Module ARCH52730: RESEARCH TOPICS IN ARCHAEOLOGY (SINGLE MODULE)

Department: Archaeology

ARCH52730: RESEARCH TOPICS IN ARCHAEOLOGY (SINGLE MODULE)

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• ARCH52760 - Research Topics in Archaeology (Double Module)

Aims

• To develop an in-depth knowledge and understanding of the current research in a specialised topic in archaeology, chosen from a list of topics representing the main areas of research in the Department.

Content

• One of the following topics, as available:
• Cultural Landscapes of Eurasia
• Archaeology of the Gulf and Eastern Arabia
• Research topics in the art and archaeology of the European Upper Palaeolithic
• Bronze Age Britain in a European Context
• From villages to enclosure: changing British landscapes through the Middle Ages and beyond
• Toics in South Asian Archaeology
• Megalithic worlds: monumentality and society in later Prehistoric Europe
• Chinese heritage: reshaping relationships between the past and the present
• The Ancient Near East: Middle and Later Bronze Ages
• A Global Pattern: From China to the World in the Middle Ages
• Environmental Archaeology of the North Atlantic Islands
• Current Geoarchaeology: Reconstructin Archaeological Sites
• Aspects of Art and Archaeology in Ancient Greece and Beyond (700-300 BC)
• Palaeolithic Britain
• Archaeology of Slavery and Forced Labour
• The early medieval Britons: AD400-1100
• Archaeology of the Egyptian State
• Roman Landscapes
• Experimental Archaeology

Learning Outcomes

• Advanced levels of understanding of the materials, data and current state of the field of a particular archaeological research topic.
• Knowledge of the analytical skills specific to an archaeological research topic.
• Knowledge of the specialised literature and debates relevant to a specific archaeological research topic.
• Knowledge of conventions and practices relevant to a specific archaeological research topic.

• Ability to master the complexity and diversity of data, both primary and secondary, available for a specific archaeological research topic.
• Ability to gather primary and secondary data relevant to a specific archaeological research topic.
• Ability to analyse relevant primary data using appropriate methods and techniques appropriate to a specific archaeological research topic.
• Ability to evaluate the literature relevant to a specific archaeological research topic.
• Ability to deploy the conventions and practices appropriate to a specific research topic.

• Independent research skills such as bibliographic searching, using of library and online resources.
• Gathering primary data and secondary sources.
• Ability to evaluate competing interpretations in the literature.
• Ability to manage time and self-assess.
• Ability to present research, evaluations, and findings coherently.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Core content is delivered through instructor-led lectures also attended by Level 3 undergraduates, and a mixture of instructor-led and student-led tutorials/seminar classes dedicated to Level 4 (PGT) students.
• Instructor-led tutorials/seminar classes are small group learning environments which are interactive. They can: go over material from lectures; explain and discuss complex interpretations, theories and ideas; share opinions on set readings; or discuss a case study in depth.
• Student-led tutorials/seminars can: require students to present to the group on essay topics, readings or case studies.
• Lectures, instructor-led seminars and reading lists initiate students into various topics and provide guidance for them on readings, including archaeological reports, synthetic and theoretical literature.
• There is an emphasis on developing critical reading through seminar discussion, but also on independent exploration and reading, aimed at building the critical appraisal and independent research skills in the intended learning outcomes.
• Summative assignments assess the grasp of material and ideas covered in the courses, ability to describe material, formulate problems and explain issues clearly in writing, evidence of critical and inquisitive thinking, and development of independent research and reading. The assignment may be in the form of a research article for a journal with a supporting appendix of data.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

In-class presentation with formal feedback from option leader on the summative essay topic; essay plan for summative work.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University