INSTITUTE OF ARCHAEOLOGY, UCL ARCL 1015 FIELD METHODS 2013/2014 1ST YEAR CORE COURSE (0.5 uni !

Course co-ordinator and lecturer: Mark Roberts (Tutor for Fieldwork) mark.roberts@ucl.ac.uk Rm 30 . 0!0 " # $3$

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T%is document is a&ailable on-line at:%tt':((www.ucl.ac.uk(arc%aeolo)*(stud*in)(under)raduate(courses(course%andbooks( +RC,-0-$ -

and on t%e course Moodle 'a)e. Tu&ni in C#'(: 594844 Y()& $)%%*#&': .o+-3-/ L(+ u&(%: Term !0 Medawar ,ankester. Tuesda*s --.00--!.00 Room /-! at t%e .nstitute. T%ursda*s 0#.00--3.00. T%e T%e

,&)+ i+)-%: Term !.

'racticals(tutorials run on alternate weeks t%rou)%out Term !. one week wit% t%e remainin) four comin) t%e followin) week. A&+.i/( C#u&%(

class %as been subdi&ided into ei)%t )rou's four of w%om attend for

T%is 'art of t%e course will run durin) t%e Term ! Readin) 1eek. T%e *ear )rou' will be di&ided into t%ree sub-)rou's w%o will &isit t%e ,ondon +rc%aeolo)ical +rc%i&e Centre on Monda*0 ends at -".00. T.( Su00(& Fi(-' C#u&%( T%is course will be based at 1est 2ean and run from t%e -- t% of Ma* until t%e !
t% t%

0 1ednesda*

-#t% and T%ursda* !0t% of Februar*. T%e course be)ins at -0.00 and

of 3une for staff0 and from t%e -4t% Ma* until t%e !

t%

of

3une for students. T%e *ear )rou' %as been subdi&ided into fi&e sub)rou's0 eac% of w%om will be on t%e course for a fortni)%t. T%e dates are as follows:- 5rou' - Ma* -4t% 6 Ma* 30t%0 5rou' ! Ma* !$t% 6 3une "t%0 5rou' 3 3une -st 6 3une -3t%0 5rou' / 3une 4t% 6 3un !0t%0 5rou' $ 3une -$t% 6 ! M.7. Roberts 3anuar* !0-/
t%

O/(&/i(*
+RC, -0-$ com'rises an introduction to arc%aeolo)ical field met%ods and tec%ni8ues tau)%t b* lectures0 small )rou' 'ractical classes and fieldwork. +ll of t%e teac%in) takes 'lace in t%e latter two terms of t%e academic *ear0 and is su''orted b* an arc%i&e course in t%e Readin) 1eek of Term ! and a two-week field trainin) course durin) Ma*(3une !0-/. Course composition The distribution of learning hours is as follows: lectures 10 hours; practicals 5hours; laboratory/museum work 8 hours; pri ate study and reading !5 hours; fieldwork "0 hours; written work #0 hours Course contents and deli ery To'ics co&ered will include: locatin) arc%aeolo)ical sites9 met%ods of arc%aeolo)ical sur&e*9 'lannin) and costin) field 'ro:ects and e;ca&ation9 e;ca&atin) arc%aeolo)ical sites 6 )eneral 'rinci'les9 e;ca&atin) arc%aeolo)ical sites 6 s'ecific tec%ni8ues9 recordin) arc%aeolo)ical sites9 datin) and sam'lin) arc%aeolo)ical sites9 'ost-fieldwork 'lannin) 'ost-e;ca&ation anal*sis and researc% and t%e 'ublication of fieldwork re'orts. Taught through lectures, smaller group practical classes and a fieldwork training course. The teaching will take place in the second term and culminate in a two-week field training course in Sussex during Ma ! "une, where students will undertake a #road range of the archaeological exca$ation, recording and sur$e techni%ues pre$iousl discussed in lectures. &n the 'eading (eek of Term ) all students attend a one da demonstration and practical at the *ondon +rchaeological +rchi$e ,entre -*++',.. Course aims The aims of this course are to pro$ide students with a #road understanding of archaeological field techni%ues and methods/ it highlights the aims and limitations of these techni%ues and demonstrates their use in a $ariet of different archaeological scenarios. The course will pro$ide taught and practical training in desk-top and field sur$e techni%ues0 exca$ation0 the uses and application of paper and electronic resources, including archi$al material, together with mapping and 1&S data. . Students are also taught a#out the implications and

responsi#ilities arising from in$asi$e exca$ation techni%ues, and the necessit pu#lication and dissemination of the ensuing results. $ntended learning outcomes

for the

2. To gi$e the students the degree of competenc and confidence to ena#le them to participate in fieldwork, across the glo#e and in an time period. ). To raise awareness of the methodological issues surrounding archaeological sur$e and fieldwork. 3. To criticall consider the process of designing and managing a pro4ect from initial sur$e to the final pu#lication. 4. 5e$elop student6s group working skills. 5. 7xpand and impro$e #asic o#ser$ation and recording skills. %& 'mphasise and de elop the many transferable and key skills that are implicit in the e(ecution of fieldwork and its subse)uent* analysis and publication stages&

+pplication of the learning outcomes Su#4ect knowledge, understanding and skills. To/a) demonstrate a good understanding of the principles and methods # which archaeological data are ac%uired and anal sed.
b)

demonstrate a range of practical experience of the reco$er of primar archaeological data and associated post-exca$ation methods. show an awareness of the issues in$ol$ed in planning, designing, and executing a programme of field, la#orator or museum-#ased stud .

c)

1eneric skills. To/a)

work as a participant or leader of a team, contri#uting effecti$el to decision making and the achie$ement of o#4ecti$es. demonstrate $isual skills in recognising and descri#ing material remains, and recognising anomalies. understand the importance of health and safet in the work en$ironment.

b)

c)

,ectures /

,ecture -: -/(-(-/. +rc%aeolo)ical Field Met%ods: an introduction. ,ecture !: !-(-(-/. ,ocatin) arc%aeolo)ical sites. ,ecture 3: !4(-(-/. Met%ods of arc%aeolo)ical sur&e*. ,ecture /: /(!(-/. <;ca&atin) arc%aeolo)ical sites 6 )eneral 'rinci'les. ,ecture $: --(!(-/. =lannin) and costin) field 'ro:ects and e;ca&ation. R<+2.>5 1<<? - -!- F<7 T%ree )rou's to &isit t%e ,++RC o&er t%ree da*s. ,ecture ": !$(!(-/. <;ca&atin) arc%aeolo)ical sites 6s'ecific tec%ni8ues. ,ecture : /(3(-/. Recordin) arc%aeolo)ical sites. ,ecture 4: --(3(-/. 2atin) and sam'lin) arc%aeolo)ical sites. ,ecture #: -4(3(-/. =ost-fieldwork 'lannin)0 'ost-e;ca&ation anal*sis and researc%. ,ecture -0: !$(3(-/. T%e 'ublication of fieldwork re'orts. Tu #&i)-%/,&)+ i+)-% =ractical -: -"(-(-/. Ma' readin). =ractical -: !3(-(-/. Ma' readin). =ractical !: 30(-(-/. 1orkin) wit% on-line resources: @<Rs0 t%e +rc%aeolo)* 2ata Aer&ice B <@Cs =astsca'e. =ractical !: "(!(-/. 1orkin) wit% on-line resources: @<Rs0 t%e +rc%aeolo)* 2ata Aer&ice B <@Cs =astsca'e. =ractical 3: -3(!(-/. Disit to T%ames fores%ore0 wit% t%e T2=. (3 %ours %alf t%e *ear). R<+2.>5 1<<? - -!- F<7 T%ree )rou's to &isit t%e ,++RC o&er t%ree da*s. =ractical 3: ! (!(-/. Disit to T%ames fores%ore0 wit% t%e T2=. (3 %ours %alf t%e *ear). =ractical /: "(3(-/. 1orkin) wit% aerial '%oto)ra'%s. =ractical /: -3(3(-/. 1orkin) wit% aerial '%oto)ra'%s. $

=ractical $: !0(3(-/. Atrati)ra'%*0 conte;t recordin) and t%e @arris Matri;. =ractical $: ! (3(-/. Atrati)ra'%*0 conte;t recordin) and t%e @arris Matri;.

Tu #&i)-/,&)+ i+)- G&#u$%

Tutorials('racticals are %eld in Room /-! at t%e .nstitute. Tu #&i)- 1 T.u&%')" 01.00 2 10.00. A- (&n) ( *((3% #n 4)nu)&" 15 ., 30 ., F(6&u)&" 13 ., M)&+. 5 ., 20 .. +n)el 7anks0 Marina Co''oli 2ias 2e Miranda0 Aara% Cowell0 5abriela 2Eiki0 >atalie <lmer0 Cind* Fan)0 @anna% Mills0 Rosalind Mocroft0 ,eon Deal. Tu #&i)- 2 T.u&%')" 10.00 2 11.00. A- (&n) ( *((3% #n 4)nu)&" 15 ., 30 ., F(6&u)&" 13 ., M)&+. 5 ., 20 .. Cat 5re)ori0 2an @obbins0 Fer)us @oo'er0 Robbie =arkinson0 <lli =etroc%eilou0 Mont* A%ield0 ,*dia T%omas0 C%arlotte Tidman0 =ai)e Turone. Tu #&i)- 3 T.u&%')" 11.00 2 12.00. A- (&n) ( *((3% #n 4)nu)&" 15 ., 30 ., F(6&u)&" 13 ., M)&+. 5 ., 20 .. .sabel +nnal0 Aara @amid0 Tabb* @a*man0 +n)ela @ilditc%0 >ick @ockada*0 ?atie @un)0 3essica ,ake*0 Tamara Moore. Tu #&i)- 4 T.u&%')" 12.00 2 13.00. A- (&n) ( *((3% #n 4)nu)&" 15 ., 30 ., F(6&u)&" 13 ., M)&+. 5 ., 20 .. Aebastian @um'%re*s0 <leanor 3ames0 3enn* Fuested0 <lias RebeiE0 ,awrence Rees0 Madd* Rile*0 <lman Aa%ibi0 Frida A:o&oll0 @anna% Akowronski. Tu #&i)- 5 T.u&%')" 01.00 2 10.00. A- (&n) ( *((3% #n 4)nu)&" 23&', F(6&u)&" 5 ., 27 ., M)&+. 13 ., 27 .. 3os% 2a*0 Ma;ime 2e Aadeleer0 >iall 5rant0 Mariana 5uadalu'e Ribas +lbu8uer8ue0 5race 3ar&is0 3oan McCue0 7rendan =arnell0 +dam Ri)b*0 3oe Aa;on0 ?irsten 7rown. Tu #&i)- 5 T.u&%')" 10.00 2 11.00. A- (&n) ( *((3% #n 4)nu)&" 23 &', F(6&u)&" 5 ., 27 ., M)&+. 13 ., 27 .. Melina 7uonaiuto0 +lasdair C%i0 Moa Ta*lor @odin0 3imm @unt0 Re)ine .saksen0 ,il* ?idulis0 7r*on* Amerdon0 7eck* Dickers0 Goun) Aam 1inter0 <lla 7ekesi. Tu #&i)- 7 T.u&%')" 11.00 2 12.00. A- (&n) ( *((3% #n 4)nu)&" 23 &', F(6&u)&" 5 ., 27 ., M)&+. 13 ., 27 .. <mma Clark0 .ida ?a*%ko0 Ao'%ie ?osteleck*0 5wendoline Maurer0 Fre*a Mo%amed0 A%an Mu)%al0 <rin >iles0 C%arlotte =arker0 =i''a =ost)ate Fouls%am. Tu #&i)- 8 T.u&%')" 12.00 2 13.00. A- (&n) ( *((3% #n 4)nu)&" 23&', F(6&u)&" 5 ., 27 ., M)&+. 13 ., 27 .. ?ia% RutE0 +rt%ur AtarEec0 <mma Audnik0 <liEabet% Tearle0 =iers T%omas0 >ils DanweEer0 T%omas 1arburton0 +nt%on* 1elland0 Mand* 1eston. M( .#'% #9 )%%(%%0(n + !000 word essa* (from a c%oice of t%ree). Two 'ractical assi)nments. Markin) of t%e Field notebook. A (n')n+( " 30H 3($(-/ /0H !$(!(-/ B 3($(-/ 30H ,ate Ma* and 3une !0-/

+ re)ister will be taken at eac% class. .f *ou are unable to attend a class0 'lease notif* t%e lecturer b* email. 2e'artments are re8uired to re'ort eac% studentCs attendance to IC, Re)istr* at fre8uent inter&als t%rou)%out eac% term. Atudents are e;'ected to attend at least 0H of classes. In9#&0) i#n 9#& in (&+#--(:i) ( )n' in (&'($)& 0(n )- % u'(n % Atudents enrolled in 2e'artments outside t%e .nstitute s%ould collect %ard co'* of t%e .nstituteCs coursework )uidelines from 3ud* Medrin)tonCs office (/--+). D"%-(;i) .f *ou %a&e d*sle;ia or an* ot%er disabilit*0 'lease make *our Course Co-ordinators aware of t%is fact and discuss wit% t%em w%et%er t%ere is an* wa* in w%ic% t%e* can %el' *ou. Atudents wit% d*sle;ia are reminded to indicate t%is on eac% 'iece of coursework. F(('6)+3 .n tr*in) to make t%is course as effecti&e as 'ossible0 we welcome feedback from students durin) t%e course of t%e *ear. +ll students are asked to )i&e t%eir &iews on t%e course in an anon*mous 8uestionnaire w%ic% will be circulated at one of t%e last sessions of t%e course. T%ese 8uestionnaires are taken seriousl* and %el' t%e coordinator to de&elo' t%e course. T%e summarised res'onses are considered b* t%e .nstituteJs Ataff-Atudent Consultati&e Committee0 Teac%in) Committee0 and b* t%e Facult* Teac%in) Committee. .f students are concerned about an* as'ect of t%is course we %o'e t%e* will feel able to talk to t%e Course Co-ordinator0 but if t%e* feel t%is a''roac% is not a''ro'riate0 t%e* s%ould consult t%eir =ersonal Tutor0 t%e +cademic +dministrator (3ud* Medrin)ton)0 or t%e C%air of Teac%in) Committee (2r. ?aren 1ri)%t).

H()- . )n' %)9( " T%e .nstitute %as a @ealt% and Aafet* 'olic* and code of 'ractice w%ic% 'ro&ides )uidance on field work0 site &isits0 laborator* work etc. T%is 'olic* is re&ised annuall* and t%e new edition will be issued in due course. +ll work undertaken in t%e

.nstitute is )o&erned b* t%ese )uidelines0 and students %a&e a dut* to be aware of t%em and to ad%ere to t%em at all times. T%is is 'articularl* im'ortant in t%e conte;t of t%e laborator*(field('lacement work w%ic% will be undertaken as 'art of t%is course. A'ecific information 'ertainin) to acti&ities associated wit% t%is course s%all be )i&en 'rior to t%eir undertakin). 1ritten and pro forma risk assessments are 're'ared for t%e field course and field tri's and lod)ed wit% Aandra 7ond at t%e .nstitute. L(+ u&( 1. 14/11/14. A&+.)(#-#:i+)- 9i(-' 0( .#'%< )n in &#'u+ i#n. T%e lecture runs t%rou)% all t%e to'ics to be co&ered in t%e course and constitutes an informal introduction to its contents and aims. T%e lecture also co&ers t%e structure of t%e course in terms of t%e 'ractical work to be undertaken on T%ursda*s0 to)et%er wit% t%e re8uired coursework0 submissions dates and 'rocedures. T%e lecture and all subse8uent lectures are made a&ailable on-line. .n t%is academic *ear0 es'ecial em'%asis will be 'laced on researc%-led teac%in)0 t%is will mean a''l*in) t%e met%ods and tec%ni8ues tau)%t in t%e course back to t%e s'ecific ob:ect of t%is *earCs Field Course0 t%e e;ca&ation and sur&e* of t%e KlostL deer 'ark and lod)e at t%e site of 2ownle*0 Ain)leton0 1est Ausse;. Man* of t%e ma's0 '%oto)ra'%s and di)ital terrain models (2TMs) are a&ailable &ia t%e =ower'oint 'resentation for t%is lecture. G(n(&)- (; % T%e 'rinci'al te;ts are Renfrew and 7a%n (!004) and Car&er (!00#)0 multi'le co'ies of w%ic% are a&ailable in t%e librar*. T%ere are &arious ot%er te;ts on arc%aeolo)ical field met%ods includin) 2rewettCs te;tbook (-###) and %is seminal work on 7ullock 2own (-#4!9 7arker (-##3)0 and t%at b* Mc.ntos% (-#4"). 7arker0 =.+. -##3. Techniques of Archaeological Excavation. ,ondon: 7atsford (3rd <dition). .AA< 2<A? .>AT +RC@ +, 7+R B .>AT +RC@ +, 7+R. Car&er0 M. !00#. Archaeological Investigation. ,ondon: Routled)e. .AAI< 2<A? .M+ C+R " B .>AT +RC@ +, -0 C+R ".

2rewett0 =.,. -#4!. The Archaeology of Bullock Down, East ourne, East !ussex. The "evelopment of a lan"scape. ,ewes: Ausse; +rc%aeolo)ical Aociet*. .AAI< 2<A? .>AT +RC@ 2R< B .>AT +RC@ 2++ /-0 A.-0 2R<. 2rewett0 =.,. -###. #iel" Archaeology$ an intro"uction. ,ondon: IC, =ress. .AAI< 2<A? .M+ 2R< ! B .>AT +RC@ +, -0 2R<. Mc.ntos%0 3. -###. The practical archaeologist$ how we know what we know a out the past. ,ondon: T%ames and @udson. !nd re&ised edition. .>AT +RC@ +@ MC.. Renfrew0 C. +>2 7a%n0 =. !004. Archaeology, Theories, %etho"s, an" &ractice. ,ondon: T%ames and @udson. ($t% edition). .AAI< 2<A? .>AT +RC@ +@ R<> B .>AT +RC@ +@ R<>. ,&)+ i+)- 1. 15 = 23/1/14. M)$% )n' 0)$ &()'in:. O&i(n ) in: .( 0)$. .n t%e field *ou must know %ow to orientate t%e ma' so t%at *ou can relate features on t%e ma' to t%e '%*sical features around *ou. To do t%is *ou will need a ma)netic com'ass0 w%ic% *ou line u' wit% <astin)s lines. T%e to' of t%e ma' is alwa*s orientated to t%e >ort%. Aee t%e %andout w%ic% outlines t%e t%ree t*'es of nort%. T.( %+)-( #9 .( 0)$. T%ere are man* different ma' scales: essentiall*0 t%e lar)er t%e number t%e lar)er t%e amount of )round co&ered. Com'are t%e -:!$0000 and -:-00000 e;am'les *ou %a&e been )i&en. -:!$0000 means t%at -cm on t%e ma' e8uals !$0000 on t%e )round or -cm N !$0m9 -:-00000 means t%at -cm on t%e ma' e8uals -00000 on t%e )round or -cm N -00m. L#+) in: "#u& OS i'(n i9i(& %>u)&(. 5reat 7ritain is di&ided u' b* t%e Mrdnance Aur&e* into -00km ! blocks eac% of w%ic% is )i&en a uni8ue two letter code e.). TF0 AI. Gou must alwa*s use t%ese 'rior to )i&in) *our )rid reference. Gou can find t%ese letters on t%e ma' *ou %a&e been )i&en. <ac% -00km! also %as two identifier numbers for e;am'le AI is /-0 /00km to t%e east and -00km to t%e nort% (see %andout). #

E)% in:% )n' N#& .in:%. Read t%e <astin) first9 t%ese are t%e numbers alon) t%e bottom of t%e ma' t%at increase eastwards0 and t%en t%e >ort%in)9 t%ese are t%e numbers alon) t%e side of t%e ma' w%ic% increase nort%wards. Fin'in: $-)+(% )n' 9() u&(%. GouCll be )i&en a )rid reference and told to find a 'lace0 and t%en *ouCll be )i&en a 'lace and told to 'ro&ide a )rid reference. H#* +#n #u&% *#&3. T%e contour lines on *our ma' indicate t%e %ei)%t of t%e )round abo&e sea le&el +M2 (abo&e Mrdnance 2atum). T%e lines :oin u' s'ots of identical %ei)%t. T%e furt%er t%e lines are a'art t%e )entler t%e relief0 t%e closer to)et%er t%e stee'er t%e relief. O .(& "$(% #9 0)$ u%(' 6" )&+.)(#-#:i% %. +rc%aeolo)ists use man* ot%er different t*'es of ma'0 includin) )eolo)ical and marine ma's. 1e s%all %a&e an attem't at usin) a )eolo)ical ma'. Mrdnance Aur&e*. !0-3. Ma' Readin): from t%e be)inner to t%e ad&anced ma' reader. +&ailable on-line at www.ordnance.sur&e*.co.uk L(+ u&( 2. 21/1/14. L#+) in: )&+.)(#-#:i+)- %i (% +rc%aeolo)ical sites are to be found bot% beneat% our feet and all around us. Man* sites are e;tant and &isible in t%e modern landsca'e: some continue t%eir ori)inal function into t%e 'resent da*0 w%ereas ot%ers mi)%t now be used for a 'ur'ose unintended and unima)ined b* t%eir constructors. T%ere are also sites w%ose landsca'e settin) %as com'letel* c%an)ed due to a combination of to'o)ra'%ic and en&ironmental c%an)e9 t%ese mi)%t be now buried b* substantial de't%s of sediment or 'er%a's been o&ertaken b* marine trans)ression. .t is a;iomatic t%at sites and landsca'es are 'reser&ed in man* differin) states de'endent u'on t%e ta'%onomic 'rocesses o'eratin) o&er time9 in addition to natural ta'%onomic 'rocesses0 t%e actions of successi&e )enerations of %umans in t%e landsca'e must also be considered. +rc%aeolo)ists %a&e to be able to reco)nise -0

and inter'ret sites at t%ese man* 'reser&ation le&els. Aimilarl*0 'ro:ect 'lannin)0 t%e t*'e and scale of inter&entions0 sur&e* and sam'lin)0 will all be facilitated b* understandin) t%e landsca'e t*'e and %istor*0 to)et%er wit% t%e 'ast and 'resent '%*sical and biolo)ical 'rocesses and conditions t%at could affect a site and its associated arc%aeolo)ical material. .n an* )i&en area0 'ast find s'ots and sites are contained wit%in t%e @istoric <n&ironment Record of local aut%orities0 t%ese records are in some instances furt%er su''orted b* data %eld b* t%e national statutor* bodies suc% as <n)lis% @erita)e0 t%e Ro*al Commission etc. From t%ese or)anisations t%e 'ros'ecti&e e;ca&ator can )ain access to sc%edulin) data0 ma's and 'lans0 a descri'tion of t%e site t*'es mentioned0 and a biblio)ra'%* of 'ast in&esti)ation %istor*. More ma''in) information is a&ailable t%rou)% <dina di)ima'0 w%ere it is 'ossible to &iew and download ma's and ma' data0 includin) different scale Mrdnance Aur&e* (MA) ma's0 old &ersions of ma's0 )eolo)ical and marine ma's. +erial '%oto)ra'%* constitutes one of t%e ke* tools in t%e identification of arc%aeolo)ical sites. T%e 'rinci'les be%ind its met%ods and a''lications are )i&en in *our ke* te;ts and in more detail below. ?e* elements t%at re&eal sites are cro' marks0 s%adow marks0 and 'arc% marks but t%ere are man* furt%er nuances of t%ese main cate)ories w%ic% are s%own in t%e lecture. Toda* t%e tec%nolo)* also e;ists to see sites and to'o)ra'%* w%ere t%e )round surface is co&ered b* woodland9 t%is tec%ni8ue is known as ,i2+R (,i)%t 2etection and Ran)in)) and %as been used to locate arc%aeolo)ical sites0 wit% )reat success0 in bot% 7ritain and ot%er 'arts of t%e world. Mn a lar)er scale remote sensin) from satellites %as 'roduced detailed ,+>2A+T ima)es t%at are of immense use to arc%aeolo)ists workin) on a landsca'e and re)ional scale0 es'eciall* in ot%erwise inaccessible areas. Clark0 3.0 2arlin)ton 3. and Fairclou)%0 5. !00/. 'sing (istoric )an"scape *haracterisation. <n)lis% @erita)e. 2ownload at %tt':((www.en)lis%-%erita)e.or).uk( 'ublications(usin)-%istoric-landsca'e-c%aracterisation(usin)-%istoric-landsca'ec%aracterisation!00/.'df <n)lis% @erita)e !00 . 'n"erstan"ing the Archaeology of )an"scapes$ a +ui"e to +oo" ,ecor"ing &ractices. 2ownload at %tt':((www.en)lis%%erita)e.or).uk('ublications(understandin)-arc%aeolo)*-oflandsca'es(understandin)t%earc%aeolo)*oflandsca'es'art-''--#.'df Fairclou)% 5. !00$. Boun"less (ori-ons$ (istoric )an"scape *haracteri-ation. English (eritage. 2ownload at %tt':((www.en)lis%%erita)e.or).uk('ublications(boundless-%oriEons-%istoric-landsca'e-c%aracterisation( boudless%oriEons.'df --

Rile*0 2.>. -#4 . Air &hotography an" Archaeology. ,ondon: 2uckwort%. .>AT +RC@ +, !- FTM R.,. Rile*0 2.>. -##". Aerial Archaeology in Britain. =rinces Risborou)%: A%ire. .AAI< 2<A? .>AT +RC@ +, !- R.,. Acollar0 ..0 Tabba)%0 +.0 @esse0 +. and @erEo)0 .. -##0. Archaeological &rospecting an" ,emote !ensing. Cambrid)e: CI=. (,atest edition CI= !00#). Tille*0 C. !00/. Round 7arrows and 2*kes as landsca'e Meta'%ors. *am ri"ge Archaeological .ournal. 14 (!)0 -4$-!03. Tille*0 C. !0-0. Interpreting lan"scapes$ geologies, topographies, i"entities. 1alnut Creek C+: ,eft Coast =ress. 1ilson0 2.R. -# $. Aerial reconnaissance for archaeology. ,ondon: C7+ Researc% Re'ort -!. .>AT +RC@ 2++ FTM A<R.<A CMI -!. +lso a&ailable t%rou)% t%e online readin) list. 1ilson0 2.R. -#4!. +ir =%oto .nter'retation for +rc%aeolo)ists. ,ondon: 7atsford. .AAI< 2<A? .>AT +RC@ 1., -!9 see also 3rd edition b* Tem'us =ublis%in). .>AT +RC@ +,!- 1.,.

L(+ u&( 3. 28/1/14. M( .#'% #9 n#n2in/)%i/( %i ( %u&/(". @a&in) identified a site(landsca'e for in&esti)ation from t%e @istoric <n&ironment Record (@<R) and(or b* means of aerial anal*ses0 t%e arc%aeolo)istCs attention now turns to on t%e )round field sur&e*s. +n effecti&e met%od of '%*sicall* co&erin) lar)e areas of terrain0 es'eciall* under tree co&er0 is to undertake a landsca'e sur&e*0 usin) a line of 'eo'le to record 'otential arc%aeolo)ical features. T%e e;ercise is normall* undertaken in a series of transects0 w%ereb* t%e line sto's eac% time a feature is obser&ed0 its c%aracteristics are recorded and a )rid reference taken usin) a %and-%eld 5=A. 2urin) t%e !00# field course0 t%e students located one of t%e best e;am'les of a downland bunt mound in Aout%ern <n)land usin) t%is met%od of sur&e*. +n e;am'le s%eet is )i&en in t%e a''endices at t%e end of t%e %andbook. Mnce a site or site com'le; %as been disco&ered0 ot%er non-in&asi&e met%ods of in&esti)ation can be em'lo*ed. .n essence t%ese met%ods 'roduce data t%at is con&erted into a &isual ima)e: t%us0 informin) t%e arc%aeolo)ist of t%e t*'e and nature of structures buried at t%e site. T%ese met%ods are used to locate sites wit%in -!

an arc%aeolo)ical landsca'e or to 'ro&ide detail on s'ecific areas wit%in sites9 for e;am'le0 a considerable amount of in&esti)ation and anal*sis %as been a''lied to t%e interior of .ron +)e %illforts (see <n)lis% @erita)e !004 below). T%e main met%ods considered in t%e lecture are resisti&it*0 ma)netometr* and )round 'enetratin) radar. .n t%e first instance *ou s%ould )ain a )eneral workin) knowled)e of t%e tec%ni8ues and t%e suitabilit* of t%eir a''lication b* readin) t%e a''ro'riate sections in Renfrew and 7a%n0 and Car&er0 and t%en e;'and *our readin) b* c%oosin) somet%in) from t%e list below. .n terms of t%e fieldwork we are )oin) to carr* out0 t%e <n)lis% @erita)e !004 'ublication is e;cellent. Clark0 +. -##". !eeing Beneath the !oil$ &rospecting %etho"s in Archaeology. ,ondon: 7atsford. .AAI< 2<A? .>AT +RC@ +, -3 C,+. 2a&id0 +. -##$. +eophysical !urvey in Archaeological #iel" Evaluation. ,ondon: <n)lis% @erita)e. .>AT +RC@ +, -! FTM 2+D B a&ailable t%rou)% t%e on-line readin) list. 2rewett0 =.,. -#4!. The Archaeology of Bullock Down, East ourne, East !ussex. The Development of a )an"scape. ,ewes: Ausse; +rc%aeolo)ical Aociet*. ('. ##). .AAI< 2<A? .>AT +RC@ 2R< and .>AT +RC@ 2++ /-0 A -0 2R<. O<n)lis% @erita)e. !004. +eophysical !urvey in Archaeological #iel" Evaluation. Awindon: <n)lis% @erita)e. T%is is t%e u'dated &ersion of 2a&id0 +. -##$ )i&en abo&e0 and is a&ailable on line wit% free download at: %tt':((www.en)lis%-%erita)e.or)(u'load('df(5eo'%*sics5uidlines.'df O5affen*0 C. +nd 5ator0 3. !003. Re&ealin) t%e 7uried =ast. +eophysics for Archaeologists. Atroud: Tem'us. .>AT +RC@ +, -! 5+F. (T%e best introduction to modern arc%aeolo)ical )eo'%*sics). 5affen*0 C.0 5ator0 3. and M&enden A. !00!. T%e use of 5eo'%*sical Tec%ni8ues in +rc%aeolo)ical Field <&aluations. I#A &aper >o. ". Readin): .nstitute of Field +rc%aeolo)ists. (Fuite a t%in 'am'%let.). 3o%nson0 3.?. (ed.) !00". ,emote sensing in archaeology$ an explicitly /orth American perspective. Tuscaloosa: Ini&ersit* of +labama =ress. . >AT +RC@ +, -3 3M@. (<;cellent and &er* useful book0 and not :ust for >ort% +merica.) Ise also Renfrew and 7a%n (''.#$--0") and Car&er (''.4#---!) from t%e main readin) list.

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.f *ou would like to follow u' t%is to'ic %a&e a look at t%e :ournal Archaeological &rospection. +&ailable online from &olume $/0 number -.

+ppendices
-ord length .trict new regulations with regard to word/length were introduced 0C,/wide with effect from 101!& 8enalties for 9$er-length ,oursework :or su#mitted coursework, where a maximum length has #een specified, the following procedure will appl / i. The length of coursework will normall #e specified in terms of a word count. ii. +ssessed work should not exceed the prescri#ed length. iii. :or work that exceeds the specified maximum length # less than2;< the mark will #e reduced # ten percentage marks0 #ut the penalised mark will not #e reduced #elow the pass mark, assuming the work merited a pass. i$. :or work that exceeds the specified maximum length # 2;< or more, a mark of =ero will #e recorded. $. &n the case of coursework that is su#mitted late and is also o$er-length, the lateness penalt will ha$e precedence. The following wording regarding exclusions from the word counts is that which should be followed this year. -ord counts The following should not #e included in the word-count/ title page* contents pages* lists of figure and tables* abstract* preface* acknowledgements* bibliography* lists of references* captions and contents of tables and figures* appendices* and wording of citations in the te(t. Please convert the previous single figure word count limit as indicated in column 2 below.

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8enalties will onl #e imposed if ou exceed the upper figure in the range. There is no penalt for using fewer words than the lower figure in the range/ the lower figure is simpl for our guidance to indicate the sort of length that is expected. 1 21011/1!3 5,000 4,500 4,000 ",500 ",000 2,500 2,000 %,500 %,000 1 2101!/1#3 4, 50!5,250 4,2 5!4, 25 ",#00!4,200 ","25!",$ 5 2,#50!",%50 2," 5!2,$25 %,&00!2,%00 %,425!%,5 5 &50!%,050

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su#mission will #e penali=ed in accordance with these regulations unless permission has #een

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Students who encounter technical pro#lems su#mitting their work to Turnitin should email the nature of the pro#lem to ioa-turnitinEucl.ac.uk in ad$ance of the deadline in order that the Turnitin +d$isers can notif the ,ourse ,o-ordinator that it ma #e appropriate to wai$e the late su#mission penalt . &f there is an other unexpected crisis on the su#mission da , students should telephone or -prefera#l . e-mail the ,ourse ,o-ordinator, and follow this up with a completed 7':. 8lease see the ,oursework 1uidelines on the &o+ we#site -or our 5egree Fand#ook. for further details of penalties. http/!!www.ucl.ac.uk!archaeolog !administration!students!hand#ook!su#mission 'ard copy will no longer be date!stamped. The Turnitin G,lass &5G is 5"#8## and the G,lass 7nrolment 8asswordG is $o+1!1#. :urther information is gi$en on the &o+ we#site. http/!!www.ucl.ac.uk!archaeolog !administration!students!hand#ook!turnitin Turnitin ad$isers will #e a$aila#le to help ou $ia email/ ioa-turnitinEucl.ac.uk if needed. -See further note at the end of this section.. 0C,/wide penalties for late submission of coursework C,* regulation 3.2.B *ate Su#mission of ,oursework (here coursework is not su#mitted # a pu#lished deadline, the following penalties will appl / i. + penalt of 5 percentage marks should #e applied to coursework su#mitted the calendar da after the deadline -calendar da 2.. ii. + penalt of 25 percentage marks should #e applied to coursework su#mitted on calendar da ) after the deadline through to calendar da H. iii. + mark of =ero should #e recorded for coursework su#mitted on calendar da 8 after the deadline through to the end of the second week of third term. ?e$ertheless, the assessment will #e considered to #e complete pro$ided the coursework contains material than can #e assessed. i$. ,oursework su#mitted after the end of the second week of third term will not #e marked and the assessment will #e incomplete.

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$. (here there are extenuating circumstances that ha$e #een recognised # the >oard of 7xaminers or its representati$e, these penalties will not appl until the agreed extension period has #een exceeded. $i. &n the case of coursework that is su#mitted late and is also o$er length, onl the lateness penalt will appl . (n order to ensure that students are not disadvantaged, it is essential that students recognise the importance of negotiating extensions in advance. )tudents should use the standard *xtension +e,uest -orm, but may also need to re,uest extensions by e!mail or by telephone. . careful record of such re,uests shall be /ept. 0our course co!ordinator will be available to discuss re,uests for extensions in the period leading up to each deadline. (deally they should be available in person, but failing that they are be available via e!mail or telephone. Timescale for return of marked coursework to students& Aou ma expect to recei$e our marked work within four calendar weeks of the official su#mission deadline. &f ou do not recei$e our work within this period, or a written explanation from the marker, ou should notif the &o+6s +cademic +dministrator, "ud Medrington. 4eeping copies 8lease note that it is an &nstitute re%uirement that ou retain a cop -this can #e electronic. of all coursework su#mitted. (hen our marked essa is returned to ou, ou should return it to the marker within two weeks. Citing of sources ,oursework should #e expressed in the student6s own words gi$ing the exact source of an ideas, information, diagrams etc. that are taken from the work of others. +n direct %uotations from the work of others must #e indicated as such # #eing placed #etween in$erted commas. 5lagiarism is regarded as a ery serious irregularity which can carry ery hea y penalties& &t is our responsi#ilit to read and a#ide # the re%uirements for presentation, referencing and a$oidance of plagiarism to #e found in the &o+ D,oursework 1uidelines6 on the &o+ we#site. http/!!www.ucl.ac.uk!archaeolog !administration!students!hand#ook

+ oiding plagiarism The term IplagiarismJ means presenting material -words, figures etc.. in a wa that allows the reader to #elie$e that it is the work of the author he or she is reading, when it is in fact the creation of another person. &n academic and other circles, plagiarism is regarded as theft of intellectual propert . Cnder C,* regulations, all detected plagiarism is to #e penalised and noted on the student6s academic record, irrespecti$e of whether the plagiarism is committed knowingl or unintentionall . The whole process of an allegation of plagiarism and its in$estigation is likel to cause considera#le personal em#arrassment and to lea$e a $er unpleasant memor in addition to the practical conse%uences of the penalt . The penalties can #e surprisingl se$ere and ma include failing a course or a whole degree. &t is thus important to take deli#erate steps to a$oid an inad$ertent plagiarism. +$oiding plagiarism should start at the stage of taking notes. &n our notes, it should #e wholl clear what is taken directl from a source, what is a paraphrase of the content of a source and what is our own s nthesis or original thought. Make sure ou include sources and rele$ant page num#ers in our notes. (hen writing an essa an words and special meanings, an special phrases, an clauses or sentences taken directl from a source must #e enclosed in in$erted commas and followed # a reference to the source in #rackets. &t is not generall necessar to use direct %uotations except when comparing particular terms or phrases used # different authors. Similarl , all figures and ta#les taken from sources must ha$e their origin acknowledged in the caption. ,aptions do not contri#ute to an maximum word lengths. 8araphrased information taken from a source must #e followed # a reference to the source. &f a paragraph contains information from se$eral sources, it must #e made clear what information comes from where/ a list of sources at the end of the paragraph is not sufficient. 8lease cite sources of information full , including page num#ers where appropriate, in order to a$oid an risk of plagiarism/ citations in the text do not contri#ute to an maximum word count. To guard further against inad$ertent plagiarism, ou ma find it helpful to write a plan of our coursework answer or essa and to write the coursework primaril on the #asis of our plan, onl referring to sources or notes when ou need to check something specific such as a page num#er for a citation.

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Collusion* except where re%uired, is also an examination offence. (hile discussing topics and %uestions with fellow students is one of the #enefits of learning in a uni$ersit en$ironment, independentl . 6ow to upload your work to Turnitin ?ote that Turnitin uses the term Dclass6 for what we normall call a Dcourse6. 2. 7nsure that our essa or other item of coursework has #een sa$ed properl , and that ou ha$e the ,lass &5 for the course -a$aila#le from the course hand#ook. and enrolment password -this is &o+2324 for all courses this session - note that this is capital letter &, lower case letter o, upper case +, followed # the current academic ear.. ). 3. 4. 5. ,lick on http/!!www.su#mit.ac.uk -?> not www.turnitin.com, which is the CS site. or cop this C'* into our fa$ourite we# #rowser. ,lick on D,reate account6. Select our categor as DStudent6. ,reate an account using our C,* email address. ?ote that ou will #e asked to specif a new password for our account - do not use our C,* password or the enrolment password, #ut in$ent one of our own -Turnitin will permanentl associate this with our account, so ou will not ha$e to change it e$er 3 months, unlike our C,* password.. B. &n addition, ou will #e asked for a I,lass &5J and a I,lass enrolment passwordJ -see point 2 a#o$e.. 9nce ou ha$e created an account ou can 4ust log in at http/!!www.su#mit.ac.uk and enrol for our other classes without going through the new user process again. Simpl click on D7nrol in a class6. Make sure ou ha$e all the rele$ant Iclass &5sJ at hand. H. 8. 9. 2;. 22. 2). ,lick on the course to which ou wish to su#mit our work. ,lick on the correct assignment -e.g. 7ssa 2.. 5ou#le-check that DSu#mit6. +ttach document as a ISingle file uploadJ. 7nter our name -the examiner will not #e a#le to see this.. :ill in the ISu#mission titleJ field with the right details/ $t is essential that the first word in the title is your e(amination candidate number -e.g. A1>'8. &n what sense can culture #e said to e$ol$eK., and not your name. -# ou are in the correct course and assignment and then click ou should alwa s plan and write our coursework answers entirel

23. 24 &f

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