On Country: Framlingham, Sem 1, 2021: Jeremy Salter

On Country Framlingham 3.0 ARCH1003 - Architecture Design Studio 4

2021 Semester 01 Portfolio

CLIENT:

STUDIO LEADERS:

Uncle Leonard Clarke

Christine Phillips Stasinos Mantzis

PREPARED BY:

SCALE: NTS DATE: 15.06.2021 REVISION: A PAGE: 1 of 61

Contents Acknowledgment .............................................................................. I Personal Reflection...................................................................... 001

Acknowledgment I want to acknowledge the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conducted the studies of the studio. I further extend this acknowledgment to the Kirrae wurrung people of the Gunditjmara nation, whose lands lie our proposal for The Shara Clarke Cultural and Educational Centre. I respectfully acknowledge their Ancestors and Elders, past, present, and emerging. I am appreciative of the time, commitment and sharing of knowledge from Uncle Leonard Clarke and his family. I also acknowledge the Traditional Custodians and their Ancestors of the lands and waters across Australia.

About The Project........................................................................ 002 Welcome to Country..................................................................... 003 Final Presentation........................................................................ 004

Esquisse 08 + 07.......................................................................... 035 Esquisse 06.................................................................................. 039 Sketches // Development // Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 049

Esquisse 05 + 04.......................................................................... 051

Shara Clarke Aboriginal Education and Cultural Centre. . . . . . . . . . . . . . . . . . . . . . 004

A Closer Look................................................................................ 007 Transportation Map // Enterprise Plan // Illustrative Site Plan. . . . . . . . . . . . . . . 007 Perspective Renders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 009 Sectional Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 013

Esquisse 03 + 02.......................................................................... 056 Esquisse 01.................................................................................. 059 Final Words................................................................................... 060

Think Tank..................................................................................... 015 Sketches // Development // Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 015

Mid-Semester............................................................................... 019 Project Panels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 019 Debrief. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 025

Site Visit....................................................................................... 026 Elder Uncle Leonard Clarke

Esquisse 11.................................................................................. 027 Esquisse 10 + 9............................................................................ 030 Sketches // Development // Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 033

I

Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

II

Personal Reflection

About The Project

Semester one 2021 has been the single largest learning experience of my academic career, and most definitely the single hardest semester I have completed to date. Faced with many challenges along the way, and given the current environment, I am appreciative and grateful to have completed this unit working alongside aboriginal elder Uncle Leonard Clarke to help realise his vision for the Framlingham community. This semester has been possible due to our studio leaders, Christine Phillips and Stasinos Mantzis; their help and guidance couldn’t be any more appreciated. In addition, I am incredibly happy to have worked beside the friendliest and most supportive group of students. This semester has helped me develop as an individual while being

001

part of a group aiming to push the boundaries and see what can be achieved as a collective.

This portfolio represents the collective work completed during the semester, from first design iterations, development, and outcomes to the finalised vision; Most importantly, this portfolio represents one of the many visions created by our studio cohort for Uncle Leonard Clarke. It has been an absolute honour and privilege to work beside Uncle Leonard Clarke to share his knowledge and teachings, and then incorporate them into real-world outcomes.

Shara Clarke Cultural and Education Centre | 13.06.21 | Process Portfolio

Aboriginal elder Uncle Leonard Clarke has a vision, a vision that is Ignited by the ongoing injustices against Aboriginal nations, the memory of his late daughter, and a strong deep-seated desire to keep the Indigenous youth out of incarceration. His vision is for the land on which he grew up on, to host a music and performance venue with a cultural and life education centre.

This vision is to become the foundation for the Shara Clarke Cultural and Education Centre.

Embedded on the traditional lands of the Kirrae Whurrong people of the Gunditjmara nation, lies our proposal for The Shara Clarke Cultural and Educational Centre. Inspired by the strong symbiotic relationship between the first nations’ people and their connection to country, the Shara Clarke Cultural and Education Centre attempts to extend the country and connection between its inhabitants and their ancestor lands. The design intends to help facilitate a strong bond and relationship between the land, environment, and cultural knowledge for all that utilise the centre.

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Welcome to Country

Final Presentation

Shara Clarke Aboriginal Education and Cultural Centre

Welcome to Country ceremony presented by Brett Clarke and family for the students on their site visit to Framlingham.

CLIENT:

STUDIO LEADERS:

PREPARED BY:

Uncle Leonard Clarke

Christine Phillips Stasinos Mantzis

Byron Watson Jeremy Salter

A Welcome to Country is a custom where the traditional custodians of the land welcome guests to the lands of their ancestors.

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

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005

006

OUTPUT

Transportation Map // Enterprise Plan // Illustrative Site Plan

Archive Building

Wildlife Refuge

Weekend Cultural Markets

Pavilion Hire

PROPOSED CAMP

Gallery Shop

Open-air Cinema

Front of House Extension

Cafe / Restaurant

Discovery Walkway

B120

KIRRAE AVE

Playground

Bonfire Performance space HOPKINS FALLS

LONG STAY PARKING

Recreation Space

Artists Residency Weddings

PROPOSED NEW ROUTE

M

ET

ER Y

RESTAURANT & GARDENS

RO AD

WELCOMING CEREMONIES

Grounds Keeper House

Cultural Burning Space

RECOMMENDED ROUTE

CARETAKER HOUSE & SHED

ENTRY

Site Sheds

Solar Power Farm Gallery Courtyard

HOPKINS RIVER

CE

ARCHIE ROACH THEATRE

Tourist Stay

Open-air Amphitheatre

C174

REGINALD SAUNDERS THEATRE

Nursery

Patron Camping

AIRPORT ROUTE

WETLANDS

Native Botantic Gardens

Event Hire

FRAMLINGHAM FOREST RD

NG HA

Cultural Pavilion

Gathering Space Extension

FRAMLINGHAM FOREST

SHARA CLARKE CULTURAL & EDUCATION CENTRE

Argriculture Garden

Wetlands

SHARA CLARKE CULTURAL & EDUCATION CENTRE

BANJO CLARKE VILLAGE

Science Centre

Fauna / Flora Documentation

TREE TOP WALK

FR AM LI

Water Monitor Station

Tours

FRAMLINGHAM FOREST

M

Bars

Formals and Graduations

AIRPORT

FO

RE ST

RD

A Closer Look

NURSERY & COMMERCIAL GARDEN

Memorial Walk

Workshops

WEAVING GRASSES

PRIVATE CEMETERY

ARTISTS RESIDENCIES

SHORT STAY PARKING PUBLIC CEMETERY

THE SHED

RIVER BOARDWALK & VIEWING PLATFORM

Treetop Walkway

ELEVATION

HOPKINS RIVER

A1

Archie Roach Reginald Saunders

SHERWOOD PARK STATION

Banjo Clarke

WARRNAMBOOL

PLAN

Shara Clake Cultural

UNCLE LENNY’S HOUSE

DEAKIN UNI PORT FAIRY 28.5km

RAILWAY

C167

NEIGHBOURING FARM CAMPING GROUNDS

SOUTHERN OCEAN

INPUT

GEELONG 180km

0

1KM

Transportation Map

007

Enterprise Plan

Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

50

100

200

400M

1:2500 Site Plan

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Perspective Renders

Welcoming Ceremony Space

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Internal Foyer

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Theatre Perspective

Gallery Perspective

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Sectional Perspective

Key Plan

1:400_Sectional Perspective

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Think Tank

Sketches // Development // Notes

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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017

Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Framlingham 3.0

Mid-Semester

Ignited by the ongoing injustices against Aboriginal nations and a strong desire to keep Indigenous youth out of incarceration, embedded on the traditional lands of the Kirrae Whurrong people of the Gunditjmara nation, lies our proposal for The Shara Clarke Cultural and Educational Centre. Inspired by the strong symbiotic relationship between the first nations’ people and their connection to country, the Shara Clarke Cultural and Education Centre attempts to extend the country and connection between its inhabitants and their ancestor lands. The design intends to help facilitate a strong bond and relationship between the land, environment, and cultural knowledge for all that utilise the centre. The design represents a cycle of growth and regrowth with a sense of permanence and impermanence through its expandable and modular programs. Like fire sweeping over the landscape fueled by the overgrowth, enhancing ecological diversity allows new opportunity. The users who enter the building fueled with an open mind and curiosity; they can then leave the landscape with new knowledge and opportunity.

Project Panels

STUDIO LEADERS:

PREPARED BY:

Christine Phillips Stasinos Mantzis

Byron Watson Jeremy Salter

Betty & Zeke

Versatile Architecture

Byron & Siyuan

Connection to Country

Pheoby & Chukang

Connection to Dreaming

Geordan & Jeremy

Flexible Architecture

Siyuan & Jeremy

Connection to Mob

020

021

Sou Fugimoto serpentine pavilion

Cedric Price Fun Palace

Bunjil West Melbourne Volcanic plains

Daniel Libeskind Jewish Museum

Barry Patten Sidney Myer Music Bowl

Colab-19 Amphitheatre La Concorida

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023

024

Site Visit

Debrief

This team-building exercise was a point of relief for each of the class members. Where we were able to discuss each other’s projects and debrief on what each group presented. This is a particularly important time for us given the current environment and covid restrictions.

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Before our Mid-semester Crits, the class went on a site visit to Uncle Lenny’s property to visit him and his family but to also grasp and understanding the enormity of the site and its inherent potential. This trip served particular importance in understanding Uncle Lenny’s story and the reasoning behind his vision for the Framlingham site.

Without a doubt, this trip served each and everyone one of us the understanding and comprehension of what we are involved in and the honour that it is to be a part of.

Siyuan + Lin Meal Prepping

Jeremy + Uncle Lenny

Uncle Lenny Teaching Grass Picking

Zeke and Byron Creating Esquisse 11

Students Yarning

Uncle Lenny Yarning With the Class

Byron and Mijawi Grass Picking

Siyuan, Lin, Jeremy, Zoe Meal Prepping

Betty, Phoebe + Jeremy Setting up Camp

Class Visiting the Public Cemetery

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Esquisse 11 PREPARED BY: Tiff Johnston Jeremy Salter

Week 11 marks the final esquisse before mid-semester, partnered with Tiff Johnston. Tiff and I were to create an infographic map that represented our journey on site. Through the use of key markers on the sitemap, we can recall

specific memories associated with each graphic. Interestingly, while many of the graphics are of only one item, due to our individual experiences we can recall a different story at each point.

Precedents: The Indigenous memory code (Podcast) Lynne Kelly Sophia Pearce and Jock Gilbert’s article on Deep Listening: The landscape of Country Songline Map

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Esquisse 10 + 9 PREPARED BY: Zeke Zhang Jeremy Salter

Weeks nine and ten, partnered with Zeke Zhang, required a lot of research, and thorough understanding. We were required to read the text Nourishing Terrains and Envisaging Information. From these texts, we were to decipher our own set of rules that could be graphically displayed legibly and

interestingly. This graphic would help us determine the rules for designing a theatre. Zeke and I realised our program and rules was a rather binary system of input and output. The more you put in, the larger the output. This heavily influenced a cyclical infographic and building to follow suit.

Precedents:

Yhonnie Scarce

Nourishing Terrains, Essay

Missile Park, Melbourne, 2021

Deborah Bird Rose

Edward Tufte’s Envisioning Information

Site

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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OUTPUT

EXPERIENCE

UTILISE

KNOWLEDGE

PROCESS

NARATIVE

INPUT OUTPUT

EXPERIENCE External Perspective

UTILISE

KNOWLEDGE

PROCESS

NARATIVE

INPUT

Site Plan Plan

Auditorium Perspective

Yhonnie Scarce Maya Lin Deborah Bird Rose

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Sketches // Development // Notes

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Esquisse 08 + 07 PREPARED BY: Alannah Davis Jeremy Salter

Weeks seven and eight, partnered with Alannah Davis, was a journey. Alannah and I researched two texts, Emu Dreaming, and Australian Aborigines: The Languages and Customs of Several Tribes in the Western District of Victoria.

With the text, we were to create a photomontage of our learning and take our class on a journey through storytelling. The photomontage acted as points of prompt when reciting the story to the class. Allowing Alannah and I to look

at the montage and engage with further discussion with the class. With our findings and research, we took them utilised them as design for our building sketch of the theatre, and how that influenced the design through the use of lunar cycles. To accompany the sectional sketch we were to create internal perspectives in the style of Peter Cook to help convey the story further to the users.

Precedents:

Auditorium Perspective

Putuparri and the Rainmakers

035

Greg Burgess’

Emu Dreaming, Book

Australian Aborigines

Ray and Cilla Norris

James Dawson

Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Stage Perspective

Foyer Perspective

Peter Cook

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Photo-montage of Gregg Burgess Brambuk Centre

1:200 Internal Sketch

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Esquisse 06 PREPARED BY: Siyuan Yang Jeremy Salter

START

Brook Andrew Wiradjuri people Born 1970 in Sydney, Australia Week five esquisse, partnered with Siyuan Yang, required us to listen to a song by Archie Roach, analyse the artwork of Brook Andrew, and the Melbourne Recital Centre by ARM Architecture. With our analysis, we had to decipher if there were any connection/similarities between the three precedents. If there were, what were they, and how could we envisage this connection for our proposed building? Siyuan and I discovered similarities between the need or desire for protection and longing for Mob. Our

proposal was comprised of a spheroid theatre encased in a rectilinear box.

Representing Mob in the centre under the guise of protection of white colonialism. In addition, to the model created, we were to recreate a montage in the style of our assigned artist Brook Andrew. In my interpretation I wanted the user to see the fractures caused to the landscape over time due to white colonialism.

Contemporary artist Theme: Colonialism, historical amnesia and indigenous cultures

Precedents:

Brook Andrews

Archie Roach: ‘Took the Children Away’

Melbourne Recital Centre

https://www.architectureanddesign.com.au/

Picture: Kristoffer Paulsen

By: ARM Architecture

people/brook-andrew-announced-as-artisticdirector-of-22n#

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Mediums: The combination of video, sculpture, photography and immersive installation Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Archi Roach Gunditjmara and Bundjalung Born 1956 Aboriginal Australian musician

Colour & Light: Recurring use of light as a metaphor for perception revelation and mystery

Song: Took the Children Away Released: 1990 Frame & Landscape: Put indigenous and other cultures together with a disordered time-line, encountering a more layered, complex consideration Each work is speculatively connected to the other through signs of time and historical situations

041

Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Genre: Australian Indigenous Recorded: April 1990

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Address: 31 Sturt St, Southbank VIC 3006 Opened: February 2009 Architecture firm: ARM Architecture Architect: Ian McDougall

‘Box-in-Box’ For the inside box, it sits on isolation springs and is physically separated from the rest of the building to insulate it from structure-borne noise.

Melbourne Recital Centre Floor Plan - Mezzanine 2

For the façade, as the protective package for the fragile equipment inside.

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Mob Diagram

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Finding Narrative

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Collage by Jeremy Salter

047

Collage by Siyuan Yang

Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Sketches // Development // Notes

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Esquisse 05 + 04 PREPARED BY: Zoe Braybrook Jeremy Salter

Week four and five esquisses, partnered with Zoe Braybrook, were an exploration of site diagramming/programming. We were provided with the minimum room requirements for the Shara Clarke Education and Cultural Centre, with the provided program we were to explore the potentialities and connections between spaces and assess how they may be located with one another through the use of a spatial diagram. This allowed us to explore and become familiar with the program while also being able to grasp and understanding the conditions of each room. We then took this information and created a massing study of all the programs to assess their impact

further. Then we gave the mass a basic form from the previous weeks assigned plants and placed a shell over the top of the program. The plant we chose was the Knobby Club Rush (Ficinia nodosa) a plant that Zoe was familiar with based on her experience with the previous esquisse. Amongst all of the above, we were to also become familiar with mosaic burning and other methods of Indigenous land management techniques and to take our learnings and imagine a mosaic burning to sweep over the Framlingham site, creating our fire montage in the style of Phillip Hunter’s artworks.

Precedents:

Envisaged Flooded Forest

Reko Rennie, Camofleur, 2019

Photography by Iwan Baan

Wisdom Man, Book

Dark Emu, Book

Phillip Hunter, 2004

The Shed, designed by Diller Scofidio +

Camilla Chance, Clarke Banjo

Bruce Pascoe

Photography by: Julian

Mosaic Burning

Renfro in collaboration with Rockwell Group

051

Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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F KO

E

H

S OU

C BA

Archie Roach Hall

FRONT OF HOUSE

Reginald Saunders STAGE RE STO

NG

TI A E

ST OR

E

STORE

IO

RAD

RA

DI

O

S

STO

BOARD ROOM

RE

RADIO

E

ST OR

Fixed Program

STORE

Flexible Program

Banjo Clarke

Indoors Open Air Connection Massing Study

Teaching Rooms Culture / Multipurpose Program Diagram

053

Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Esquisse 03 + 02 PREPARED BY: Geordan Ennis-Thomas Jeremy Salter

Week two and three esquisses, partnered with Geordan Ennis-Thomas, we were tasked with researching as much information as possible on the Bidgee Widgee (Acaena novae-zelandie), to then dissect it and assess its structural properties, growth patterns, and Indigenous uses. However, the research we did showed us little regarding its uses other than for its soil binding roots. It is speculated, however, that the leaves may be chewed on for medicinal use

for upset stomachs. With the research done on the Bidgee Widgee and the precedents listed below, Geordan and I were to create our theatre canopy.

We opted for one that was operable by the people and expandable/collapsible depending on its needs. Finally, we were to take our final iterations and photomontage them onto a site plan in the style of Yves Brunier.

Precedents:

Bidgee Widgee (Acaena novae-zelandie)

People’s Architecture Office People’s Canopy, Preston Lancashire, UK, 2015

Sean Godsell’s MPavilion

Yves Brunier, House Brasschaat (BE), Macken & Macken with Stephane Beel, 1989

Plan // Section on site

055

Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Open-hub-inner

Canopy Open

Open-hub-top

Canopy Collage by Jeremy Salter

Canopy Collage by Geordan Ennis-Thomas

Canopy Closed

Growth-placement-top

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Esquisse 01

Final Words I would like to conclude this portfolio by saying thank you to everyone involved in this semester, but most importantly to Uncle Lenny and his family for all the support and contribution they have provided from the very first day. Without their contribution, this studio would not be possible, and I believe this studio to be the most important studio that I have had the pleasure to contribute to over my academic career. Thank you, again, everyone!

Week one esquisse required us to visit the Melbourne Museum. At the museum we were to explore the First Peoples Tour: Bunjilaka; and listen and explore the many artefacts on display (audible and visual). Tasked to select two physical artefacts and one non-artefact (audio/video) and to then extract the key inspiring features of the selected items and turn those inspirations into a paper maquette. I attended the exhibition and spent a considerable amount of time wandering through the many displays and

Womin Djeka Indigenous Orientation Badge

Location Language Map

listening to the story of Bunjil. I was particularly taken by the idea of a message stick, possum cloaks, and reeds children would use to flick mud at each other. However, due to having just moved cities I wasn’t prepared to complete the first esquisse. I did however complete the RMIT indigenous orientation task and locate which language groups land I currently reside on.

Unfortunately, my photos of the museum trip were lost on my broken phone, but the memories and experience heavily remain on my mind.

First Peoples Tour: Bunjilaka Melbourne Museum

Class

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Shara Clarke Cultural and Education Centre | 15 .06.21 | Process Portfolio

Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio

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Shara Clarke Cultural and Education Centre | 15.06.21 | Process Portfolio | Jeremy Salter - s3902908