Expedition Tanzania: An Interpretive Elephant Exhibit for the Reid Park Zoo by Scott Stephens

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Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

SCOTT STEPHENS School of Landscape Architecture and Planning University of Arizona 2010

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Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

A Masterâ&#x20AC;&#x2122;s Report By: Scott Stephens School of Landscape Architecture and Planning University of Arizona 2010

Committee: Lauri MacMillan Johnson (Chair) Oscar Blazquez Ron Stoltz

ABSTRACT Zoos are among the most complex institutions in the world, where the relationships between humans and animals are expressed. Through the decades zoos have evolved from early menageries conďŹ ned by undersized cages to modern day exhibits that strive to imitate natural habitats through human interpretations and constructions of nature. As living conditions for animals at zoos have steadily improved, animals have begun to express their natural behavior more readily, increasing the role of zoos as places of learning. Many children today grow up in cities with little or no access to wildlife. Studies show that children introduced to animals at an early age are more likely to have a positive attitude toward nature and conservation. This project explores the role of visitor interpretation and engagement at the zoo. The end result is the creation of a program for exhibit spaces and features for Tucson, Arizonaâ&#x20AC;&#x2122;s Reid Park Zoo, particularly as it relates to the new elephant habitat.

Key words: zoo design, visitor interpretation, visitor experience, elephant exhibit

ACKNOWLEDGEMENTS There are many people who have contributed to the this project and helped to make it a reality. Many thanks to my committee members who sat through review sessions and gave me critical feedback and encouragement throughout the process. Special thanks to my committee chair, Lauri MacMillan Johnson, who initially brought the project to my attention. Thanks to Vivian VanPeenen from the zoo for her valuable time and comments, and to the Reid Park Zoo, which made this project possible. Thanks to my parents who have played a vital role in my life, and who have been editing my papers for the past twenty years. Most importantly, thanks to my wife Amber, who has been a support to me through the long hours Iâ&#x20AC;&#x2122;ve had to put in over the past three years. I couldnâ&#x20AC;&#x2122;t have done it without you.

TABLE OF CONTENTS I. INTRODUCTION

IV. ANALYSIS

2 3 5

38 40 46

Introduction History of the Zoo Methods

Contextual Analysis Zoo Analysis Site Analysis

II. LITERATURE REVIEW

V. DESIGN

8 11

54 58 62 82

15 20

Evolution of Zoos Attracting and Engaging Visitors Components of Visitor Education Elephants and their Environment

Design Implications Process Final Site Design Interpretive Components

III. CASE REVIEWS

VI. APPENDIX

98 106 108

28 30 32 34

Wildlife World Zoo and Aquarium Arizona Sonora Desert Museum Phoenix Zoo San Diego Zooâ&#x20AC;&#x2122;s Elephant Odyssey North American Museum of Ancient LIfe

Supplemental Materials References Image Sources

INTRODUCTION CONTENTS INTRODUCTION HISTORY OF REID PARK ZOO METHODS

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

Introduction INTRODUCTION In an era where conservation issues have become forefront in the public’s mind, modern zoos have emerged as one of the main sources for educating the community about sensitive ecological issues. By exposing children of all ages to animals of the world and the environment we share with those animals, children can develop positive attitudes toward conservation at an early age (Andersen 2003). This is a daunting task that has been compounded by the high costs of running a zoological park amidst the recent onslaught of budget cuts. While one of the main goals of zoos is to educate the public, the majority of visitors come to the zoo for entertainment. It is to this end that zoos focus on the development of quality experiences that engage visitors. In recent years, the demand for visitor experience has extended beyond the realm of zoos to a growing list of everyday businesses. Zoos now have to create richer experiences to compete with other proﬁt and non-proﬁt recreational and entertainment facilities for visitor dollars (Andersen 2003, Hallman & Benbow 2006, Pine & Gilmore 1999). The new elephant exhibit at Tucson’s Reid Park Zoo should strive to be at the forefront of visitor engagement and education. Particular emphasis needs to be placed on developing quality

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

experiences, and relating those experiences back to the lives of visitors.

SCOPE OF PROJECT This project focuses on providing the Reid Park Zoo with interpretative spaces/features relating to the new elephant exhibit. The design includes a site plan with corresponding interpretive elements as well as the layout and design of interpretive elements for an interpretive shelter.

GOALS AND OBJECTIVES 1) Develop an interpretive model for the Reid Park Zoo that is both engaging and educational, and will inform the design of future exhibits and the renovation of existing exhibits. Objective: Minimize the use of signage, stimulate the imagination, foster learning through selfdetermination and observation of animals and the landscape, and relate experiences back to visitors’ lives. 2) Apply the developed guidelines to create an interpretive space for the new elephant exhibit. Objective: Create a space that tells the story of elephants and their habitat.

HISTORY OF THE REID PARK ZOO The Reid Park Zoo began as a small petting zoo in 1965 and was ofﬁcially established as a traditional zoo in 1967 by the city of Tucson’s then parks and recreation director Gene Reid. The primitive collection consisted of birds, prairie dogs, farm animals, and a few squirrel monkeys (Reid Park Zoo). The zoo began exhibiting elephants in 1968 with the acquisition of two Asian elephants from a traveling petting zoo: a three year-old bull named “Sabu” and a one year-old cow named “Connie.” In 1974 the elephants were moved from a small enclosure on the northwest side of the zoo to a larger, more centrally located enclosure. In 1981 Sabu was euthanized due to a progressive debilitating hip ailment. With the passing of Sabu, the zoo purchased a two year-old female African elephant named “Shaba” from the Catskill Game Farm in 1982 (Reid Park Zoo 2003). Through the years, the zoo expanded to a 17acre campus with more than 500 species and more than 500,000 visitors annually. In 2000, the City of Tucson Parks and Recreation Department commissioned a scientiﬁc community survey of 3,600 households in the Tucson Community. The survey found that more than half of Tucson households had used the Reid Park Zoo within the last two years and 52% of the community felt the zoo was the most

important recreation facility for the city to provide. Neighborhood parks came in second at 29% (Reid Park Zoo, Reid Park Zoo Master Plan). The zoo is divided into four zones: Africa, South America, Southeast Asia, and Adaptation with a mission “to encourage human commitment to the conservation of biological diversity and to provide educational and fun experiences for visitors of all ages.” With this focus, the zoo has gained a reputation as one of the ﬁnest small zoos in the country, and is accredited by the Association of Zoos and Aquariums (Reid Park Zoo, Reid Park Zoo Master Plan). ABOVE: Reid Park Zoo’s current logo.

On July 20, 2006, the Reid Park Zoo announced that it would undertake its largest expansion yet, increasing the zoo’s size by 7 acres. The ﬁrst part of the expansion was the Lee H. Brown Family Conservation Learning Center, which in 2008 became Tucson’s ﬁrst building to receive LEED platinum accreditation. The second part of the expansion will be a new elephant exhibit, of which 3.5 acres will be dedicated toward an elephant habitat that will allow the elephant herd to increase in size from two elephants to six (Tucson Citizen 2006).

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

Introduction REID PARK ZOO TIMELINE 1965

ABOVE: Lee H. Brown Family Conservation Learning Center.

• City of Tucson Parks and Recreation director Gene Reid begins collection of pheasants, peafowl, and guinea fowl. 1966 • Collection expands to include a 1.5 acre assortment of prairie dogs and squirrel monkeys known as “Randolph Park Children’s Petting Zoo.” 1967 • Zoo is ofﬁcially established and begins to receive funding from the city. • Zoo’s collection rapidly expands, adding to its collection: alligator, camel, primates, tapir, leopard, and bear. 1968 • Asian elephants Connie and Sabu are added to collection. • Name is changed to “Randolph Park Zoo.” 1972 • Admission fees are instituted for the ﬁrst time. • Park expands to a total of 14 acres. 1973 • Leopard exhibit is constructed. 1974* • Current elephant exhibit is constructed. 1975 • Polar bear exhibit is constructed. 1976 • Rhino exhibit is constructed. • Macaw exhibit is constructed. • “The Friends of Reid Park Zoo” is organized and incorporated. 1977 • African Veldt exhibit is constructed. • New docent program is formed. 1978 • Asian Grassland exhibit is constructed. • Hippo exhibit is constructed. • Park expands by 2 acres bringing the total to 15 acres. • Name is changed to “Reid Park Zoo” in honor of founder Gene Reid. 1979 • Health center is constructed.

1981

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

1982 1983 1985 1987 1988 1990 1991 1992

1993 1997 2001 2006 2008

• Asian elephant Sabu is euthanized due to a debilitating hip ailment. • Park expands by 2 acres, bringing the total to 17 acres. • African elephant Shaba is added to collection. • Waterfowl exhibit is constructed. • Lion exhibit is constructed. • Tiger exhibit is constructed. • Sun bear exhibit is constructed. • Zoo administration building is constructed. • Giraffe exhibit is constructed. • Polar bear exhibit is remodeled. • Primate exhibits are remodeled. • Zoo celebrates its 25th anniversary. • Asian Grassland exhibit is converted into an African Savanna exhibit. • Inaugural “Festival of Lights” takes place. • Inaugural “ZOOcson” fundraiser takes place. • South America exhibit is constructed. • Land is set aside for a 7 acre expansion of the zoo increasing the total to 24 acres. • Zoo announces that it will expand by constructing a new elephant habitat. • $4 million LEED platinum Conservation Learning Center is unveiled.

(History of Reid Park Zoo Chronoligical Development, Zoo Elephant Management Protocol) * there are several discrepancies between sources concerning some of the dates.

Literature Review

Case Reviews

Components of Interpretation

Design Program & Implications

Design

Site Analysis

METHODS The purpose of this project is to develop an interpretive model for the Reid Park Zoo, and apply that model to the creation of interpretive spaces for the new elephant habitat. The process began with a review of literature relating to the evolution of zoos, attracting and engaging visitors, visitor education, and elephants and their environments. Information gathered from the literature review was then used to develop a set of parameters by which case reviews could be evaluated.

A site inventory and analysis of the Reid Park Zoo and expansion area was performed. This included visits to the site, an analysis of construction documents, and meetings with Vivian VanPeenen, the zooâ&#x20AC;&#x2122;s education curator. Through the processes of literature review, case reviews, and site analysis, a list of design implications was generated to inform the design of the spaces and exhibits. A series of concepts were then developed, with one concept selected for ďŹ nal development.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

LITERATURE REVIEW

CONTENTS EVOLUTION OF ZOOS ATTRACTING AND ENGAGING VISITORS VISITOR EDUCATION ELEPHANTS AND THEIR ENVIRONMENTS

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

Literature Review LITERATURE REVIEW

ABOVE: An 1830 work of art depicting the waterfowl lawn at London Zoo, the world’s ﬁrst zoo to be open to the public.

A literature review is an analysis of current knowledge and theory pertaining to a specific field of academia or professional practice. This literature review explores four topics related to the design of zoos and the creation of interpretive exhibits. The review begins with a study of the history of zoos as they have evolved over time and includes current trends in zoo design. The next two sections are focused on visitor experience, specifically the components of attracting, engaging, and educating visitors. The last section of the literature review is a study of elephants and their environments, with the purpose of identifying key points to interpret through the design. Sources of information reviewed include: books, journals, academic articles, and various on-line resources.

EVOLUTION OF ZOOS ABOVE: Old animal enclosures did little to foster a sense of appreciation or respect for animals.

Origins Humans have been exhibiting dangerous and exotic animals in one form or another for about ﬁve thousand years. Some of the most powerful kings, queens, pharaohs, and philosophers kept animal collections for personal enjoyment and the entertainment of their guests. Animals were often received as gifts from travelers and explorers hoping to gain ﬁnancial backing for future journeys

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

(Croke 1997, Polakowski 1987). The display of the animals traditionally said little or nothing about the animal or its environment, but spoke volumes about its possessor. Royal processions were accompanied by spectacles of wild beasts, bright banners, and glittering gold. Military conquests of distant nations yielded unfamiliar and exotic animals (Croke 1997, Polakowski 1987).

Menagerie With the advent of new shipping routes and increased trade in the seventeenth and eighteenth centuries, menageries began to appear as symbols of power and colonialism wherever there was a thriving port. In societies with a love of knowledge and scholarship, the study of animals became a discipline (Croke 1997, Polakowski 1987). In 1828, the London Zoo gave birth to our modern concept of zoos. The notion behind the London Zoo was that animals would be applied to a useful purpose or as objects of scientiﬁc research, not mere admiration. With admission restricted to members and their guests, attendance at the zoo in 1830 was 224,745 visitors. As the novelty of the zoo wore off, attendance dropped, and in 1846 the zoo became perhaps the ﬁrst to be opened to the general public (Croke 1997). As zoos became larger and more accessible to

the general public, animals were displayed like a postage-stamp collection, with one of every kind. Animals were sorted taxonomically in animal houses such as the monkey house, or the feline house. The design of these cages and enclosures had little if any representation of nature or the animal’s origin, and often resembled churches or mosques (Croke 1997, Polakowski 1987).

Natural Design The first “naturalistic” zoo display emerged in 1907 from a man with a vision and a flat potato field outside Hamburg Germany. After amassing a fortune from the trade of animals, Carl Hagenbeck dramatically revolutionized zoos in 1907 with his design of Tierpark Hagenbeck. His vision was to display animals without bars or fences where there would be no visible barrier between predators, their prey, and human onlookers. To permit these unobstructed panoramas, Hagenbeck relied heavily on reinforced concrete in the creation of moats, artificial rocks, and winding walkways which were interspersed with hedges and vegetation. Though hardly a reproduction of animals in their natural living environments, the new display was a definite step in the right direction and became tremendously popular among zoo patrons (Croke 1997, Polakowski 1987). In addition to displaying animals in a “naturalistic” manner, Hagenbeck’s zoo was also the first zoo

ABOVE: An example of natural design from Tierpark Hagenbeck. Note there are no bars or fences between animals.

to display animals zoogeographically, where animals are arranged according the geographic region from which they originate, as opposed to taxonomically, which was standard for the time. Although it was not until the 1930s that most zoos began to adopt “naturalistic” design and arrange animals zoogeographically, Hagenbeck’s inﬂuences can still be seen in zoo design today (Hanson 2002, Polakowski 1987).

LEFT: Lied Jungle at the Henry Doorly Zoo in Omaha is an excellent example of immersion design. Visitors are in a tropical rainforest environment housing more than a hundred species of animals in addition to hundreds of exotic birds and plants.

Immersion Design Initiated in the renovation of Seattle’s Woodland Park Zoo in the 1970s, “landscape immersion” was pioneered as a new theory in zoo design. Coined by landscape architects, landscape immersion is an attempt to envelop zoo visitors in animals’ environments rather than placing animals in a

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

Literature Review

ABOVE: One of the main focuses of zoos today is the protection of threatened and endangered species as well as the education of the public.

Design Implications: -Foster an appreciation and respect for animals through educating the public. -Make visitors aware of the zoo’s research and conservation activities.

park (Hanson 2002). Through the use of elevated walkways and ﬂoating boardwalks, people can become more conﬁned than the animals themselves. Studies indicate that when humans are placed in a subordinate position to animals and related landscapes they are predisposed to learn from the experience. Alternatively, when humans are placed in a superior position, they tend to feel dominant over the animals and thus learning is impaired. To create an immersion experience for zoo visitors, they must become part of the animals’ environment. Animal habitat and related ecosystems are an important aspect in this model of design. Additionally, potential distractions such as large crowds of people, barriers, support structures, and unrelated objects are removed. A well designed immersion exhibit engages visitors’ sight, sound, touch, and smell in telling stories through multiple means and messages imbedded in the landscape (Coe & Mendez 2005).

Conservation Center Historically, zoos had been net consumers of animals. With passage of the Endangered Species Act in 1973, zoos became limited in the collection of many different species and were forced to start captive breeding programs (Polakowski 1987). A 1984 article in Parade magazine based on a report by the Humane Society, made headlines with its list of the ten worst zoos in the United States (Hanson 2002). The American Association of Zoological

10 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

Parks and Aquariums (AAZPA, now known as AZA) responded by implementing an accreditation program to establish and uphold zoological standards. To obtain and maintain accreditation, an organization must meet or exceed the strenuous standards set forth by the AZA, which focuses on animal management and care even extending to an institution’s ﬁnances. Of the more than 2000 zoos issued permits by the U.S. Department of Agriculture, only 221 were accredited by the AZA as of September 2009 (Association of Zoos and Aquariums, Hancocks 2001). As the list of threatened and endangered species continues to grow, zoos are playing an increasingly important role in the survival of species and the education of the general public (Ballantyne et al. 2007, Hanson 2002). Today, the quality of a zoo is no longer measured by the number of species it contains, but by its propagation results, its research and conservation activities, and its education of the general public (Polakowski 1987).

ATTRACTING AND ENGAGING VISITORS

LEFT: The Rainforest Cafe is an example of a restaurant that focuses on selling an experience as much as it focuses on selling food.

Visitor Experience Visitor experience is the starting point for all zoo interpretation and education. It is not so much about entertaining visitors, but about engaging them. It is the propelling force that transforms an ordinary event into a memorable event (Andersen 2003). At its core, visitor experience including the staging and creation of events allows visitors to better understand animals. In recent years the demand for visitor experience has extended beyond the realm of zoos, theaters, and theme parks to a growing list of everyday businesses. Zoos now have to create richer experiences to compete with other proﬁt and non-proﬁt recreational and entertainment facilities for visitor dollars (Pine & Gilmore 1999).

Experience Economy Experience has become a form of currency. It is as real an economic offering as any service, good, or commodity. This paradigm shift can be illustrated through the four-stage evolution of the birthday cake. In the “agrarian economy” of yesteryear, an individual would purchase the raw ingredients required to make a birthday cake and then make it from “scratch.” Over time the economy evolved toward a “goods based economy” where companies such as Betty Crocker found that customers were willing to pay more money for the added

convenience of pre-mixed products, where all that was required was the addition of a few ingredients. As the economy continued to evolve, it was not long before the “service economy” emerged with the convenient option of ordering custom cakes from bakeries and grocery stores at an additional cost. Today, the focus has shifted once again to an “experience economy,” where companies such as the Discovery Zone and Club Disney are set up to not only provide a birthday cake, but to stage an entire memorable event (Pine & Gilmore 1999). The desire for experience encompasses a longing to tell your own stories and create your own content. This new market has fundamentally altered the way businesses work as they strive to embrace technology and creativity in everything from health care to auto sales. The inﬂuence has even extended Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 11

Literature Review Absorption

RIGHT: The richest, most memorable experiences occur when visitors are engaged by all four realms of an experience.

Entertainment

Educational

Memorable Experience

Passive Participation

Aesthetic

Active Participation

Escapist

Immersion to architecture where the spotlight has shifted from “what it has” and “what it does” to “what you feel” and “who you are” (Johnson 2006, Klingmann 2007, Pine & Gilmore 1999).

The Realms of an Experience Experiences can engage visitors on a number of

12 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

different levels, but Pine & Gilmore identify two primary spectrums: 1) guest participation and 2) connection. Guest participation includes at one end of the spectrum passive participation, and at the other end of the spectrum is active participation. Passive

through the actual sights, sounds, and smells that surround them (Pine & Gilmore 1999).

Four Realms Depending on where they fall along the spectra, experiences can be placed into four broad categories for classiďŹ cation:

participantion includes activities such as going to the symphony or watching a ballet--the primary experince includes listening and observation. Active participation, for example, includes activities such as skiing or performing a key role in a theatre event that yields engaged experience. Like any spectrum there is a gradient between passive and active participation that might include participants such as sports spectators who do not directly participate in the event, but by being there contribute to the sights and clamor of an event that others experience (Pine & Gilmore 1999). The connection category of experience includes at one end of the spectrum absorption, and at the other end of the spectrum is immersion. People watching the Kentucky Derby on television at home can absorb the event taking place, while somebody standing in the inďŹ eld is immersed in the experience

Entertainment experiences are those in which visitors passively absorb an event transpire through their senses. It includes activities such as attending the symphony, reading a book, or going to a movie. Entertainment at its core provides visitors with pleasure and amusement. Educational experiences allow guests to absorb events unfolding before them as they actively participate. The best classroom settings take this approach. Within the context of the zoo, for visitors to learn or truly be informed an event must actively engage the mind.

LEFT: The richest experiences occur when visitors are engaged through all four realms of an experience. Different parts of the exhibit might have a greater emphasis on various realms, but cumulatively come together to form a memorable event.

Design Implications: - Create opportunities for memorable experiences that will remain in the minds of visitors for years to come. -Engage visitors on emotional, physical, and intellectual levels -Provide ďŹ rsthand experiences that engage the senses. -Immerse visitors by making them a part of what is happening around them.

Escapist experiences immerse participants in an environment in which they actively participate. This includes things such as acting in a play, going to a theme park, or climbing a mountain. Escapist experiences take visitors out of their everyday lives by providing experiences that are extraordinary. Aesthetic experiences immerse individuals in an activity or environment that they have little or no

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 13

Literature Review RIGHT: A sign at one of the Disney parks that might elsewhere read “employees only” instead reads “ worker bees only,” transforming a potentially negative cue into a positive cue.

impressions that create the experience. Besides layering an exhibit with numerous positive cues, it is important to eliminate negative cues. Most constructed spaces are littered with meaningless trivial messages that can detract from the theme of the space (Pine & Gilmore 1999).

Engaging Generations X and Y Every twenty years or so another generation is born that can be deﬁned by a unique set of trends, wants, needs, and motives. Loosely deﬁned, Generation X was born between 1965 and 1984, and Generation Y between 1985 and 2010 (Gornbach 2008). effect on. Aesthetic experiences include sightseeing or visiting an art museum or gallery. Design Implications: -Theme the experience and reinforce that theme with positive visual cues -Allow visitors to get a glimpse into the workings of the zoo and the relationships between the animals and keepers. -Provide opportunities for visitors to express themselves.

Successful experiences do not come from any one realm, but include aspects from each of the realms. The richest, most memorable experiences occur when visitors are engaged by all four realms (Pine & Gilmore 1999).

Theming an Experience Theming an experience gives visitors something with which they can organize the impressions they encounter. An effective theme is concise and compelling, and has the ability to engage visitors through all the senses. Themes should be reinforced throughout the design with positive cues. While the theme forms the foundation, the cues make the

14 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

One merely has to observe how today’s youth spend their time before it becomes readily apparent that children today are different from those of yesterday. One thing that sets today’s children apart from those of yesterday is a phenomenon known as age compression. Age compression means that children today are growing up quicker than children did a generation or even a decade ago. An understanding of the wants, needs, and interests of these emerging generations is required before one can understand how to engage them (Michman 2003). In generations past, the target markers used to deﬁne a product market were age, income, and location. Today these markers have been replaced with ﬁve qualities: experience, transparency,

reinvention, connection, and expression. While these five qualities used to define the younger generation are geared toward marketing and business, some of the principles can be carried over to attracting and engaging visitors at the zoo (Johnson 2006). Today’s younger generations have a strong desire to experience things firsthand. Where past generations may have been satisfied making charitable donations primarily through financial contributions, the younger generations of today are more likely to be found volunteering at the local soup kitchen, or traveling abroad for a semester to teach English. These generations have a strong desire to make an impact on their surroundings (Johnson 2006). Additionally, there is a demand for transparency. It is okay to be flawed, but individuals and companies need to be authentic. Customers today are looking for access, clarity, and responsibility. They might want to know, for example, how keepers at a zoo interact with the animals. (Johnson 2006). Finally, today’s generations are driven to find novel ways in which they can express themselves and their individuality. Everybody has something to say, and quirks are endearing. This includes everything from social networking, to custom designing Nike shoes online(Johnson 2006).

COMPONENTS OF VISITOR EDUCATION For zoos, visitor education is an important goal. Most people however visit zoos for recreation, not necessarily to learn something. Learning about animals is often low on the list of reasons to visit the zoo. It is therefore important that education be intimately linked with recreation as a part of the visitor experience. When properly done it can be difﬁcult to determine where one begins and the other ends (Jacobson 1999, Polakowski 1987).

ABOVE: Interpretation isn’t the mere recitation of facts, but the presenting of information in an informal manner.

Interpretation Just as a language interpreter translates a foreign language into one’s native language, interpretive elements in a zoo can communicate biological or natural events in a form easy for others to understand. Examples of interpretation extend beyond the zoo to a number of informal settings including parks, museums, reserves, and aquariums (Jacobson 1999). Interpretation at zoos today can come in the form of signs, exhibits, brochures, tours, videos, and interactive displays that educate zoo goers about diets, habitats, natural environments, the status of wild populations, and zoo-directed research programs (Hanson 2002, Jacobson 1999).

ABOVE: Children learn about the tasks of zookeepers through role playing.

Learning through interpretation differs from learning in schools in that it attempts to communicate Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 15

Literature Review Pre-determined Outcome Demonstrative

Design Implications: -Intimately connect education with recreation so that it becomes difﬁcult to tell where one begins and the other ends. -Tell stories, deliver messages, inspire contemplation, and encourage visitors to make their own discoveries through an array of contemplative, didactic, demonstrative, and exploratory displays.

Didactic

Hands-off Display

Hands-on Display

Contemplative

Exploratory

Self-determined Outcome meanings and relationships in a thematic and informal presentation, rather than through the recitation of facts. A broad approach is required in interpretation to allow for differences in learning styles and recreational preferences. Diverse activities offer educational opportunities for a wide range of audience members, from novice to

16 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

experienced, hurried to multiple-day, first-time to repeat, and children to elderly (Jacobson 1999). Museum planners have a classification system to describe the contents of indoor interpretive displays that can also apply to outdoor zoo exhibits. The classification system is defined by two spectrums

which can be divided into four quadrants or types of displays: Demonstrative displays or reconstructive displays recreate an event, scene, or historic occurrence for educational purposes. Didactic displays include educational exhibits accompanied by views, demonstrations, or objects to help tell a story or deliver a message. Exploratory displays are almost the opposite of didactic displays. Little order or interpretation is provided, and visitors are encouraged to make their own discoveries. and subtly directed to follow their own interests. Contemplative displays are the method of interpretation most routinely adopted by art galleries. They can include beautiful or inspiring vistas with plantings, objects, or quotations that are put on display for viewers to contemplate (Ambrose & Paine 1993, Jacobson 1999).

Creating a Theme Visitors can easily remember the message of an interpretive program when it is organized around a theme which serves as a central idea or major point (Jacobson 1999). Because topics are often broad and the quantity of facts is far more than a visitor can process in the length of a typical visit, designers

should focus on a few broad themes, and build the exhibit around those points. By limiting the number of themes, the likelihood of visitors recalling what they learned is increased (Carliner 2001). In deciding what themes are appropriate for an exhibit, it is important to identify a target audience and to stay true to the mission of the zoo. Exhibits that use a combination of different media are stronger than exhibits that rely on a single medium (Ambrose & Paine 1993, Jacobson 1999).

Modeling Information Information should be modeled in such a manner that visitors are forced to look a little more closely and to ask questions. When properly done, it is possible to provoke a discussion between children and adults where all take part. Adults become active interpreters as they discuss the content with the children. The adults are in turn educated making the experience and learning process a social event (Andersen 2003). An exhibit is not a book on the wall, and as such, visitors shouldnâ&#x20AC;&#x2122;t have to read all of the labels to understand the themes. Information should be presented to visitors through a series of layers where visitors can explore the exhibit in as much detail as they like and be able to leave feeling as if they learned a complete topic (Carliner 2001). If an interpretive display is done properly, when asked

ABOVE: Visitors learn more when they are encouraged to ďŹ nd the answers to their own questions through methods such as observation.

Design Implications: -Identify select themes to convey information about elephants and their habitat that will inform and teach visitors to the exhibit. -Engineer displays in such a way that visitors are forced to look a little more closely and ask questions, provoking group discussion where children and adults take part. -Employ layers of interpretation so that even after several visits there are still new things for visitors to explore and discover.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 17

Literature Review RIGHT: The end goal of conservation education is action on the part of individuals.

Design Implications: -Empower visitors with the tools and solutions they need to do things locally that will have an impact of conservation issues and their own day-to-day behaviors. -Create ways to bring visitors to the zoo outside standard operating hours for unique and personal experiences. -Incorporate human and ecological components in the exhibit so visitors can begin to see other parts of the world through the eyes of those that inhabit them.

Zoos involved in in situ conservation have access to authentic conservation stories which can be passed on to the visitors (Andersen 2003). It is important for zoos to inspire visitors to do things locally that will have an impact upon conservation issues to bring about changes in the visitors dayto-day behavior. Imaginative education programs and exhibit designs can spark human curiosity which can then be directed into positive action on behalf of animals and real life situations. The end goal of conservation education is action on the part of individuals (Fernandez 2009, Polakowski 1987). what the exhibit was about, visitors should be able to respond with the theme (Jacobson 1999).

Conservation Education Today, one out of every four mammals is considered threatened. Zoos are homes to animals now extinct in the wild (Koebner 1994, Rabb 2004). Animals on display in the zoo serve as ambassadors for the survival of their species in the wild (Hancocks 2001). The plight of animal species has become a familiar feature in the media, with most visitors being readily aware of conservation problems (Fernandez 2009). The role of zoos then is to foster an appreciation and respect for animals, and to give visitors the tools and solutions they need to make a difference.

18 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

Zoos can serve the community as a model by applying common sense in the conservation of natural resources and energy whenever possible. Composting and recycling are commonplace evidence of such efforts. Conservation practices should be employed that emulate nature and natural processes (Rabb 2004). Visitors can participate in conservation by making donations, wise consumerism, signing petitions, writing support letters, or making phone calls to legislators. When visitors act in some citizenship capacity, they should be rewarded for their efforts. Awards may include: newsletters, coupons, passes to the zoo, photographs, t-shirts, etc. (Swanagan 2000). It may even be possible to ďŹ nd corporate sponsors willing to match visitor donations (Croke

of zoo marketing is to turn strangers into visitors, visitors into participants, and participants into believers” (Polakowski 1987, p. 29). Extended day programs have the ability to do just that through: animal feedings, behind the scenes visits, live animal encounters, dinner venues, specialized tours based on various themes, and overnight programs (Coe and Mendez 2005, Croke 1997).

Cultural and Ecological Infusion

1997). Being able to demonstrate positive outcomes is central to being accepted as a legitimate player in environmental conservation (Weiler 2009).

Extended Day Programs Zoos are often busy during the daytime with large and noisy crowds. Extended day programs bring visitors to the zoo outside of standard operating hours for an additional fee and provide for unique and intimate experiences with the animals. Many animals are most active during the cooler morning and evening hours, or nocturnal. When exhibits operate outside the typical 9-5 work hours, species can be shown at their best (Coe and Mendez 2005, Croke 1997, Polakowski 1987).

When one has the opportunity to visit animals in the wild, they are exposed to far more than the animals themselves. Visiting animals in the wild imparts a general awareness of local cultures and ecosystems. By incorporating human and ecological components in the exhibit, visitors can begin to see other parts of the world through the eyes of those who inhabit them. Cultural and ecological education should remain as a secondary purpose of the exhibit (Coe and Mendez 2005, Polakowski 1987).

ABOVE: An African themed exhibit at the Woodland Park Zoo beneﬁts visitors with some of the culture and ecology they might ﬁnd with the associated animals. LEFT: Events like this sleepover at the London Aquarium bring visitors to the zoo after standard operating hours for a more interactive and educational experience with the animals.

Glen Ehey, Director of Marketing and Public Relations at Brookﬁeld Zoo once said “The goal

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 19

Literature Review ELEPHANTS AND THEIR ENVIRONMENT Ecosystem

ABOVE: A kopje, rich in biodiversity, accentuates the African Savanna.

One of the least developed and poorest countries in the world, Tanzania is arguably the richest in wildlife. With 25 percent of the country’s land under some form of protected status, Tanzania boasts 14 national parks and numerous game reserves, which collectively harbor an estimated 20 percent of Africa’s large mammal population (Tanzania National Parks). Serengeti National Park boasts the greatest concentration of wildlife in the world with more than four million animals and birds within a 5,700 square mile swath, while Selous Game Reserve is home to some of the world’s largest elephant herds (Honey 1999). Tanzania has a tropical climate with temperatures somewhat constant throughout the year. Rainfall primarily occurs during one or two rainy seasons depending on location within the country. Savanna grasslands interspersed with trees are prevalent in the region. The grasslands are in part the result of a calcium hardpan formed by a thick layer of volcanic ash. This hardpan lies just below the earth’s surface and forms an impenetrable barrier for the roots of trees and other large plant species. Isolated rock outcroppings known as kopjes can be found rising abruptly from the plains. These outcroppings are the result of geologic processes. A

20 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

number of plant and animal species have come to depend on the kopjes which serve as a microhabitat for plant and animal life. Greater soil depths support larger plants while water catchments collect water for animals to drink. Trees of the region include baobab, and numerous acacia species.

Elephants There are three species of elephant living today: African Bush Elephant, African Forest Elephant, and the Asian Elephant. African elephants are distinguishable from Asian elephants in several ways, but the most obvious is the difference in ear size. African elephants have significantly larger ears than their Asian counterparts. Another difference is that African elephants don’t have any hair while Asian elephants typically have a brownish reddish fuzz of hair. African elephants have three nails on their hind feet and four on their front feet, while Asian elephants have four nails on their hind feed and five on their front feet (Elephant Information Repository). Weighing in the ballpark of 8,000-15,000 pounds and towering at 10-12 feet, African elephants are the largest land animals on the planet today. Each day an elephant spends 16 hours collecting food, eating between three and five hundred pounds of vegetation in the form of grass, tree bark, and fruits. To supplement their diet with additional minerals it isn’t uncommon for elephants to consume soil that they’ve dug up with their tusks. All of that eating

makes for a lot of wear and tear on elephant’s teeth. In a lifetime elephants replace their teeth six times. The last set of teeth typically lasts to the age of 65-70 at which time an elephant is no longer able to feed adequately and usually starves to death (Association of Zoos and Aquariums, Elephant Information Repository). One thing that makes elephants unique from other animals is their trunks. Elephants use their trunks to explore the world around them whether it is through smell or touch. A typical elephant trunk can be ﬁlled with up to four liters of water and is critical to the bathing process where elephants apply layers of water and dust to themselves for protection. Elephant trunks are composed of somewhere between 40,000 and 100,000 muscles allowing for a wide array of motor movement. Elephants can lift up to 4.5% of their body weight with their trunk (Elephant Information Repository). Elephants have large brains, even in relation to their body size, and are regarded as the smartest ungulate. Herds of elephants consist of related females of all ages and young males. As males grow older, they separate themselves from the group to live an independent life. Herds are led by a matriarch who is typically the oldest and most experienced female in the family. It is the matriarch that makes the important decisions and is responsible for leading the way to food and water (Elephant

Information Repository). Elephants typically walk twenty miles in a day to keep their feet and nails trimmed, which is important to guard against lifethreatening infections (Croke 1997). Sometimes referred to as “nature’s bulldozers,” elephants play an integral role in the environment surrounding them. An elephant’s foraging activities of pulling down trees recycles nutrients and trace elements that are otherwise unavailable to less equipped plant and animal life. This activity keeps the seesaw between woodland and grassland in balance. Over several generations elephants also create paths that lead to water and can be used by other animals to reach areas that might otherwise be unreachable. During the dry season elephants dig into dry streambeds, creating water holes. In times of drought, these water holes may become the sole source of water available to certain animal populations. Even an elephant’s inefﬁciently digested feces is a source of nutrients and method of seed dispersal. Elephant dung is often used by termites in the construction of their homes (The David Sheldrick Wildlife Trust).

ABOVE: The foraging of elephants maintains the balance between grassland and forest.

There are two main things that captive elephants often lack: intense social contact with other elephants, and physical exercise. Elephants typically walk twenty miles a day to keep their feet and nails trimmed which is important to guard against lifethreatening infections. Ideally, there should be a

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 21

Literature Review minimum of ﬁve elephants per exhibit representing a variety of age groups. There should be water to play and splash in, mud to roll in, and rocks and trees to rub themselves against (Croke 1997).

Maasai People

ABOVE: A Maasai Warrior’s shield.

The Maasai are an indigenous people that inhabit the southern parts of Kenya and the north-central parts of Tanzania. Population estimates for the Maasai vary, but appear to be approaching 900,000 (Traditional Music and Cultures of Kenya). According to their own oral history, the Maasai have lived for several hundred years as semi-nomadic pastoralists in the desert and scrublands of Kenya and Tanzania. Known for their militaristic strength, they have conquered such groups as the Chaga, Sirikwa, Galla, Iltatua, Ndorobo and Kikuyu. Arab slave traders and early European settlers and explorers feared any encounter with the “warrior tribe” (Maasai Education Discovery). Despite their militaristic strength, wildlife on the Maasai land is not hunted. Joseph Thompson, the ﬁrst European traveler to give a detailed account of the Maasai noted in 1887 that the wildlife showed a remarkable lack of fear (Anderson and Grove, 1987). The large wildlife populations of Tanzania can in part be accredited to the Maasai’s pastoralist lifestyle, and ﬁerce reputation that kept potential poachers at bay.

22 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

Today, livestock such as cattle, goats, and sheep remain the primary source of income for the Maasai and are the primary staple of the Maasai diet. Historically, the Maasai have frowned upon tilling of the land for farming because it decreases the amount of land suitable for grazing. More recently however, the Maasai have grown increasingly dependent on maize meal, rice, potatoes, and cabbage as a supplement to their diet (Maasai Association).

Conservation Efforts Charles and Lara Foley created Tarangire Elephant Project (TEP) in 1993 in Tanzania’s Tarangire National Park. TEP focuses its research on the impact poaching has on elephant family groups. Female and baby elephants live in family units that are lead by an older matriarch. When poaching was widespread and rampant, older elephants fell victim to poachers due to their larger ivory tusks. This reduced the population of older elephants. While elephant populations are again increasing, research conducted by the TEP has found that during times of drought, families with an older matriarch leave the park in search of water, while families with a younger matriarch who hasn’t experienced severe droughts stay inside the park. As a result, many of the elephants that don’t leave the park die, while

elephants that do leave the park are more likely to survive. This research has helped scientists to understand the role of matriarchs, and that old matriarchs are critical to family groups because their brains act as a “memory bank” of where to go during times of drought. Removing older matriarchs decreases the ability of a family to survive (Woodland Park Zoo). Much of TEP’s current work is focused on protecting land outside of the park that serves as a dispersal area for elephants during the wet season. They are working with local Maasai villages and tourist operations to ensure that the area is protected for future generations of elephant use (Woodland Park Zoo). The Elephant Pepper Development Trust is a conservation effort dedicated toward protecting elephants and their habitats. The focus of the Elephant Pepper Development Trust is to minimize human-elephant conﬂicts through scientiﬁc research and by working in conjunction with local communities.

LEFT: Women prepare chile peppers to be used in minimizing human-elephant conﬂicts.

farmers and elephants alike. To mitigate this conflict, the Elephant Development Trust has found that by planting alternative crops such as chile peppers elephants are more likely to leave farmers’ fields alone. The peppers are also used to create a chile pepper grease which can be applied to pieces of fabric and hung from fences surrounding crops. At times peppers are even combined with elephant dung and set afire creating a repulsive and pungent smoke.

One of the main human-elephant conﬂicts faced today is between farmers and foraging elephants. Elephants are often behind midnight raids of farmers’ ﬁelds that can destroy a farmer’s sustenance. These raids have cost the lives of

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 23

CASE REVIEWS

CONTENTS WILDLIFE WORLD ZOO & AQUARIUM ARIZONA SONORA DESERT MUSEUM PHOENIX ZOO SAN DIEGO ZOO’S ELEPHANT ODYSSEY NORTH AMERICAN MUSEUM OF ANCIENT LIFE

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 25

Case Reviews CASE REVIEWS

ABOVE: Enclosures let visitors get close to the animals.

Case reviews are a study of real-life applications of theories and principles discussed in the literature review. For this project, four zoological sites and one children’s museum were selected for review based upon relevance and proximity. The case reviews were evaluated for their successes and failures based on similar criteria which were derived from the literature review . Additional categories were added where appropriate. A list of both positive and negative design implications was generated from each of the case reviews to inform the design of a new elephant exhibit for the Reid Park Zoo.

WILDLIFE WORLD ZOO & AQUARIUM

ABOVE: A log ride travels through an aquarium. RIGHT: An open aquarium allows visitors to touch and feed starﬁsh, stingrays and crabs.

Location: Litchﬁeld Park, AZ Size: 95 acres Collection: 3,000 animals Founded: 1984 Annual Visitors: 500,000+ Admission: $26.50 adult; $14.25 child

The Wildlife World Zoo and Aquarium began as a breeding center for rare wildlife in 1974, but didn’t open as a zoo until 1984. At the end of 2008, the zoo expanded when it opened Arizona’s ﬁrst aquarium. The animal collection at Wildlife World Zoo & Aquarium ranks in the top 30 of animal collections in the United States for diversity. The zoo boasts several ride attractions which visitors can ride for an additional fee. These attractions include a boat ride, train ride, tram ride, and log ﬂume ride. Each of the rides takes visitors through an animal habitat.

26 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

ATTRACTING AND ENGAGING VISITORS Experience - One of the main reasons visitors choose to visit the Wildlife World Zoo & Aquarium is for the opportunities to get close to animals. There are numerous opportunities to come in close proximity and even contact with animals. Some of the ways visitors can come in contact with animals include a petting zoo, giraffe and parrot feedings, and an open aquarium where visitors can touch starﬁsh, stingrays and crabs. - Exhibits such as a log ride which travels through an aquarium and a cat enclosure where cats can crawl overhead provide visitors with unique ways of observing animals.

natural behaviors like foraging and free ﬂight. Conservation Education - Signage throughout the sight is heavily focused on conservation issues. It outlines the role and need for AZA accredited facilities in addition to educating the public on what the zoo is doing. Cultural and Ecological Infusion - Little emphasis is placed on cultural and ecological infusion (the exception being areas of the aquarium which have animals on display that might be found in the aquatic life’s natural habitat) along with murals and built elements representing the region. Theming - Theming is relatively weak aside from the aquarium. Many of the zoo’s exhibits simply consist of a fenced in dirt and grass area with log barriers separating the animals from the visitors. This leaves something to be desired. VISITOR EDUCATION Components of Interpretation - The zoo’s website provides teachers with different activities and worksheets that they can do with their classes while at the zoo. The activities and worksheets focus on natural history, conservation, and husbandry.

DESIGN IMPLICATIONS - Create opportunities for visitors’ to interact with the elephants and formulate their own memories. - Ensure that exhibit surroundings are not a distraction to the overall experience.

ABOVE: Signage highlights some of the zoo’s efforts and achievements such as having one of the most successful giraffe propagation programs in the country. LEFT: An aquarium display integrates cultural and ecological components into the display of the aquatic life.

- Set the stage for visitor’s learning experience to extend beyond the short time they have to spend at the zoo. - Educate the public on what the zoo is doing to protect and preserve wildlife.

- The Wildlife Encounters Show allows zookeepers to showcase unique wildlife as the animals demonstrate

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 27

Case Reviews ARIZONA SONORA DESERT MUSEUM

ABOVE: A view of the valley is framed by an opening in the wall. RIGHT: Dense vegetation and a sharp turn in the path creates a sense of mystery.

Location: Tucson, AZ Size: 21 acres Collection: 300+ animal species; 1,200+ plant species Founded: 1952 Annual Visitors: 550,000 Admission: $13 adult; $4.25 child

The Arizona Sonora Desert Museum is a private non-proﬁt institution committed to researching and protecting the land, plants, and animals of the Sonoran Desert. It is one of the ﬁrst naturalistic zoos in the United States, and combines the attractions of a zoo, botanical garden, and museum into a single locale. Unlike many zoos, the Arizona Sonora Desert Museum’s entire collection consists of plants and animals representing a single geographic region. Great lengths are taken by the Arizona Sonora Desert Museum to preserve the desert. This can be seen in everything from naturalistic exhibit designs to a parking layout minimizing the negative visual impact of cars. While exhibits are geared toward a wide range of ages, there seems to be more geared toward older audiences when compared to other zoos. ATTRACTING AND ENGAGING VISITORS Experience - Often the path visitors walk on is sunken below the surrounding desert, limiting visitor views. At opportune times the view is suddenly opened up, affording great views of the desert. - Children are given a pamphlet with space reserved for collecting the stamp of various animal footprints. Each exhibit throughout the zoo has an

28 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

associated print. This gives kids something to work toward while at the zoo, and a memory to take with them from the zoo. Theming - The zoo remains very true to its Sonoran Desert theme which can be found in virtually every aspect of the design. - The design is very holistic, with newer exhibits seamlessly blending into older exhibits. VISITOR EDUCATION Components of Interpretation - Visitors are immersed in the environments of the animals. Many of the animal exhibits have two or three different viewing areas, with each viewing area providing different insight to the visitor about

Cultural and Ecological Infusion - While presumably all the plants are native to the Sonoran Desert, the plant palette changes to match the habitat of the animal it represents (i.e. riparian, desert grassland, etc.) - Aspects of the Tohono O’odham and Hohokam cultures are represented. However, relatively little is devoted to the cultures and their relationships to the animals/environment. DESIGN IMPLICATIONS - Use vegetation and shade structures to mitigate the hot Arizona weather.

ABOVE: A docent along the path teaches visitors about birds.

the animal and its attributes. - Knowledgeable docents can be found throughout the zoo ﬁelding questions and giving short lessons from their cart displays. - Hands on opportunities such as a mineral hunt and an archeological dig encourage kids to learn through play. Conservation Education - Visitors have the opportunity to see the desert at its best, fostering a sense of respect. With this respect comes a desire to avoid doing things that might harm the desert.

- Plant vegetation densely and use plants that represent the animal’s natural habitat. - Don’t limit interpretation to the animal itself, but relate as much as possible about the animal’s environment. -Use changes in plants and materials to signal a transition between areas.

ABOVE: Art work from visitors expressing their thoughts about the Sonoran Desert is on display.

- Limit visitor views to create a sense of mystery and suspense while directing views toward important elements of the design.

LEFT: An archaeological dig allows children to learn through play.

- Give visitors something to remember the experience.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 29

Case Reviews PHOENIX ZOO The Phoenix Zoo is the largest privately owned non-proﬁt zoo in the United States. The zoo houses a collection of animals from around the world and is divided into four themed areas: Arizona Trail, Africa Trail, Tropics Trail, and Children’s Trail. Together these areas combine to create more than 2.5 miles of walking trails. ABOVE: Play areas such as this spiderweb are a fun place for children to play. RIGHT: A South American street is recreated to enhance the visitor experience.

One of the main focuses at the Phoenix Zoo is children. Throughout the zoo there are numerous themed play areas for children, with the bulk of interpretive elements directed toward children. The zoo has been voted one of the nation’s top ﬁve zoos for kids. ATTRACTING AND ENGAGING VISITORS Experience - The Stingray Bay exhibit and the Giraffe Encounter allow visitors to come in direct contact with animals as they create their own memories with the animals.

Location: Phoenix, AZ Size: 125 acres Collection: 1,300 animals Founded: 1962 Annual Visitors: 1.5 million Admission: $16 adult; $7 child

- Audio speakers in areas of the zoo are used to project sounds such as the chirping of crickets to enrich the visitor experience and make visitors feel a part of the surroundings. Theming -Each of the four trail areas has a distinct identity that can be observed in everything from animals

30 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

displayed to materials used. The division between areas is more prevalent among some of the more recently constructed areas. VISITOR EDUCATION Components of Interpretation - Displays that compare animals’ physical attributes to humans’ physical attributes help children have fun while better understanding and appreciating the animals. - An outdoor classroom is located along a quiet stretch of the Arizona trail with a scenic backdrop. A shade structure makes the space more habitable, particularly during the warmer months.

Conservation Education - The Arizona Trail portion of the zoo helps visitors to understand the history of the local area and some of the challenges the region is facing. Visitors learn what they can do to secure a brighter future. Cultural and Ecological Infusion - The Andean Mountain Bear exhibit takes visitors to a quaint village street in Colombia, complete with facades of various shops and a market place. Despite the great lengths taken to create an authentic looking village, the space offers little for visitors to do when the concession stand is closed. - Play structures in the form of a spider web or saguaro cacti are fun for kids, but could be enhanced with an added layer of interpretation. DESIGN IMPLICATIONS - Create opportunities for visitors to interact with the elephants and formulate their own experiences. - Make comparative displays between children and elephants. - Incorporate cultural elements in the design, but donâ&#x20AC;&#x2122;t rely on the cultural elements alone to carry the design.

ABOVE: Children can compare their speed to that of a cheetah as they race to get their best speed.

gather to learn. - Educate the public about local challenges and issues facing animals and the environment. Inform visitors as to what they can do to make a difference. - Expand beyond the visual realm by engaging all senses. ABOVE: An outdoor classroom in a quiet and scenic setting becomes a great place for students to gather for instruction. LEFT: A display educates the public on local issues.

- Dedicate space for an outdoor classroom where students on ďŹ eld trips or other small groups can

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 31

Case Reviews from around the world. The organization of the exhibit could perhaps be best described as paleozoogeographic with animals arranged according to a zoogeographic region from a past period of time. In addition to housing elephants, the exhibit includes lions, guanaco, tapir, capybara, secretary birds, dung beetles, pronghorn, rattlesnakes, and condors.

SAN DIEGO ZOO’S ELEPHANT ODYSSEY ABOVE: A sculpture demonstrates what the extinct Mammoth ancestors of elephants looked like. RIGHT: A wall display shows some of the animals that lived in Southern California some 12,000 years ago.

Location: San Diego, CA Size: 107 acres Collection: 4,000 animals Founded: 1915 Annual Visitors: 5 million (zoo and wild animal park combined) Admission: $37 adult; $27 child

Owned by the city of San Diego, but operated by the Zoological Society of San Diego, the San Diego Zoo is one of the most progressive zoos in the country. The region’s mild climate is ideal for housing a wide variety of animal and plant species. As a result, almost all of the zoo’s exhibits and animal enclosures are open air. The San Diego Zoo opened Elephant Odyssey (considered by many to be the zoo’s most unique exhibit to date) in 2009. It is a departure from contemporary exhibits in that it not only educates visitors about helping the environment and protecting endangered species, but makes linkages between prehistoric fossil evidence found in southern California and current wildlife species

32 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

ATTRACTING AND ENGAGING VISITORS Experience - Visitors become quickly engaged as they enter the space anticipating a standard exhibit with elephants, but are instead presented with an engaging story that has an outcome not readily apparent from the onset. - The buffer between the visitor path and service path is minimal at times with utility boxes in plain site. Some of this may be mitigated over time as plants grow to be larger. Additionally, barriers such as a large cable fence separating elephants from humans, and a fence surrounding the lion in appear very industrial and utilitarian. - A play and exploration area allows children to burn off some energy while reinforcing things that they learned along the way. Theming - The exhibit is heavily themed with most everything relating to the central story line.

teaches visitors how tiny insects make life possible for large animals. Plant ID tags identify plants in the exhibit. DESIGN IMPLICATIONS - Create a design that tells a story as visitors move through the space with visitors not knowing what comes next. - Tell smaller stories along the way that ďŹ t into the whole picture.

VISITOR EDUCATION Components of Interpretation - A simulation of the nearby La Brea Tar Pits tells the story of animals that came to drink from the water hole more than 10,000 years ago, fell into the pit and were preserved as fossils. Although these animals are now extinct in the region, some of their relatives can be found scattered around the globe. - The elephant barn is open-sided, allowing for a high degree of transparancy where visitors can see into the barn and watch the keepers doing husbandry training and routine care of the elephants. Visitors are allowed to tour the facility when elephants arenâ&#x20AC;&#x2122;t around.

- Use principles from immersion design to make the area feel as natural as possible. - Give visitors the opportunity to observe zoo operations and to see how they care for their animals. ABOVE: One of several fossils in the interpretive tar pit display. LEFT: The open-sided elephant barn allows visitors to observe keeper/elephant interactions.

Cultural and Ecological Infusion - A display of dung beetles and other insects Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 33

Case Reviews NORTH AMERICAN MUSEUM OF ANCIENT LIFE

ABOVE: A display communicates information on the environment of the dinosaur. RIGHT: An elevated walkway makes more use of a limited space while allowing visitors to get a closer view of some of the larger dinosaurs.

The North American Museum of Ancient Life is a privately owned museum housing a collection of fossils, skeletons, minerals, and rocks. The museum is divided into four sections highlighting the Precambrian, Triassic, Jurassic, and Cretaceous Periods of the earth’s history. Dinosaurs are a highlight throughout the museum, which houses the largest collection of mounted dinosaur skeletons (60) in the world, including a 110 foot supersaurus. One of the main areas of emphasis in design of the museum is visitor interaction, resulting in more than 50 hands-on displays. ATTRACTING AND ENGAGING VISITORS Experience - Despite being indoors, visitors are brought into the dinosaur’s environment through large murals, nature sounds, plantings, and even ﬂowing streams.

Location: Lehi, UT Size: 86,000 square feet Collection: 120 skeletons, 60 mounted dinosaur skeletons Founded: 2000 Annual Visitors: 1.45 million (all Thanksgiving Point facilities combined) Admission: $10 adult; $8 child

- Dim lighting creates a sense of mystery while making it possible for the designers to direct visitors’ attention to speciﬁc areas through various lighting schemes. - Although visitors aren’t allowed to touch the skeletons of the dinosaurs, the layout of the museum does a good job of giving visitors different views

34 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

of the dinosaurs. This is primarily accomplished by creating viewing areas from different angles and at different elevations. Theming - The theming of the museum is clear as visitors ﬁrst enter the exhibit space traveling through a dark tunnel with the only thing visible being stars. The museum progresses through the formation of the earth as it tells the story of the earth’s geologic processes. The bulk of the museum is then focused on dinosaurs, ending with present day paleontological work. VISITOR EDUCATION Components of Interpretation - It seems as though everything in the museum has

itself without reading all of the interpretive signage. The signage then becomes a supplementary resource for visitors that desire to learn more about a speciďŹ c aspect. DESIGN IMPLICATIONS - Incorporate hands-on elements throughout the design where children can explore through touch. - Create opportunities for children to play the role of researcher where they can learn and explore by manipulating the surrounding environment. a hands-on label inviting kids to explore with their hands. - An erosion table exhibit complete with running water is immensely popular with children. The exhibit allows children to manipulate water ďŹ&#x201A;ow as they play with sand. Plastic dinosaurs and vegetation are provided for play. Through play, children naturally discover deposition and erosion as the forces that bury and expose fossils. - A working paleontology lab where visitors can observe real paleontologists at work is located within the museum.

ABOVE: A demonstrative display effectively communicates a message to visitors with little need for written interpretation.

- Expand beyond the realm of visual stimuli by engaging as many of the senses as possible for a more complete experience. - Give visitors the opportunity to view animals from different angles, and create interpretive elements where visitors can learn about the display through observation without reading all of the accompanying signage. ABOVE: A fossil dig play area. LEFT: An erosion table where children can learn through play.

- Many of the visual displays are arranged in a manner that visitors can learn a lot from the display

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 35

ANALYSIS

CONTENTS CONTEXTUAL ANALYSIS ANALYSIS OF THE REID PARK ZOO SITE ANALYSIS

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 37

Analysis CONTEXTUAL ANALYSIS Country Club Rd

Tucson Blvd

Broadway Blvd Alvernon Way

REID PARK ABOVE: The location of the Reid Park Zoo within the city of Tucson is identiﬁed above by a star.

REID PARK ZOO 22nd St Swan Rd

Av ia

RIGHT: Contextual map with major access roads used for travel to the Reid Park Zoo.

tio

N ANALYSIS

Location

This section focuses on an analysis of the regional context of the zoo, the zoo itself, and the site for the future elephant habitat and exhibit. Information collected through the process will inﬂuence the ﬁnal design.

Reid Park Zoo is centrally located within the city of Tucson and is in close proximity to the junction between Interstates 10 and 19. From within the city the zoo can be easily accessed from a variety of different routes. The zoo is a part of the larger Reid Park.

38 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

ABOVE: Aerial image of Reid Park. LEFT: A map highlighting a few of Reid Park’s amenities.

Park Amenities

2 1 3 REID PARK ZOO

1. DeMeester Outdoor Performance Center 2. Hi Corbett Field 3. Edith Ball Adaptive Aquatics Center 4. Richard & Annette Block Cancer Survivors Plaza 5. Randolph Park Golf Course 6. Randolph Regional Center 7. Midtown Police Station

N Reid Park Reid Park is the largest park within the city of Tucson boasting more than 131 acres of park and more than 300 acres of golf course. In addition to being host to the Reid Park Zoo, the park includes a number of additional amenities, including multi-use paths, ramadas, ponds, playgrounds, sports ﬁelds,

and a dog park. Some of the most predominant amenities are identiﬁed by the legend at right.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 39

Analysis ZOO ANALYSIS

ABOVE: A copy of the map provided to visitors upon entry into the zoo. Note: map is oriented with north down while other maps in the document are oriented with north up. RIGHT: A map showing the organizational layout of the Reid Park Zoo.

N Organization Animals at the Reid Park Zoo are arranged into four different zones: South America, Asia, Africa, and Adaptation. All of the zones but the Adaptation zone are arranged zoogeographically, with animals on display representing a speciďŹ c region of the world. The Adaptation zone houses an array of

40 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

animals from around the world with the unifying element being unique adaptations that allow animals to survive in their natural environment. Near the entrance to the zoo is an event garden which plays host to special events or can be reserved for after hours activities. Zoo facilities are separate from the visitor areas.

MAIN ENTRANCE

LEFT: Map with visitor and service circulation.

VISITOR CIRCULATION

N Circulation Visitor circulation at the zoo is generally organized around a network of loops, with one loop for each of the four zones. As a result there are few dead ends where visitors are required to backtrack to return to the main path.

SERVICE CIRCULATION

Wayﬁnding throughout the site is available to direct visitors; however, there isn’t a preferred route or direction of circulation. Service circulation is separate from visitor circulation to minimize conﬂicts and improve aesthetics. Most exhibits can be accessed by maintenance from the rear without being visible to visitors. Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 41

Analysis MAIN ENTRANCE

1 2 RIGHT: The numbers on the map identify the location where photos on the following pages were taken.

7 4 8

10 18

17 6

16 15

12 13 14

N Visual Walkthrough A visual walkthrough was conducted in which various elements of the zoo were documented with photographs. Particular attention was placed on the analysis of the elephant exhibit as it currently exists. The location where each photo was taken is linked to the map on this page.

42 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

LEFT: The main entrance of Reid Park Zoo is marked by a large tensile structure. RIGHT: A restaurant near the entrance of the zoo provides visitors with a sit-down eating area for visitors to dine.

2 LEFT: As visitors leave the zoo a gift shop provides visitors with an opportunity to buy a souvenir to remember their trip. RIGHT: Wayﬁnding throughout the zoo helps visitors ﬁnd their way.

4 LEFT: An old parking meter allows visitors to make ﬁnancial contributions to conservation efforts. Additionally, the zoo has several penny smashers. RIGHT: A snack area in the South America zone.

6 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 43

Analysis LEFT: An example of the standard animal introduction signage which can be found throughout the zoo. RIGHT: A cracked egg inside one of the zooâ&#x20AC;&#x2122;s aviaries provides a photo opportunity.

LEFT: An immersive path leads visitors to a sunken viewing area. RIGHT: Visitors enjoy watching the gibbons play from a densely vegetated area.

LEFT: An interactive wet play area is open during the warmer months of the year. RIGHT: A snack area in the South America zone.

44 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

LEFT: The giraffe encounter allows visitors to come in contact with the animals; money raised from the giraffe encounter is used for conservation efforts. RIGHT: Light poles in the Africa zone lend a rustic feel.

LEFT: Connie and Shaba in their existing habitat. RIGHT: The existing elephant habitat was built more than 30 years ago.

16 LEFT: A bronze elephant is popular among visitors and will be moved to the new elephant exhibit when construction is complete. RIGHT: Two smaller sculptures are also a part of the exhibit.

18 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 45

Analysis SITE ANALYSIS

RIGHT: The new elephant exhibit will expand the zoo’s Africa zone.

ACCESS POINT

N New Elephant Habitat As illustrated by the map above, the new elephant habitat will be a signiﬁcant expansion for the zoo. Because the new habitat is outside of the zoo’s existing boundary, a new circulation path will need to be developed for visitors to access the site. This access point is planned to occur between the existing

46 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

polar bear and rhino exhibits. With a single access point, visitors will be required to enter and exit the elephant exhibit from the same spot.

9 7 LEFT: Layout of the new elephant habitat as designed by PJA Architects and Landscape Architects of Seattle.

4 6 5

Site Elements 1. Interpretive Area 2. Elephant Barn 3. Elephant Habitat 4. Pool 5. Mud Wallow 6. Kopje 7. Storage Areas 8. Existing Polar Bear Building 9. Existing Rhino Barn 10. Future Hoofed Stock Barn

N PJA Architects & Landscape Architects of Seattle, Washington were commissioned with the design of the new elephant habitat. The roughly 3.5 acre habitat includes a 9 ft. deep pool which is accessible to the elephants, along with a mud wallow, sand pile, and kopje. The design of the habitat puts visitors at the level of the elephants with an uninterrupted view of the habitat through the use

of a ha-ha wall (form of moat). The most signiďŹ cant structure to be built will be a large elephant barn. For the present, the habitat will solely house elephants. At some future date, the habitat may be expanded to include various African hoofed stock. A legend identifying some of the more signiďŹ cant site elements can be found at right Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 47

Analysis ELEPHANT HOLDING

ANIMAL ENCOUNTER BARN ENTRANCE SNACK BAR

RESTROOMS

INTERPRETIVE SHELTER

TRAINING WALL

SNACK BAR RESTROOMS INTERPRETIVE SHELTER

ABOVE: Architectural plan of the elephant barn. RIGHT: A perspective of what the elephant barn will look like highlighting some of the materials which will be used.

Design Implications: -Use materials that are used in the buildings or that are at least in harmony with the buildingâ&#x20AC;&#x2122;s materials. -Use vegetation to direct visitorâ&#x20AC;&#x2122;s attention toward important features while screening undesirable views such as maintenance paths/access.

Built Structures Analysis The main structure on the site will be the elephant barn which houses the elephants. In addition to housing the elephants, the barn will offer several amenities to visitors including a snack bar, restroom facilities, and an interpretive shelter. The interpretive shelter is to include various

48 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

educational components pertaining to elephants and will be designed in conjunction with the landscape. Within the interpretive shelter is a working wall where elephant trainers can work with the elephants while educating the public. Photo references for some of the features can be found at right.

LEFT: Shutter style. RIGHT: Style of doors to be used.

LEFT: Plaster sample with exposed brick. RIGHT: Plaster sample.

LEFT: Grass roof. RIGHT: Rusted corrugated metal roof.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 49

Analysis 1

RIGHT: An analysis of conditions found on the site which must be taken into consideration when developing the design.

ACCESS POINT

2 4 3

Design Implications: -Draw visitors into the site from the main circulation loop. -Add topography to the site for increased sense of suspense and mystery. -Create a direct pedestrian access route that doesn’t conﬂict with the existing service route. -Build upon views into the elephant habitat. -Strive to preserve existing vegetation.

PROJECT BOUNDARY PEDESTRIAN CIRCULATION SERVICE CIRCULATION BUILT STRUCTURES EXISTING VEGETATION

N Site Analysis Currently the site lies on the edge of a soccer ﬁeld, which is occasionally used for special event parking. The terrain is ﬂat, with vegetation primarily consisting of mesquite trees. Service circulation for the zoo travels around the perimeter of the current zoo boundary. With the zoo’s elephant

50 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

DESIRABLE VIEWS

habitat expansion occurring outside the current zoo boundary, there is a conﬂict between pedestrian and service circulation. Several views stand out as being particularly special and worthy of special treatment through the design. Site images can be found at right and correspond with the numbers on the map.

LEFT: The path leading to the elephant exhibit will connect to the main path between the rhino exhibit (sunken area to the left) and the polar bear exhibit (indicated by the wall). RIGHT: Where the new path will meet the main circulation loop.

2 LEFT: Visitors entering the site will pass between two large existing trees. The fence is the existing zoo boundary. RIGHT: An existing shade ramada will be incorporated into the design to serve as a storage space.

4 LEFT: Existing trees. RIGHT: View to the south toward 22nd street.

6 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 51

DESIGN

CONTENTS SUMMARY OF DESIGN IMPLICATIONS PROCESS FINAL SITE DESIGN INTERPRETIVE COMPONENTS

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 53

Design DESIGN The design process begins with a synthesis of the disparate elements from previous chapters of the book and ultimately results in a unified and holisitic design. Design implications from throughout the book were brought together and used in the generation of site concepts and ideas. After an evaluation of the site concepts, a final concept was selected and served as the basis for the design. Additionally, an interpretive theming program was developed outlining the essential elements that visitors should know when leaving the site. This theme then served as the template for all interpretive elements in the design, and comprises the final portion of this chapter.

SUMMARY OF DESIGN IMPLICATIONS This summary is a compilation of the design implications identified in the literature review, case reviews, and analysis chapters of this book. Design implications are divided into five main sections: visitor experience, visitor education, functional design, environmental design, and aesthetics. The final design is a direct result of the design implications.

Visitor Experience -Create opportunities for memorable experiences

54 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

that will remain in the minds of visitors for years to come, by engaging visitors on emotional, physical, and intellectual levels. Immerse visitors and make them a part of what is happening around them (Carliner 2001, Johnson 2006, Pine & Gilmore 1999). -Connect with Generations X & Y by providing ﬁrsthand experiences that engage the senses on multiple levels through technologies and various forms of communication (Johnson 2006, Pine & Gilmore 1999, Phoenix Zoo, Museum of Ancient Life). - Create opportunities for visitors to interact with the elephants and formulate their own experiences (Wildlife World Zoo & Aquarium, Phoenix Zoo). -Give visitors something to take home with them and to remember the experience (Arizona Sonora Desert Museum). -Create a design that tells a story as visitors move through the space, with visitors not knowing what comes next (Elephant Odyssey). -Tell smaller stories along the way that ﬁt into the whole picture (Elephant Odyssey).

Visitor Education -Identify select themes to convey what it is about

elephants and their habitat that visitors should learn about. Design displays around the selected themes, and reinforce those themes through positive cues in all aspects of the design (Carliner 2001, Jacobson 1999, Pine & Gilmore 1999). -Intimately connect education with recreation so that it becomes difďŹ cult to tell where one begins and the other ends. Present education as entertaining and engaging experiences and deliver messages in a fun and informal manner (Ballantyne, et al. 2007, Jacobson 1999, Polakowski 1987). -Tell stories, deliver messages, inspire contemplation, demonstrate events, and encourage visitors to make their own discoveries through an array of contemplative, didactic, demonstrative, and exploratory displays. Relate material to the lives and experiences of visitors (Ambrose & Paine 1993, Hanson 2002, Jacobson 1999). -Engineer displays in such a way that visitors are forced to look a little more closely and ask questions, provoking group discussion where children and adults take part (Andersen 2003, Carliner 2001, Polakowski 1987). -Create ways to bring visitors to the zoo outside â&#x20AC;&#x2DC;standardâ&#x20AC;&#x2122; operating hours for unique and personal experiences (Coe & Mendez 2005, Croke 1997, Polakowski 1987).

-Foster an appreciation and respect for animals, and make connections between the exhibit and the wild. Empower visitors with the tools and solutions they need to do things locally that will have an impact on conservation issues and their own day-to-day behavior (Croke 1997, Fernandez, et al. 2009, Rabb 2004). -Educate the public about local challenges and issues facing animals and the environment. Inform visitors as to what they can do to make a difference (Phoenix Zoo). -Incorporate human and ecological components in the exhibit so visitors can begin to see other parts of the world through the eyes of those that inhabit them (Coe & Mendez 2005, Polakowski 1987, Arizona Sonora Desert Museum). -Employ layers of interpretation so that even after several visits there are still new things for the visitor to explore and discover. Integrate temporary displays in providing new experiences for repeat visitors (Carliner 2001, Jacobson 1999, Pine& Gilmore 1999, Wildlife World Zoo & Aquarium). -Educate the public on what the zoo is doing to protect and preserve wildlife (Wildlife World Zoo & Aquarium).

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 55

Design -Make comparative displays between children and elephants (Phoenix Zoo). -Incorporate cultural elements in the design, but don’t rely on the cultural elements alone to carry the design (Phoenix Zoo). -Dedicate space for an outdoor classroom where students on ﬁeld trips or other groups can gather to learn (Phoenix Zoo). -Give visitors the opportunity to observe zoo operations and to see how they care for their animals (Elephant Odyssey). -Incorporate “hands-on” elements throughout the design where children can explore through touch (Museum of Ancient Life).

Functional Design -Use materials that are used in the buildings or that are at least in harmony with the buildings materials (Analysis). -Use vegetation to direct visitors’ attention toward important features while screening undesirable views such as maintenance paths/access (Analysis). -Draw visitors into the site from the main circulation loop (Analysis). -Create a direct pedestrian access route that doesn’t conﬂict with the existing service route (Analysis). -Build upon views into the elephant habitat (Analysis).

Environmental Design -Create opportunities for children to play the role of researcher where they can learn and explore by manipulating the surrounding environment (Museum of Ancient Life). -Give visitors the opportunity to view animals from different vantage points, and create interpretive elements where visitors can learn about the display through observation without reading all of the accompanying signage (Museum of Ancient Life).

56 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

-Use vegetation and shade structures to mitigate the hot Arizona weather (Arizona Sonora Desert Museum). -Plant vegetation densely and use plants that represent the animal’s natural habitat (Arizona Sonora Desert Museum). -Use changes in plants and materials to signal a transition between areas (Arizona Sonora Desert Museum).

-Strive to preserve existing vegetation (Analysis).

DESIGN PROGRAM

-Use principles from immersion design to make the area feel as natural as possible (Elephant Odyssey).

The design program is an organizational outline of activities and spaces that should be incorporated into the design solution. This list was developed to meet the needs of the Reid Park Zoo.

Aesthetics -Ensure that exhibit surroundings are not a distraction to the overall experience (Wildlife World Zoo & Aquarium). -Limit visitor views to create a sense of mystery and suspense while directing views toward important elements of the design (Arizona Sonora Desert Museum). -Add topography to the site for increased sense of suspense and mystery (Analysis).

-Entry feature that segues visitors into the site. -Interpretive shelter where visitors can learn about elephants. -Interpretive elements throughout the site. -Gathering space for educational purposes where small classes can gather. -Multi-use space large enough to accommodate a range of private events in addition to hosting overnight sleepovers for youth. -Seating areas along the paths where visitors can stop to rest. -Viewing areas where visitors can get off the main path to view the elephants. -Play space where children can explore and move around.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 57

Design RIGHT: An array of diagrams and sketches were used to develop the conceptual ideas.

PROCESS The site plan for the new elephant exhibit began with the exploration of several organizational patterns which varied from one another in layout and composition. Three of the organizational patterns were then selected for further development

58 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

into site concepts and additional analysis before selecting the ďŹ nal site concept. A series of quick sketches was also conducted to run through various ideas for individual elements and components of interpretation within the site.

various local animals, learn what it takes to create a backyard habitat, and then experiment by creating habitats in a sandbox. Pros: -tells a story as visitors move through the space by presenting a problem at the beginning with solutions at the end -provides an abundance of opportunities for visitor interpretation -relates the story back to the lives of visitors and fosters conservation attitudes

Site Concept I (Elephant Conservation Trail) Visitors immediately come to a sense that they are guests entering into a foreign environment inhabited by elephants. Oddly out of place, visitors give thought to a trampled agricultural ďŹ eld that contrasts the unsurpassed beauty of the surrounding area including an isolated volcanic kopje. Visitors are led to a village where they begin to gain an appreciation for elephants as they come to understand some of the unique attributes and characteristics that make elephants so special. As visitors travel farther they are exposed to measures currently being used by farmers, natives, and scientists to mitigate elephant habitat loss and human /elephant conďŹ&#x201A;icts. Before leaving, visitors are presented with an area representing Tucsonâ&#x20AC;&#x2122;s unique environment where they can explore the habitats of

Cons: -the concept loses strength if visitors go through it in the opposite direction -message could be more playful and fun for children

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 59

Design Pros: - the design is laid out in a nonsequential order allowing for a very ﬂexible design with freedom of movement for visitors -visitors don’t have to visit all of the areas to understand the message of the space Cons: -the concept is less holistic - it becomes more difﬁcult to draw visitors through the site from one space to another

Site Concept II (Elephant Relationships) Visitors enter the site where they get a broad overview of elephants before being presented with paths leading in divergent directions. Each path allows visitors to freely explore various elephant relationships at their leisure as they encounter different areas that provide insight into the complex relationships elephants have. Areas of discovery include: elephants’ relationships to other animals, relationships to man, relationships to the environment, relationships to other elephants, and the physical characteristics of elephants. As visitors move through the space they are able to assimilate information from each of the areas that they ﬁnd pertinent, allowing them to form their own views of elephants. 60 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

Site Concept III (Elephant Safari) Explorers venture into Tanzania as they travel along a meandering country road full of the

ENTRY & local sights and sounds. The road leads to a rural CHALLENGES APPROACH Tanzanian village which serves as a staging area for APPRECIATION OF expeditions and is a place where visitors can gather ENVIRONMENT the essential knowledge on the physical attributes of elephants before embarking on a journey to observe elephants in their natural surroundings. Upon leaving the village explorers begin to encounter sure signs of recent elephant activity and they sense that elephants aren’t far off. It isn’t long before explorers LOCAL TOOLS FOR CHANGE are rewarded with the views of elephants that they APPRECIATION OF ELEPHANTS traveled thousands of miles to see. While observing elephants, the explorers encounter researchers INTERVENTIONS working in conjunction with Maasai warriors to protect elephants and their habitat. The explorers are given the opportunity to take part in helping Final Concept (Habitat Trail) elephants as they create memories they won’t soon The ﬁnal concept combines the message of habitat forget. conservation presented in concept I with the explorer theme presented in concept III. Explorers Pros: embark on a journey to Tanzania where they enter -tells a fun story as visitors move through the space the environment of elephants and are able to make -puts visitors in the role of an explorer ﬁrsthand observations on some of the challenges that -builds upon the zoo’s title for the project elephants face. While on their journey, explorers gain an increased appreciation of elephants and Cons: their environment as they are engaged on multiple -the concept loses strength if visitors go through it in levels. Explorers come in contact with farmers, the opposite direction natives, and scientists who also have an appreciation -due to the layout of the site, a large amount of for elephants and are striving to protect them. space is dedicated to the approach and entry with Before returning to their countries of origin explorers relatively little space for signs of elephant activity learn what they can do in their own backyard to preserve local habitats.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 61

Design ENTRY FEATURE

INTERPRETIVE CORNFIELD

ELEPHANT BARN

INTERPRETIVE SHELTER

RIGHT: Site plan.

INTERPRETIVE PLAY AREA UNDERWATER VIEWING AREA MULTI-USE SPACE

INTERVENTIONS BY MAASAI, FARMERS, AND SCIENTISTS

FINAL SITE DESIGN With a ﬁnal concept selected, the design details were ﬂushed out using the concept to inform design

62 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

decisions. A detailed description and walkthrough for each of the spaces can be found on the subsequent pages.

LEFT: A perspective of the site as it is situated in relationship to the habitat.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 63

Design

ABOVE: National Park entrances in Tanzania which a visitor might pass through on a safari trip. Note the stone walls and pitched roof. RIGHT: Entrance to the site.

Application of Design Implications: -Use similar materials throughout the design. -Draw visitors into the site from the main circulation loop.

Explorers embarking on an expedition to Tanzania pass through a park entrance which is modeled after some of Tanzaniaâ&#x20AC;&#x2122;s other park entrances, but additionally incorporates elements of PJA Architectâ&#x20AC;&#x2122;s built structures found later in the journey. As explorers approach the overbuilt wooden

64 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

structure, the substrate transitions from a hard asphalt to a softer, more organic material. Ahead a bridge becomes visible, but it is not yet possible for explorers to see where the bridge leads.

ABOVE An elephant ABOVE: leph nt crossing crossi g sign ign si similar ilar to the one above could be displayed in Swahili or another of Tanzania’s many languages. LEFT: A bridge takes visitors above the service path.

The bridge mimics a rural one-way river crossing designed to carry heavy vehicle loads. A trafﬁc sign on the left side of the road marked in kilometers is accompanied by a sign in a foreign language warning travelers of elephants ahead. This display takes visitors out of their element by presenting

visitors something with which they are familiar with, yet which is foreign. In the distance visitors views are focused on a large downed tree and trail sign.

Application of Design Implications: -Create a direct pedestrian access route that doesn’t conﬂict with the existing service route. -Reinforce the theme with positive visual cues. -Direct visitor views.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 65

Design

RIGHT: A downed tree demonstrates the sheer power and strength of an elephant.

Application of Design Implications: -Engage the senses on multiple levels. -Engineer displays in such a way that visitors are forced to look a little more closely and to ask questions.

As explorers draw near to the downed tree they begin to feel they are outsiders entering into the elephants’ environment as they see signs of recent elephant activity including elephant footprints crisscrossing the path and mounds of elephant dung. Explorers begin to reﬂect back to the sign

66 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

encountered earlier warning of elephant activity as the path makes an abrupt turn to the left. As visitors begin the turn they suddenly hear the trampling and foraging of elephants as holographic sound is projected at the explorers, allowing them to hear something in a very speciﬁc spot.

LEFT: A destroyed cornﬁeld introduces visitors to some of the challenges elephants face with dwindling habitat space.

Application of Design Implications: -Tell a story as visitors move through the space.

The sounds disappear as suddenly as they appeared, and explorers are left to contemplate a farmers ﬁeld which has been clearly destroyed by a hungry heard of elephants leaving little if anything

for the farmer’s sustenance. No written explanations are given, but explorers become introduced to some of the challenges that elephants face.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 67

Design

RIGHT: A volcanic kopje prevents visitors from seeing into the elephant habitat while directing visitor views toward the elephant barn.

Application of Design Implications: -Add topography to the site for an increased sense of suspense and mystery. -Use changes in plants to signal a transition between areas. -Use plants that represent the animalâ&#x20AC;&#x2122;s natural habitat. Further down the path through the Tanzanian countryside the savanna begins to give way to a volcanic kopje which rises above the landscape. With the kopje comes an increase in plant sizes and

68 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

biodiversity. The immensity of the mound restricts views into the site, creating a sense of suspense and mystery while directing visitors toward the small village ahead.

LEFT: A ramp leads to the top of the kopje.

Application of Design Implications: -Direct visitor views.

As visitors arrive at the small Tanzanian village the ground material once again changes A nearby wooden cart used for hauling food is loaded with the amount of food an elephant can consume in a single day, introducing the concept of the vast amount of land which is required to sustain an

elephantâ&#x20AC;&#x2122;s diet. The village affords travelers food and restroom facilities. With their food in hand, visitors are able to ascend a ramp which leads to a small dining area where explorers can get their ďŹ rst glimpse of elephants.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 69

Design

RIGHT: An outdoor dining and viewing area situated above the kopje.

Application of Design Implications: -Build upon and enhance positive views into the elephant habitat.

From the top of the kopje explorers get an elevated view into the site which allows them to see areas of the habitat that they might not otherwise see from lower viewing areas. The elevation also allows explorers to get an overview of the site. Sound

70 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

equipment within the elephant habitat picks up the vibrations of elephants moving through the exhibit and ampliďŹ es them for the beneďŹ t of explorers. To descend from the viewing area visitors return down the same ramp.

LEFT: The interpretive shelter offers an array of hands-on activities for visitors.

A part of the elephant barn serves as an interpretive shelter. This is an area where children and adults alike can explore a number of hands-on activities and displays to learn about the physical characteristics of elephants and some of their humanlike attributes. As explorers progress through

the space and begin to gain an appreciation for elephants, they are presented with some of the challenges that elephants are presently facing. Explorers learn what the Reid Park Zoo is doing to help combat those challenges and what it is that they themselves can do to make an impact.

Application of Design Implications: -Educate the public on what the zoo is doing to protect and preserve wildlife. -Make comparative displays between children and elephants. -Incorporate â&#x20AC;&#x153;hands-onâ&#x20AC;? elements throughout the design. -Foster an appreciation and respect for animals. -Connect education with recreation.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 71

Design

RIGHT: An elephant training wall area also serves as an outdoor classroom.

Application of Design Implications: -Dedicate space for an outdoor classroom. -Give visitors the opportunity to observe zoo operations and see how they care for their animals.

A part of the interpretive shelter space is dedicated to an elephant training wall which is a place where explorers can learn from zookeepers as they demonstrate what is required in caring for an elephant. The space allows visitors to get close

72 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

to elephants, and under supervision, even come in contact with the elephants. When the space is not being used for elephant demonstrations it serves as a classroom space where small classes of schoolchildren can convene to learn.

LEFT: The trail splits into two paths, one leading to an underwater viewing area.

Leaving the village, explorers ďŹ nally get the closeup views of elephants that theyâ&#x20AC;&#x2122;ve been waiting for. The trail splits into two paths, with the upper path

negotiating its way around the kopje and the lower path descending to an underwater elephant viewing area.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 73

Design

RIGHT: A section highlights viewing areas from three distinct vantage points.

Elevated viewing

Application of Design Implications: -Give visitors the opportunity to view animals from different vantage points.

Ground level viewing

Underwater viewing

As illustrated by this section drawing, visitors are given views into the site from three separate vantage points. The elevated vantage point is ideal for getting an overall feeling of the space

74 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

and viewing elephants that are in the distance, the middle viewing area puts humans on the same level as the elephants, and the lower viewing area affords visitors underwater views.

LEFT: The path opens up with views into the site and habitat.

As explorers round the corner from the kopje they are provided with ample views into the habitat. In the distance, a large baobab tree is in stark contrast to its surroundings and begs for a closer examination. The area includes boulders for seating

and interpretive signage. Signage familiarizes explorers with the individual elephants in the habitat, and prompts explorers to discover some of the differences between African and Asian elephants through self observation.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 75

Design

RIGHT: Sleepovers at the zoo bring visitors to the zoo after standard hours, and can provide unique learning opportunities.

Application of Design Implications: -Create ways to bring visitors to the zoo outside standard operating hours for unique and personal experiences. -Integrate temporary displays in providing new experiences for repeat visitors. -Incorporate cultural elements in the design.

A large baobab tree serves as the central feature to a multi-use gathering space of which the pavement pattern is modeled after a Maasai warriorâ&#x20AC;&#x2122;s shield. During zoo hours the spaces provides an area for docents to set up their carts which resemble vendor carts found on the streets of Tanzania. The vendor

76 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

carts play host to numerous activities that engage and instruct the children and can be frequently changed. Additionally, the space can entertain after hours parties as well as overnight camping programs at the zoo.

LEFT: A nature loop branches off the multiuse space.

Application of Design Implications: -Incorporate ecological components in the design so that visitors can begin to see other parts of the world through the eyes of those that inhabit them.

A nature loop branches off of the multi-use space where explorers delve into the grassland savanna as they pass through a clustering of tall freestanding termite mounds. Along the trail explorers encounter a number of elements associated with Africaâ&#x20AC;&#x2122;s

vast savannas. As the nature path ventures further, explorers encounter a change in topography and biotic communities as they ascend the kopje. Throughout the journey plant materials can be identiďŹ ed by ID tags.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 77

Design

RIGHT: From the tip of the peninsula visitors get one of the most comprehensive views of the habitat.

Application of Design Implications: -Create opportunities for children to play the role of researcher.

Near the south end of the site, a peninsula like ďŹ nger branches out into the habitat. It is from this point that explorers can get some of the most comprehensive views of the site. From interpretive elements accompanying the viewing area, explorers learn about a relationship that scientists have formed with

78 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

the Maasai people of Tanzania to research and protect the elephants. The work relies heavily upon ďŹ eld observations made by the warrior tribe. An accompanying activity allows explorers to play the role of researchers as they team up with the zoo to make observations of the elephants.

LEFT: A pristine cornﬁeld contrasts one encountered earlier by visitors.

Application of Design Implications: -Tell small stories along the way that relate back to the big picture.

Moving on, explorers come upon another corn ﬁeld similar to the one encountered earlier in the journey, except for a couple key differences. This cornﬁeld is surrounded by a fence from which hang pieces of fabric that have been dipped in chile peppers.

Unlike the cornfield encountered earlier, this cornfield is intact and highlights efforts being made by farmers of Tanzania to minimize human-elephant conflicts which have cost the lives of humans and elephants alike.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 79

Design

RIGHT: A habitat area allows visitors to explore habitats of local wildlife as they learn how to create their own backyard gardens.

Application of Design Implications: -Use vegetation to mitigate the hot Arizona weather.

The final area explorers encounter relates the experience back to the lives of visitors as they learn about local wildlife habitats. The area is specifically designed to attract small forms of urban wildlife including birds, butterflies, and lizards to name just a few. Several animal habitats are available

80 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

for the exploring, including a rabbit burrow which takes children below an elevated planter through a tunnel where midway through there is a rabbit hole which they can pop their head out of to observe their surroundings. There is also a log which can be crawled through and a coyote lair under an

LEFT: An elevated sandbox provides opportunities to learn through play.

embankment. Signage in the area educates visitors on creating backyard habitats by highlighting ways in which visitors can share their own backyard with local wildlife by providing food, water and shelter. Before visitors leave there is an elevated sandbox accompanied by various materials where children

can create habitats through play. On occasion, docents may use the space to lead children through a habitat activity such as creating a bird nest which children can take home to start their own backyard habitat.

Application of Design Implications: -Educate the public about local challenges and issues facing animals and the environment. Inform visitors as to what they can do to make a difference. -Give visitors something to take home with them and to remember the experience.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 81

Design

M6 E1

Right: Layout of interpretive elements in the site.

Site Interpretive Elements P1 One of These Things is Not Like the Others P2 Elephant Diet A1 Meet Our Family A2 Long Distance Communication E1 Dung Pile E2 Termite Mound E3 Uprooted Trees M1 Elephant Observation Activity M4 Chile Pepper Fence M6 Ravaged Cornﬁeld M7 Backyard Habitat Area

E3 M7

E2 A2

A2 A1

0’

25’

50’

INTERPRETIVE COMPONENTS Based off of information which was gathered in the section of the literature review on elephants, an interpretive theme was developed in which 82 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

four broad messages were identiﬁed as being important for visitors to come away from the exhibit understanding. The four themes are:

M2 P7 A4

P8 P5

0’

5’

M3 M8 LEFT: Layout of elements in the interpretive shelter.

10’

Physical Characteristics of Elephants -Elephants are highly adapted to their environment, with many specialized attributes that make them unique.

Elephants’ Relationship to Man -As man better understands elephants we can do more to minimize conﬂicts and protect elephant habitats.

Interpretive Shelter Elements P3 Scale Activity P4 Mural Activity P5 Elephant Parts P6 Foot Comparison P7 Elephant Anatomy P8 Trunk Tools P9 Giant Syringe A3 Elephant Dictionary A4 Waterhole Activity A5 Elephant Identiﬁcation Memory Game M2 Current Efforts M3 Preserving Wildlife Corridors M5 Outdoor Classroom M8 Zoo Efforts

Elephants Share Many Humanlike Attributes -Elephants are highly intelligent creatures with intricate family and social relationships.

The Role of Elephants in the Environment -Elephants help to keep the environment in balance by providing support to plants, animals, and insects.

From these themes a number of different displays and activities were created focusing on the four different types of displays identiﬁed in the literature review: Demonstrative, Didactic, Exploratory, and Contemplative

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 83

Design PHYSICAL CHARACTERISTICS OF ELEPHANTS

Elephant Size

Differences Between African and Asian Elephants

-P2 Elephant Diet: A display with the quantities

-P1 One of These Things is Not Like the Others: A sign displayed in front of the elephant enclosure prompts visitors to make observations to identify some of the differences between African and Asian elephants. In case there aren’t African and Asian elephants visible at the time, observations can also be made from pictures accompanying the sign of an African and Asian elephant by which physical differences are visible. Below the images, hints are given to direct visitors in identifying five of the more recognizable differences including: ears, tusks, hair, trunk, and toes. By lifting flaps near each of the hints visitors are able to confirm if they have made the correct observation or not. (Display will be removed when there is no longer an Asian elephant at the zoo.)

84 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

of food (and possibly water) an elephant consumes in a day is presented to visitors on a wooden cart similar to what is used to haul produce in the African countryside. An accompanying food pyramid highlights relative quantities of food that might comprise an elephant’s 70,000 calorie per day diet throughout the year. This may include items such as fruit, grass, bark, foliage, and minerals. An alternative to the cart display could be used in which items an elephant consumes in a day are presented in a similar manner to the way Tanzanian market vendors display their goods and wares.

trunk 1,200 lbs- The amount of weight an elephant can carry 8,000 lbs- The weight of an adult female elephant 15,000 lbs- The weight of an adult male elephant *numbers should be veriﬁed by zoo staff

-P3 Scale Activity: Using an industrial scale, children can compare their own weight or the cumulative weight of several children to various elements pertaining to the weight of elephants. Surrounding the dial of the scale (or digital display) are various elements and their accompanying weights. Increments on the scale begin with relatively light weight objects and increase to the size of an adult male. 4 lbs- The weight of an elephant molar 13 lbs- The weight of an elephant brain 35 lbs- The weight of an elephant heart 110 lbs- The weight of an elephant ear 110 lbs- The amount of dung an elephant excretes in a day 230 lbs- The weight of a baby elephant at birth 310 lbs- The weight of an elephant trunk 500 lbs-The amount of food an adult elephant in the wild eats per day 600 lbs- The amount an elephant can lift with its

-P4 Mural Activity: A portion of the interpretive shelter’s wall is divided into a numbered grid. Each number on the grid has a corresponding tile with a unique portion of an image. Children select a tile and draw what they see on a piece of paper, which is then placed on the wall with the corresponding number. The cumulative collection of children’s drawings creates a mural. Throughout the day the image evolves as older drawings are covered with new drawings. The image used for the mural can be changed weekly or seasonally so that each time visitors come they can participate in creating a different image.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 85

Design to one that might be found in a shoe store is located within the interpretive shelter. Where one might expect to ﬁnd a traditional Brannock Device used to size shoes there is instead a different measuring instrument where visitors can compare the size of their foot to the size of an elephant’s foot. While a traditional foot measuring device gives a shoe size, this measuring device instead relates the size of a visitor’s foot to a particular age at which an elephant’s foot is of a similar size.

-P5 Elephant Parts: Visitors are given the opportunity to feel and touch an assortment of replicated elephant parts that might include things such as a skull, tusks, teeth, feet, and skin. Objects that aren’t susceptible to damage can be accessed by visitors at all times, while some of the smaller, more fragile items might only be visible to the general public when under the supervision of a docent.

-P7 Elephant Anatomy: A life-size mural of an elephant is located on the wall. The mural illustrates the skeletal features and organs of an elephant. Visitors are able to compare themselves to the various parts as they learn about the size and anatomy of an elephant.

-P6 Foot Comparison: A shoe ﬁtting stool similar 86 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

Hearing -Parabolic Microphone (docent activity): Under docent supervision, visitors are able to listen to the elephants using a parabolic microphone to capture and amplify sounds from within the elephant habitat. The activity allows children to better understand elephantsâ&#x20AC;&#x2122; amazing ability to hear.

Trunks -P9 Giant Syringe: Visitors learn about the water holding capacity of an elephantâ&#x20AC;&#x2122;s trunk as they draw eight liters (roughly 2 gallons) of water into a giant syringe The syringe is mounted to a base to keep from falling over. The base also stores the water when it is not in the syringe.

-P8 Trunk Tools: Display outlines a variety of functions that elephants use their trunk for by comparing the functions to everyday household items. Items may include an eating utensil, extended reach grabber, shower head, snorkel, sunscreen applicator, tweezers, baster, and rake. A short paragraph accompanies each of the items explaining how an elephant trunk relates to that tool.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 87

Design ELEPHANTS SHARE MANY HUMANLIKE ATTRIBUTES

Communication

Family

-A2 Long Distance Communication: Two

-A1 Meet Our Family: Display shows that like humans, elephants have intricate family relationships. The display identiﬁes members of the elephant herd, along with the elephant keepers. Information is provided about each of the family members including items such as name, gender, birth place and date, size, years at the zoo, identifying features, and other interesting facts.

88 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

children are able to communicate with each other over a distance through vibrations similar to the way elephants can communicate with each other over distances of several miles. Each child’s station has a drum pad set into a sign which picks up sound when hit with a hand. That sound then travels underground through a pipe where it is broadcast at the other child’s station. While scientists are still trying to determine what elephants are communicating over such long distances, a nearby sign could provide a list of things elephants might be communicating along with a code for children to use communicate those items to each other.

Role of a Matriarch

-A3 Elephant Dictionary: Recent research by scientists at Cornell has begun to identify some of what elephants are communicating to each other through short distance communication. Visitors have the opportunity to listen to prerecorded sounds that elephants make along with what it is that the elephants are trying to communicate. Sounds that could be used might include: locating rumble, protest call, musth rumble, greeting call , annoyance, mourning for death, or contact call. A brief description accompanies each of the sounds.

-A4 Waterhole Activity: Visitors take 15 seconds to thumb through a series of cartoon scenes that depict features an elephant matriarch might use to remember the path to a waterhole. After viewing the scenes, visitors are then presented with the challenge of using their memory to place the scenes in the correct order. Revolving blocks each have four different scenes, one on each side. Visitors spin the blocks until they believe they have them in the correct order. Visitors are able to score their memory according to the number of scenes they place in the correct order. If the visitor places all scenes in the correct order then they are ready to lead the herd.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 89

Design Memory

THE ROLE OF ELEPHANTS IN THE ENVIRONMENT Dispersing Seeds

-A5 Elephant Identiﬁcation Memory Game: A display with the images of 200 different elephant faces is placed before visitors with the caption that elephants can recognize and identify up to 200 other elephants. Separate from the visual display of elephant faces is a memory game with 20 different tiles. One side of the tile is blank while the other side has the image of an elephant face. Each tile has a matching pair. Visitors then have the opportunity of challenging another visitor to a game of memory as they strive to best one another in matching elephant faces. A variation of this game could be that instead of matching pairs of identical faces, visitors have to match an elephant’s features to an elephant identiﬁcation card like those used by researchers.

-E1 Dung Pile: A fake pile of elephant dung is located in the landscape with a seedling growing from it. Interpretation is left to the visitor.

-Quick Fact Sign: Simple sign with images of an elephant, fruit, and a seedling. Sign places images in math equation: elephant + fruit = seedling. Below is a caption that says researchers have found that African forest elephants may be responsible for planting more seeds than any other species or genus on the planet.

Digging of Water Holes -Waterhole (docent activity): A water table is ﬁlled with sand; water is then added so that the

90 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

water level is just below the surface of the sand. Under docent supervision children are able to play the role of elephants as they dig in the sand, exposing water for the other animals. Plastic animals and trees could also be added to the activity for children to play with.

Balancing Grasslands and Forest

Providing Food for Termites

-E3 Uprooted Trees: Uprooted trees strategically placed in the landscape cause visitors to reďŹ&#x201A;ect and ponder the powers that brought them down.

-E2 Termite Mound: A termite mound of which the inside chambers have been partially exposed is accompanied by a diagram of a mound which outlines how termites regulate the temperatures in their mounds through the design of the mound itself, fungal gardens, and by the opening and closing of various entrances to the mound throughout the day. Visitors learn that termites are able to construct their mounds in part through elephant dung. The display may have opportunities for visitors to experiment with opening and closing entrances to the mound to regulate temperatures.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 91

Design ELEPHANTS’ RELATIONSHIP TO MAN

doing.

Tarangire Elephant Project

-M2 Current Efforts: Visitors are able to watch -M1 Elephant Observation Activity: Display highlights efforts being made by Charles and Lara Foley with the assistance of the Maasai. The Display includes a bicycle propped near a board with photographs of efforts, a cell phone, field observation sheet, and elephant identification cards. A brief description of the work is presented. Visitors are then asked to help the zoo collect data so they can better care for elephants. An elephant identification card like the one field researchers use identifies which elephant is being observed that day. Visitors observe the elephant for one minute before placing a coin into a sealed off tube indicating the elephant’s activity. Activities include: foraging for food, bathing, wallowing in mud, spending time with a keeper, and sleeping. As the day progresses visitors can see what elephants spend their time

92 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

a short video where Charles Foley details current research efforts being made by the Tarangire Elephant Project along with successes stories. Video is updated when possible to reﬂect new developments.

-M3 Preserving Wildlife Corridors: A tracking collar is displayed next to a map which shows research collected by the TEP on elephant travel patterns in the vicinity of Tarangire National Park. Another map shows all parks and wildlife refuges within the region along with growth of farmlands, highlighting the need for the preservation of wildlife corridors.

Elephant Pepper Development Trust

Elephant Training Wall

-M4 Chile Pepper Fence: A cornﬁeld surrounded

-M5 Outdoor Classroom: Wooden shipping

by a chile pepper fence remains intact while other fields have been ravaged. Signage describes what farmers are doing to mitigate conflicts between humans and elephants, but stresses the need to invest in habitat conservation as a means of preventing conflicts. An alternative to the cornfield is a chile pepper garden accompanied by displays describing how human elephant conflicts can be reduced when farmers plant crops that elephants aren’t attracted to.

crates are arranged on the ﬂoor in front of the training wall for visitors to sit on during training sessions. Shorter crates are located closer to the wall for children with larger crates placed toward the back. When training sessions aren’t taking place, the area can then be used as a classroom space for ﬁeldtripping students etc.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 93

Design Habitat Preservation

-M7 Backyard Habitat Area: Visitors enter -M6 Ravaged Corn Field: Upon entering the site visitors immediately come to a sense that they are guests entering into a foreign environment inhabited by elephants as they encounter downed trees, elephant tracks, and piles of dung. As visitors prepare to round a bend in the trail they can hear elephants in the cornfield. By the time visitors have rounded the bend the elephants have left and all that remains is a ravaged corn field. Visitors begin to become aware of human-elephant conflicts.

a garden designed to attract local wildlife such as butterﬂies, birds, lizards, and small mammals. As they walk along a path that meanders through the garden there are opportunities for children to explore the habitats of local wildlife such as a rabbit burrow, a coyote den, or a bird nest. Interpretive signage along the route teaches visitors what they can do in their own backyards to create a habitat to support local critters. Seating along the path allows visitors to take a break, relax, and reﬂect. Further along the path there is an elevated sandbox where children can experiment with various elements in creating habitats for animals. -Build a Shelter (Docent Activity): Under the supervision of a docent, children build a small animal shelter such as a birdhouse from readily available materials that might otherwise be thrown away. Children can then take home the shelter to begin their own backyard habitat.

94 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

Reid Park Zooâ&#x20AC;&#x2122;s Role in Conservation

-M8 Zoo Efforts: Display highlights successes and efforts being made by Reid Park Zoo in the area of conservation. The display might highlight things such as giraffe feedings, species survival plans, composting, and using reclaimed water. Activities such as giraffe feedings raise more than $20,000 annually for conservation efforts. A large portion of that money goes toward supporting the Tarangire Elephant Project. Display highlights how much money the zoo has raised toward elephant conservation.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 95

96 6

APPENDIX

CONTENTS SUPPLEMENTAL MATERIALS FOR THE ZOO REFERENCES IMAGE SOURCES

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 97

Appendix 1

2 M6 P2 Right: Layout of interpretive elements in the site.

Site Interpretive Elements 1 Signage off Main Path 2 Main Entrance 3 Directional Sign 4 Bronze Elephant P1 One of These Things is Not Like the Others P2 Elephant Diet A1 Meet Our Family A2 Long Distance Communication E1 Dung Pile E2 Termite Mound M1 Elephant Observation Activity M4 Chile Pepper Fence M6 Ravaged Cornﬁeld M7 Unidentiﬁed Interpretive Area

3 E1 M4 E2 A2

P1 4 M1 M4

N INTERPRETIVE COMPONENTS LAYOUT FOR PJA SITE PLAN

98 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

A sign situated along the main pedestrian loop invites visitors into the elephant exhibit. The sign incorporates various design elements from the surrounding areas. The base of the sign is the same stone as used in the construction of the elephant

barn. Logs with painted stripes and animal silhouettes are reminiscent of light poles found in the Africa area of the zoo. The overall shape of the sign mimics the main entrance to the elephant exhibit.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 99

Appendix

The main entrance to the exhibit is based on elements extracted from some of Tanzania’s various National Park entrances. Materials used reﬂect the architecture of the elephant barn, and the zoo’s existing Africa zone. Gates for the service path are located between the structure’s supporting

100 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

logs. Silhouette cutouts of animals and other scenes explorers traveling on a safari in Tanzania might encounter are found along the fence. Silhouettes could be potential opportunities for donor recognition.

A multi-use plaza near the main entrance serves a number of different purposes. One use is for hosting special after hours events and parties.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 101

Appendix

In a chile pepper garden situated near the multiuse plaza, visitors can learn about some of the challenges elephants are facing as growing human and elephant populations compete for limited

102 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

resources. The garden highlights efforts being made by the Elephant Pepper Development Trust to minimize human-elephant conďŹ&#x201A;icts.

A termite mound of which the inside chambers have been partially exposed is accompanied by a diagram of a mound which outlines how termites regulate the temperatures in their mounds through the design of the mound itself, fungal gardens, and

by the opening and closing of various entrances to the mound throughout the day. Visitors learn that termites are able to construct their mounds in part through elephant dung.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 103

Appendix

A view from the inside of the interpretive shelter where numerous interpretive elements and activities are housed. Complete descriptions for each of the

104 Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo

activities can be found in the interpretive components section of the design chapter.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 105

Appendix LITERATURE REFERENCES

Hallman, Bonnie C., and Mary Benbow. 2006. Naturally Cultural: The Zoo as a Cultural Landscape. The Canadian Geographer 50:2 256-264

Ambrose, Timothy and Crispin Paine. 1993. Museum Basics. New York: Routledge. Andersen, L. L. 2003. Zoo Education: from formal school programmes to exhibit design and interpretation. International Zoo Yearbook 38: 75-81. Anderson, David, and Richard Grove. 1987. Conservation in Africa: people, policies, and practice. Cambridge: Cambridge University Press.

Hancocks, David. 2001. A Different Nature: The Paradoxical World of Zoos and Their Uncertain Future. Berkeley and Los Angeles: University of California Press. Hanson, Elizabeth. 2002. Animal Attractions: Nature on Display in American Zoos. Princeton: Princeton University Press.

Association of Zoos and Aquariums. http://www.aza.org.

Hoff, Sarae. 2008. Zoo Experience: A New Vision for the Phoenix Zoo. Master’s Report, University of Arizona.

Axelsson, Tony and Sarah May. 2008. Constructed Landscapes in Zoos and Heritage. International Journal of Heritage Studies 14:1,43-59.

Honey, Martha. 1999. Ecotourism and Sustainable Development: Who Owns Paradise? Washington, D.C.: Island Press.

Ballantyne, R., J. Packer, K. Hughes, and L. Dierking. 2007. Conservation learning in wildlife tourism settings: lessons from research in zoos and aquariums. Environmental Education Research 13:3, 367-383.

Jacobson, Susan K. 1999. Communication Skills for Conservation Professionals. Washington, D.C.: Island Press

Carliner, Saul. 2001. Modeling Information for Three-Dimensional Space: Lessons Learned from Museum Exhibit Design. Technical Communication 48:1 66-82. Coe, Jon, and Ray Mendez. 2005. The Unzoo Alternative. Paper presented at the ARAZPA/SEAZA Joint Conference, May 2005, in Melbourne, Australia.

Johnson, Lisa. 2006. Mind Your X’s and Y’s: Satisfying the 10 Cravings of a New Generation of Consumers. New York: Free Press. Klingmann, Anna. 2007. Brandscapes: Architecture in the Experience Economy. Cambridge: The MIT Press. Koebner, Linda. 1994. Zoo Book. New York: Tom Doherty Associates.

Croke, Vicki. 1997. The Modern Ark: The Story of Zoos: Past, Present, and Future. New York: Scribner

Maasai Association. http://www.maasai-association.org.

Elephant Information Repository. http://elephant.elehost.com/index.html.

Maasai Education Discovery. http:// www.maasaieducation.org.

Fernandez, Eduardo J., Michael A. Tamborski, Sarah R. Pickens, and William Timberlake. 2009. Animal-visitor interactions in the modern zoo: Conﬂicts and interventions. Applied Animal Behaviour Science 120: 1-8.

Martin, Hugo. “Jurassic Lark.” Los Angeles Times, October 19, 2008.

Gornbach, Kenneth W. 2008. The Age Curve: How to Proﬁt from the Coming Demographic Storm. New York: American Management Association.

Michman, Ronald D., Edward M. Mazze, and Alan J. Greco. 2003. Lifestyle Marketing: Reaching the New American Consumer. Westport, Connecticut: Praeger Publishers. Pine, B. Joseph, and James H. Gilmore. 1999. The Experience Economy: Work is Theatre and Every Business a Stage. Boston: Harvard Business School Press.

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Woodland Park Zoo. http://www.zoo.org. Polakowski, Kenneth. 1987. Zoo Design: The Reality of Wild Illusions. Ann Arbor: Edwards Brothers. Rabb, George B. 2004. The Evolution of Zoos from Menageries to Centers of Conservation and Caring. Curator 47:3 237-246 Randler, Christoph, Sandra Baumgärtner, Heiko Eisele, and Wilhelm Kienzle. 2007. Learning at Workstations in the Zoo: A Controlled Evaluation of Cognitive and Affective Outcomes. Visitor Studies 10:2 205-216. Reid Park Zoo. http://www.tucsonzoo.org. Reid Park Zoo. 2008. “Reid Park Zoo Elephant Management Protocol.” http://www. savezooelephants.com/records/Reid%20Park/reid_park_elephant_management_ protocol.pdf Schaal, Steffen, and Franz X. Bogner. 2005. Human Visual Perception: Learning at Workstations. Journal of Biological Education 40:1 32-37 Swanagan, Jeffery. 2000. Factors Inﬂuencing Zoo Visitors’ Conservation Attitudes and Behavior. The Journal of Environmental Education 31:4 26-31. Tanzani National Parks. 2004. Tanzania National Parks. Stäfa: Fotografx. Traditional Music and Cultures of Kenya. http://www.bluegecko.org. The David Sheldrick Wildlife Trust. http://www.sheldrickwildlifetrust.org/index.asp. The Maasai. http://www.masai-mara.com/mmmaa.htm. Tucson Citizen. http://www.tucsoncitizen.com/ss/local/76778.php Weiler, Betty, and Liam Smith. 2009. Does more interpretation lead to greater outcomes? An assessment of the impacts of multiple layers of interpretation in a zoo context. Journal of Sustainable Tourism 17:1 91-105.

Expedition Tanzania: Creating an Interpretive Elephant Exhibit for the Reid Park Zoo 107

Appendix IMAGE REFERENCES ** All images in this document not listed below were created by the author.

zoolexstat/pictdir//1045/16.jpg Above (bottom)- Zookeeper activity. http://www.zoolex.org/zoolexstat/ pictdir//726/10.jpg Page 17:Above- Modeling of information. http://www.zoolex.org/zoolexstat/ pictdir//962/20.jpg

Introduction: Page 3: Above- Reid Park Zoo logo. http://www.giraffecare.org/images/Reid_Park_ Zoo_logo.gif

Page 18:Right- Conservation action on the part of individuals. http://www.ﬂickr.com/ photos/vadcr/3288302526/sizes/l/

Page 4: Above-Lee H. Brown Conservation Center. http://cyanpdx.com/blog/wpcontent/uploads/2009/05/lee-h-brown-family-learn-ctr.jpg

Page 19:Above- Africa exhibit entrance. http://www.ﬂickr.com/photos/wildcat_dunny/ 3645324499/sizes/l/ Left- Sleepover at the zoo. http://english.cri.cn/mmsource/images/2009/06/ 23/4634sleepover2.jpg

Literature Review: Page 8: Above (top)- 1830 Image of the London Zoo. http://www.todayinsci.com/ Events/Animals/LondonZooWaterfowlPark1830.jpg Above (bottom)- Menagerie left behind from the old LA Zoo. http://www. diglounge.net/wp-content/uploads/2009/04/old-la-zoo4.jpg Page 9: Above- Hagenbeck’s Tierpark. http://www.hagenbeck-tierpark.de/tierpark/ start.html Left- Lied Jungle at the Henry Doorly Zoo. http://www.ﬂickr.com/photos/ asten/85917502/sizes/l/ Page 10:Above- Conservation education at zoos. http://www.bronxzoo.com/ help-wildlife/volunteer/~/media/Images/bronxzoo/help%20 wildlife/headline/_JLM6327%20volunteer.ashx

Page 20:Above- Kopje rising above the African Savanna. http://www.ﬂickr.com/ photos/spavaai/231909542/sizes/o/ Page 21:Above- Foraging elephant. http://www.ﬂickr.com/photos/22601095@ N06/2174972576/sizes/m/ Page 22:Above- Maasai warrior’s shield. http://www.maasai-association.org/assets/ shield.jpg Page 23:Left- Chile Pepper Trust. http://latimesblogs.latimes.com/.a/6a00d8341c630 a53ef0120a670a59b970b-600wi

Case Reviews: Page 11:Left- Rainforest Cafe. http://www.planet99.com/pix/11765_1.jpg Page 13:Left- Lion on the hood of a jeep. http://www.zoolex.org/zoolexstat/ pictdir//762/1.jpg Page 14:Right-Worker bees only. http://farm4.static.ﬂickr.com/3235/ 3151597579_93a4f8e007.jpg?v=0 Page 15:Above (top)- Orangutan interpretive comparison. http://www.zoolex.org/

Page 32:Above- Mammoths. http://www.flickr.com/photos/auntie_rain/3879086279/ sizes/l/ Right- Southern California 12,000 years ago. http://www.flickr.com/photos/ pizzagirl/3777862311/sizes/l/ Page 33:Above- Tar pit. http://farm4.static.flickr.com/3373/ 3655960974_6a305f3056.jpg Left- Elephant barn. http://www.flickr.com/photos/dalvenjah/3666949305/ sizes/l/

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Analysis: Page 38:Above- Map of Tucson. http://www.tucsongolftours.com/images/map.jpg Page 39:Above- Aerial image. http://earth.google.com/ Page 40:Above- Map of Reid Park Zoo. http://www.fezlab.com/images/folio/ zoo-a.jpg Page 49: Various Images. PJA Architects and Landscape Architects.

Design: Page 64:Above- Lake Manyara National Park. http://www.xpeditiononline.com/ imags/VS/Africa%20Safari%202008%20092.jpg Page 65:Above- Elephant warning sign. http://image-photos.linternaute.com/ image_photo/550/elephants-de-mer-panneaux-insolites-elephantsle-havre-france-9065515399-915163.jpg

Chapter Covers: Introduction: http://www.flickr.com/photos/63873121@N00/3871981091/sizes/o/ Literature Review: http://www.flickr.com/photos/arnolouise/3252847397/sizes/o/ Case Reviews: http://www.flickr.com/photos/tomsfries/3292817248/sizes/o/ Analysis: http://www.flickr.com/photos/25065167@N06/3330900492/sizes/o/ Design: http://www.flickr.com/photos/nomadcom/2826864021/sizes/o/ Appendix: http://www.flickr.com/photos/qmnonic/2926782133/sizes/o/

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