Rhedir gan School of History, Law and Social Sciences

40.000 Credyd neu 20.000 Credyd ECTS

Semester 1

Trefnydd: Dr Gary Robinson

The module provides an intensive graduate-level induction to archaeological theory, research issues and reasoning within a seminar framework based on set readings. It aims to review the recent history of archaeological ideas and to examine key themes in current archaeology from a theoretical and comparative perspective.

Topics covered include: Social Identity; Gender, Archaeology; Body-centered research; Material Culture; Landscape; Politics and Nationalism; The Built Environment; Art and Archaeology; Ritual and Religion; Death and Burial.

trothwy

C/50%: will demonstrate an appropriate range or depth of knowledge of at least parts of the relevant field, and will make at least partly-successful attempts to frame an argument which engages with historical controversies.

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B/60%: will be show a solid level of achievement in all the criteria in the paragraphs above.

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A/70%: will show this solid achievement across the criteria combined with particularly impressive depths of knowledge and/or subtlety of analysis.

1. Demonstrate a critical awareness for the theory and application of interpretative methods within the social sciences

2. Demonstrate a critical understanding of a range of theoretical approaches draw from the social and natural sciences and how these might be used to interpret the past.

3. Demonstrate an in-depth knowledge of different theoretical approaches in Archaeology

4. Demonstrate the ability to present clear, cogent and evidence-based arguments about ongoing discourses, differing interpretations and theoretical approaches in Archaeology.

5. Demonstrate a critical awareness of influential discourses in Archaeology and related disciplines.

Math	Enw	Disgrifiad	Pwysau
TRAETHAWD	Essay 1	Degree essay questions will test knowledge and understanding of chosen specific aspects of theory and interpretation in Archaeology. Answers will be graded by considering scope of reading; content (the depth of knowledge displayed); the focus and clarity of argument; analysis (the ability to judge between interpretations and back arguments with evidence); presentation; and the ability to use references and bibliography appropriately [see Blackboard and student handbook for detailed assessment criteria]. Answers will be expected to a detailed knowledge of the topics they deal with (drawn from sources well beyond basic textbooks); to analyse evidence and interpretation in depth; and to engage with current controversies in the field of Interpretive Archaeology.	50.00
TRAETHAWD	Essay 2	Degree essay questions will test knowledge and understanding of chosen specific aspects of theory and interpretation in Archaeology. Answers will be graded by considering scope of reading; content (the depth of knowledge displayed); the focus and clarity of argument; analysis (the ability to judge between interpretations and back arguments with evidence); presentation; and the ability to use references and bibliography appropriately [see Blackboard and student handbook for detailed assessment criteria]. Answers will be expected to a detailed knowledge of the topics they deal with (drawn from sources well beyond basic textbooks); to analyse evidence and interpretation in depth; and to engage with current controversies in the field of Interpretive Archaeology.	50.00

		Oriau
Fieldwork	Two 6 hour (all day fieldtrips) in order to explore themes and ideas that have been developed in the seminar sessions	15
Seminar	Seminars examine selected research topics normally explored within one or more theoretical frameworks. On successful completion of this course a student should: (a) have an understanding of theoretical issues in a range of central research domains of archaeology; (b) be aware of the reasons for debates about how to approach a particular kind of research and be able to form their own theoretical position; (c) be able to use the knowledge to develop an innovative PhD proposal or carry out sound work in their particular field of archaeology.	22
Private study	Students will be expected to spend around 263 hours doing the background reading and 100 hours in producing assessed work	363

• Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
• Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
• Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
• Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
• Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
• Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
• Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
• Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
• Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
• Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
• Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
• Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
• Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
• Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
• Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
• Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
• Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath

• problem solving to develop solutions to understand the past
• understanding the complexity of change over time; in specific contexts and chronologies
• being sensitive to the differences, or the "otherness" of the past, and the difficulty to using it as a guide to present or future action
• being sensitive to the role of perceptions of the past in contemporary cultures
• producing logical and structured arguments supported by relevant evidence
• planning, designing, executing and documenting a programme of research, working independently
• marshalling and critically appraising other people's arguments, including listening and questioning
• demonstrating a positive and can-do approach to practical problems
• demonstrating an innovative approach, creativity, collaboration and risk taking
• presenting effective oral presentations for different kinds of audiences, including academic and/or audiences with little knowledge of history
• preparing effective written communications for different readerships
• making effective and appropriate forms of visual presentation
• making effective and appropriate use of relevant information technology
• making critical and effective use of information retrieval skills using paper-based and electronic resources
• collaborating effectively in a team via experience of working in a group
• appreciating and being sensitive to different cultures and dealing with unfamiliar situations
• critical evaluation of one's own and others' opinions
• engaging with relevant aspects of current agendas such as global perspectives, public engagement, employability, enterprise, and creativity

Goblygiadau o ran adnoddau ar gyfer myfyrwyr

None

Rhestrau Darllen Bangor (Talis)

http://readinglists.bangor.ac.uk/modules/hpa-4003.html

Rhestr ddarllen

INTRODUCTARY TEXTS Since this course is focused on theoretical issues in archaeology, we will be looking at several views of what constitutes archaeological theory and the role of theory in relation to archaeological practice.

Background reading Clarke, D.L. 1973. Archaeology: the loss of innocence. Antiquity 47:6-18. Dunnell R. 1982. Science, social science and common sense: the agonizing dilemma of modern archaeology. Journal of Anthropological Research 38:1-25. Hegmon, M. 2003. Setting theoretical egos aside: issues and theory in North American archaeology. American Antiquity 68:213-43. Hodder, I. 1999. The Archaeological Process: An Introduction. Oxford: Blackwell. (Chapter 5: Towards a reflexive method) Hodder, I. 2012. Introduction: contemporary theoretical debate in archaeology. In I. Hodder (ed.) Archaeological Theory Today (2nd edition). Cambridge: Polity. pp.1-13. Johnson, M. 2006. On the nature of theoretical archaeology and archaeological theory. Archaeological Dialogues 13(2):117-32. Johnson, M. 2010. Archaeological Theory: An Introduction. (Second edition). Oxford: Blackwell. (Chapter 1: Common sense is not enough). Johnson, M. 2011. On the nature of empiricism in archaeology. Journal of the Royal Anthropological Institute 17:764-87. Kristiansen, K. 2004. Genes versus agents: a discussion of the widening theoretical gap in archaeology. Archaeological Dialogues 11(2):77-99. Mizoguchi, K. 2015. A future of archaeology. Antiquity 89(343),12-22 Shanks, M. and C. Tilley 1987. Social Theory and Archaeology. Cambridge: Polity Press. (Chapter 1.) Sherratt, A. 1993. The relativity of theory. In N. Yoffee and A. Sherratt (eds.), Archaeological theory:who sets the agenda? Cambridge: Cambridge University Press. pp.119-30. Thomas, J. 1995. Where are we now? Archaeological theory in the 1990s. In P.J. Ucko (ed.) Archaeological Theory: A World Perspective. London: Routledge. pp.343-62. Wylie, A. 1993. A proliferation of new archaeologies: 'beyond objectivism and relativism'. In N. Yoffee and A. Sherratt (eds.), Archaeological theory: who sets the agenda? Cambridge: Cambridge University Press. pp.20-26.

Gorfodol mewn cyrsiau:

• V1AO: Diploma Celtic Archaeology year 1 (DIP/CELTARCH)
• Q5AQ: MA The Celts year 1 (MA/CEL)
• V1AP: MA Celtic Archaeology year 1 (MA/CELTARCH)
• V401: MArts Archaeology year 4 (MARTS/ARCH)