect on the Laysan Albatrosses of the North Pacic’s
Midway Island.
[Laysan Albatross adults and chicks]
Adult albatrosses mistake pieces of plastic for squid
and sh and feed them to their chicks – unwittingly,
killing them. Chris tells us:
CJ II 2:30 … the interior of the island is completely
covered with… magic markers and cigarette lighters
and toothbrushes and ip op sandal chunks and
random chunks of plastic…we found a plastic
Buddha,… And all of that plastic came into the island
inside the stomachs of albatross and were fed to their
babies who died, and was released that way CJ II 4:20
…to be in one of the remotest islands on the planet
and to see that much pollution… it’s like the earth’s
alarm system going o.
CJ III :32 …but until I stood on Midway surrounded
by …hundreds of thousands of baby albatrosses
that were in advanced stages of dehydration and
starvation with their bodies lled up with plastic, I
never felt my love for the planet earth so deeply...I
went through the feelings of horror and shame and
fear and grief to get to that love.
Chris has faith in a culture’s ability to correct its
course.
CJI 5:15 “….art helps us connect with what we feel
about things… and that’s when we act… when we feel
something deeply….
Find a link to Chris Jordan’s photos of the albatrosses
of Midway on our website, birdnote.org.
Proyecto Midway – El Giro del Plástico, con Chris
Jordan
Entrevistado por Chris Peterson
Esto es BirdNote.
[Música de “Unconditional”, del álbum Battle Cry de
Christen Lien]
El artista Chris Jordan trae una profunda energía a
un enorme problema ambiental – la acumulación de
residuos de plástico en los océanos del mundo. Él
fotografía cómo esta acumulación afecta los Albatros
de Laysan en la Isla Midway del Pacíco Norte.
[Albatros de Laysan adultos y polluelos]
Los Albatros adultos confunden los residuos de
plástico con calamares y peces y los alimentan a sus
polluelos – sin querer, los matan. Chris nos dice:
CJ II 2:30 … el interior de la isla está totalmente
cubierto con … marcadores y plumones y
encendedores para cigarrillo y cepillos de dientes y
pedazos de sandalias de baño y trozos de plástico
de cualquier tipo… hallamos un Buda de plástico…
y todo ese plástico llegó al interior de la isla dentro
de los estómagos de los albatros y luego, al morir
esos albatros, se les alimentó a los polluelos, que
murieron, y así sucesivamente CJ II 4:20 … estar en
una de las islas más remotas del planeta y ver tanta
contaminación … es como si el sistema de alarma del
mundo estuviera advirtiéndonos.
CJ III :32 …pero hasta que me paré en la isla Midway,
rodeado por… cientos de miles de polluelos de
albatros en estado avanzado de deshidratación y
hambruna, con sus cuerpos llenos de plástico, nunca
sentí mi amor por el planeta tan profundo… pasé por
sentimientos de horror y vergüenza y miedo y pesar
para llegar hasta ese punto de amor.
Chris tiene fe en que la cultura podrá corregir el
curso erróneo.
CJI 5:15 “…el arte nos ayuda a conectarnos con lo
que sentimos hacia las cosas … y es entonces cuando
actuamos… cuando sentimos algo profundamente ….
© Rafael Lopez
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Environment for the Americas
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Bird Note
Birds in my culture
International Migratory Bird Day
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