Module ARCH3591: Current Archaeology*

Department: Archaeology

ARCH3591: Current Archaeology*

Prerequisites

• 40 credits of Archaeology modules at Level 2

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• * All modules marked with this symbol form part of an Accredited CIfA pathway
• To enable students to unite practice and theory through the critical analysis of new discoveries and research.
• To encourage students to reflect on what they learned at Levels 1 and 2 in their options modules.
• To enable students to engage research driven method and theory, current archaeological research and debate contemporary issues, including archaeological ethics.

Content

• This module is based around a critical reflection on current issues in archaeology including current research in the Department of Archaeology.
• Students will use recent events to revisit at a more advanced level themes which they may have encountered in level 1 and 2.
• These will enable students to:
• explore the intersections of archaeology as the study of the past and current issues in society
• situate current archaeological discoveries and/or discourse into wider social context and ethics, practice and thought in archaeology
• evaluate rhetoric and position in the reporting of archaeological discoveries and creating narratives about the past.
• Themes covered may include:
• The ethics of collection, curating and displaying archaeological remains including human remains
• Current practice and ethics in field work and in commercial archaeology
• Archaeology and narratives about the past in social conflict and political discourse
• Community and individual rights and heritage

Learning Outcomes

• By the end of the module, the student will have:
• developed an advanced knowledge and understanding of current areas of discourse and debate in archaeology, its role, and its impact of society;
• developed an advanced knowledge and understanding of the background of reporting of archaeological discoveries and rhetoric in creating narratives about the past from a variety of perspectives;
• developed an advanced knowledge and understanding of the balance of needs of the archaeologist and the interests and preferences of wider communities with reference to heritage and current ethics in archaeology.

• By the end of the module students will have developed skills in:
• Evaluating debates and isolating themes and core intellectual concepts pertaining to contemporary archaeological practice, theory and social impact;
• Evaluating in depth a case study in terms of the subject knowledge outlined above;
• Applying archaeological ethics across a wide variety of areas in archaeology.

• By the end of this module students will have developed competence in the following:
• Critical analysis of primary and secondary data;
• Accessing library resources;
• Undertaking independent study and research;
• Evaluating the reliability and value of sources of information;
• Ensuring that judgements are justifiable and based on current information and valid and reliable criteria;
• Preparation and effective communication of interpretations and arguments in written, oral and visual form;
• Working in groups to deliver a case study as a team;
• Ensuring that the interests and well-being of all those affected by research and presentation activities are properly protected;
• Self-reflection on knowledge and skills acquired and developed.

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

• Teaching Delivery:
• First term lectures consisting of live presentation and/or videos from current experts on projects, practices and themes of importance;
• First term workshops for group evaluation and discussion of data and themes;
• Second term workshops for presenting group student-led learning seminars on a theme and relevant supporting case studies.
• Learning modes:
• Attendance of lectures;
• Attendance and active participation in workshops;
• Research and self-guided study
• Assessment:
• A group, student-led seminar in term 2 with submission of comments and learning reflection by each group member (20%);
• A summative assignment, which may take the form of an essay or alternative assessment type, as offered in year (80%)

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative assessment may include a range of quizzes, group presentations and discussions.

■ 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