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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