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
Areas: Área externa M.U en Arqueología y Ciencias de la Antigüedad (3ª ed)
Center Faculty of Geography and History
Call:
Teaching: Sin docencia (Extinguida)
Enrolment: No Matriculable
The main objective of the subject is to provide students with the necessary knowledge to assess, design and undertake an archaeological prospection project. In recent years, we have witnessed a growing interest in this methodological strategy related to the development of a less invasive archaeology, more sensitive to the use of new technologies and with a territorial and landscape approach. In this line, it is considered appropriate to transmit to the students some basics about geospatial technologies and remote sensing methods (GPS, Geographic Information Systems - GIS-, aerial photography, satellite imagery, LiDAR, geophysical prospecting...), although these contents will be dealt with in more detail in the subject of Geospatial Technologies in Archaeology.
The final objective is to provide students with the necessary knowledge to make decisions when facing a project of these characteristics, i.e. the design of the project, the choice of a suitable survey strategy for the object to be studied, the relevance of a multidisciplinary and multiscale approach, the use of the technologies and tools available, the design of documentation and the strategy for the representation and analysis of the information obtained.
Theoretical content is divided into five topics taught over six sessions (September-October):
1. Design and planning of archaeological survey
1.1.General Introduction
1.2. Project design
1.3. Introduction to information sources (inventories and catalogs, place names, maps, aerial images..)
2.Archaeological Survey
2.1. Coverage strategies and sampling
2.1.1. Extensive survey
2.1.2. Intensive survey
2.1.3. Sampling
2.2. Visibility perception of archaeological record
3. Collection, documentation and representation of information
3.1. Introduction to Technologies of Geo-spatial Information (TIG)
3.1.1. Introduction to Geographic Information Systems (GIS)
3.1.2. Workflow, devices and Field Data Collectors
3.2. Global Positioning System (GPS)
3.3. Documentation, analysis and representation of the field information
4. Introduction to Remote Sensing
4.1. General terms and tools
4.2. Image analysis. Satellite imagery and aerial photography
4.3. Introduction to LiDAR
4.4. Drone uses (UAV/RPA) and photogrammetry
5. Introduction to Geophysical Exploration
5.1. Introduction
5.2. Electrical Exploration
5.3. Magnetic Exploration
5.4. Georadar Exploration
The practical contents will consist of seven classroom sessions that will develop the theoretical material taught in a practical way with the help of real case studies. The field practices are equivalent to 2 sessions -3 hours- to be carried out in a single day on a date to be determined in the surroundings of Santiago de Compostela. If funding is not obtained for the latter, they will be replaced by other complementary practices in a location where the students can travel by their own means.
Main
Burillo, F. (Coord). 2004. Arqueología Espacial: Prospección. Arqueología Espacial 24-25. Teruel, Instituto de Estudios Turolenses.
García Sanjuán, L. 2005. Introducción al reconocimiento y análisis arqueológico del territorio. Barcelona: Ariel.
García Diez, M. & Zapata Peña, L. (Eds.). 2013. Métodos y técnicas de análisis y estudio en arqueología prehistórica: De lo técnico a la reconstrucción de los grupos humanos: Universidad del País Vasco/Euskal Herriko Unibertsitatea.
Ruiz Zapatero, G. 1996. La prospección de superficie en la arqueología española. Quaderns de prehistòria i arqueologia de Castelló (17): 7-20.
Secondary
Banning, E. B. 2002. Archaeological Survey. New York, Kluivert Academic.
Bevan, B. W. 1998. Geophysical Exploration for Archaeology. An Introduction to Geophysical Exploration. Midwest Archaeological Centre Special Report 1.
Bintliff, J.; Kuna, M. y Venclova, N (eds.). 2000. The future of Surface Artefact Survey in Europe. Sheffield, Sheffield University Press.
Bewley, B.; Donoghue, D.; Gaffney, V.; van Leusen, M.; Wise, A. 1998 (Revised by Bewley, B. and Nirven, K. 2011). Aerial Survey for Archaeology. Guides to Good Practice. Archaeology Data Service / Digital Antiquity. London http://guides.archaeologydataservice.ac.uk/g2gp/AerialPht_Toc
Corsi, C.; Slapšak, B.; Vermeulen, F. (2013): Good Practice in Archaeological Diagnostics. Non-invasive Survey of Complex Archaeological Sites. Cham: Springer.
Doneus, M.; Briese, C.; Fera, M.; Janner, M. 2008. Archaeological prospection of forested areas using full-waveform airborne laser scanning. Journal of Archaeological Science. V 35, 4. 882-893.
Gillings, M.; Hacıgüzeller, P. y Lock, G. (2020): Archaeological Spatial Analysis: A Methodological Guide. Oxon-New York: Routledge.
Opitz, R. & Cowley, D. (2013): Interpreting Archaeological Topography: Lasers, 3D Data, Observation, Visualisation and Applications. Oxford: Oxbow.
Orejas, A. 1998. El estudio del paisaje. Visiones desde la Arqueología, Arqueologías del Paisaje. Actas del Coloquio Celebrado en Teruel (Septiembre 1998). Arqueología Espacial 19-20. Teruel, Instituto de Estudios Turolenses.
Verhagen, P.; Borsboom, A. 2009. The design of effective and efficient trial trenching strategies for discovering archaeological sites. Journal of Archaeological Science. V 36, 8. 1807-1815.
Wheatley, D. y Gillings, M. 2002. Spatial Technology and Archaeology. The Archaeological Application of GIS. London, Taylor and Francis.
White, G. G. y King, T. F. 2007. The Archaeological Survey Manual. Left Coast Press.
Basic Competence
- CB-1) that the students have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field.
• (CB-2) that the students have demonstrated the ability to conceive, design, implement and adopt a substantial process of research with academic seriousness;
• (CB-4) that students are able to carry out a critical analysis, evaluation and synthesis of new and complex ideas;
• (CB-5) that the students know how to communicate with their colleagues, with the whole academic community and society in general about their areas of expertise;
Specific Competence
- (CE-2) Preparation and writing of historical and archaeological reports.
- (CE-4) Counselling in master plans or special plans, archaeological Works, etc.
- (CE-5) Management of cultural heritage.
- (CE-6) Direction of archaeological excavation and survey activities.
Transversal Competence:
(CT-1) Use bibliography and bibliographic resources search tools (general and specific), which includes Internet access, seeing its huge opportunities and enhancing the discriminatory ability of students on its contents.
(CT-2) Manage optimal forms of working time and organizing the resources available, by establishing priorities, alternative paths and identifying errors in the decision making.
(CT-3) Enhanced capacity of teamwork, in cooperative environments, multidisciplinary or high competitive level
Classroom teaching activities combine the teaching of theoretical and practical notions. Theoretical classes will be devoted to imparting the necessary fundamentals on the design of prospecting methodologies. The practical sessions in the classroom will reinforce these contents through different case studies and tasks to be developed by the students. The seminars introduce students to real case studies in which it was necessary to develop innovative multidisciplinary methodologies for the study of different archaeological landscapes, although having archaeological prospection as the main tool for the identification and study of sites.
The field practice will be carried out only if funding can be obtained (and in conjunction with other subjects of the Master).
It will take place in the surroundings of Santiago de Compostela, choosing a location which has various archaeological evidences so that students can become familiar with them in the field. Techniques for documentation and gathering coordinates (GPS) and techniques for prospecting and identifying archaeological evidences typical of the discipline will also be applied. Electronic data collectors, GPS and other technologies will be used. The field practice will take place on a Thursday or Friday, on a date agreed with the students, in case it is not possible to do it during class hours. If funding for travel is obtained, a day or half-day trip to an archaeological site is planned. The aim is to put into practice the survey methodologies taught in the course. The first part will involve physically locating on the ground archaeological structures identified in the classroom by means of remote sensing, and the second part will involve a simulation of a pedestrian survey. This is a compulsory activity for students enrolled in the subject. It does not involve the purchase of tickets.
The subject is face-to-face, and the virtual classroom will be used as a framework for the development of the course, where useful resources will be uploaded and as a platform for the delivery of work and various tasks.
Assessment will be continuous through the monitoring of students' work in the classroom, seminars and tutorials, as well as in the delivery and/or presentation of assignments.
- Up to 80% of the mark will correspond to the delivery of assignments related to the subject explained during the first 6 sessions. The teacher will determine, according to the case, whether these tasks are individual or group tasks.
- Another 20% corresponds to the prospecting practices carried out during the field visit -or similar exercises in case the visit cannot take place-. These tasks will be carried out in random groups.
In the second call, in July, students will have to take the same type of tests carried out throughout the course for the continuous assessment.
In case of official dispensation, the student will be examined with the same criteria applied to classroom teaching.
Grading system: expressed by means of a final numerical grade from 0 to 10 according to current legislation (Royal Decree 1125/2003 of 5 September; BOE 18 September). It is necessary to obtain a minimum score of 4 in each of the parts indicated in order to obtain the final average.
Art. 16 of the Regulations for the evaluation of the academic performance of students (DOG 21 July 2011) establishes the following: "The fraudulent completion of any exercise or test required in the evaluation of a subject will result in a failing grade in the corresponding exam session, regardless of the disciplinary process that may be followed against the offending student. Fraudulent work shall be considered to be, among others, plagiarised work or work obtained from publicly accessible sources without reworking or reinterpretation and without citation of the authors and sources". 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.
Lecture: 9
Self-study (individual or group): 10
Practical lesson: 8
Public presentation of Works: 2
Recommended reading: 10
Working seminar: 2
Work preparation: 26
Excursions: 2
Evaluations: 1
Other tasks assigned by the teacher: 4
Tutorial: 1
It is recommended that students attend classes and use the tutorial time to ask questions about the bibliography and doubts about other issues related to the subject and the preparation of practical work.
Students should be familiar with the basic use of general office packages such as Microsoft Office or Libre Office. Likewise, they should be familiar with the USC Virtual Campus and with the standard collaborative software of the same, Microsoft Teams.
Samuel Nion Alvarez
- Department
- External department linked to the degrees
- Area
- Área externa M.U en Patrimonio Cultural Dixital
- samuel.nion.alvarez [at] usc.es
- Category
- External area professional_máx. 30 h
David Garcia Casas
- Department
- External department linked to the degrees
- Area
- Área externa M.U en Arqueología y Ciencias de la Antigüedad (3ª ed)
- david.garcia.casas [at] rai.usc.gal
- Category
- External area professional_máx. 30 h
| Wednesday | |||
|---|---|---|---|
| 15:30-18:30 | Grupo /CLE_01 | Spanish | Classroom 15 |
| 01.13.2025 11:30-14:00 | Grupo /CLE_01 | Classroom 15 |
| 06.19.2025 11:30-14:00 | Grupo /CLE_01 | Classroom 15 |