1. Effective BEGINNING of what term and year?: Fall 2012
See effective dates calendar .
2. College: SBS 3. Academic Unit: Anthropology
4. Course subject and number: ANT 557
6. Long course title: Rock Art and Cultural Heritage
(max 100 characters including spaces)
5. Units: 3
7. Short course title: Rock Art and Cultural Heritage
(max. 30 characters including spaces)
8. Catalog course description (max. 60 words, excluding requisites) :
Rock art sites provide an important line of archaeological evidence for past lifeways, are important cultural and sacred sites, and appealing places for heritage and ecotourism. This course focuses on documenting, managing, and interpreting rock art and other heritage sites worldwide, with an emphasis on collaborative research and management with local communities .
9. Grading option: Letter grade X Pass/Fail Both
10. Co-convened with:
(For example: ESE 450 and ESE 550)
10a. UGC approval date
*
:
*
Must be approved by UGC before UCC submission, and both course syllabi must be presented
11. Cross-listed with:
(For example: ES 450 and DIS 450)
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
12. May course be repeated for additional units? No X
12a. If yes, maximum units allowed?
12b. If yes, may course be repeated for additional units in the same term? Yes No
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13. Prerequisites:
14. Co requisites: NONE
15. Is this course in any plan (major, minor or certificate) or sub plan (emphasis or concentration)?
Yes No
If yes, describe the impact and attach written responses from the affected academic units prior
to college curricular submission.
16. Is there a related plan or sub plan proposal being submitted? Yes No X
If no, explain.
17. Does this course include combined lecture and lab components? Yes No X
If yes, note the units specific to each component in the course description above.
18. Does this course duplicate content of existing courses? Yes No X
If yes, list the courses with duplicate material. If the duplication is greater than 20%,
explain why NAU should establish this course.
19. Names of the current faculty qualified to teach this course: Kelley Hays-Gilpin, Chris
Downum, Peter Pilles (adjunct),
Donald Weaver (adjunct)
20. Justification for new course.
Rock art is an important line of material culture and landscape evidence for past life ways, and is increasingly accepted as a specialization within anthropological archaeology. In addition, professional archaeologists are increasingly charged with recording, preserving, and managing heritage sites, including but not limited to rock art sites. This course provides instruction and experience in several important professional skills including site documentation, community consultation, public interpretation, application of relevant legislation, writing and implementing management plans, as well as research skills. NAU Anthropology has successfully offered a course in the archaeology of rock art at both graduate and undergraduate levels as topics courses. NAU's unique proximity to rock art and other heritage sites (including Picture Canyon, only 10 minutes from campus, as well as Flagstaff Area
Monuments and many national forest sites) facilitates hands-on experience for students studying heritage management generally, and rock art sites in particular.
Answer 21-22 for UCC/YCC only:
21. Is this course being proposed for Liberal Studies designation? Yes No
If yes, forward this form along with the appropriate supporting documentation to the
Liberal Studies Committee .
22. Is this course being proposed for Diversity designation?
Yes No
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If yes, forward this form along with the appropriate supporting documentation to the
Diversity Committee
Annette Lawrence 9/26/11
Reviewed by Curriculum Process Associate Date
Approvals:
Department Chair/ Unit Head (if appropriate) Date
Chair of college curriculum committee Date
Dean of college Date
For Committee use only:
:
UCG/UGC/YCC Approval Date
:
Approved as submitted: Yes No Approved as modified: Yes No
Approved as submitted:
Approved as modified
:
Revised 06/22/2011 3

College of Social and Behavioral Sciences,
Department of Anthropology
ANT 557 Rock Art and Cultural Heritage
3 units
Fall 2012
Instructor: Kelley Hays-Gilpin, Professor
Office address: Anthropology, Bldg. 98D, 101D
Office hours: TBA
Contact: Kelley.hays-gilpin@nau.edu
Course prerequisites Graduate status
(Should be enrolled in the Anthropology MA program or other MA program, or be an undergraduate senior in good standing in Anthropology, Museum Studies, or related field, or will be enrolled with permission of instructor.)
Course description
Rock art sites provide an important line of archaeological evidence for past lifeways, are important cultural and sacred sites for many living communities, and are increasingly managed as appealing places for cultural tourism and ecotourism. This course focuses on documenting, managing, and interpreting rock art and other heritage sites worldwide, with an emphasis on collaborative research and management with local communities.
Student Learning Expectations/Outcomes for this Course
On completing this course, students will be equipped to
 understand and discuss the formal properties, cultural contexts, historical importance, and management challenges of rock art sites worldwide
 understand and discuss the public education potentials and interpretive challenges of rock art sites as cultural heritage
 write a compelling statement of site significance
 write and implement responsible site management plans for heritage sites
 write appropriate and culturally sensitive public interpretation materials for heritage sites
 identify and carry on collaborative planning with community stakeholders
 understand and be able to apply applicable state, local, tribal, and federal legislation
 understand and be able to apply professional ethics
Course structure/approach
This weekly seminar has frequent Friday and weekend field trips. Students must complete readings and journal entries prior to class meeting. Students with disabilities will be accommodated and should speak with me as soon as class begins.
Textbook and required materials
Whitley, David S. 2005 Introduction to Rock Art Research, Second Edition.
Walnut Creek, California: Left Coast Press.
Required Articles
See the syllabus for weekly-required readings, to be available in PDF format.
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Recommended Text
Whitley, David S. 2001 Handbook of Rock Art Research. Walnut Creek, California:
Left Coast Press.
Field Trips
What makes heritage sites different from museums is the experience of seeing and moving through the places where important past events took place. Such visits involve all the senses and impart a sense of context. Likewise, rock art’s landscape setting is one of its most important attributes. For these reasons, students are required to visit at least two rock art sites. We will have a class trip to nearby Picture Canyon (parts of which are accessible by vehicle). Other trips will be organized as opportunities arise for small groups.
Destinations to consider are the V-Bar-V and Palatki/Red Cliffs rock art sites in the Verde
Valley (Coconino National Forest; small fee), Keyhole Sink (Kaibab National Forest, no fee),
Veit Spring (off Snowbowl Road, no fee), Homol’ovi State Park (small fee). With special arrangements and permits (possibly involving fees), we may be able to visit sites on the
Hopi and Navajo nations, and Wupatki National Monument. Students with disabilities will be accommodated and should speak with me as soon as class begins.
Course Topics
1. Defining and Describing Rock Art and Heritage Sites
2.
3.
4.
5.
6.
7.
8.
9.
Heritage Sites and Heritage Management
Documentation and Field Methods
Chronology; Scientific Methods and World View
Cultural Contexts
Rock Art and Landscape
Traditional Cultural Places and Sacred Sites
Community and Stakeholder Consultation
Public Interpretation
10. Law and Ethics
11. Management
12. Conservation and Stabilization
13. Heritage Lists: Pros and Cons
Assessment of Student Learning Outcomes
 Methods of Assessment will consist of: o weekly journal entries reflecting on readings and field experience, o mid-term essays, o three short assignments, o a final research paper, o your contributions to the class project, and a final presentation, and o your participation in class.
 Assignments will be scored using rubrics to be disseminated with assignments.
Assessment is based on evidence for knowledge, critical thinking, effective writing, attention to accuracy and precision, ethical reasoning, and collegial participation and cooperation.
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Schedule of topics, readings, and assignments:
Week 1. Defining and Describing Rock Art and Heritage
Read:
 Whitley textbook (Intro to Rock Art 2005) Chapter 1
 Read and discuss headlines on home page of the International Council on Sites and
Monuments (ICOMOS), http://www.international.icomos.org/home.htm
 Sundstrom, Linea, and Kelley Hays-Gilpin, 2011, Rock Art as Cultural Resource. In A
Companion to Cultural Resource Management, edited by Thomas King, pp. 351-370.
Wiley-Blackwell, Chichester UK.
Week 2. Heritage Sites and Heritage Management
Read:
 Hays-Gilpin, Kelley, 2008, Service Learning and Community Collaboration at Picture
Canyon, Flagstaff in Set in Stone: A Binational Workshop on Petroglyph Management in the United States and Mexico, edited by J.P. Sanchez, A. Sanchez-Clark, and E.L.
Abreu, pp. 113-126. Petroglyph National Monument, National Park Service,
Albuquerque.
 Watkins, Joe E., and John Beaver, 2008, What Do We Mean by Heritage? Whose
Heritage Do We Manage and What Rights Do We Have to Do So?, Heritage
Management 1(1):9-35.
 Ross, Anne, Jonathan Prangell, and Brian Coghill, 2010, Archaeology, Cultural
Landscapes, and Indigenous Knowledge: Australian Cultural Heritage Management
Legislation and Practice, Heritage Management 3(1):73-96.
 UNESCO 1972 Convention Concerning the Protection of the World Cultural and
National Heritage
 Shepherd, Robert, 2009, Cultural Heritage, UNESCO, and the Chinese State. Heritage

Management 2(1):55-80.
Week 3. Documentation and Field Methods
Read:
 Chapter 2 Whitley Introduction to Rock Art Research
 Loendorf, Lawrence, Linda Olson, Stuart Connor, and J. Claire Dean, 1998. A Manual for Rock Art Documentation, National Park Service and Bureau of Reclamation.
 Clegg, John. 1991. !Pictures and Pictures of… In Rock Art and Prehistory: Papers
Presented to Symposium G of the AURA Congress, Darwin, edited by Paul Bahn and
Andrée Rosenfeld. Oxbow Monograph 10, Oxbow Books, Oxford, UK.
Week 4. Chronology; Scientific Methods and World View
Read:
 Chapters 3, 4 and 5 in Whitley Introduction to Rock Art Research
 pick one: Chapter 4, 5, 6, or 7 in Whitley (ed) 2000
 Dorn, Ron I. 1991. Rock Varnish. American Scientist 79:542-553.
 Chippindale, Chris. 1998. The Many Ways of Dating Arnhem Land Rock-Art, North
Australia. Chapter 6 in Chippindale and Tacon (eds), The Archaeology of Rock Art.
Cambridge Univ. Press.
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 Hesjedal, Anders. 1995 Rock Art, Time, and Social Context. In Perceiving Rock Art:
Social and Political Perspectives, edited by K. Helskog and B. Olsen, pp. 200-206.
Instittutet for Sammenlignende Kultursforskning, Oslo.
Week 5. Cultural Contexts
Read:
 Chapters 6, 7 in Whitley Introduction to Rock Art Research
 Hays-Gilpin, Kelley, 2004, Ambiguous Images: Gender and Rock Art, AltaMira Press,
Walnut Creek, California. Chapters 4, 5, 6, 7.
 Griffin, William, 1999, Gendered Graffiti from Madagascar to Michigan. In From the
Ground Up: Beyond Gender Theory in Archaeology, Proceedings of the Fifth Gender and Archaeology Conference, University of Wisconsin-Milwaukee, October 1998, edited by Nancy L. Wicker and Bettina Arnold, pp. 67-73. BAR International Series
812, Archaeopress, Oxford.
 Layton, Robert, 2001 Ethnographic Study and Symbolic Analysis. In Handbook of
Rock Art Research, David S. Whitley, ed. pp. 311-331. Walnut Creek, CA: AltaMira
Press.
Assignment Due: Rock art recording and site form sample
Week 6. Rock Art and Landscape
Read:
 Chapter 8 in Whitley Introduction to Rock Art Research
 Fancis, Julie, and Lawrence L. Loendorf, 2002, Chapter 6, On the Western Front: The
Dinwoody Tradition, in Ancient Visions: Petroglyphs and Pictographs of the Wind
River and Bighorn Country, Wyoming and Montana. University of Utah.
 Bradley, Richard, 2000, Seeing Through Stone: Rock Art Research as Landscape
Archaeology. Chapter 5 in An Archaeology of Natural Places. Routledge.
Assignment: Mid-Term essay questions assigned
Week 7. Traditional Cultural Places and Sacred Sites
Read:
 Carmichael, David L., Jane Hubert, Brian Reefs, and Audhild Schanche (editors),
1994, Sacred Sites, Sacred Places, One World Archaeology 23, Routledge. Read introduction then pick 2 chapters.
Pick one book or suggest a book of your choice:
 York, Annie Zetco, Richard Daly, and Chris Arnett
 1993 They Write their Dreams on the Rocks Forever: Rock Writings in the Stein
River Valley of British Columbia. Talonbooks, Vancouver.
 Bernardini, Wesley, 2009 Hopi History in Stone: The Tutuveni Petroglyph Site.
Arizona State Museum Archaeological Series 200. Tucson: Arizona State Museum,
University of Arizona.
Assignment: Mid-Term essay due
Week 8. Community and Stakeholder Consultation
Read:
Revised 06/22/2011 7

 Singleton, Theresa A. and Charles E. Orser, 2003, Descendant Communities: Linking
People in the Present to the Past. In Ethical Issues in Archaeology, edited by L.J.
Zimmerman, K.D. Vitelli, and J. Holowell-Zimmer, pp. 143-152.
Pick one:
 Zedeño, Maria Nieves, Jennifer Schrag-James, and Robert Christopher Basaldu, 2001,
Overview and Inventory of Ethnographic Resources for Petrified Forest National
Park, El Malpais National Monument and National Conservation Area, and El Morro
National Monument: Final Report. Bureau of Applied Research in Anthropology,
University of Arizona, Tucson. or
 Stoffle, Richard W., Maria Nieves Zedeño, and David B. Halmo (editors), 2001,
American Indians and the Nevada Test Site: A Model of Research Consultation. U.S.
Department of Commerce, National Technical Information Service, Springfield, VA.
Order at orders@ntis.fedworld.gov
Week 9. Public Interpretation
Read:
 Bahn, Paul G. 1986. No Sex Please, We’re Aurignacians. Rock Art Research: Journal of the Australian Rock Art Research Association 3(2):99-120.
 Rock-Art of the Southwest: A Visitor’s Companion. Liz and Peter Welsh. Wilderness
Press, Berkeley. 2000.
 Schadla-Hall, Tim, 2006, Public Archaeology in the Twenty-First Century, in A
Future for Archaeology, edited by R. Layton, S. Shennan, and P. Stone, pp. 75-82.
University College London.
Week 10. Law and Ethics
Read:
 Australia ICOMOS, 1999, The Burra Charter, http://australia.icomos.org/publications/charters/
 Gibson, McGuire, and Donny George Youkhanna, 2008, What Cultural Ministries and
Heritage Sites Should Do to Prepare for Conflict. In Antiquities Under Siege: Cultural
Heritage Protection After the Iraq War, edited by L. Rothfield, pp. 249-254
 Excerpts from: 1954 Hague Convention for the Protection of Cultural Property in the
Event of Armed Conflict
Assignment Due: Public Interpretation sample
Week 11. Management
Read:
 Chapters 9 and 10 in Whitley Introduction to Rock Art Research
 Loubser, Johannes, 2001, Management Planning for Conservation, in Handbook of
Rock Art Research, edited by D.S. Whitley, pp. 80-115. AltaMira.
 Marymor, Leigh, 2001, ARARA Guidelines for Managers of Rock Art Sites on Public
Lands: Public Access.
 Whitley, David S., 2006, U.S. Rock Art in the 21 st Century: Problems and
Perspectives, Conservation 21(3):16-23. Getty Institute.
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 Pilles, Peter J., 1989, Public Education and the Management of Rock Art Sites on the
Coconino National Forest, in Preserving our Rock Art Heritage, edited by Helen K.
Crotty, pp. 23-34. ARARA Occasional Paper 1. 1989. FOCUS on page 23 and pages
31-end. Note that many of the conservation treatments described in pp. 23-30 are no longer recommended--you can just skim those pages.
Assignment due: Site Significance Statement
Week 12. Conservation and Stabilization
Read:
 Preserving a World-wide Heritage: A Discussion about Rock Art Conservation, by
Claire Dean. Conservation 21(3): 10-15. The Getty Conservation Institute
Newsletter. 2006.
 other articles in the above issue of Conservation.
 What makes a conservation treatment acceptable or not?, by Nicholas Stanley Price, in Preserving our Rock Art Heritage, edited by Helen K. Crotty, pp. 17-22. ARARA
Occasional Paper 1. 1989.
 Rock Art Conservation, Chapter 8 in A Manual for Rock Art Documentation, by
Lawrence Loendorf, Linda Olson, Stuart Connor, and J. Claire Dean, National Park
Service and Bureau of Reclamation, 1998. Pp. 65-84.
 The Rock Art Site Stability Index: A New Strategy for Maximizing the Sustainability of Rock Art, by Ronald I. Dorn, David S. Whitley, Niccole Villa Cerveny, Steven J.
Gordon, Casey D. Allen, and Elyssa Gutrod. Heritage Management1(1):37-70.
 Balenquah, Lyle, 2008, Beyond Stone and Mortar: A Hopi Perspective on the
Preservation of Ruins (and Culture), Heritage Management 1(2):145-162.
Assignment due: draft of term paper/research project
Week 13. Heritage Lists: Pros and Cons
 Cleere, Henry, 2006, The World Heritage Convention: Management By and For
Whom?, in A Future for Archaeology, edited by R. Layton, S. Shennan, and P. Stone, pp. 65-73. University College London.
 King, Thomas F., 2010, A Listless approach to Heritage Management, and discussion by Ian Lilley, 3(1):97-104.
 King, Thomas F., 2008, Who Makes It Heritage?, and discussion by Pat Barker,
Heritage Management 1(1):99-112.
 Stein, Pat, 2006, National Register of Historic Places Nomination for Picture Canyon
Archaeological Site, Flagstaff, Arizona.
Week 14: Presentations; Projects due. Term paper/research project due on Final
Exam day (in lieu of exam)
Grading System
Final grades are calculated on the basis of assignments and exams, weighted as followed:
 Weekly journal entries
 Mid-term essays
20%
10%
 Short assignments (recording sample, significance statement, sample interpretive sign or trail guide) 20%
Revised 06/22/2011 9

 Final research paper
 Contributions to class project and final presentation
 Participation (attendance, class discussion, fieldtrips, fieldwork)
20%
20%
10%
Letter grades will be assigned on a straight scale: 90% or more of available points earns an
A, 80-89% = B, 70-79% = C, 60-69% = D, less than 60% = Fail.
Course policies
 Exams, journals, and final projects may be submitted in hard copy, electronically, or both. Points will be deducted for late assignments.
 Attendance is mandatory. Missing more than one class meeting will result in loss of participation points. Not all field trips are mandatory, but some are, and a minimum amount of fieldwork must be accomplished. Students with disabilities will be accommodated, please see me.
 Plagiarism and cheating will not be tolerated. Students are expected to cite sources of quotes and information in all assignments. The penalty for plagiarism and cheating is no credit on the assignment in question.
 See below for NAU’s academic policies.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at this university.
You may obtain a copy of this policy from the college dean’s office or from the NAU’s
Affirmative Action website http://home.nau.edu/diversity/.
If you have concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928-523-3312).
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting
Disability Resources (DR) at 523-8773 (voice)or 523-6906 (TTY), dr@nau.edu
(e-mail)or
928-523-8747 (fax).Students needing academic accommodations are required to register with DR and provide required disability related documentation. Although you may request an accommodation at any time, in order for DR to best meet your individual needs, you are urged to register and submit necessary documentation ( www.nau.edu/dr ) 8 weeks prior to the time you wish to receive accommodations. DR is strongly committed to the needs of student with disabilities and the promotion of Universal Design. Concerns or questions related to the accessibility of programs and facilities at NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity (523-3312).
Revised 06/22/2011 10

INSTITUTIONAL REVIEW BOARD
Any study involving observation of or interaction with human subjects that originates at
NAU—including a course project, report, or research paper—must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and research-related activities.
The IRB meets monthly. Proposals must be submitted for review at least fifteen working days before the monthly meeting. You should consult with your course instructor early in the course to ascertain if your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for the IRB review. Your instructor and department chair or college dean must sign the application for approval by the IRB. The
IRB categorizes projects into three levels depending on the nature of the project: exempt from further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further review, you need not resubmit the project for continuing
IRB review as long as there are no modifications in the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and each college dean’s office or on their website: http://www.research.nau.edu/compliance/irb/index.aspx
. If you have questions, contact the IRB Coordinator in the Office of the Vice President for Research at 928-523-8288 or
523-4340.
ACADEMIC INTEGRITY
The university takes an extremely serious view of violations of academic integrity. As members of the academic community, NAU’s administration, faculty, staff and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner.
Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. The complete policy on academic integrity is in Appendix G of NAU’s Student Handbook http://www4.nau.edu/stulife/handbookdishonesty.htm
.
ACADEMIC CONTACT HOUR POLICY
The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206,
Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class time…at least 15 contact hours of recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each unit of credit.”
The reasonable interpretation of this policy is that for every credit hour, a student should expect, on average, to do a minimum of two additional hours of work per week; e.g., preparation, homework, studying.
SENSITIVE COURSE MATERIALS
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If an instructor believes it is appropriate, the syllabus should communicate to students that some course content may be considered sensitive by some students.
“University education aims to expand student understanding and awareness. Thus, it necessarily involves engagement with a wide range of information, ideas, and creative representations. In the course of college studies, students can expect to encounter—and critically appraise—materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty.”
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