UCL INSTITUTE OF ARCHAEOLOGY
ARCLG186: ARCHAEOLOGY AND EDUCATION
2015-16
15 Credits
Turnitin Class ID: 2971052
Turnitin Password: IoA1516
Co-ordinator: Mike Corbishley
m.corbishley@ucl.ac.uk
Room B16: Mobile 07821609145
Class Date and Location: Wednesdays 11am – 1 pm Term 1
Room 410
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1 OVERVIEW
Short description
The course will examine the ways in which archaeologists, and educators, have furthered an
understanding and appreciation of archaeology in both formal and non-formal education. It will be
useful for those intending to work in archaeology, in heritage management or in a museum. A site
visit and practical projects to examine resources for educational groups and information for the
visiting public will be carried out.
Week-by-week summary
The tutor for each session will be Mike Corbishley although some visiting speakers may cover
specific aspects of the course as part of normal lecture sessions. The following is a session outline
for the course as a whole.
DATE
07/10/2015
SESSION
1. Introduction to course. Archaeologists as educators
14/10/2015
2. Archaeology and school curricula: a world view
21/10/2015
3. The use and misuse of textbooks and other resources
28/10/2015
4. Archaeology across the curriculum
04/11/2015
5. Visit to the Museum of London
09-13/11/2015 Reading Week
18/11/2015
6. Learning outdoors
25/11/2015
7. Learning from objects
02/12/2015
09/12/2015
8. Education and outreach
9. Archaeology and the media
16/12/2015
10. Archaeology and society
Basic texts
Essential:
Beavis, J & Hunt, A, 1999. Communicating Archaeology. Oxford: Oxbow Books. Bournemouth
University School of Conservation Sciences Occasional Paper 4. INST ARCH AQ BEA
Corbishley, M et al, 2008. Learning Beyond the Classroom: Archaeological Sites and Schools.
Conservation and Management of Archaeological Sites, 10/1, 78-92.
Corbishley, M, 2011. Pinning Down the Past: Archaeology, Heritage and Education Today.
Woodbridge: Boydell Press. INST ARCH AG COR
Cracknell, S & Corbishley, M (ed), 1986. Presenting archaeology to young people. York: Council
for British Archaeology. CBA Research Report No 64. INST ARCH DAA Qto COU
Derry, L & Malloy, M (eds), 2003. Archaeologists and Local Communities: Partners in Exploring
the Past. Washington: Society for American Archaeology. INST ARCH DED 100 DER
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Henson, D, Corbishley, M & Stone, P, 2003. Education and the Historic Environment. London:
Routledge. INST ARCH AQ HEN
Pearson, V (ed). 2001. Teaching the past: a practical guide for archaeologists. York: Council for
British Archaeology. INST ARCH AQ Qto PEA
Stone, P & MacKenzie, R (ed), 1990. The Excluded Past: Archaeology in Education. London:
Routledge. INST ARCH AQ STO
Stone, P & Molyneaux, B (ed), 1994. The Presented Past: Heritage, museums and education.
London: Routledge. INST ARCH M 6 STO
Stone, P G & Planel, P (eds), 1999. The Constructed Past: Experimental archaeology, education
and the public. London: Routledge. INST ARCH AH STO
Further Reading:
Arthur, J & Phillips, R (eds), 2000. Issues in History Teaching. London: Routledge. INST ARCH
AQ ART
Brisbane, M & Wood, J, 1996. A Future for Our Past: An introduction to heritage studies. London:
English Heritage. INST ARCH AG Qto BRI
Cooper, H, 2002. History in the early years. London: Routledge Falmer. INST ARCH AQ COO
Corbishley, M (ed), 1999. Primary History: Using the evidence of the historic environment. London:
English Heritage. INST ARCH AQ Qto COR
Fowler, P J, 1992. The Past in Contemporary Society: Then, Now. London: Routledge. INST
ARCH AG FOW
Graham, D & Tytler D, 1993. A lesson for us all: The making of the national curriculum. London:
Routledge. INST ARCH AQ GRA
Pearce, S M, 1990. Archaeological Curatorship. Leicester: Leicester University Press. Parts 1 and
3. INST ARCH MG 2 PEA
Philips, R, 1998. History teaching, nationhood and the state. London: Cassell. INST ARCH AQ
PHI
Spicer, S & Walmsley, D (eds), 2004. Citizenship: using the evidence of the historic environment.
London: English Heritage. INST ARCH AQ Qto SPI
Zarmati, L & Cremin, A, 1998. Experience Archaeology. Cambridge: Cambridge University Press.
INST ARCH AQ ZAR
Note: References, bibliographies and copies of presentations will be available for each session.
Methods of assessment
This course is assessed by means of one standard essay of 3,800-4,200 words which will
contribute 100% to the final grade for the course.
Teaching methods
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The course is taught through lectures using PowerPoint presentations, videos, discussions and
practical exercises in class. In addition, the museum visit will give students a greater familiarity
with the methods and techniques covered in the course.
Workload
There will be 10 (2 hour) sessions for this course, which includes a visit to the Museum of London.
Students will be expected to undertake around 70 hours of reading for the course, plus 60 hours
preparing for and producing the assessed work. This adds up to a total workload of some 150
hours for the course.
Prerequisites
There are no prerequisites for this course.
2 AIMS, OBJECTIVES AND ASSESSMENT
Aims
The course aims to develop the student’s knowledge and understanding of the history and
development of education in archaeology, both in the formal curricula at all levels and in nonformal learning situations for adults and children at archaeological sites, monuments and
museums.
An important focus of this course will be the development of a student’s ability critically to analyse
current research and practice in resource provision and services for archaeology and education.
In addition, students will gain an appreciation of issues concerning the links between the
formalised curricula and the historic environment. All subjects will be examined, including
citizenship and the issues which surround it.
Objectives
On successful completion of this course a student should
Recognise the nature of archaeology and education in the UK and in some other countries
Be familiar with a knowledge of the development of archaeology and education and of the
methods used by archaeologists and heritage managers to inform and educate formal groups and
the visiting public
Understand the key issues in providing and maintaining on-site and outreach programmes for
archaeological education.
Learning outcomes
A key outcome is to train students for independent research and careers in education services in
the historic environment, in related professions, or in other professions, such as teaching, where
such training will be useful.
On successful completion of this course a student should have acquired skills in
Critically examining and discussing resources and services provided for archaeological education
Applying learning and research to designing curriculum-based material for educational groups and
information for general visitors to archaeological sites, monuments and museums.
Coursework
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The deadline for the assessment is by 2 pm on Tuesday 12 January 2016 (see notes below for
word length and deadlines).
The Course Co-ordinator will discuss with the whole class how the essay may be approached and
will suggest topics. Students will be encouraged to submit titles and outlines of any other relevant
topic. The Course Co-ordinator will be available to discuss an outline of an essay before and/or
after the submission (by email) of a title and brief outline. If students are unclear about the nature
of an assignment, they should discuss this with the Course Co-ordinator.
Students are not permitted to re-write and re-submit essays in order to try to improve their marks.
However, students may be permitted, in advance of the deadline for a given assignment, to submit
for comment a brief outline of the assignment.
Word count
The essay for this course will be in the range 3,800 – 4, 200 words. The following should not be
included in the word-count: title page, contents pages, lists of figure and tables, abstract, preface,
acknowledgements, bibliography, lists of references, captions and contents of tables and figures,
appendices.
Penalties will only be imposed if you exceed the upper figure in the range. There is no penalty for
using fewer words than the lower figure in the range: the lower figure is simply for your guidance to
indicate the sort of length that is expected.
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SCHEDULE AND SYLLABUS
Teaching schedule
Lectures will be held 11:00am-1:00pm on Wednesdays, in room 410. A visit to the Museum of
London has been arranged during the course on Wednesday 4 November 2015. The time and
duration of the visit will be arranged in the first few weeks of the term.
Syllabus
The following is an outline for the course as a whole and identifies key texts relevant to each
session. In addition, students will be provided with more detailed readings and website references
during the course and to support assessment work.
1. 07/10/2015 Introduction to course. Archaeologists as educators. This session will outline
the elements of the course and discuss its fieldwork element and practical details. We will look at
the way archaeologists and heritage managers connect with the visiting public through, for
example, promotional literature, on-site interpretation and events. Some of the issues which
surround archaeology and education will be discussed.
Case Study: The discovery and display of the Roman circus in Colchester.
For Roman circus in Colchester see
http://www.thecolchesterarchaeologist.co.uk/?cat=23
Fowler, P J, 1992. The Past in Contemporary Society: Then, Now. London: Routledge.
Holtorf, C, 2007. Archaeology is a Brand! The meaning of archaeology in contemporary popular
culture. Oxford: Archaeopress. INST ARCH AQ GRA.
2. 14/10/2015 Archaeology and school curricula: a world view. In this session we will look at
the place of archaeology in history curricula across the world and examine the way in which
prehistory is taught in national curricula.
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Case Study: The English National Curriculum
Henson, D, Stone, P & Corbishley, M (eds). 2004. Education and the Historic Environment.
London: Routledge. INST ARCH AQ HEN.
Corbishley, M, 2011. Pinning Down the Past: Archaeology, Heritage and Education Today.
Woodbridge: Boydell Press. INST ARCH AG COR (see pages 110-124).
3. 21/10/2015 The use and misuse of textbooks and other resources. Resources for
teaching archaeology, including website resources will be examined and discussed. The use and
misuse of school textbooks, past and present, will be examined.
Case Study: The treatment of prehistoric peoples in school textbooks
Corbishley, M & Stone, P G, 1994. The teaching of the past in formal school curricula in England
in P G Stone & B L Molyneaux (eds), The Presented Past: Heritage, museums and education.
London: Routledge. 383-394. INST ARCHM 6 STO.
Roberts, M (ed), 2004. After the Wall: History Teaching in Europe since 1989. Hamburg: KörberStiftung. INST ARCH AQ ROB.
4. 28/10/2015 Archaeology across the curriculum. Archaeology may be used in a variety of
subjects other than history, from maths to science, from expressive arts to geography. A number
of successful cross-curricular projects will be examined.
Case Study: The Canterbury Archaeological Trust
Canterbury Archaeological Trust website. http://www.canterburytrust.co.uk/learning/ (see also the
Community archaeology section)
Collins, F & Hollinshead, L, 2000. English and the Historic Environment. London: English Heritage.
INST ARCH AQ Qto COL.
Corbishley, M, 2011. Pinning Down the Past: Archaeology, Heritage and Education Today.
Woodbridge: Boydell Press. INST ARCH AG COR (pages 149-190)
Johnston, V, Corbishley, M, Hollinshead, L, 2004. Exploring Churches. London: The Churches
Conservation Trust. INST ARCH AQ Qto JOH.
5. 04/11/2015 Visit to the Museum of London. The aim of this visit is to examine the ways in
which this modern museum explains the past to its visitors and makes its collections and
information available to specialist groups, including school groups.
Museum of London website is http://www.museumoflondon.org.uk/london-wall/ See in particular
the Schools & HE section
6. 18/11/2015 Learning outdoors. Archaeologists work like detectives uncovering clues to the
past. This session looks at the ways in which the archaeological approach may be used to
introduce children, students and the public to learning about the past.
Case Study: Ancient Merv, Turkmenistan
For the case study see Corbishley, M & Jorayev, G, 2014. Politics, Archaeology and Education:
Ancient Merv, Turkmenistan in S Thomas & J Lea (eds), Public Participation in Archaeology.
Woodbridge: Boydell Press, 119-128. INST ARCH AG THO (pages 119-128) and
http://www.ucl.ac.uk/merv/our_research/education
Cracknell, S & Corbishley, M (eds), 1986. Presenting archaeology to young people. Research
Report No 64. London: Council for British Archaeology.INST ARCH DAA Qto Series COU 64.
Corbishley, M et al, 2008. Learning Beyond the Classroom: Archaeological Sites and Schools.
Conservation and Management of Archaeological Sites, 10/1, 78-92.
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7. 25/11/2015 Learning from objects. This session looks at detective approaches which may
be employed in the classroom, in particular using objects to ask questions about the past.
Case Study: The Suffolk Garbology Project
British Museum 100 Objects project
http://www.ted.com/talks/neil_macgregor_2600_years_of_history_in_one_object.html
Corbishley, M (ed). 1999. Primary History: Using the evidence of the historic environment. London:
English Heritage. INST AQ Qto COR.
Durbin, G, Morris, S & Wilkinson, S, 1996. Learning from Objects. London: English Heritage. INST
ARCH AQ Qto DUR.
8. 02/12/2015 Education and outreach. Archaeological outreach projects have become
increasingly popular as a means of reaching different audiences. This session will examine
different types of projects from around the world.
Case Study: Monte Albán, Mexico
For the case study see Robles, N G & Corbett, J, 2008. Educational Strategies for the
conservation of the heritage at Monte Albán, Mexico, in Conservation and Management of
Archaeological Sites 10 (1): 17-29.
Derry, L & Malloy, M (eds), 2003. Archaeologists and Local Communities: Partners in Exploring
the Past. Washington DC: Society for American Archaeology. INST ARCH DED 100 DER.
Simpson, F, 2008. Community Archaeology Under Scrutiny. Conservation and Management of
Archaeological Sites, 10/1, 3-16.
9. 09/12/2015 Archaeology and the media. How archaeology is portrayed (and how
archaeologists portray themselves) in the movies, on television, on radio and in newspapers.
Examples of television films will be shown in this session.
Case Study: Newspaper coverage for three archaeological projects is examined.
Ascherson, N, 2004. Archaeology and the British Media, in N Merriman (ed), Public Archaeology,
145-158. London: Routledge. INST ARCH AG MER.
Brittain, M & Clack, T, 2007. (eds), Archaeology and the Media. Walnut Creek, Ca: Left Coast
Press, 11-65. INST ARCH AG CLA.
10. 16/12/2015 Archaeology and society. This final session looks at, arguably, the most
important part of archaeological education – citizenship. Through presentations and discussion we
will examine the ways in which the issue, as a school subject and a concern for society as a
whole, has been addressed.
Case Study: The Museum of London’s Altab Abi Project
Spicer, S & Walmsley, D (eds), 2004. Citizenship: Using the Evidence of the Historic Environment.
London: English Heritage. INST ARCH AG Qto SPI.
Thomas, S & Lea, J (eds), 2014. Public Participation in Archaeology. Woodbridge: Boydell Press.
INST ARCH AG THO.
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ADDITIONAL INFORMATION
Information for intercollegiate and interdepartmental students
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Students enrolled in Departments outside the Institute should obtain the Institute’s coursework
guidelines from Judy Medrington (email j.medrington@ucl.ac.uk), which will also be available on
the IoA website.
INSTITUTE OF ARCHAELOGY COURSEWORK PROCEDURES
General policies and procedures concerning courses and coursework, including submission
procedures, assessment criteria, and general resources, are available in your Degree Handbook
and on the following website: http://wiki.ucl.ac.uk/display/archadmin. It is essential that you read
and comply with these. Note that some of the policies and procedures will be different depending
on your status (e.g. undergraduate, postgraduate taught, affiliate, graduate diploma,
intercollegiate, interdepartmental). If in doubt, please consult your course co-ordinator.
GRANTING OF EXTENSIONS
New UCL-wide regulations with regard to the granting of extensions for coursework have been
introduced with effect from the 2015-16 session. Full details will be circulated to all students and
will be made available on the IoA intranet. Note that Course Coordinators are no longer permitted
to grant extensions. All requests for extensions must be submitted on a new UCL form, together
with supporting documentation, via Judy Medrington’s office and will then be referred on for
consideration. Please be aware that the grounds that are now acceptable are limited. Those with
long-term difficulties should contact UCL Student Disability Services to make special
arrangements.
Photo front cover: Teachers and pupils at Ancient Merv, Turkmenistan. Photographer Dominic Powlesland. © UCL
Ancient Merv Project
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