EMBEDDING
AT INVERESK
A P R I L - NOV EMB E R 2 0 1 9
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Compiled by
Tania Harvey
Director, North, ISD
Dr Jacqueline Power
Lecturer, Architecture & Design
Jen Smit
Project Manager, ISD
Reference group members Caroline Spotswood Assoc Prof Clair Andersen Aunty Patsy Cameron Dave Warrener Courtney Fechner Nala Mansell-McKenna Attendees Prof Dom Geraghty
Head of Service, Riawunna
TILT
Riawunna Wellbeing Development Counsellor
Aboriginal Student Success Officer Aboriginal Student Success Officer
Pro Vice Chancellor, Launceston Project Manager, Inveresk, ISD
Scott Dickson
Photomontages by Arthur Lau Hui Ci, Dylan Rowbottom, Holly Thurston-Doyle and Dr Jacqueline Power
Document design Grace Johnston
Design and Communications, ISD
Contents
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Executive Summary
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Background
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Process diagram
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Workshop overviews
Part 1 Aboriginal Reference Group workshop 3 outcomes 5
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Future Inveresk Precinct: Proposed design principles
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Willis Street
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University green
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Riawunna setting
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Spaces in between
Part 2 Mapping of existing Riawunna Cultural Garden
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Nation Stones: Existing Riawunna Newnham
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Guardian Stones: Existing Riawunna Newnham
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Guardian Stones: Future Inveresk Precinct
Embedding the Knowledges of Country Appendix
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Knowledges of Country
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Workshop 1 notes
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Workshop 2 notes
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Workshop 3 notes
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Briefing notes
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List of Tasmanian Aboriginal cultural plants
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Original architect report - Riawunna
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Executive Summary
The Tasmanian Aboriginal Reference Group was formed as a direct result of the Vice Chancellor clearly articulating that the University of Tasmania will be a truly place-based university and as such we need to ensure that our new campuses honour the value and history of our first people. Purpose The Group’s purpose was to develop a series of projects and initiatives that would meaningfully contribute to the Inveresk Precinct with the focus on embedding Tasmanian Aboriginal (and Torres Strait Islander) presence on the site, with particular reference to the ‘Urban Realm’. Outcomes A series of 3 workshops were held the first was primarily focused on developing a list of projects and initiatives that could be implemented on the Inveresk precinct, the second saw the development of a ‘Knowledges of Country’, a philosophy that explored the narrative behind the current Riawunna ‘centre’ and how this and other culturally significant initiatives (the transference of knowledges and their associated educational activities) could be embedded in the landscape at Inveresk. the third workshop used a series of design drivers derived from the ‘Knowledges of Country’ to plot out how the initiatives and projects could be embedded in the urban realm.
In addition, a number of bespoke projects were undertaken and are also recorded as part of this report:
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The mapping of the current Newnham Riawunna cultural garden, including the identification of the Nation Stones and the Guardian Stones.
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The cataloguing of the plants (including their uses and connection to culture) currently growing in the garden. This project is ongoing and will develop into a series of initiatives including; • Propagation of the plants in the current garden for use on the Inveresk site • Continued research into these and other medicinal cultural plants relevant to Aboriginal knowledges of country • Generating a botanical and cultural database that forms the basis for a future interpretation trail on the emerging Inveresk landscape This report is the culmination of conversations and investigations by the group and outlines the key initiatives and insights provided by the workshop participants, both in relation to the design process that will be undertaken for the Inveresk precinct as well as providing detailed investigation of the current Riawunna precinct at Newnham and the valuable knowledges contained within this site.
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Background
As part of the University’s Northern Transformation, new campuses will be built to support increased educational attainment levels and improve economic, social and health outcomes in the North. There will be a visible connection with the city and opportunities to engage with the community, industry and businesses. To be a truly place-based university we need to ensure that our new campuses honour the value and history of our first people. We have an opportunity to inform our new campus design by meaningfully embedding our first peoples’ ancient connection to the land and reflecting the current and emerging Aboriginal practices informing teaching, learning and research. A working group was convened to discuss the ways in which the University can meaningfully engage with Tasmanian Aboriginal history and presence on the Inveresk site. The group was made of representatives from Riawunna, the wider Aboriginal community (Aunty Patsy), the Northern Transformation Project and ISD. A collaborative process continues to consider what this will mean for the Inveresk campus, and how we can work together to create a landscape for our campus that is all the richer for its resonance with the deep history of our first people.
Aerial of the Inveresk Precinct
To date the workshops have:
Developed a series of Design Drivers that have been distilled from the ‘Knowledges of Country’ philosophy – consideration has been given to how these Design Drivers can be meaningfully applied throughout the precinct ensuring that design processes will be informed by our first peoples’ ongoing connection to the land and that the design outcomes will have a tangible relationship to the ‘Knowledges of Country’ philosophy.
Considered the motivations and values that informed the current Riawunna ‘building and landscape’ at Newnham and how they could be translated to the Inveresk site as a whole.
Developed the ‘Knowledges of Country’ - this underlying philosophy will continue to have a direct impact on how cultural, and historical linkages manifest ‘in place’ be they physical, visual and spiritual (this is referred to as Aboriginal Knowledges)
Mapped the current Riawunna garden to locate the Guardian and Nation Stones and reflect on their meaning and placements.
Determined that this philosophy would be key to informing how the Inveresk site is developed, how connections between ancient and recent histories may be formed.
Conceptualised how Tasmanian Aboriginal ‘presence’ could be physically represented on the Inveresk Precinct utilising a practical visual exercise that applied the design drivers to map: • Connections and movement through the site • Materials and landscape
Considered how the University can take a place-based approach to the landscape. The term ‘landscape’ was used in the workshops in a holistic manner, informed by the unique Inveresk environment including the river’s edge, distant mountain views, and the city fringe. The purpose of the place based approach was understood to create a unique and lively quality to the whole of site that is energised by cultural histories and the environment.
• Gathering spaces • Cultural Calendar • Enlivening seams and pockets
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Process diagram
Workshops
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Workshop One: Embedding Tasmanian Aboriginal Presence at Inveresk This workshop included an update on the masterplanning process at Inveresk, and conversations about ‘visioning’ Riawunna’s presence at Inveresk, as well as highlighting a governing philosophy required for this to meaningfully take place. Workshop Two: Developing the Knowledges of Country The purpose of this workshop was to gather a focus group to discuss and produce a statement of philosophy on Aboriginal Culture in Tasmania that could be used for positioning approaches to represent Aboriginal knowledge. Workshop Three: Mapping the Inveresk site The Precinct Plan developed by John Wardle Architects ( JWA) was presented to the members of the Aboriginal Reference Group, and while the focus of the workshop centred on the urban realm, the site was viewed holistically. During discussions, a number of spaces were seen to be of significance to the group in terms of their connection to place and their potential for engagement and community activities as well as locations that could be used for educational projects specifically linked to our first nation peoples. Given the significance of how this project would unfold, the group felt that the approach used to inform what would happen on the site should be connected to the current Riawunna centre and the philosophies that informed its design and development ‘in place’. The group decided that it was important to use the same approach that had been originally applied to inform the development of Riawunna at Newnham. In particular the methodology used to identify how landscape and country could be interwoven within the built environment - this is embodied in the Riawunna building, its setting, including the Cultural Garden and its significant array of stones (both Nation and Guardian) and would be of significance when looking at the Inveresk precinct. It is acknowledged that a palpable ‘spirit of place’ resides in the Riawunna garden and stones, the Aboriginal Reference Group unanimously arrived at a key gesture to consider the relocation of the Guardian Stones to the Inveresk site. It was thought that the placement of the Guardian Stones at the key entries to the Inveresk precinct would guard and protect the Inveresk Precinct as a whole, not just Riawunna the centre. Of significance during this process was the idea of connection and gathering and much of the conversation generated was centred around linkages and themes across the site. The group used symbols representing aspects of the design drivers to pictorially display areas/things of particular significance, connection and experiential possibility. This report seeks to interpret this pictorial representation through linking them with the narrative the group weaved during the workshop.
Formation of Tasmanian Aboriginal Reference Group
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Workshop #1 Embedding Tasmanian Aboriginal Presence
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Workshop #2 Developing Knowledges of Country
Knowledges of Country philosophy document
Workshop #3 Cultural Mapping
Workshop #3 outcome Mapping of existing Riawunna Cultural Garden
Workshop #3 outcome Mapping of Inveresk site
Embedding Knowledges of Country at Inveresk document
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Aboriginal Reference Group WORKSHOP 3 OUTCOMES
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Future Inveresk Precinct | Proposed design principles
Six design principles are evident in the Knowledges of Country framework:
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Specific illustrative examples in each category have been assigned to the following zones of the future Inveresk precinct; Willis Street, University Green, Riawunna setting and spaces in between.
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Example sketch prompts used during co-design workshop.
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Future Inveresk Precinct | Plan
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Willis Street Site
University Green
Riawunna Setting
Spaces in between
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Willis Street | Proposed design ideas
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• Edible gardens • Medicine plants
• Recognition of cultural calendar - flag?
• Gathering opportunities
It was seen as important that Willis Street has a palpable connection to the rest of the Inveresk Precinct. Although physically connected via the cycle/ pedestrian bridge, it could also be thematically connected via the landscape plan and a series of cultural, sculpture and interpretation trails – it is the prime location from which to connect to the city which would extend the cultural overlay beyond the precinct itself. The reference group identified a number of design drivers that they saw could be easily incorporated into the landscape – the use of medicinal and edible plants would provide a visible and practical link to the place- based research themes that the University has identified will form part of the educational and research offerings at the Willis St site. There are potential synergies with the Launceston Institute of Applied Science and Design (LIASD) and the research themes of the College of Health and Medicine, human nutrition, and potentially CoSE as well. Signage identifying the cultural significance of particular landscape elements will continue the theme of education and knowledges being passed on through the living classroom. The reference group were also keen to ensure that a whole of site/precinct approach was undertaken with thematic consistency, a sense of welcome and an emphasis on educational opportunities being embedded in the landscape.
Requirements • Cultural gardens • Gathering opportunities • Recognition of cultural calendar
ing co-desi n workshop.
“The Inveresk precinct should be considered in a holistic way and reflect Tasmanian Aboriginal presence across the landscape.” Knowledge of Country
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University Green | Proposed design ideas
• Dancing places • Learning places - graduation • Talking places • Flag pole
• Fire pit • Space to connect with each other
• Half-dome building or representation • Sculpture/Art
• Edge treatment - visibility
The Aboriginal Reference Group saw great potential for this area to be used as a main gathering site and it would be important for it become a destination, and an important landscape node between the campus, QVMAG and Willis Street, rather than the thoroughfare that is it’s current function. This space was seen as important for the whole of the University community and could be activated to perform a number of roles/functions including: • Engagement/Education – outdoor learning • Graduations • Welcomes • Performances – perhaps a ‘half hut’ or dome structure could provide a ‘sound shell’, along with a slightly raised area for a performance stage • Fire pit • Planting – plants that represent the cultural calendar, and ‘life’ – basket weaving, medicinal and healing plants • Partnership with QVMAG could assist this space being used for school engagement/other education
Requirements • Material representation of culture • Gathering opportunities for practicing culture
“Community and connection are vital to the Tasmanian Aboriginal people and as such the ability to pass on knowledges in both traditional and more modern methods is intrinsically linked to ‘place’ and ‘Country’. It is therefore imperative that space be available for gatherings and performances...” Knowledge of Country
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Riawunna setting | Proposed design ideas
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e Inveresk Precinct | Plan
• Micro-gardens • External views • Riawunna cultural garden - sacred space to contain Nation Stones
• Fire pit - part of Riawunna cultural garden • Protected healing circle
• Water • Sculpture
• Meeting places
pieces could present the start of an educational trail • Plants that reflect our first people’s cultural calendar - particular plants represent times of the year i.e. some flowering plants indicate when snakes are ‘warming up’ and out of hibernation, other plants signify adjacency with materials that can be useful to community (plants for string making and basket weaving) • As water has some significance in Tasmanian Aboriginal culture the inclusion of some type of water feature, or some representation of water (perhaps shells?) would be appropriate in this ‘triangle’ of space.
The reference group were keen to explore how the ‘university square’ could be used to promote connection between the nearby buildings, as well as welcome people to the site – they identified a number of ways of doing this which included: • Use of big trees (perhaps the existing ones) to form good framing and sitting places at • building’s edges • A range of smaller (micro) garden spaces, medicinal plants • Places to sit (landscape inspired furniture) • Providing infrastructure, constructs and opportunities that promote lingering in the area • (incidental educational opportunities through signage and plant types and history of uses to • community This space presents a real opportunity to create a more public cultural garden (separate from the Riawunna garden) which thoroughly embeds Tasmanian Aboriginal presence on this site by inclusion of things such as: • Creation of a meeting space within the landscape: the whole garden needs to be a gathering space for large or small groups and for formal and informal ceremonies • Inclusion of a fire pit, or similar in a central location. This would provide a space for gathering, ceremony and welcome • Installation of culturally relevant sculpture or art
Requirements • Riawunna cultural garden • Water as a key landscape element
“Core to Riawunna is its students, its staff, and the Aboriginal Community (both internal and external), - ‘it must reflect the Tasmanian Aboriginal Community’ - its connections to Country are physical, emotional, visual and spiritual – and it is key that these connections are considered in relation to Riawunna the ‘building’. As such, any building/ space that is designated Riawunna should be representative of these connections – inside and outside must come together - to be able to walk from the internal space directly onto Country is integral to any design.” Knowledge of Country
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Spaces in between | Proposed design ideas
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• Traverser Lane -
• Locally and authentically sourced materials • Cultural garden - stones and shells • Signage
Future Inveresk Precinct | Plan movement not linear • Ext rnal views • Linked pathways with sculpture/interpretation
• Cultural plants and
• Meeting places
landscaping at access points to the precinct
The group noted that it was important not to forget the alleyways, streets and pathways through the industrial portions of the site, making them engaging by using planting, art installations and trails would ensure that there is a continuity of cultural presence. In particular, how could the pathway to other buildings via the Traverser Lane be interesting and engaging (not just straight lines) and how it could foster a sense of connection. It was suggested that movement though the site could mirror the first people’s use of the land as a place to pass through, gathering materials and food as they moved. This could be achieved via activating the edges by utilising, planter boxes, medicinal planting and healing circles, development of a series of micro healthy (food) gardens and art and sculpture installations. It was seen to be important to engage with the river and this be represented in some way – even if it couldn’t be directly seen.
Requirements • Purposeful and meaningful landscape • Entry points to precinct to celebrate culture
“The landscape across the site and the ‘spaces’ between the buildings can be both purposeful and meaningful, for the staff, students and the Aboriginal and wider community, this can be achieved by embedding an array of cultural experiences – a healing garden, edible Aboriginal plants, micro gardens (smaller versions of the cultural garden), an interpretation trail – passing on of Aboriginal knowledges, recognising Aboriginal presence on the site through the ages, providing information on people from the Aboriginal community.” Knowledge of Country
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Mapping of existing RIAWUNNA CULTURAL GARDEN
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Nation Stones | Existing Riawunna Newnham
Culturally significant Nation Stones at the existing Riawunna Cultural Garden at the Newnham campus have been identified with Aunty Patsy Cameron and documented below. These Nation Stones must be re-located to the new Riawunna Cultural Garden at the Inveresk site. Appropriate cultural protocols must be followed during the relocation process, including a smoking ceremony during transfer. Aunty Patsy Cameron advised contacting the key people involved in installing the stones and suggested consulting with them through the relocation process Key people and organisations involved in sourcing and installing the Nation Stones: • Chris Calvery • Aunty Patsy Cameron • Greg Lehman • Parks Rangers - Bruny Island, Stanley and Coles Bay • Liawenee
Future Requirements • Nation Stones to be co-located in Riawunna cultural garden • Missing South-West Nation cairn to be replaced • Big River Nation should be sited near Oyster Bay Nation to represent relationship
• Judith Ross • Jim Sinatra • Fin Murphy • Sammy Howard • Mole Creek Limestone Quarry
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Plan adapted from ‘Urban Initiatives, Materials and Surfaces Drawing No 9832LD2’
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Nation Stones | Existing Riawunna Newnham
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Northern Midlands Nation
North West Nation
Northern Nation
Big River Nation
Material: Stanley, basalt and secret stone
Material: Mole Creek limestone
Material: 4 x Dolerite and 1 x Quartz
Material: Dolerite
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South-West Nation
Ben Lomond Nation / Penny Royal Creek Nation Material: Column basalt
Oyster Bay Nation
South-East Nation
Material: Schistic Note: 2 stones present – cairn of 5 rocks is missing
Material: Coles Bay Red Granite
Material: Bruny Island Sandstone
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North East Coastal Plains Nation (Grandfather rock) Material: Grey granite
Photographs and photo editing by Arthur Lau Hui Ci, Dylan Rowbottom and Holly Thurston-Doyle.
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Guardian Stones | Existing Riawunna Newnham
Culturally significant Guardian Stones at the existing Riawunna Cultural Garden at the Newnham campus have been identified with Aunty Patsy Cameron and documented below. These Guardian Stones are to be re-located to the new Inveresk site with locations identified on page 18. The Guardian Stones will provide protection to the whole precinct.
Future Requirements • Guardian Stones to be located in pairs • Guardian Stones provide protection to whole precinct
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Plan adapted from ‘Urban Initiatives, Materials and Surfaces Drawing No 9832LD2’
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Guardian Stones | Existing Riawunna Newnham 1 2 3
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Photographs and photo editing by Arthur Lau Hui Ci, Dylan Rowbottom and Holly Thurston-Doyle.
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Guardian Stones | Relocate to Future Inveresk Precinct
Key
Guardian Stones Proposed locations, relocated from Newnham Campus. New Stone Clusters Proposed to be relocated to the Inveresk site. Stones for the clusters will need to be appropriately sourced.
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Guardian Stones | Relocate to Future Inveresk Precinct
Artist impressions of how the Guardian Stones might look when placed on site:
Design Requirements • Guardian Stones to be relocated from Newnham campus • Most Guardian Stones to be placed in pairs • Guardian Stones provide protection to whole precinct
Considerations related to the selection of the Guardian Stone pairs and their placement include:
• Proportional relationship between the pairs • Ability to frame views • Ability to assist with wayfinding.
View east at entry to Black Bridge, Guardian Stones #6 and #7
View looking north east from Tamar St bridge, Guardian Stones #11 and #12
View looking south adjacent to UTAS Stadium, Guardian Stones #9 and #10
View from Boland St towards University accommodation, Guardian Stones #2 and #3
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Guardian Stones | Locations and design principles at Inveresk
Workshop 3: Guardian Stones potential locations
Workshop 3: Design drivers placed across the site
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Embedding Knowledges of Country
at Inveresk APPENDIX
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Knowledges of Country - Embedding Tasmanian Aboriginal presence on the Inveresk precinct
Who we are and what we do is fundamentally shaped by ‘where we are’, ‘how we connect’ and ‘our sense of belonging’ – ‘place’
Riawunna although referred to in the main as a ‘building’ is in fact is much more complex – and while needing a base - a presence with a direct connection to place through a cultural garden, may also be represented throughout the landscape itself, particularly with reference to the establishment of other less formal but no less important linkages, i.e. how the buildings are orientated (not just the placement of Riawunna) and named, the use of the urban realm and the spaces between the buildings and how these linkages may facilitate formal and informal community engagement. To strengthen the linkages between the buildings and the landscape the use of language e.g. palawa kani, throughout the site would provide an experience that students, staff and the Community could share which recognises Country and the first people. It must be recognised that the Inveresk site is on the swamp, a low lying area, and as such it does not allow for a direct connection to the mountains and the river (they cannot be seen from the campus’ lower levels), it would be important to establish this connection in other ways – a smaller rooftop micro garden, or a place of reflection where individuals can see the wider landscape. The landscape across the site and the ‘spaces’ between the buildings can be both purposeful and meaningful, for the staff, students and the Aboriginal and wider community, this can be achieved by embedding an array of cultural experiences – a healing garden, edible Aboriginal plants, micro gardens (smaller versions of the cultural garden), an interpretation trail – passing on of Aboriginal knowledges, recognising Aboriginal presence on the site through the ages, providing information on people from the Aboriginal community. The other critical aspect of embedding presence at Inveresk is ensuring that in particular all materials that make up the gardens and other areas of landscape are sourced authentically –including the stones, rocks and plants. Community and connection are vital to the Tasmanian Aboriginal people and as such the ability to pass on knowledges in both traditional and more modern methods is intrinsically linked to ‘place’ and ‘Country’. It is therefore imperative that space be available for gatherings and performances – this type of community engagement is at the Centre of Riawunna, and the circle of existence. This type of connection can also be strengthened through establishing more formal pathways and partnerships – the ability to work with the current occupants of the precinct i.e. QVMAG, and the Tasmanian Aboriginal Elders Council as well as with other organisations will strengthen existing relationships and encourage new ones to form, this in turn will contribute to the ongoing development of community engagement initiatives and educational enterprise.
For Aboriginal Tasmanians ‘place’ = ‘Country’
Country is all around, the earth, the sky, the mountains, the rivers and the surrounding seas Our connectedness to Country has sustained us for millennia. Riawunna should be a place of education, welcoming, intellectualism, reflection, respect and a place of belonging. A place to share our Aboriginal Knowledges, including native foods, healing plants and history. It must encapsulate our Ancestors’ story as well as our story in modernity, the significance of Invermay, our Elders, and the Aboriginal Community. Core to Riawunna is its students, its staff, and the Aboriginal Community (both internal and external), - ‘it must reflect the Tasmanian Aboriginal Community’ - its connections to Country are physical, emotional, visual and spiritual – and it is key that these connections are considered in relation to Riawunna the ‘building’. As such, any building/ space that is designated Riawunna should be representative of these connections – inside and outside must come together - to be able to walk from the internal space directly onto Country is integral to any design. This direct connection between Riawunna ‘the building’ and the cultural garden is predominately for use by Riawunna’s staff, students and Community for events and educational purposes specific to their cultural practices. The Inveresk precinct should be considered in a holistic way and reflect Tasmanian Aboriginal presence across the landscape. This reflection can take a variety of forms, but it is considered important that Riawunna be at the entrance to the University (front and centre), so that the public is greeted and embraced from a cultural perspective – symbolically the presence of the flag poles is considered to be imperative – a direct physical link to the cultural garden is vital, and connections to Aboriginal knowledges should also be embedded in the wider site utilising theme, forms and plants that are reflect Aboriginal presence. For example, the cultural garden would contain the stones of the Aboriginal nations; care and thought must be given to their placement – the current garden on the Newnham campus represents Rocky Cape (white quartz and Yakka trees) and the Gorge (Guardian stones). Consideration should be given to what the Inveresk garden might represent, inspiration could be taken from the strong links that the Aboriginal community has to water and shells, through this connection to Country Aboriginal people made baskets, shell necklaces and water carriers, this could be reflected in aspects of the landscape and built form. The presence of the fire pit – and the transfer of the coals from Newnham to Inveresk is an incredibly important aspect of transitioning from one campus to the other. This needs to be done correctly and with some ceremony – the treatment of what will remain at Newnham in terms of the building and garden will also need to be considered as the Newnham site is ‘decommissioned’. This transition may be in the form of a formal ceremony that might see the Tasmanian Aboriginal community walk from one site to the other taking the coals from Newnham to Inveresk – completing the circuit of transformation.
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Notes from Aboriginal Reference Group workshop 1
Date: 15 April 2019 Location: Railway Cottage Attendees: Professor Dom Geraghty, Caroline Spotswood, Aunty Patsy Cameron, Assoc Prof Clair Andersen, James McKee, Nala Mansell-McKenna, Dr Jacqueline Powe, Jen Smit, Tania Harvey Update on Inveresk masterplan and current thinking related to the site - Prof Dom Geraghty The campus at Inveresk will be more compressed than the first master plan indicated; concentrating critical mass in and around our current Architecture and Design and Stone buildings as well as in Willis Street. Current thinking has more green space being identified including the development of sporting facilities and community engagement spaces, with consideration being given to activation and linkages between the buildings and sites. Building 3 – built on the carpark next to the Stone building and in front of the Annexe theatre will be the first DA to be submitted. Building 3 is proposed to house all aspects of Student Experience including the Library, Student Support and Riawunna and is seen as being ‘the heart of the campus’. An additional building will be built behind Architecture and Design (on the current carpark), which will house teaching and learning, along with dry labs. There is a ‘triangular’ space between the proposed and existing buildings and initial thought has been given to how this space encourages a sense of community – a public space where ‘everyone can be’ and perhaps could be the location of a cultural garden. However, it should be noted at this stage the whereabouts of any cultural garden/s have not been decided – there is however a clear intention to relocated ‘the stones’ from the Newnham site to Inveresk, to where and how they are laid out is yet to be determined. The building on Willis St will be more concentrated on the needs of the Launceston Institute for Applied Science and Design and wet labs, in addition to some teaching and learning - the exact composition is still being worked through. Overview of current Riawunna space briefings - Caroline Spotswood Riawunna as part of the Student Experience portfolio has been involved in a working group which is informing the spatial and operational requirements for Building 3. The internal layout of that building has not been decided, however Riawunna representatives have been able to provide information on their space requirements (similar to what informed the initial schedule of areas) including teaching areas, consultation and informal/ formal meeting spaces, library and staffing areas. Visioning workshop Background – Current location of Riawunna (the philosophy of its location and orientation) - Aunty Patsy Cameron When ‘Riawunna’ was initially being envisaged for the Newnham campus a great deal of thought went into how it was positioned and the philosophy behind its design and presence. It was visually placed at the entrance to the campus, front and centre, and it had an outlook to the mountains –
‘view to soul’, traditionally where the Tasmanian Aboriginal people would have gathered. The building itself has a distinctive shape and is closely aligned with the landscape – in particular the cultural garden, fire pit and the stones. There is a distinctive philosophy underlying Riawunnas placement and linkages both physical, visual and spiritual – the buildings physical representation is a direct embodiment of the circle of history, knowledge and being of place. Riawunna means ‘circle’ – [this] needs to be unbroken. Some core requirements and ideas that need to be considered in the move: • The flags at the entrance of the building • The stones – it was noted that the SW nation’s stones had disappeared from the current site and would need to be replaced (these were 5 small stones that formed a Cairn). The other Nations stones would need to be transported and erected on site at Inveresk. In what pattern or configuration is to be determined and is for further discussion. • The coals / ashes from the fire pit will need to be gathered and transported to the new fire pit at Inveresk, the ashes are of symbolic importance • It was identified that of importance was the links between educational opportunity and community engagement in whatever we do on the Inveresk site, the passing on of knowledges was deemed of significance and integrating this into the site as a whole was seen as incredibly important. Some ways of doing this could be through art, educational trails, indigenous food and plantings (the cultural garden needs to have an element of education connected, as it is essentially a repository of knowledge and food). • Presence: There are many layers of Aboriginal presence on the Inveresk site that stretch across time. Although the early history of the islands first peoples is important, Inveresk and Invermay had a significant Tasmanian Aboriginal presence particularly in the 50s and 60s when many Aboriginal families lived in the area, some of whom worked at the railway. There were also many sporting identities and influential community members that could and should be recognised as we move forward. Next steps It was determined by the group that it was important to more fully explore and document the Philosophy behind the Inveresk campus and site itself. That this philosophy would be key to informing how the whole site developed, how connections would be formed, how the University could truly take a place-based approach to the landscape (using the term as all-encompassing for the site itself – not just in terms of the ‘grounds’) and add a level of vibrancy to the campus itself (in development and actuality) A core working group was formed (Tasmanian Aboriginal Reference Group) – consisting of Caroline Spotswood, Aunty Patsy Cameron, Clair Anderson, Nala Mansell-McKenna and Ricky Maynard. Tania Harvey to attend to record the discussions. This core group would work to Develop a Philosophy of Presence. The group is to convene at Inveresk in the fortnight commencing 29 April to begin to articulate the ‘philosophy’, once determined a further session would be
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scheduled to include Jen Smit and Jacqueline Power to look at how the philosophy could be spatially translated to inform the design and build of the Inveresk site as a whole. Running concurrently the wider group will engage in some external consultation with other Tasmanian Aboriginal groups
and consider a variety of projects that can be actualised now and into the future which will embed the Tasmanian Aboriginal presence at the Inveresk site. (An initial list of these projects and ideas will be outlined in the accompanying brief). It was also discussed that a similar process could be undertaken for West Park and the Hobart City development.
Notes from Aboriginal Reference Group workshop 2
Date: 10 May 2019 Location: Railway Cottage Attendees: Caroline Spotswood, Clair Anderson, Aunty Patsy Cameron, Dave Warrener, Tania Harvey (note taker) The purpose of this workshop was to gather a focus group to discuss and develop a statement of philosophy on Aboriginal culture in Tasmania that could be used for positioning approaches to representing Aboriginal knowledge. A discussion Paper, dated May, 2019 was circulated to the members of the group and discussed in the meeting. The aim of the initial workshop was to explore ideas that have already been tabled relating to how the Aboriginal communities would like to celebrate and represent not only their ancient history and practices but their current and future presence. The group discussed the following: • It was decided that it was important to more fully explore and document the ‘Philosophy’ behind the formation of Riawunna. That this philosophy would be key to informing how the Inveresk site might be approached. • A revisiting of the motivations and values that informed the current Riawunna ‘building and landscape’ at Newnham identified that there was (and is) a distinctive philosophy underlying Riawunna’s current placement on site. It was reaffirmed that this thinking should be applied to the Inveresk site as a whole – that this underlying philosophy has a direct impact on how cultural, and historical linkages manifest ‘in place’ be they physical, visual and spiritual. The current Newnham buildings physical representation is a direct embodiment of the circle of history, knowledge and being of place. Riawunna means ‘circle’ – this circle needs to remain unbroken, therefore thought must be given to how this is transferred to and represented on the new campus. These core motivations and values need to be part of any vison for Inveresk and as such require some degree of translation to the new site. • The discussion also highlighted that there are many layers of Aboriginal presence on the Inveresk site that stretch across time. Although the early history of the islands
first peoples is important, Inveresk and Invermay had a significant Tasmanian Aboriginal presence particularly in the 50s and 60s when many Aboriginal families lived in the area, some of whom worked at the railway. There were also many sporting identities and influential community members that could and should be recognised as we move forward. How this manifests itself at the new campus needs further discussion and could form part of the work undertaken by the Tasmanian Aboriginal Reference Group. The Stones, Fire Pit and Ceremonial Space • The relocation of the ceremonial stones from Riawunna, Aboriginal Nations could be placed at significant points on the site—or alternatively grouped together to frame and inform a new garden. There are some stones that need replacing – originally there were 5 stones from the South West Nation that formed a Cairn. The stones themselves could also be used as part of an interactive educational trail that is embedded in the campus landscape. Newnham to the Inveresk site is of paramount importance– the Stones representing Tasmanian • In addition to the ceremonial stones, the current garden at Riawunna has 13 large boulders that were transported from the Gorge – they are known as the Guardian stones. Originally when the garden was designed it was deemed of importance to connect Riawunna to places of significance (the Gorge and Rocky Cape), the stones embody Tasmania Aboriginal essence and are seen as Guardians of the campus. It would be good to consider whether these boulders can also be relocated – they do not necessarily need to form part of the cultural garden but could be used somewhere else onsite. • The fire pit at the current Riawunna site will need to be recreated at the new Inveresk site. The fire pit is key to many community and ceremonial activities and provides a central point of reference during such. • The coals / ashes from the fire pit will need to be gathered and transported to the new fire pit at Inveresk, the ashes are of symbolic importance • It is important that there is an area that can be used for
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Art and Languages Part of the initial discussion focused on how art and languages could be used on the Inveresk site in a way that conveys a sense of place. This could take a variety of forms including but not limited to the: • use of the Tasmanian Aboriginal languages on signage and buildings throughout the site • establishment of art installations and trails An art installation that mimicked the traditional practice of using fire to expose the seed bed, stimulating the renewal of the land and highlighting the transecting nature of the site. During the initial exploration of this idea it emerged that most of the land at the Inveresk site has had considerable fill, so it was unlikely that any activity of this type would be able to reawaken traditional seed stock long buried – however replanting of this stock could be undertaken. Further to this idea it emerged that ‘initiative’ could be used as a type of symbolic ground breaking – or an ‘in situ’ symbol – burn marks on the landscape. (This idea emerged from a project undertaken by ISD in 2018 – a deep mapping project focusing on food systems) Using the stones of the Tasmanian Aboriginal Nations as touchpoints in an educational trail set within the Inveresk landscape – the following of a journey through the site Cultural Centre • It was suggested that as part of the development consideration could be given to a ‘stand-alone’ building at the entrance to the site – or one that is highly visible that is more of a cultural centre, bringing together not only Tasmanian Aboriginal knowledges and experiences but also look at the rich multi-cultural history of Tasmania through to modern time. • The cultural centre could be a meeting place – one that encourages partnerships with other educational and cultural providers i.e. strengthening educational pathways – including cultural activities, and linking more formally to other resources already on site such as the family history room at QVMAG Next Steps The Aboriginal Reference Group supported the idea that Tania Harvey should write and prepare a Philosophy Statement for the reference Group to review and then discuss with their team members. Notes and ideas/comments would be fed back to Tania for integration into the paper. The group noted the importance of individual members being able to talk though the masterplan and landscape concept with the external Aboriginal Refence Group. The members of the group were keen to understand what a report of the workshop process would look like and how it would be part of future engagement with Professor Maggie Walter and Professor Rufus Black. Of real interest was how ultimately the actions of the group would inform the master planning of the site with the architect and landscape architect.
ceremonial purposes and is suitable for dancing and smoking ceremonies, this will need to be incorporated into the design of any community space on the new campus. The space can be used for a variety of community and educationally significant activities and events, if the space could be a multi-use / functional one this would allow for more engagement with internal and external parties. Cultural Garden • Consideration should be given to how the garden can become an integral part of the Inveresk site – during initial briefings with stakeholders the importance of the placement of this garden and its links (physical, visual and spiritual) to Riawunna itself was identified, The cultural garden/s location in terms of the wider campus landscape needs to be explored particularly in relation to how it can connect and interact with the buildings themselves (informing the idea of building as landscape), and as a vehicle for engagement particularly in relation to key public spaces. • Discussion about the cultural garden centred around the need for it to have an element of education connected to it – the garden itself is essentially a repository of knowledge centred around Tasmanian Aboriginal culture, history and food. The passing on of knowledges was deemed to be significant and integrating this ‘purpose ’into the site as a whole was seen as incredibly important. Some suggested ways of doing this could be through art, educational trails, indigenous food and plantings • Healing gardens – micro gardens spread across the landscape at Inveresk, places of reflection. These gardens would be planted with a suite of ‘healing’ plants. • It was emphasised that there can be multiple cultural gardens on the site, weaving through the landscape and indeed the buildings – one suggestion was that there could be a garden from which all aspects of ‘country’ can be ‘seen’ – the ground, the river, the mountains and the sky. This would be of significance on a site such as Inveresk which is low ground i.e. swampland. The idea of a roof top garden could be explored to enable line of sight across ‘country’ to places of particular significance i.e. The Gorge Informing the landscape • The use of native and indigenous plants in the landscape itself • The establishment of an indigenous garden (in addition to a cultural garden) that supported teaching and learning priorities (including but not limited to the key research theme of food innovation) was also discussed. The idea of ‘a’ garden being included as part of a ‘public kitchen’ was initially briefed as part of college conversations in late 2018 and informed the initial schedule of areas for the Inveresk site. This was seen not only as a key teaching/ research space but one that is shared with the community. The idea of a public kitchen posits that a kitchen can be ‘public’, much like a library, and used for learning and engagement. This facility would primarily be used by University students and staff of College of Health and Medicine to deliver units on nutrition, and for the TIS for sports nutrition. The public kitchen component could also be a site for informal learning and schools’ engagement, using bush-tucker from the indigenous garden.
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Notes from Aboriginal Reference Group workshop 3
Date: 25 July 2019 Location: Railway Cottage Attendees: Caroline Spotswood, Clair Anderson, Aunty Patsy Cameron, Dave Warrener, Dom Geraghty, Jacqueline Power, Scott Dickson, Tania Harvey The Aboriginal Reference Group was shown the masterplan and the following discussion was recoded while discussing significant spaces established in the masterplan Riawunna – The Centre Riawunna was described as being located in the current masterplan in the teaching and learning building. Discussion focussed on; • Current design shows Riawunna hidden at the ‘back’ of the building on the ground floor. • There is a desire for Riawunna be positioned towards the front to allow visibility at the entry. Riawunna, the centre could then have connection to the University Square • Possibility for a physical connection with the river is worth pursuing, but in reality the levee wall obstructs this. • There may be opportunities for a cultural garden adjacent or behind, the School of Architecture, or at the levee gate where site lines to the river are possible Stones Although the Nation and Guardian stones were thought to be best located near to Riawunna and be part of the setting of the Cultural Garden, it was acknowledged there was a potential to extend the reach of the Guardian stones’ presence and impact across the whole site. The Group placed representations of the Guardian stones on a site diagram, noting that placing the Stones on the Inveresk site was a significant gift to the campus as a whole. The thought was that they would guard and protect the Inveresk precinct as a whole, not just Riawunna, the centre. The idea was proposed that the Stones would be placed mainly in pairs at each significant entrance to the campus. This proposal was heartfelt and unanimously agreed by the reference group. The key entry points were defined as;
Also discussed were the potential positive impact of signage, flags, the use of stones, other natural materials (sourcing and placement where debated). The inclusion of culturally relevant sculptures and woven elements were considered in the way they might be integrated into the landscape setting on key circulation pathways across the site as a whole, and including Willis Street. Library and Student Services Ideas discussed: • The reference group discussed the use of big trees to form good framing and sitting places at building’s edges • Views to and from the building were discussed. • Circulation: how could the pathway to the car park via the Traverser Lane be interesting and engaging (not just straight lines)? How could the river be represented, if it couldn’t be directly seen? • The idea that the landscape edges of building 3 should connect and be considered holistically with the landscape design of the whole site. • Cultural Calendar: particular plants represent times of the year. (i.e.: some flowering plants indicate when snakes are ‘warming up’ and out of hibernation, other plants signify adjacency with materials that can be useful to community. University Square The reference group proposed a water feature, or something representation of water (perhaps shells?) would be appropriate in this ‘triangle’ of space. In addition, landscape designers could consider; • A range of smaller (micro) garden spaces, medicinal plants? • Places to sit (landscape inspired furniture) • Lingering in the area (incidental educational opportunities through signage and plant types and history of uses to community • Meeting space: the whole garden needs to be a meeting space for large or small groups and for formal and informal ceremonies • Fire pit, or similar should be central. This should provide a space for gathering and ceremony • External views from this space are important. What can been seen of the external site (e.g. mountains)? • Could this be a whole of site welcoming place? • Is there an opportunity for this to be a cultural garden? • Installation of culturally relevant sculpture or art pieces could present the start of an educational trail Seams and Pockets Activating the edges of buildings is seen as important via the following techniques; • Planter boxes • Medicinal planting • Healthy (food) gardens • Art/sculpture Another idea discussed was the importance of making sure the key circulation routes through the site, and adjacent the River are activated. Movement though the site could mirror the first people’s use of the land as a place to pass through, gathering materials and food as they moved.
• Willis Street • Black Bridge
• Roundabout (Cottage) • School of Architecture • Near student accommodation • Entry into Building 1 • Exit and Entrance to Willis Street Bridge
In addition, some stone clusters were located on the map at key points, noting that there were only 16 Guardian stones to distribute. Precinct and Themes The idea that the whole site might feel like a village was discussed, as well as the importance of integrating elements such as fire and water into the landscape as a whole. Discussion focussed on looking at how elements such as shells (the shape of the shells, and actual shells) might be integrated into the design.
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