ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 3 Expository Class: 9 Interactive Classroom: 12 Total: 75
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: External department linked to the degrees, History
Areas: Área externa M.U en Arqueología y Ciencias de la Antigüedad (3ª ed), Prehistory
Center Faculty of Geography and History
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
To explore the importance of anthropological language and ethnographic information in order to interpret archaeological remains in their broader cultural dimension.
To appropriately use analogy as a reference system for the design of analytical protocols and the formulation of theoretical models and hypotheses for the identification and interpretation of archaeological evidence.
To illustrate the possibilities of experimental archaeology in the study of technological processes and archaeological inference, as well as in the didactics and socialisation of knowledge generated by archaeological research.
To incorporate the experimentation of processes through an experience based on active learning.
To deepen the recognition of archaeology as a multidisciplinary science.
To raise awareness of the necessary interdisciplinary and dialogical relationship that experimental archaeology and ethnoarchaeology maintain with the dissemination of archaeological knowledge and the creation of a critical awareness of the value of cultural heritage and its social use.
Ethnoarchaeology: Introduction, concepts, and methods,
Ethnoarchaeological models for archaeological interpretation: subsistence strategies, settlement patterns, spatial organization, technology, and social organization.
Experimental archaeology: Introduction, concepts, and methods,
Experimental archaeology as a means of socio-cultural dissemination and economic development.
Experimental archaeology as a means of research development: lithic technology, functional studies, zooarchaeology, pottery, site formation processes and spatial distribution.
Aguilar, H. Á., Oliver, A. G. A., Vicente, H. C., Arceiz, A. B., & Sobrino, A. R. 2017. Lo hice y lo aprendí: propuestas para una didáctica experiencial de la arqueología. Revista Otarq: Otras arqueologías, (2), 379-398.
Aixa Vidal y Jaime García Roselló 2009. Dime cómo lo haces: una visión etnoarqueológica de las estrategias de aprendizaje de alafarería tradicional. En Arqueoweb. Revista sobre Arqueología en internet, 12.
Baena Preysler, J., 1998. Tecnología Lítica Experimental: Introducción a la talla de utillaje prehistórico, British Archaeological Reports International Series S721, Archaeopress, Oxford.
Baena, J. y Terradas X. 2005. Por qué experimentar en Arqueología. Actas del Curso de Verano de Reinosa. Cantabria 2004.
Binford, L. 1991. En busca del pasado. Crítica. Barcelona.
Binford, L. 1978. Nunamiut Ethnoarchaeology. Academic Press. New York.
Binford, L. 1978. Dimensional analysis of behavior and site structure: learning from an Eskimo hunting stand. American Antiquity, 43(3): 330-361.
Binford, L. 1980. Willow Smoke and Dogs’ Tails: Hunter-Gatherer Settlement Systems and Archaeological Site Formation. American Antiquity, 45: 4-20.
Cuartero Monteagudo, F.,Baena Preysler, J. 2012. Acción y ficción: la arqueología experimental en el siglo XXI.
Courtenay, L. A., Yravedra, J., Mate-González, M. Á., Aramendi, J., & González-Aguilera, D. 2019. 3D analysis of cut marks using a new geometric morphometric methodological approach. Archaeological and Anthropological Sciences, 11, 651-665.
Diez, J.C., Nastri, J. (EDS.) 2012. Cómo sobrevivir con dos piedras y un cerebro. Manual Práctico de Arqueología Experimental. Diario de los yacimientos de las Sierra de Atapuerca. Burgos.
Ferguson, J. R. (Ed.). 2010. Designing experimental research in archaeology: examining technology through production and use. University Press of Colorado.
García-Escárzaga, A. 2020. Paleoclima y aprovechamiento de recursos costeros durante el Mesolítico en la región cantábrica (N de Iberia). Oxford: BAR publishing.
Gibaja, J. F., Mozota, M., Remolins, G., Nieto, A., Oms, X., Higuera, S., Guzmán, V., Cubas, M., González, A., Mazzucco, N., Palma, O., & Valenzuela, S. 2019. La divulgación científica en prehistoria llevada a personas con discapacidad intelectual: una experiencia particular. Pyrenae, 50(2), 151-167.
González Ruibal, A. 2003. La experiencia del otro. Una introducción a la Etnoarqueología. Akal. Madrid.
Hamilakis, Y. 2015. Arqueología y los sentidos: Experiencia, memoria y afecto. Madrid JAS Arqueología Editorial
Harper, C. S., Macdonald, F. V., & Braun, K. L. 2017. Lipid Residue Analysis of Archaeological Pottery: An Introductory Laboratory Experiment in Archaeological Chemistry. Journal of Chemical Education, 94(9), 1309-1313.
Keeley, L. H. 1980. Experimental determination of stone tool uses: a microwear analysis. University of Chicago press.
Kelly, R.L. 1983. Hunter-gatherer mobility strategies. Journal of Anthropological Research, 39(3): 277-306.
Kelly RL. 2013. The lifeways of hunter-gatherers: the foraging spectrum. Second edition. Cambridge: Cambridge University Press.
Lemonnier, P: Elements for Anthropology of technology. University of Michigan, 1992 Keen Jake. 1996 A Teacher's Guide to Ancient Technology London : English Heritage
Moclán, A., Domínguez-Rodrigo, M., & Yravedra, J. 2019. Classifying agency in bone breakage: an experimental analysis of fracture planes to differentiate between hominin and carnivore dynamic and static loading using machine learning (ML) algorithms. Archaeological and Anthropological Sciences, 11, 4663-4680.
Morgado, A., Baena Preysler, J., García González, D., 2011. La investigación experimental aplicada a la arqueología, Universidad de Granada, Granada.
David, N., y Kramer, C. 2001. Ethnoarchaeology in Action. Cambridge University Press, Cambridge.
Outram, A. K. 2008. Introduction to experimental archaeology. World Archaeology, 40(1), 1-6.
Paardekooper, R. P. 2012. The Value of an Archaeological Open-Air Museum is in its use. Understanding Archaeological Open-Air Museums and their Visitors. Leiden: Sidestone Press.
Ronald Cancino, S.; Hector morales 1995. Elementos para una antropología de la tecnología. II Congreso Chileno de Antropología. Colegio de Antropólogos de Chile A.G, Valivia.
Rowlands and P Spyer (eds). Handbook of material culture (London), 43-59.
Urquijo, J. G., & Ibañez Estevez, J. J. 1994. Metodología de análisis funcional de instrumentos tallados en sílex. Cuadernos de arqueología de Deusto, (14).
Vázquez Varela, J. M. 2004. Culturas distintas, tiempos diferentes y soluciones parecidas. Ensayos de Etnoarqueología. Diputación Provincial de Pontevedra.
VVAA. 2006. Etnoarqueología de la Prehistoria: más allá de la analogía. Treballs d`Etnoarqueología. 6. VVAA. Arqueología experimental. Revista ïber. Núm.057 - Julio, Agosto, Septiembre 2008
Yellen, J.E. 1977. Archaeological Approaches to the Present. New York: Academic Press.
Recursos online
• Experimenta. Asociación española de arqueología experimental http://www.asociacionexperimenta.com/arqueologia
• Boletín de Arqueología Experimental (BAEx) de la Universidad Autónoma. https://revistas.uam.es/index.php/arqexp
• Exchange on Archaeological Research http://www.exarc.net
• EXARC Experimental Archaeology Collection: http://core.tdar.org/collection/60199/exarc-experimental-archaeology-co…
• Archaeofox. Exploring the World Through the Past https://archaeofox.com/
• Breaking the Mould
https://www.breaking-the-mould.com/btm-01/en/project.php
• The Lejre Centre
http://www.sagnlandet.dk/en/
• Web Asociación de Herreros, Consejo del Hierro [accessed 14 February 2014]. http://www.consejodelhierro.es/index2.php
Lothene Experimental Archaeology http://www.lothene.demon.co.uk/ University of Oslo, Stone Age Reference Collection http://www.hf.uio.no/iakh/forskning/sarc/iakh/lithic/EXPARCH/exparch.ht…
Learn NC resources for teaching archaeology http://www.learnnc.org/lp/tags/?tag=comprehension
To acquire the basic theoretical and methodological notions of ethnoarchaeology and experimental archaeology.
To learn about the contributions of these disciplines to the formulation of reference models for the interpretation of the archaeological record.
To acquire the skills to develop a comprehensive ethnoarchaeological and experimental programme and its protocol, from its planning to its evaluation.
To develop planning and teamwork skills.
To acquire knowledge that can be transferable in the students' professional future in different fields, from archaeological research to heritage management or the communication of knowledge through dissemination.
Link: https://www.usc.es/posgrao/muarqueo/pdf/1%204%20edicion_Memoria%20forma… (pp. 36-37).
Expository lessons: theoretical contents.
Interactive classes: design and protocol development of ethnoarchaeology and experimental archeology projects, for the preparation of an ethnoexperimental work.
The ethnoexperimental projects will be developed in formal groups of collaborative work of a maximum of 3 students, making clear what is the function and theme of each member. The theme and role determined within the process will be agreed in tutoring. The presentation of the project can be done in any audiovisual format or PDF. An intermediate date will be determined for the monitoring and revision of the work development, prior to the final delivery date. The work must consist of the following parts:
1. Starting point State of the issue
2. Construction of the starting hypothesis or presentation of the verifiable proposal through the ethnoexperimental. Goals.
3. Sketch of the design of the experience (selection of materials, work proposal, etc.). It is not mandatory to unroll it.
4. Indication of observation, recording and measurement systems of experience
5. Contrast or resolution
6. Applicability derived from the protocol
7. Bibliographic references
The teaching modality will be face-to-face and the Virtual Classroom will be used as a tool to support the subject, sharing useful resources for the students. Regarding the field practice, if it was not possible, that time would be invested in broading the contents of the lessons. In this regard, as a complement to the theoretical and practical contents taught by the teachers, experts in different disciplines will collaborate, as far as possible, to give specific and specialised talks on ethnoarchaeological and/or experimental case studies.
An ethno-experimental workshop will be celebrated, in a place to be determined, to develop and present the academic exercises. In case there is no specific budget, the students will take charge of the materials needed for the exercise. If possible, the planned practice will take place in the experimental archaeology space of the Parque Arqueológico de Arte Rupestre de Campo Lameiro (A Lagoa-Pontevedra). In addition, there will be a visit to the exhibition and archaeological area, which involves the purchase of tickets.
Continuous assessment through:
• Tracking the student's work and active participation in seminars: 30% of the grade.
• Collaborative tasks in this subject: 70% of the grade. All members of each group will get the same grade.
Deadline: official date set by the Faculty.
Second call: completing a task (70%) with the same characteristics as in the first call and a dossier of the contents seen in the classroom (30%).
Deadline: official date set by the Faculty.
In case of official exemption, the student will take an exam (70% of the grade) and will elaborate an ethnoexperimental task that will be equivalent to the interactive classes (30% of the grade). The exam and the task requested must be agreed upon by the teaching staff at the beginning of the semester.
In cases of fraudulent performance of exercises or tests, the provisions of the "Regulations for the evaluation of the academic performance of students and review of qualifications" will apply. In the case of academic fraud, as defined in Article 42 of the Regulations establishing the rules of coexistence of the University of Santiago de Compostela, and in accordance with the provisions of Article 11. g) of the University Coexistence Law, the sanctions provided by the regulations will be applied. Among the premeditated behaviors aimed at falsifying the results of an exam or assignment are plagiarism and the unauthorized use of Artificial Intelligence tools.
Student Classroom activities:
Teaching activities, lectures: 9 hours.
Teaching activities, interactive laboratory: 6 hours.
Teaching activities, interactive seminar: 6 hours.
Tutorials: 3 hours.
Subtotal: 24 hours.
Personal Work
Self-study: 10
Recommended Readings: 12
Preparation of presentations, discussions, etc: 3
Other duties assigned by the teacher: 25. Total: 50
Functional management in at least one of the main foreign languages is recommended. The student must have a basic level to manage word processors and spreadsheets such as ‘Libre Office’ or ‘Microsoft Office’. Also, the student must be able to manage basic collaborative programs.
The subject is shared between USC and Uvigo, so students must be registered on the corresponding platforms to use the Virtual Classroom and online teaching.
Languages used: Galician and Spanish.
José Ramón Rabuñal Gayo
Coordinador/a- Department
- History
- Area
- Prehistory
- joseramon.rabunal [at] usc.es
- Category
- Researcher: Juan de la Cierva Programme
| Monday | |||
|---|---|---|---|
| 12:30-14:00 | Grupo /CLE_01 | Galician | Classroom 15 |
| 06.04.2025 09:00-11:30 | Grupo /CLE_01 | Classroom 15 |
| 07.01.2025 09:00-11:30 | Grupo /CLE_01 | Classroom 15 |