Archaeological Practice

This module provides a brief conspectus of the prehistoric and historical periods from the emergence of humans, the later development of complex societies and civilizations through to the present day. The world context is emphasised and the major developments in each period will be explored.  The module is illustrated throughout by case studies through which students can appreciate how ideas about these cultures have developed from the beginnings of antiquarian archaeology to the application of modern theory.  Key conceptual issues, such as exchange/trade, colonisation, political, religious and social developments, will be explained and discussed in relation to specific examples.

This module forms an introduction to the principles and methods upon which the study of archaeology is based and explores a history of the development of the discipline, alongside a detailed background to the main categories of material culture that you might encounter on archaeological sites, including stone tools, pottery, coins, metalwork etc.

No prior knowledge of the subject is assumed or expected. You will learn about the historical emergence of archaeology as a distinct discipline from earlier antiquarian studies, alongside the development of excavation methodologies from rudimentary early work to modern, stratigraphic approaches. You will also learn about archaeological audiences, and our discipline’s engagement with the public. These thematic lectures are buttressed by the use of sessions looking at case studies of recent research projects within the Department in order to help draw together and assist understanding of the key themes.

From a material culture perspective, you will learn about the technology behind these artefacts, and crucially how things that we make do not just have a simple function, but also encode important symbolic information as well. As the majority of archaeological material seen by the public is displayed within museums, you will also consider how material culture is displayed and presented within museums, and the choices made by curators about this.

By the end of this course you will understand the purpose and process behind archaeological excavation and the recovery of material culture, as well as the way humans make and give meaning to even the most mundane and everyday items.

This module provides an introduction to approaches and methods of survey, excavation, geophysics, dating, palaeoenvironmental and chronological study as employed in archaeology. The module is divided into five parts comprising: a: site survey, b. age estimation (i.e. relative and absolute), c: palaeoenvironmental and palaeoeconomic reconstruction (e.g. of past vegetation and animals), d: locating archaeological sites (geophysics), and e. sub-surface archaeological works (test pitting, boreholes and excavation). Each theme is explored by first discussing the theoretical basis of approaches that are used, then examining the range of techniques available and exploring in detail those most frequently used, and finally discussing how data are interpreted and problems that might result. Tuition is in the classroom and in a field setting.

This module aims to instil key academic skills required for undergraduate study and research. Students will be introduced to personal development planning and continuing professional development. Students will be introduced to local sources of archaeological and historical information used to explore, evaluate and manage the historic environment. In addition, an introduction to online resources such as the Archaeological Data Service, Historic Environment Records and EDINA will provide students with a sound guide to their use. These resources will be used to review the archaeological potential of specific archaeological sites.

The module comprises four weeks of archaeological fieldwork, to be undertaken on one of the field projects run by the Archaeology Department, within which the student might be involved in excavation or other field-based tasks. Students can expect to learn a variety of essential archaeological field skills, depending on the nature of the project they are participating in. These will most commonly include: heavy and light excavation; finds and environmental processing; archaeological recording (written and drawn records); and basic surveying. Students will also learn how archaeological projects are organised in the field and the procedure by which they take place. This will be followed by a post-excavation course that will explore methods of archive collation, analysis and dissemination.

This mandatory module develops and supports students in attaining important skillsets in critical thinking, analysis and academic writing for their extended dissertation project in year 3. The first section of the course concentrates on developing a critical awareness of key theoretical standpoints and positions in the humanities with special reference to archaeology and anthropology. The second section of the course leads students through the process of research design and the skills required to deliver their dissertation project.  

Geographic Information Systems (sometimes known as Geographic Information Science), or GIS, and geomatics use digital and spatial technologies to investigate the Earth’s surface and sub-surface. Knowledge of GIS is a necessary precursor to the use of the techniques of geomatics, hence the division of the module into two parts (Parts 1 and Part 2). Part 1 (GIS) runs in Term 1, during which GIS theory and concepts are considered and evaluated, while students gain intermediate level knowledge of the use of one industry standard GIS in practical classes. Part 2 (geomatics) takes place in Term 2 and follows a trajectory from GIS-based examination of remote-sensed data to the collection of field data using geophysics and measured survey equipment. In addition to field and computer laboratory tasks, the key concepts of aerial and satellite remote sensing are introduced, while students are also reminded (from ARCH4003) of the theory underpinning relevant geophysical and measured survey techniques.

Option A: The Archaeology of Britain

This module will provide a broad introduction to the archaeology of Britain from prehistory to the contemporary period. Overall, it will consider the discipline of archaeology with reference to the material evidence including monuments, landscapes, buried remains, art and artefacts. Current issues, thematic and theoretical approaches, case-studies and field trips will comprise a central element of the module. This module will include local fieldtrips and conclude with a residential field school.                     

Option B: Death, Burials and Bioarchaeology

This module examines the themes of death, burial and bioarchaeology through an anthropological and archaeological lens. It will explore the development of funerary practice from prehistory to the ethnographic present. Burial sites from various locations, temporally and geographically, will be examined, together with the importance of grave goods. The analysis of human remains is a key specialism across the disciplines of archaeology and biological anthropology. This module introduces students to the key theories and methods needed for the analysis and interpretation of skeletal remains. Current debates include the ethics of the treatment of the dead and the interpretation of burials in relation to gender and inequality. This module will have a practical approach where students will work in small groups to learn the skills of human remains analysis, it is therefore paramount that practical sessions are attended to enable the assigned component of this module to be completed.

The module comprises four weeks of archaeological fieldwork, to be undertaken on one of the field projects run by the Archaeology Department, within which the student might be involved in excavation or other field-based tasks. Students can expect to learn a variety of essential archaeological field skills, depending on the nature of the project they are participating in. These will most commonly include: heavy and light excavation; finds and environmental processing; archaeological recording (written and drawn records); and basic surveying. Students will also learn how archaeological projects are organised in the field and the procedure by which they take place. This will be followed by a post-excavation course that will explore methods of archive collation, analysis and dissemination.

This mandatory module develops and supports students in attaining important skillsets in critical thinking, analysis and academic writing for their extended dissertation project in year 3. The first section of the course concentrates on developing a critical awareness of key theoretical standpoints and positions in the humanities with special reference to archaeology and anthropology. The second section of the course leads students through the process of research design and the skills required to deliver their dissertation project.  

Geographic Information Systems (sometimes known as Geographic Information Science), or GIS, and geomatics use digital and spatial technologies to investigate the Earth’s surface and sub-surface. Knowledge of GIS is a necessary precursor to the use of the techniques of geomatics, hence the division of the module into two parts (Parts 1 and Part 2). Part 1 (GIS) runs in Term 1, during which GIS theory and concepts are considered and evaluated, while students gain intermediate level knowledge of the use of one industry standard GIS in practical classes. Part 2 (geomatics) takes place in Term 2 and follows a trajectory from GIS-based examination of remote-sensed data to the collection of field data using geophysics and measured survey equipment. In addition to field and computer laboratory tasks, the key concepts of aerial and satellite remote sensing are introduced, while students are also reminded (from ARCH4003) of the theory underpinning relevant geophysical and measured survey techniques.

Option A: The Archaeology of Britain

This module will provide a broad introduction to the archaeology of Britain from prehistory to the contemporary period. Overall, it will consider the discipline of archaeology with reference to the material evidence including monuments, landscapes, buried remains, art and artefacts. Current issues, thematic and theoretical approaches, case-studies and field trips will comprise a central element of the module. This module will include local fieldtrips and conclude with a residential field school.                     

Option B: Death, Burials and Bioarchaeology

This module examines the themes of death, burial and bioarchaeology through an anthropological and archaeological lens. It will explore the development of funerary practice from prehistory to the ethnographic present. Burial sites from various locations, temporally and geographically, will be examined, together with the importance of grave goods. The analysis of human remains is a key specialism across the disciplines of archaeology and biological anthropology. This module introduces students to the key theories and methods needed for the analysis and interpretation of skeletal remains. Current debates include the ethics of the treatment of the dead and the interpretation of burials in relation to gender and inequality. This module will have a practical approach where students will work in small groups to learn the skills of human remains analysis, it is therefore paramount that practical sessions are attended to enable the assigned component of this module to be completed.

Extended Project

The module is an Extended Independent Study in archaeology for students studying on all Archaeology programmes. Students select a topic in consultation with tutors and carry out preliminary research in ARCH5002. In ARCH6002 students then apply their knowledge of archaeological theory and practice, and carry out original research in order to produce a c. 10,000 word dissertation, the latter showing clarity of expression, logical argument and creative thought. The dissertation content/subject matter reflects the particular Archaeology pathway (e.g. a project using scientific method and/or data for BSc Archaeology) and the student’s interest.

Professional Placement

In line with the emphasis placed on experiential learning by the Chartered Institute for Archaeologists (CIfA), this module is a ‘real world’ alternative to the dissertation for BSc Archaeological Practice students. This is a placement-based module intended for those students who wish to gain prolonged practical experience (20 days/4 weeks) of working within an external archaeological organisation. With support from the archaeological placement coordinator in the School, the students and coordinator will identify and organise the placement with an external host organisation, ideally one of direct interest to the student, e.g. with expertise in excavation; survey; curation; archives; finds; museology. At the start of the module, in Term One, students will be actively planning their proposed project, potential host, the nature of the work to be carried out, health and safety issues, travel and other practical considerations. The placement report, the culmination of the module, provides a detailed background to the placement, an introduction to the host organisation, a daily diary of the experience, outlining skills learned and developed, and concludes with a reflective account of the strengths and weaknesses of the placement, how well it delivered on planned outcomes, and whether there were any outcomes that were not foreseen – for example discovering new areas of interest, making new contacts etc.

This module examines three themes. In the first global organisation and protection of cultural heritage (i.e. through international agreements) is examined. A number of national and state case studies of cultural heritage law and practice are considered (e.g. USA, France, Germany and particularly the UK). The second theme introduces students to careers, both in the cultural resource management ‘industry’ and in other areas where skills acquired during an Archaeology degrees are relevant. The third theme, together with the final year project, is the culmination of the Archaeology degree. It provides students the opportunity to consider the multiplicity of archaeological interpretation on the basis of differing lines of evidence and varied approaches of study. A series of archaeological ‘problems’ are discussed with the aim of examining how data can be interpreted in various ways, each one of which might be equally valid. Case studies will depend upon staff availability but might include the diffusion models to explain the change from Mesolithic to Neolithic society in Europe; colonisation (of for example the Americas and Australia, and of Europe by early forms of Homo and Homo sapiens); origins, causes and effects of diseases in the archaeological and historical record and dating the eruption of Thera and the end of the Minoan civilisation and mid-Holocene vegetation change.

This module is designed to develop your knowledge of archaeological fieldwork practice within a professional context. It is divided into two parts; the first comprising of four weeks practical experience during the summer prior to Term 1 on a University of Winchester fieldwork project, or an external project (subject to approval by the module leader). The second part of the module explores the role of archaeological fieldwork within professional practice by examining current approaches to project management used in modern commercial (i.e. developer-led) archaeology. The complete project management cycle from production of research designs, budgeting of projects, production of desk-based assessments, management of fieldwork projects and production of reports is considered. The impact and constraints imposed by planning and health and safety law on archaeological projects are then assessed and methods for fulfilling the legislative requirements explored. Teaching by Departmental staff is supplemented by guest lecturers, from for example a local commercial archaeological organisation, a local authority etc. These practitioners will provide a ‘real world’ insight into project management from their perspective. Visits to a commercial archaeological site will also help students appreciate the context within which this subject operates in professional archaeology.

Themes in European Prehistory

This module will involve an in-depth exploration of themes in prehistoric Europe. The study may cover the prehistory of Europe from the Palaeolithic period through the development of an agricultural economy across the continent in the Neolithic, and the end of the Iron Age and the spread of the Roman Empire, in line with available lecturing staff’s research expertise. Within this time period, key concepts, controversies and problems will be considered and methodologies analysed. Themes and topics of relevance may include art, trade and exchange, settlement, monuments, religion, and burial practices, and the module will be structured around the integration of different materials: archaeological, linguistic, anthropological, genetic and sociological evidence will all be considered.

Rites, Religions and Ritual            

This module examines the archaeological evidence for religion, ritual and belief, drawing on case-studies from a range of religious and spiritual traditions. Attention in particular will be paid to the links and contrasts between different classes of evidence from different periods and places, such as surviving monuments, artefacts, art, architecture and iconography. A fieldtrip to relevant archaeological site, monument or museum will form part of this module.                              

The Archaeology of Conflict

The module examines the origins and development of human conflict. Based on archaeological evidence, alternative approaches to conflict such as evolutionary psychology, or military history will be explored. Intra-group and inter-group conflict will be considered, as well as domestic violence, state-inflicted violence and war. The legacy of conflict will be explored through an examination of physical and cultural heritage, memorialisation and current approaches to dark heritage and via the practice of battlefield archaeology. The ethics of archaeological engagement with conflicts and their associated cultural heritage will also be considered, particularly in relation to their contribution to helping establish stable and secure societies. As part of the module, the students will also participate and contribute to a mini-conference on the archaeology of conflict.                                                          
              

Extended Project

The module is an Extended Independent Study in archaeology for students studying on all Archaeology programmes. Students select a topic in consultation with tutors and carry out preliminary research in ARCH5002. In ARCH6002 students then apply their knowledge of archaeological theory and practice, and carry out original research in order to produce a c. 10,000 word dissertation, the latter showing clarity of expression, logical argument and creative thought. The dissertation content/subject matter reflects the particular Archaeology pathway (e.g. a project using scientific method and/or data for BSc Archaeology) and the student’s interest.

Professional Placement

In line with the emphasis placed on experiential learning by the Chartered Institute for Archaeologists (CIfA), this module is a ‘real world’ alternative to the dissertation for BSc Archaeological Practice students. This is a placement-based module intended for those students who wish to gain prolonged practical experience (20 days/4 weeks) of working within an external archaeological organisation. With support from the archaeological placement coordinator in the School, the students and coordinator will identify and organise the placement with an external host organisation, ideally one of direct interest to the student, e.g. with expertise in excavation; survey; curation; archives; finds; museology. At the start of the module, in Term One, students will be actively planning their proposed project, potential host, the nature of the work to be carried out, health and safety issues, travel and other practical considerations. The placement report, the culmination of the module, provides a detailed background to the placement, an introduction to the host organisation, a daily diary of the experience, outlining skills learned and developed, and concludes with a reflective account of the strengths and weaknesses of the placement, how well it delivered on planned outcomes, and whether there were any outcomes that were not foreseen – for example discovering new areas of interest, making new contacts etc.

This module examines three themes. In the first global organisation and protection of cultural heritage (i.e. through international agreements) is examined. A number of national and state case studies of cultural heritage law and practice are considered (e.g. USA, France, Germany and particularly the UK). The second theme introduces students to careers, both in the cultural resource management ‘industry’ and in other areas where skills acquired during an Archaeology degrees are relevant. The third theme, together with the final year project, is the culmination of the Archaeology degree. It provides students the opportunity to consider the multiplicity of archaeological interpretation on the basis of differing lines of evidence and varied approaches of study. A series of archaeological ‘problems’ are discussed with the aim of examining how data can be interpreted in various ways, each one of which might be equally valid. Case studies will depend upon staff availability but might include the diffusion models to explain the change from Mesolithic to Neolithic society in Europe; colonisation (of for example the Americas and Australia, and of Europe by early forms of Homo and Homo sapiens); origins, causes and effects of diseases in the archaeological and historical record and dating the eruption of Thera and the end of the Minoan civilisation and mid-Holocene vegetation change.

This module is designed to develop your knowledge of archaeological fieldwork practice within a professional context. It is divided into two parts; the first comprising of four weeks practical experience during the summer prior to Term 1 on a University of Winchester fieldwork project, or an external project (subject to approval by the module leader). The second part of the module explores the role of archaeological fieldwork within professional practice by examining current approaches to project management used in modern commercial (i.e. developer-led) archaeology. The complete project management cycle from production of research designs, budgeting of projects, production of desk-based assessments, management of fieldwork projects and production of reports is considered. The impact and constraints imposed by planning and health and safety law on archaeological projects are then assessed and methods for fulfilling the legislative requirements explored. Teaching by Departmental staff is supplemented by guest lecturers, from for example a local commercial archaeological organisation, a local authority etc. These practitioners will provide a ‘real world’ insight into project management from their perspective. Visits to a commercial archaeological site will also help students appreciate the context within which this subject operates in professional archaeology.

Themes in European Prehistory

This module will involve an in-depth exploration of themes in prehistoric Europe. The study may cover the prehistory of Europe from the Palaeolithic period through the development of an agricultural economy across the continent in the Neolithic, and the end of the Iron Age and the spread of the Roman Empire, in line with available lecturing staff’s research expertise. Within this time period, key concepts, controversies and problems will be considered and methodologies analysed. Themes and topics of relevance may include art, trade and exchange, settlement, monuments, religion, and burial practices, and the module will be structured around the integration of different materials: archaeological, linguistic, anthropological, genetic and sociological evidence will all be considered.

Rites, Religions and Ritual            

This module examines the archaeological evidence for religion, ritual and belief, drawing on case-studies from a range of religious and spiritual traditions. Attention in particular will be paid to the links and contrasts between different classes of evidence from different periods and places, such as surviving monuments, artefacts, art, architecture and iconography. A fieldtrip to relevant archaeological site, monument or museum will form part of this module.                              

The Archaeology of Conflict

The module examines the origins and development of human conflict. Based on archaeological evidence, alternative approaches to conflict such as evolutionary psychology, or military history will be explored. Intra-group and inter-group conflict will be considered, as well as domestic violence, state-inflicted violence and war. The legacy of conflict will be explored through an examination of physical and cultural heritage, memorialisation and current approaches to dark heritage and via the practice of battlefield archaeology. The ethics of archaeological engagement with conflicts and their associated cultural heritage will also be considered, particularly in relation to their contribution to helping establish stable and secure societies. As part of the module, the students will also participate and contribute to a mini-conference on the archaeology of conflict.