The Bogong Centre for Sound Culture is a remote-regional cultural initiative situated in the foothills of Victoria’s Alpine National Park. Established by Philip Samartzis and Madelynne Cornish the Centre supports projects focusing on the processes and impacts of sustainable energy production; effects of climate change in wilderness areas; ethnographic studies of remote communities; the chronicling of vanishing industrial procedures; and systems of representation used to render natural and built environments.
Additionally, the BCSC facilitates a broad cultural program comprising, festivals, exhibitions, publications, master classes and artists’ talks focusing on site-specific art practices. These programs establish a connection with place, its inhabitants, geographic space and memory. They engage a wide range of audiences, bringing together local, interstate and international artists across multiple disciplines and fields to realise ambitious works.
The BCSC is situated at the newly restored old school at Bogong Alpine Village located 350 kilometres from Melbourne in North East Victoria.
About Bogong Village
Bogong Alpine Village is 325 kilometres North-East of Melbourne situated at an altitude of 800 meters in the Alpine National Park between Mount Beauty and Falls Creek. The village was established in the late 1930s to service the first hydroelectric scheme in mainland Australia. More recently it has become a popular site for alpine sports, recreation and ecotourism. Click here for directions.
A Short History
Work on the Kiewa Scheme commenced in 1938 with the construction of a road from Tawonga to the High Plains. Previously the only access was by foot or horseback along tracks that had been forged by cattlemen of a bygone era. Bogong Village was established once the road from Junction Camp was trafficable (March 1939); this paved the way for the construction of permanent buildings. Prior to that life was tough; large canvas tents and flies were used for sleeping quarters and smaller tents were set up to house the kitchens. By 1940 Bogong Township had grown considerably with a general store, staff offices, recreational mess, police station, and a variety of accommodation such as single men’s quarters and residences for married staff and families.
Bogong State School
In 1941 the Primary School at Bogong Village enrolled its first intake of students comprising nine pupils. Initially the school consisted of a large classroom, storeroom and boys and girls toilets. Extensions were carried out in 1944, which expanded the capabilities of the school. A library, storeroom, pupil’s lunchroom and shelter shed were added and rock gardens were established. By 1947 the number of students had grown to 46 all of whom were children of local SEC workers. Over the years class sizes fluctuated and the building remained unchanged. In 1980 it ceased to operate as a school and sat idle, eventually falling into disrepair. In 2004 it was sold along with many other buildings in the village.
Madelynne Cornish and Philip Samartzis bought the Old School and set about restoring it to its former glory. The rotting weatherboards and floorboards, smashed windows and flaking paint are now a distant memory. The newly refurbished building occupies it’s original footprint and bares a strong resemblance to it’s former self. Although the internals have been modernized remnants of it’s past history remain. The Old School once played a significant role in the fabric of village life. It inspired the community and helped shape the minds of those who studied there. It is our intention as custodians that the School once again functions as a place of inspiration.
Reference: Kiewa Kids School Days at Bogong & Mount Beauty by Graham Gardner
“Listen to everything all the time and remind yourself when you are not listening.”—Pauline Oliveros
Today, I was invited to Kim Lane’s art class at Mount Beauty Secondary School. We talked about the listening exercise described in Pauline Oliveros’ Poetics of Environmental Sound. In this exercise, Oliveros instructs us pay attention to the sounds around us and describe the complexities and differences of what we hear and how they affect us. To someone who is learning to listen, this exercise is always full of new surprises. How can the qualities of the sounds we hear open up new ways of thinking? Can they lead us to a greater understanding of our relationship to our environment?
I am using this prompt as a guide to my experience here at B-CSC. I use a variety of technologies to create my work, but I wanted to start by putting down my equipment first and just listen while deeply engaging with the sonic environment present in this unique region. Most mornings, I wake very early, beginning my day immersed in the sounds of nature in this unfamiliar location, which I have traveled far to reach. I am trying to figure out how my practice relates to this complex environment. Now, with a microphone and camera in hand, I set out to capture sound and video, oriented toward being a part of the place, not a visitor. I remind myself to listen to everything.
THE POETICS OF ENVIRONENTAL SOUND
Listen to the environment for 15 minutes or a longer but pre-determined time length.
Use a clock or any adequate method to define this time length.
Describe in detail the sounds you hear and how you feel about them.
Include internal as well as external sounds.
You are part of the environment.
Explore the limits of audibility: (highest, lowest, loudest, softest, simplest, most complex, nearest, most distant, longest, shortest sound)
by Pauline Oliveros, from "Software for People", pp. 28-35