Reading Stone Tools
| Module title | Reading Stone Tools |
|---|---|
| Module code | ARC3506A |
| Academic year | 2019/0 |
| Credits | 15 |
| Module staff | Professor Linda Hurcombe (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 10 |
|---|
Module description
This module is designed as a practical introduction to flaked stone technologies and analysis and is relevant to anyone who is interested in Stone Age and early Metal Age archaeology. The Stone Age includes approximately 99.5% of all archaeological time and it is therefore critical to have a basic understanding of stone tools and technologies for most archaeologists. This module offers an intensive practical experience not available in many programmes because of the wide and deep experience of the lecturers. The basic abilities acquired in the module are applicable to research, academic teaching and public outreach.
No special prior knowledge or experience is necessary to succeed in this module but an interest in practical skills is recommended. Summary knowledge gained in the Year 1 introductory modules is however, useful. There are no specialist pre-requisites and the level of expertise gained in this module will depend both on the interest and motivation of the student. Each year a number of students extend their interest and the skills gained in this module to dissertation research through the analysis of archaeological collections and/or experimental work.
Reading Stone Tools may contribute to materials research and material culture studies.
Module aims - intentions of the module
The module will outline the theory and practice of lithic analysis within archaeology, giving basic practical competence in the technique and a practical appreciation of observation, recording and interpretation issues. Stone tools form an enduring and extensive source of archaeological evidence. Their location in relation to source, is used as evidence for landscape exploitation and exchange, whilst the surface scars and wear can be used to interpret technology, use and artefact histories. All these show what people were doing and how their societies were organised. The course will be a mixture of theories and practice, centred on gaining the skill of interpreting stone tools.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Know the theoretical and practical issues of lithic analysis and understand how these may be applied
- 2. Know and use the terms and conventions in describing stone tools
- 3. Demonstrate basic competence in identification of stone artefacts
- 4. Prepare and interpret primary data under guidance
- 5. Synthesise the results of lithic analysis into a report
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Provide a competent overview and use of practical data and its acquisition.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Assimilate numerical and graphical data
- 8. Contribute to group presentations using appropriate visual aids
- 9. Respond to comments in discussion
Syllabus plan
Whilst the content may vary from year to year, it is envisioned that it will cover some or all of the following topics:
- Raw materials (intro & practical)
- Practical tool use experiments.
- Technologies (intro, video & practical).
- Practical: taphonomy & identifications.
- Fieldtrip to collect raw material.
- Seminar: assemblage analysis.
- Typologies (seminar and practicals).
- Practical: assemblage analysis.
- Knapping practical and debitage analysis.
- Practical assemblage analysis.
- Overview and surgery.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 34 | 116 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 24 | 8 x 3 hour practical sessions |
| Scheduled Learning and Teaching | 2 | 2 x 1 hour seminar |
| Scheduled Learning and Teaching | 8 | 1 x 8 hour fieldtrip |
| Guided Independent Study | 116 | Week by week reading of books and articles; guided preparation for practicals; individual preparation for essays |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 80 | 0 | 20 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Report | 35 | 2000 words | 1-3,6,9 | Mark and written comments |
| Typology quiz | 20 | 1-3 | Mark and written comments | |
| Assemblage report | 45 | 3000 words | 1-2,4-5,7-9 | Mark and written comments |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Report | Report | 1-3,6,9 | Referral/deferral period |
| Typology quiz | Typology quiz | 1-3 | Referral/deferral period |
| Assemblage report | Assemblage report | 1-2,4-5,7-9 | Referral/deferral period |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.
Indicative learning resources - Basic reading
- Andrefsy, W. 1998 (2 nd edition 2005) Lithics: Macroscopic Approaches to Analysis Cambridge: Cambridge University Press
- Barton, N. 1997 Stone Age Britain (chapter 1)London: English Heritage
- Edmonds, M. 1995 Stone Tools and Society: Working Stone in Neolithic and Bronze AgeBritain
- Batsford Pitts, M. 1983. Later Stone Implements. Shire Publications.
- Waddington, C. (2005) The Joy ofFlint,Newcastle-on-Tyne:MuseumofAntiquities.
- Whittaker, J.C. 1994 Flintknapping: Making and Understanding Stone ToolsAustin:UniversityofTexas
- Young, R.and J. Humphrey 1999Flintuse inEnglandafter the bronze Age: Time for a re-evaluation? Proceedings of the Prehistoric Society 65: 231-242.
Indicative learning resources - Web based and electronic resources
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | none |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | March 2012 |
| Last revision date | 29/04/2019 |